Teachers College at a Glance 5

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

Academic Calendar 2011-2012 6 ACADEMIC DEPARTMENTS AND PROGRAMS College Department of Arts and Humanities 9 Department of Biobehavioral Sciences 51 Department of Counseling and Clinical Psychology 69 Department of Curriculum and Teaching 83 2011-2012 Department of Education Policy and Social Analysis 101 Department of Health and Behavior Studies 113 Department of Human Development 145 TABLE OF CONTENTS Department of International and Transcultural Studies 159 Department of Mathematics, Science, and Technology 171 Department of Organization and Leadership 191 Other Areas of Interest 225 Table of Program Codes 229

FACULTY MEMBERS 235

Trustees, Officers, and Councils 249

STUDENT SERVICES AND ADMINISTRATIVE INFORMATION

Admissions Information 251

Residential Services 254

Academic Resources and Services 257

Student Life and Student Services 265

Degree Requirements 269

Registration 272

Tuition and Fees 273

Financial Aid 275

Policies and Procedures 281

HEGIS Codes 287

Maps 291

Contact Information and Travel Directions 293

Teachers College Columbia University 2011-2012 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 perennially top-ranked – a place whose founding 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 engaging 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 practitioners, 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 students – 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 2011-2012 3 A Message from the Provost

Students and colleagues, my warmest welcome as you embark on your journey into the fields of education, 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 possibilities 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 partnership 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 dimension, reflects both the problems and opportunities of this civilization in their most intense and concentrated 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 development. 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 psychologists, 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 community 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 percent 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 education 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 influence 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 curriculum, requiring all students to supplement a rigorous academic base with trips to museums, galleries, theaters, libraries and concert halls.

Teachers College Columbia University 2011-2012 5 Academic Calendar 2011-2012 AUTUMN TERM 2011 (SEPTEMBER 7 - DECEMBER 22)

APRIL 25 Monday. Opening day of Registration for the Autumn Term for continuing students via web. 2011 Registration is a continuous process through the end of add/drop on September 20. Students should contact their departments for program specific procedures and timelines. MAY 16 Wednesday. Opening day of Registration for the Autumn Term for new students via web. 2011 Registration is a continuous process through the end of add/drop on September 20. Students should contact their departments for program specific procedures and timelines. SEPTEMBER 1 Thursday. Last day to submit, to the Registrar’s Office, formal Master’s essay for the 2011 October 19 award of degree. 2 Friday. Beginning of occupancy in Teachers College residence halls for new students attending the Autumn Term. 5 Monday. Labor Day. University Holiday. 6 Tuesday. New Student Experience Program (Orientation). 6 Tuesday. In-person Registration for Autumn Term. Hours: 10:00 a.m. to 7:00 p.m.; Advisors available from 2:00 p.m. to 7:00 p.m. 7 Wednesday. Classes begin. Autumn Term 2011. 7-8 Wednesday-Thursday. Registration and add/drop period. Hours: 9:30 a.m. to 6:00 p.m.; Wednesday and Thursday. Advisors available from 3:00 p.m. to 5:00 p.m. 15 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 2011. 20 Tuesday. Last day to add and drop courses for the Autumn 2011 Term, file a Certificate of Equivalency, and enroll in or waive the Health Service Program and the Columbia Student Medical Insurance. 21 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 Thursday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given October 28 or November 4. OCTOBER 2011 4 Tuesday. Last day to change points in variable point courses. 14 Friday. Last day to complete the final deposit of Ed.D. dissertation with the Office of Doctoral Studies for the October 19 award of degree. 14 Friday. Last day to complete the final deposit of Ph.D. dissertation with the Graduate School of Arts and Sciences for the October 19 award of degree. 19 Wednesday. Award of October degrees and certificates. No ceremony. 19 Wednesday. Midterm date, Autumn Term 2011. 28 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. NOVEMBER 1 Tuesday. Last day to file or to renew an application, in the Registrar’s Office, for Master’s degrees 2011 and certificates to be awarded in February. (After this date, application may be filed only until November 15 upon payment of $25 late fee.) 4 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. 23 Wednesday. No classes. Offices open. 24-27 Thursday-Sunday. Thanksgiving Holidays. DECEMBER 1 Thursday. Last day to submit, to the Registrar’s Office, formal Master’s essays for the February 2011 award of degree. 5 Monday. Registration for the Spring Term for continuing students via web registration begins. 22 Thursday. Last Day of Classes. Autumn Term 2011 ends. 23 Friday. Termination of occupancy in Teachers College residence halls for Autumn Term students not returning for Spring Term 2012.

6 www.tc.columbia.edu General Information: (212) 678-3000 Academic Calendar 2012 SPRING TERM 2012 (JANUARY 18 - MAY 8)

JANUARY 15 Sunday. Beginning of occupancy in the Teachers College residence halls for the Spring Term. 2012 16 Monday. Martin Luther King, Jr. Day Observed. University Holiday. 17 Tuesday. New Student Experience Program (Orientation). 17 Tuesday. In-person Registration for Spring Term 2012. Hours: 10:00 a.m. to 7:00 p.m.; Advisors available from 2:00 p.m. to 7:00 p.m. 18 Wednesday. Classes begin. Spring Term 2012. 18-19 Wednesday-Thursday. Late registration and add/drop period. Hours: 9:30 a.m. to 6:00 p.m.; Advisors available from 3:00 p.m. to 5:00 p.m. 19 Thursday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given February 17 or February 24. 26 Thursday. Last day to file notification in Office of Doctoral Studies of intention to defend Ph.D. and Ed.D. dissertation during Spring Term 2012. 31 Tuesday. Last day to add and drop courses for Spring Term 2012, file a Certificate of Equivalency, and for new students to enroll in or waive the Health Service Program and the Columbia Student Medical Insurance. FEBRUARY 1 Wednesday. Last day to file or to renew an application, in Registrar’s Office, for Master’s 2012 degrees and certificates to be awarded in May. (After this date, application may be filed only until February 15 upon payment of $25 late fee.) 1 Wednesday. Requests for late registration under exceptional circumstances on or after this date require Registrar’s approval and payment of $100 late registration fee. 3 Friday. Last day to complete the final deposit of Ed.D. dissertation with the Office of Doctoral Studies for the February 8 award of degree. 3 Friday. Last day to complete the final deposit of Ph.D. dissertation with the Graduate School of Arts and Sciences for the February 8 award of degree. 8 Wednesday. Award of February degrees and certificates. No ceremony. 14 Tuesday. Last day to change points in variable-point courses 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 p.m. to 4:45 p.m. 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 p.m. to 4:45 p.m. MARCH 1 Thursday. Last day to submit, to the Registrar’s Office, formal Master’s essay for May 2012 award of degree. 8 Thursday. Midterm date, Spring Term 2012. 11-18 Sunday-Sunday. Spring Holidays. APRIL 23 Monday. Registration for the Summer and Autumn Term for continuing students via web. 2012 Registration begins. 23 Monday. Last day to hold the dissertation defense (Ed.D./Ph.D.) for May award of degree. 27 Friday. Last day to deposit Ed.D. dissertation and abstracts, for May award of degree. MAY 8 Tuesday. Last Day of Classes. End of Spring Term 2012. 2012 9 Wednesday. Termination of occupancy in Teachers College residence halls for Spring Term 2012 for students not remaining for Summer Session A. Extensions granted for graduating students participating in Commencement. 11 Friday. Last day to complete the final deposit of Ph.D. dissertation with the Graduate School of Arts and Sciences for the May award of degree. 15 Tuesday. Teachers College Master’s degrees Convocations. 16 Wednesday. University Commencement, Conferring of degrees, 10:30 a.m. Teachers College Doctoral degrees Convocation, 2:00 p.m. 18 Friday. Termination of occupancy in Teachers College residence halls for Spring 2012 for students not remaining for Summer Session, but who participated in Commencement.

Teachers College Columbia University 2011-2012 7 Academic Departments and Programs Arts and Humanities

CHAIR: Ruth Vinz LOCATION: 334 Horace Mann TELEPHONE NUMBER: (212) 678-3469 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- BILINGUAL/BICULTURAL ing modes of inquiry, discovery, and creation across disciplines and diverse societies and cultures. EDUCATION 22 The Department is committed to understanding culture as a broad and varied process—a fundamental human activity involving various modes of thinking and expression through which HISTORY AND EDUCATION 25 meaning is constructed and historically transmitted.

MUSIC AND MUSIC EDUCATION 26 The Department views the study of education as broad and vital. Here, intellectual and creative ideas and practices extend beyond the traditional concerns of schooling. Thus, each program PHILOSOPHY AND EDUCATION 33 shares a concern with the learner’s construction of knowledge, the art and methods of teaching, the realities of the contemporary classroom, the relationship of schools to their communities, TEACHING OF SOCIAL STUDIES 35 and the underlying philosophies of school reform.

TEACHING OF ENGLISH 39 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) 45 Faculty share the view that informed, imaginative and critical thinking enables scholars and TEACHING OF ENGLISH TO SPEAKERS educators to actively shape cultural concepts of learning through education. With this in mind, OF OTHER LANGUAGES (TESOL, TOKYO) 50 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 M. Broughton (Cultural Studies) Judith M. Burton (Art) Lori Custodero (Music) Steven Dubin ZhaoHong Han (TESOL/Applied (Arts Administration) Linguistics) David T. Hansen (Philosophy) Marc L. Hill (English) Janet L. Miller (English) William Gaudelli (Social Studies) Ernest Morrell (English) Megan Laverty (Philosophy) Maria Torres-Guzman Anand Marri (Social Studies) (Bilingual/Bicultural) Carmen Martinez-Roldan Ruth Vinz (English) (Bilingual/Bicutural) Lenore M. Pogonowski (Music) PROFESSORS EMERITI: James E. Purpura Maxine Greene (TESOL/Applied Linguistics) (Philosophy and Aesthetics) Cally L. Waite (History) Robbie McClintock (Philosophy) ADJUNCT ASSOCIATE PROFESSORS: ADJUNCT PROFESSORS: Evelyn Chen (Piano) Ronald Knapp (Social Studies) Alvin Fossner (Oboe, Saxophone) Bert Konowitz (Jazz) Franklin Horowitz (TESOL/Applied Linguistics) Joy Moser (Painting) Jean-Marc Oppenheim (Social Studies)

Teachers College Columbia University 2011-2012 9 ASSISTANT PROFESSORS: INSTRUCTORS: resistance, creativity. Literary-aesthetic Randall Everett Allsup (Music) William Becker (Arts Administration) approaches to symbolic styles, fashions, move- Ansley Erickson (History) John Browne (English) ments,and cults. Multicultural/class/gender Olga Hubard (Art) Carolyn Clark (Arts Administration) differences. Special fee: $45. Michael Kieffer (TESOL/Applied Mahbobe Ghods (Print Making) Linguistics) Ardina Greco (Museum Education) A&H 4061. Introduction to cultural Sandra Schmidt (Social Studies) Louise Kuklis (Social Studies) studies (2-3) Yolanda Sealey-Ruiz (English) Naomi Lifschitz-Grant (Art) Faculty. Theory, method and research in the Hansun Waring (TESOL/Applied Thomas Lollar (Ceramics) emerging field of cultural studies in education. Linguistics) Jane McIntosh (Arts Administration) Mass culture and school culture as learning Kerry McKibbin (English) environments interpreted from arts and VISITING ASSISTANT PROFESSOR: Alison Merkel (Social Studies) humanities perspectives: structuralism/post- Patricia Martinez (Bilingual/Bicultural) Maurizio Pellegrin structuralism, semiotics, discourse and film (Sculpture & Mixed Media) analysis, psychoanalysis, ideology-critique, ADJUNCT ASSISTANT PROFESSORS: Peter Swords (Arts Administration) identity politics, feminism, queer theory. Philip Aarons (Arts Administration) Ashley Taylor (Social Studies) Special fee $45 Sergio Andrade Bessa (Museum Education) Barbara Tischler (Social Studies) Sheyda Ardalan (Art) Melissa Troise (English) A&H 4065. Media and visual culture (2-3) John Beaumont Gerard Vezzuso (Photography) Faculty. The relationship of contemporary (TESOL/Applied Linguistics) Martin Vinik (Arts Administration) education to the new visual literacies. Della Brooks (Social Studies) Barbara Wolkoff (Arts Administration) Critical responses to the new media and Lorraine Cella (English) Scott Wylie (Social Studies) Jasmin Cowin (Harp) the dominance of screen/image in learning. Sheila Dauer (Social Studies) For information about faculty and their scholarly Changes in teaching required for non-tradi- Monika Ekiert (TESOL/Applied Linguistics) and research interests, please refer to the Faculty tional technologies and settings. Special James Frankel (Music) section of this bulletin, or visit us at fee $45. John Gavalchin (Piano) www.tc.edu/faculty. Andrew Henderson (Organ) A&H 4088. Popular culture (2-3) Richard Jacobowski (Guitar) Professor Broughton. Critical examination of Richard Jochum (Art & Multimedia) mass communication as an informal medium Ami Kantawala (Art) GENERAL ARTS & HUMANITIES of education: film, TV, comic books, music, Meredith Katz (Social Studies) COURSES dance, advertising, “low” vs. “high” culture I. Fred Koenigsberg (Arts Administration) and hybrid forms. Enrollees learn to create and John D. Kuentzel (Religion) The Department of Arts & Humanities offers promote their own pop-cultural commodity. Lori McCann (Voice) an array of courses that can meet the out-of- Special fee: $40. Angelo Miranda (Percussion) program requirement for students enrolled in Kristine Roome (Art) any of the A&H programs or elsewhere in the A&H 4089. Aesthetics of technology (2-3) Lisa Jo Sagolla (Art) college. These courses reflect the broad span Professor Broughton. Technology as a cultural Patricia St John (Music) of interests across A&H programs. form regulating the development of the human Linda Wine (TESOL/Applied Linguistics) self. Metaphysical, symbolic and fantasy com- A&H 4008. Creative arts laboratory (0-3) ponents in computing, space travel, medicine, SENIOR LECTURERS: Professor Pogonowski. Experiential sessions in reproduction, and children’s toys. Literary and Sheridan Blau (English) — Distinguished artistic representations. Special fee: $40. Senior Lecturer dance, music, story-telling, videography, and Dwight Manning (Music) visual arts will enable students to design and enact arts experiences that facilitate develop- A&H 4130. Gender and violence (2-3) Faculty. How literal and symbolic violence LECTURERS: ment of critical and creative thinking skills in core curricula. Special fee: $50. shape gender formation. Aggression in the Carolin Fuchs (TESOL/Applied Linguistics) lives of men and women. Racism, homopho- Jeanne Goffi-Fynn (Music) bia, child-abuse, date-rape, demonism, guns Kirby Grabowski A&H 4048. Computing applications in education and the arts (2 or 3) and bombs, in reality, art, and fiction. Special (TESOL/Applied Linguistics) fee: $40. Barbara Hruska Professor Abeles. This course will examine (TESOL/Applied Linguistics) strategies for developing creativity and prob- A&H 5001. Research methods in arts Vivian Lindhardsen lem-solving behaviors employing arts and education (3) (TESOL/Applied Linguistics) other educational software. Pedagogical princi- Faculty. An examination of research studies William Snyder (TESOL, Tokyo) ples underlying the design of the software and and strategies for conducting research in the Bette Weneck (History) instructional applications will be reviewed. arts. Special fee: $25. Howard A. Williams Special fee: $75. (TESOL/Applied Linguistics) A&H 5002. Assessment strategies for Patricia Zumhagen (English) Cultural Studies the arts (3) A&H 4060. Youth cultures (2-3) Faculty. An examination of traditional and Professor Broughton. Issues in adolescent/early alternative strategies for assessing art objects adult subculture formation. Effects on learn- and artistic performance, knowledge of the ing, school, college, employment. Alienation, arts, and attitudes toward the arts.

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

A&H 5010. Special topics in arts and responsibilities. Students having difficulty in humanities (1-3) APPLIED achieving these standards will be required to Faculty. Focus on topics and issues using exist- LINGUISTICS take additional coursework. All non-native ing documents, studies and multimedia to speakers of English, including those who have support investigations into critical issues in Program Coordinator: an undergraduate degree from an English- Professor ZhaoHong Han arts and humanities. medium university, must submit language proficiency scores. Expired scores will not Program Office: (212) 678-3795 A&H 5500. Pro-seminar in arts and be accepted. Email: [email protected] humanities (2) Website: www.tc.edu/a&h/tesolal Faculty. Arts and Humanities Faculty present Ed.M./Ed.D. applicants must have an M.A. in Applied Linguistics, TESOL, or related field; their recent research to illuminate critical a writing sample is also required. issues in the field, current challenges to educa- Degrees Offered: tion, innovative methods of inquiry and con- APPLIED LINGUISTICS (LING) Ed.M. applicants may request to transfer up to temporary cultural issues. Master of Arts (M.A.) 30 points into the Applied Linguistics Program Master of Education (Ed.M.) from previous graduate study at an accredited Doctor of Education (Ed.D.) institution. Applicants who have already earned an M.A. from Teachers College may Program Description: request to transfer a maximum of 15 points in The Program in Applied Linguistics provides related areas from an outside institution. Ed.D. students with a solid foundation for defining students may request to transfer up to 45 points and resolving questions related to the nature from previous graduate study at an accredited of language, how it is used in educational and institution. All transfer of points must be rele- naturalistic contexts, and how it is taught, vant to the degree program enrolled in and learned, and evaluated. The Program empha- must meet the approval of a faculty advisor. sizes study in the following: • Acquisitional pragmatics Degree Requirements: A grade average of B or higher is required • Conversation analysis each semester within the major for all degrees. • Cross-cultural pragmatics Students are required to maintain satisfactory • Discourse analysis academic progress toward degree completion. • Foreign language pedagogy Consult program of study guides for additional • Interlanguage analysis information. • Language phonetics/phonology • Language testing and assessment MASTER OF ARTS (36 POINTS) • Second language acquisition The Applied Linguistics Program offers a 36 • Second language literacy point Master of Arts degree. Students will take • Semantics a wide range of courses offered in Applied • Sociolinguistics Linguistics and related areas, such as TESOL, • Syntax that will provide breadth to their program. See • Technology in applied linguistics program sheet for prerequisite for the Ed.M.

Special Application Courses in Applied Linguistics Requirements/Information: (or TESOL) (24 points): All non-native speakers of English, including • A&HL 4001 Sociolinguistics those who have an undergraduate degree from and education (3) a university in the United States, must submit • A&HL 4085 Pedagogical English one of the following: grammar (3) • A total minimum score of 102 on the * A&HT 4077 TESOL classroom TOEFL IBT exam. Also a minimum score practices (3) of 26 on the speaking and writing sections • A&HL 4087 Introduction to second and a minimum of 25 on the reading and language acquisition (3) listening sections; or • A&HL 4088 Second language • A minimum score of 600 on the paper/ assessment (3) pencil TOEFL or a minimum score of 250 • A&HL 4101 Phonetics and phonology (3) on the TOEFL CBT. Also a minimum • A&HT 5380 Specialized practica for score of a 50 on the Test of Spoken English or 5383 TESOL teachers (3) (TSE) and a minimum score of 5 on the Test of Written English (TWE); or One course from the following: • A score of B or better on the Cambridge • A&HL 4104 Discourse analysis (3) Certificate of Proficiency in English (CEP); • A&HL 4105 Conversation analysis (3) • A score of 7.0 or better on the Cambridge • A&HL 4106 Text and textuality (3) International English Language Testing System (IELTS). Required out-of-program breadth courses (3 TC courses of at least 2 points each, 6 points Students are expected to write and speak in minimum): Chosen with advisor’s approval. a way that is appropriate to their professional

Teachers College Columbia University 2011-2012 11 Elective courses in Applied Linguistics (or tation with an advisor, choose one from the fol- Three courses from the following: TESOL) (3-6 points): Consult an advisor. lowing courses in statistics, measurement, or • C&T 5502 Introduction to qualitative Students must complete a master’s project research design: research in curriculum and written on a research topic arising from their • C&T 5502 Introduction to qualitative teaching (2-3) course-related interests and subject to research in curriculum and • HUDM 4050 Introduction to measurement approval by their advisor. This project is nor- teaching (2-3) (2-3) mally completed during the last semester of • HUDM 4050 Introduction to • ORLJ 4009 Understanding behavioral study. measurement (2-3) research (3) • HUDM 4122 Probability and statistical • HUDM 4122 Probability and statistical MASTER OF EDUCATION (60 POINTS) inference (3) inference (3) The Applied Linguistics Program offers an • HUDM 5123 Linear models and • ITSF 4092 Qualitative research and Ed.M. that requires 60 points beyond the experimental design (3) evaluation in international bachelor’s degree, with a minimum of 30 • ITSF 4092 Qualitative research and education (3) points taken under the auspices of Teachers evaluation in international • ITSF 5000 Methods of inquiry: education (3) College. The program involves in-depth study Ethnography and participant • ITSF 5000 Methods of inquiry: in one or more of the language-related areas. observation (or ITSF 5001 Ethnography and The Ed.M. may serve as continued profession- or 5002) (3) participant observation • HUDM 5122 Applied regression analysis (3) al development or as groundwork for future (or ITSF 5001 or 5002) (3) • HUDM 5123 Linear models and experi- doctoral studies in applied linguistics. • ORLJ 4009 Understanding behavioral research (3) mental design (3) Students who did not receive their M.A. from • HUDM 6051-2 Psychometric theory I and II Teachers College will be expected to have Choose the other two required courses in (3) completed all the required courses from the consultation with an advisor. • HUDM 6055 Latent structure analysis (3) M.A. in Applied Linguistics, below, or their • HUDM 6122 Multivariate analysis I (3) equivalent. These “make-up” courses will not In addition, students must complete an Ed.M. count towards the Ed.M. project written on a research topic arising from • One of the qualitative research methods courses their course-related interests and subject to offered at the college (To be chosen with faculty Required courses in Applied Linguistics approval by their advisor. advisor’s approval). Electives in TESOL or (or TESOL) Applied Linguistics (9): To be chosen with an • A&HL 5085 Advanced syntax (3) DOCTOR OF EDUCATION (90 POINTS) advisor’s approval. • A&HL 5575 Research literacy in applied The Applied Linguistics Program offers an linguistics and TESOL (3) Ed.D. requiring 90 points beyond the baccalau- Doctoral Preparation Requirements: When doctoral students reach approximately Electives in Applied Linguistics (or reate for students wishing to pursue empirical research in linguistic analysis, discourse analy- 45 points in the program and have been at TESOL) (3 courses from the following): Teachers College for at least one year, they are • A&HL 4003 Schools of linguistic analysis sis, sociolinguistics, cross-cultural and acquisitional pragmatics, second language acquisition, required to register for and attend a doctoral • A&HL 4005 Semantic systems seminar every semester. and the lexicon language pedagogy, and language assessment. • A&HL 4014 Gender, language, and Students who did not receive their M.A. or Doctoral preparation involves three successive education Ed.M. from Teachers College will be expected stages: • A&HL 4105 Conversation analysis to have completed all the required courses, or 1. Exposure to basic research methods • A&HL 4106 Text and textuality their equivalent, from these degree programs. 2. Identification of a dissertation topic • A&HL 5008 Interlanguage analysis 3. Presentation of a prospectus • A&HT 5000 Advanced topics in TESOL Doctoral students have three types of require- • A&HT 5087 Second language acquisition ments: concentration requirements, research In order to progress through these stages, doc- in the classroom (3) methods requirements, and doctoral prepara- toral students are required to take a sequence • A&HL 5512 History of language tion requirements. of doctoral seminars at the 5500, 6500, 7500, testing research and 8900 levels. Students begin to take these • A&HL 5515 Advanced topics in Concentration Requirements: courses when they have reached approximate- applied linguistics I Students are required to take content courses in ly 45-50 points in the program and after they • A&HL 5516 Advanced topics in their concentration. The exact courses should be have been taking courses at Teachers College applied linguistics II decided in consultation with their advisor. for a minimum of one year. After that, doctor- • A&HL 5517 Advanced topics in al students are required to register for and language assessment Research Methods Requirements attend doctoral seminars every semester. • A&HT 5519 Instructed second language (15 points): acquisition and assessment (3) To ensure that students have the skills to do Doctoral students are required to demonstrate • A&HL 5581 Psycholinguistics and SLA scholarly research in an area of concentration, research preparedness in a substantive area by • A&HL 5582 Sociolinguistics and SLA they are required to take a minimum of 15 passing the research paper at the 5500 level, • A&HL 5588 Trends in SLA research points in research methods, statistics, and meas- the certification exam at the 6500 level • A&HL 6087 Advanced SLA urement. Depending on the type of dissertation, (6500A), and the certification paper at the they may be asked to take additional courses in 6500 level (6500B). Then, as evidence that Required out-of-program breadth courses linguistic analysis, qualitative methods, or they are able to carry out original research (3 Teachers College courses of at least 2 quantitative methods. under the guidance of a doctoral committee, points each, 6 points minimum): In consul-

12 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES they must write a dissertation prospectus at the A&HL 4001. Sociolinguistics and analysis with an overview of various approach- 7500 level as a part of the dissertation seminar education (3) es. Development of transcription skills with and complete a doctoral dissertation while con- Dr. Wine. Language variation based on social applications for teaching and research. tinuously registered for dissertation advisement class, race, ethnicity, age, and gender; cross- Materials fee: $20. at the 8900 level. cultural pragmatics, interactional sociolinguistics, code-switching, language planning, and A&HL 4106. Text and textuality (3) World Englishes. Pedagogical implications. To prepare for these requirements, students Dr. Williams. Permission of instructor. Materials fee: $25. Explores various viewpoints on the production will need to take one or more of the seminars and comprehension of connected discourse, in consultation with an academic advisor. These A&HL 4003. Schools of linguistic analysis both written and oral, with reference to co- seminars occur at the 5500, 6500, 7500, and (3) hesive devices, rhetorical structures, and the 8900 levels. All of these seminars are offered Dr. Williams. Prerequisite: A&HL 4085. A general pragmatics of communication, with each semester. To determine which seminar to comparative examination of major approaches attention to pedagogical applications. Offered register for, consult an academic advisor. to linguistic analysis, specifically systemic and spring semester only. Special fee: $20. • A&HL 5501 Research paper in transformational, with particular reference to applied linguistics (1-3) pedagogical applications. Special fee: $20. A&HL 5008. Interlanguage analysis (3) • A&HT 5505 Research paper: TESOL (1-3) Professor Han. Corequisite: A&HL 4087. A&HL 4005. Semantic systems and • A&HL 5507 Research paper in Investigates processes underlying second lan- the lexicon (3) guage development/non-development. Guided applied linguistics and Dr. Horowitz. A comparative examination of by the instructor, students will examine empiri- TESOL (1-3) lexical semantic systems of English and other cal SLA studies and be introduced to ways of • A&HL 6501 Doctoral seminar in languages, with particular reference to the conducting interlanguage analysis. Special fee: applied linguistics (1-3) teaching and learning of vocabulary. Special $20. • A&HT 6505 Doctoral seminar: fee: $20. TESOL (1-3) A&HL 5085. Advanced syntax (3) • A&HL 6507 Doctoral seminar in A&HL 4014. Gender, language, and Dr. Williams. Prerequisite: A&HL 4085. applied linguistics and education (3) Survey of generative syntax. Materials fee: $20. TESOL (1-3) Faculty. An exploration of gender-based differences in both the structure and use of the • A&HL 7501 Dissertation seminar in A&HL 5152. Academic writing I (3) English language (summers only). Special Faculty. Permission of instructor required. applied linguistics (1-3) fee: $20. An introduction to the theory and teaching • A&HL 7505 Dissertation seminar: of various genres of academic writing for native TESOL (1-3) A&HL 4085. Pedagogical English grammar (3) and non-native writers. Teachers are given • A&HL 7507 Dissertation seminar in Faculty. A systematic, in-depth examination of opportunities to develop their academic writing applied linguistics and English grammar with particular reference to skills. TESOL (1-3) the teaching and learning of grammar. Special • A&HL 8901 Dissertation advisement fee: $20. A&HL 5153. Academic writing II (3) in applied linguistics (0) Faculty. Permission of instructor required. • A&HT 5505 Research paper: TESOL (1-3) A&HL 4087. Introduction to second An advanced course in the theory and teach- language acquisition (3) • A&HT 6505 Doctoral seminar: TESOL ing of expository writing. Students will work Professor Han & Staff. Prerequisite: A&HL systematically on a major writing project. (1-3) 4085. Survey of models and basic principles • A&HT 7505 Dissertation seminar: TESOL of second language acquisition and examina- A&HL 6087. Advanced second language (1-3) tion of how language acquisition research can acquisition (3) inform language teaching, learning and policy. Professor Han. Prerequisite: A&HL 4087. These seminars are ordinarily undertaken as Offered in fall and spring only. Special fee: Examines theoretical and empirical issues soon as possible after completing the M.A. $20. in SLA research. Reading and discussion of degree. Students should consult advisor as to selected state-of-the-art articles that address, which course or courses to enroll in during any A&HL 4088. Second language assessment (3) critically and substantively, topics that are of particular semester. Professors Purpura and Grabowski. Prerequi- fundamental interest to SLA researchers. site: A&HL 4085, A&HL 4087 or permission of instructor. Priority given to M.A. Applied Research Seminars Candidates should be in touch with the Office Linguistics/ TESOL students in their last of Doctoral Studies to be certain of complying semester. Introduction to language assessment A&HL 5512. History of language testing with the latest procedures, deadlines, and docu- practices including test design, construction, research (3) ments. scoring, analysis and reporting; introduction to Professor Purpura. Prerequisite: A&HL 4088 measurement concepts and basic statistics; or by permission of instructor. Examines the COURSES: (* = course open to non-majors) and use of SPSS. Special fee: $20. major issues and debates in language testing research since the 1960s. Explores controver- General Courses A&HL 4101. Phonetics and phonology (3) sies related to the nature of language ability, Dr. Williams. An examination of the sound test authenticity, test score generality, per- *A&HL 4000. Introduction to linguistics (3) and orthographic systems of English, with formance assessment, and test validation. Faculty. Survey of cognitive and social appro- reference to other languages and prob- Discussion of problems and future directions aches to the study of language, language acqui- lems of learning and teaching English. Lab of language testing. Special fee: $20. sition, language systems, 20th century move- fee: $25. ments in linguistics, language varieties and A&HL 5515. Advanced topics in applied attitudes, and forms and functions of language A&HL 4104. Discourse analysis (3) linguistics I (3) in the classroom. For non-majors only. Dr. Waring. Prerequisite: A&HL 4085. Faculty. Permission of instructor required. Special fee: $20. Introduction to spoken and written discourse Research in such areas as language analysis,

Teachers College Columbia University 2011-2012 13 language acquisition, and language pedagogy. A&HL 6507. Doctoral seminar in ART AND ART Materials fee: $20. applied linguistics and TESOL (1-3) EDUCATION A&HL 5516. Advanced topics in applied A&HL 7501. Dissertation seminar in linguistics II (3) applied linguistics (1-3) Program Coordinator: Faculty. Permission of instructor required. Professor Judith M. Burton Research in various methods of sociolinguistic A&HL 7505. Dissertation seminar in applied linguistics and TESOL (1-3) analysis, discourse analysis, textual analysis and Program Office: (212) 678-3360 conversation analysis. Materials fee: $20. A&HL 7507. Dissertation seminar in Email: [email protected] A&HL 5517. Advanced topics in applied linguistics and TESOL (1-3) Website: www.tc.edu/a&h/ArtEd language assessment (1-6) Professor Purpura. Course is designed to A&HL 8901. Dissertation advisement Degrees Offered: explore current issues in language assessment in applied linguistics (0) research from theoretical and methodological ART AND ART EDUCATION (ARTE) perspectives. This course examines the applica- Independent Research, Fieldwork Master of Arts (M.A.) tion of technical issues such as reliability, vali- and Internships Master of Education (Ed.M.) dation, generalizability theory, item-response Doctor of Education (Ed.D.) theory, or program evaluation to the analysis A&HL 4901. Research and independent Doctor of Education in the College and use of language assessment data. Specific study: Applied linguistics (1-6) Teaching of Art (Ed.D.C.T.) topics vary. This course may be repeated for Professor Purpura. Permission of instructor credit with change of topic. required. Research under the direction of a ART AND ART EDUCATION- INITIAL CERTIFICATION (ARTE-INIT) faculty member. Students work individually or A&HL 5575. Research literacy in applied with others. Course may be taken more than Master of Arts (M.A.) linguistics and TESOL (3) once. ART AND ART EDUCATION- Faculty. Introduction to quantitative and PROFESSIONAL CERTIFICATION (ARTE-PROF) qualitative research methods with discussion A&HL 4907. Research and independent Master of Arts (M.A.) of major research paradigms (experimental, study: Applied linguistics/TESOL (1-6) ethnographic, introspective, questionnaire, Professor Han. Permission of instructor Program Description: etc.) and critical review of professional litera- required. Research under the direction of a ture in applied linguistics and TESOL. faculty member. Students work individually or In the Art and Art Education Program, the with others. Course may be taken more than study of art encompasses the traditions of fine A&HL 5581-A&HL 5588. Topics in once. art and the popular arts of culture. A central second language acquisition (Noncredit tenet of the Program is the role of the arts in or 1-3 each course) A&HL 5201. Fieldwork in applied nurturing human growth and development Faculty. Prerequisites: A&HL 4087 or A&HL linguistics (1-6) throughout the lifespan. Within this context, 4104 or permission of instructor. An in-depth Professor Purpura. Permission of instructor courses in art education examine the different examination of various perspectives on second required. Opportunity for qualified students, environments in which the various art forms language acquisition. Materials fee: $20 each individually or in small groups, to develop and reach their audiences: Private and public course. pursue projects, in consultation with an advi- schools, colleges, museums, community arts • A&HL 5581. Psycholinguistics and SLA sor, in schools, communities, and other field • A&HL 5582. Sociolinguistics and SLA settings. Course may be taken more than once. centers, hospitals and other such settings. • A&HL 5585. Discourse analysis and SLA • A&HL 5586. Interlanguage phonology A&HL 5207. Fieldwork in applied Faculty prepare students to be well informed, • A&HL 5588. Trends in SLA research linguistics and TESOL (1-6) critical thinkers so that they may enter leader- Professor Han. Permission of instructor ship positions in their professions. Faculty are A&HL 6587. Seminar in second language required. Opportunity for qualified students, not only seasoned practitioners who possess acquisition: Acquisitional and cross-cultural individually or in small groups, to develop and expertise in art, studio, museum, and diversity pragmatics (3) pursue projects, in consultation with an advi- education, they are also national leaders in Faculty. Permission of instructor required. Pre- sor, in schools, communities, and other field arts education research. requisite: A&HL 4104 or permission of instru- settings. Course may be taken more than once. ctor. Research on acquisitional and cross-cul- Each of the Program’s degree options is built tural pragmatics. Special fee: $20. A&HL 6201. Advanced fieldwork in around a core of courses considered to be applied linguistics and TESOL (1-6) Doctoral Preparation Professor Purpura. Permission of instructor essential to an exemplary arts education. required. Opportunity for qualified students, Beyond the core, students along with their A&HL 5501. Research paper in applied individually or in small groups, to develop and advisors have the flexibility to design individ- linguistics (1-3) pursue projects, in consultation with an advi- ual programs that meet particular needs and sor, in schools, communities, and other field goals. In addition to courses in art education, A&HL 5505. Research paper in applied settings. Course may be taken more than once. students are expected to select from other linguistics and TESOL (1-3) offerings of Teachers College and Columbia A&HL 6207. Advanced fieldwork in University in order to fulfill degree require- A&HL 5507. Research paper in applied applied linguistics and TESOL (1-6) ments, or the Museum Education concentra- linguistics and TESOL (1-3) Professor Han. Permission of instructor tion. (see Special Application Requirements required. Opportunity for qualified students, A&HL 6501. Doctoral seminar in applied individually or in small groups, to develop and section for more information). linguistics (1-3) pursue projects, in consultation with an advisor, in schools, communities, and other field The vast cultural resources of New York City A&HL 6505. Doctoral seminar in applied settings. Course may be taken more than once. offers students myriad opportunities to enrich linguistics and TESOL (1-3) 14 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES their conceptions of art and its diverse prac- graduate study may be transferred provided • Studio course required tices. In addition, the program offers weekend they meet the requirements for the degree. • A&HA 5922 Master’s seminar in institutes, colloquia, mini-courses, opportuni- Within the Ed.M degree students may craft spe- art education ties for involvement in professional develop- cializations in: Museum Education, Leadership ment workshops and summer study. Suitably in Arts Education and Research. Applicants for Required courses outside the program qualified students may also apply for appren- these options must have professional experi- (6 points): Chosen with advisor approval. ticeships in the Center for Arts Education ences in the field. Three TC courses (each course must be for a Research where they may assist on funded minimum of 2 points) outside of the program. projects. The 90-point Ed.D. and Ed.D.C.T. degrees are designed for individuals interested in serious Elective courses from: Art Education, Special Application research and who wish to contribute new schol- studio, other programs of the College Requirements/Information: arship and practice to the field. Applicants are (4 points): Chosen with advisor approval. All applicants are required to submit a port- required to have five years of professional folio (slides, CD, video, or original works), experience in arts/museum/studio education. In addition, students in this M.A. program are examples of scholarly writing (papers, thesis, For both degrees, applicants are accepted to the required to complete a master’s culminating publications), and the Art and Art Education Program following faculty review of their artis- project on a theme or research topic arising Application Supplement directly to the Office tic, professional and scholarly materials. In from their interests. of Admission. Art & Art Education Applica- some instances, applicants may be requested tion Supplement is available at: http://www.tc. to complete prerequisites as a condition of entry A three-year summer INSTEP Master of Arts columbia.edu/admissions/arted. Applicants to the program. Similarly, applicants may be degree is offered by the program. This degree must have completed an undergraduate degree requested to complete the Ed.M. degree prior may be used for New York State Professional in studio art, art education, art history or criti- to consideration for acceptance to the Ed.D. Certification for individuals who hold initial cism, art or museum education, or present certification and have the necessary creden- other evidence of competence. The 90-point Ed.D. in Art and Art Education is tials. For details about the Summer INSTEP designed for those wishing to teach art educa- program requirements and schedule see: For the M.A. degrees, a personal interview tion at the college/university level, become arts www.tc.columbia.edu/instep/. Contact Ms. with a faculty advisor is advised. For the Ed.D. supervisors in school systems, education cura- Amanda Newman-Godfrey, Program Office and the Ed.D.C.T. degrees, an interview with tors in museums, administrators in arts agencies ([email protected]) the Program Coordinator is required. or enter other arts education leadership positions. Applicants for this degree are expected MASTER OF ARTS WITH INITIAL All applicants for whom English is not their to exhibit strong writing skills. TEACHER CERTIFICATION (40 POINTS) first language are required to submit either a Required courses in Art Education 100 internet-based/600 paper-based/250 com- The 90-point Ed.D.C.T. is designed for those (20 points minimum): puter-based TOEFL score or a score of 10 on wishing to teach studio art, history, or criticism • A&HA 4079 Exploring cultural the Columbia University English Language in higher education: Art school, college or uni- diversity: Implications for art education certification test. An in-person writing sample versity. Applicants for this degree program will • A&HA 4080 Artistic development be expected to have an established, critically may also be requested. of children reviewed, exhibition record either nationally • A&HA 4081 Curriculum design in The 34-point M.A. degree is specially designed or internationally. art education for individuals seeking in-service opportuni- • A&HA 4085 Historical foundations ties, who wish to complete a special project, or Degree Requirements: of art education who need the master’s degree to complete pro- • A&HA 4087 Processes and structures fessional certification. However, the student MASTER OF ARTS (34 POINTS) in the visual arts should seek professional certification with the Required courses in Art Education • A&HA 4088 Artistic development: (24 points): State board as this degree program is not Adolescence to adulthood • A&H 5001 Research methods • A&HA 4090 Museum education issues I: meant to directly lead the student through in arts education Culture of art museums the certification process. or or • A&H 5005 Visual arts research • A&HA 5090 Museum education issues II: The 40-point M.A. degree leading toward methods Missions and standards New York State initial teacher certification is • A&HA 4080 Artistic development • A&HA 4281 Field observations in art a State-approved program for those wishing to of children education (two terms) teach art in grades K-12 in public schools. • A&HA 4081 Curriculum design • A&HA 4702 Supervised student teaching This program enrolls in the fall only. in art education in art education: Secondary • A&HA 4281 Field observations in • A&HA 4722 Supervised student teaching art education The 60-point Ed.M. degree is designed for in art education: Elementary (two terms) (1 point each) • Studio Courses (two terms) individuals seeking the highest level of profes- • A&HA 4085 Historical foundations sional achievement within the arts in educa- of art education Required courses outside the Program tion. The degree is also designed for students • A&HA 4088 Artistic development: (6-9 points): Chosen with advisor approval. contemplating future doctoral study. Appli- Adolescence to adulthood Three TC courses (each course must be for a cants are required to have a minimum of three • A&HA 5082 Philosophies of art in minimum of 2 points) outside of the Program. years of experience as an educator or practic- education ing professional in the arts; 30 points of prior

Teachers College Columbia University 2011-2012 15 Elective courses from: Art Education, standards; A&HA 5084, Museums as • A&HA 5005 Visual arts research studio, other programs of the College resource; A&HA 5085, Varieties of visual methods (4 points): Chosen with advisor approval. experience; and A&HA 4079, Exploring • A&HA 5081 Curriculum design in art cultural diversity. education: Advanced In addition to coursework, students in this pro- • A&HA 5082 Philosophies of art gram are required to complete an integrated DOCTOR OF EDUCATION (90 POINTS) in education curriculum project on a theme or research topic Required courses within the special- • A&HA 5086 Art in visual culture • A&HA 6002 Teaching and administration arising from their interests and their practicum ization (21 points): of art education in college experiences. Students are also required to • A&H 5001 Research methods in • A&HA 6482 Internship in the teaching mount a Macy Gallery exhibition combining arts education of college and museum their own art work with that of the pupils or programs taught during their practica. • A&H 5005 Visual arts research • A&HA 6502 Doctoral seminar: methods Arts in education Note: To be certified by New York State, there • A&HA 4080 Artistic development • A&HA 7502 Dissertation seminar in are additional requirements. Please consult the of children art education (two terms) Teacher Education section of this bulletin for • A&HA 4085 Historical foundations • A&HA 8900 Dissertation advisement details. of art education in art education • A&HA 5082 Philosophies of art in education MASTER OF EDUCATION (60 POINTS) • A&HA 5086 Art in visual culture Required courses outside the Program Required courses in Art Education • A&HA 6502 Doctoral seminar: (15 points minimum): Chosen with advi- (21 points minimum): Arts in education sor approval. Must include a minimum of two • A&H 5001 Research methods in • A&HA 7502 Dissertation seminar in 3 credit point classes in Higher Education. arts education art education (two terms) • A&H 5005 Visual arts research • A&HA 8900 Dissertation advisement Suggested studio electives: Chosen with methods in art education advisor approval. • A&HA 4079 Exploring cultural diversity: Implications Required courses outside the Program In addition, requirements for the dissertation for art education (15 points minimum): Chosen with advi- for the Ed.D.C.T. may be met by combining • A&HA 4080 Artistic development sor approval. of children studio work and a written document. Candi- • A&HA 4081 Curriculum design in dates should be in touch with the Office of Elective courses from Art Education, Doctoral Studies to be certain of complying art education independent studio, studio, other pro- • A&HA 4088 Artistic development: with the latest procedures, deadlines, and grams of the College (points vary): Adolescence to adulthood documents. • A&HA 5082 Philosophies of art in Chosen with advisor approval. education COURSES: (* = course open to non-majors) • A&HA 5086 Art in visual culture Students must complete between 50-60 points • A&HA 5922 Master’s seminar in in the program, including those transferred, Art Theory and Research art education before entering the first of the dissertation • Studio course (two terms) seminars. The first seminar begins the process *A&HA 5005. Visual arts research of preparing students for doctoral certification. methods (2-3) Required courses outside the Program Doctoral Certification consists of four phases: Dr. Kantawala. This course explores art educa- (6 points): Chosen with advisor approval. tion as a form of inquiry that is grounded in Three courses (each course must be for a • Writing the problem statement the theories, practices, and contexts used by minimum of 2 points) outside of the Program. • Writing the qualifying papers practitioners. It introduces students to ways • Preparing the dissertation of the proposal of creating and critiquing knowledge and Elective courses from: Art Education, • Public presentation of the proposal developing strategies for planning and carrying studio, other programs of the College • Public presentation of professional accom- out art education research projects. Building on traditions in the social sciences, and prac- (variable points): Chosen with advisor plishments. tices inherent in the visual arts, the view approval. The doctoral certification process is accom- explored is that research goals can be achieved plished through a series of seminars and inde- by following rigorous systematic inquiry in a In addition, Ed.M. students may choose to pendent study and based on faculty review. way that privileges the role imagination and take a museum concentration as part of their Students must complete each level satisfac- intellect play in constructing and creating degree. This concentration explores the art torily before they are given permission to write knowldege. museum as an educational institution, intro- the dissertation. Candidates should be in duces students to object-based teaching and touch with the Office of Doctoral Studies to A&HA 5082. Philosophies of art learning, and offers them an overview of edu- be certain of complying with the latest proce- in education (2-3) cational programs in museums throughout dures, deadlines and documents. Faculty. Corequisite A&HA 4202. An invita- New York City. tion to share a horizon of objectives in the form of philosophical, critical, and practical DOCTOR OF EDUCATION IN THE cases in art education. Students will discuss The museum concentration consists of the COLLEGE TEACHING OF ART (90 POINTS) following five courses, which must be taken philosophically how art could be expressed on Required courses within the special- the grounds of experimentation that could in addition to other Ed.M. requirements: ization (25 points): A&HA 4090, Museum education issues I: take place in either the studio, the classroom, • A&HA 4088 Artistic development: in both, or in an environment that students Culture of art museums; A&HA 5090, Adolescence to adulthood Museum education issues II: Missions and deem conducive to art and/or art education. Special fee: $15. 16 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

A&HA 5181. The arts in education (2-3) Art Education *A&HA 4080. Artistic development Faculty. An examination of ideas about the of children (2-3) interdisciplinary role of the arts in traditional *A&H 4000. MoMA roundtable (2-3) Professor Burton. Corequisite A&HA 4281. and nontraditional educational and administra- Faculty. This course guides students in the cre- Required of all candidates seeking New tive settings through analysis of programs, ation of interdisciplinary secondary curriculum York State art teacher certification (K-12). projects, policy issues, and political processes inspired by artworks from MoMA’s collection. Recommended for all degree candidates in that involve the visual arts, dance, music, Far from making certain subject areas sub- elementary education. An examination of the and theater. Special fee: $30. servient to others, each discipline lends to the role of the senses, emotions, and intellect in process its unique ways of knowing, contribut- artistic development and of the layered inte- A&HA 5086. Art in visual culture (2) ing towards common educational goals. Cur- grations they form over time. Discussion of Dr. Moser and guest critics. Corequisite A&HA rent disciplines: Art, English, and Social ways in which developmental insights are basic 5063. Permission of instructor required. Studies. to the design and implementation of exempla- Required seminar for Ed.M. and Ed.D. stu- ry visual arts lessons and offer critical starting dents. An examination of the role of art culture A&HA 4003. Encounters with art points for research. Special fee: $30. in contemporary life, employing experiences history (2-3) from art works, museums, galleries and alterna- Professor Hubard. Examines various stories A&HA 4081. Curriculum design in tive spaces, readings, and discussion. Special put forth by seminal art historians and engages art education (2-3) fee: $25. students with selected artworks from various Dr. Schifano. Corequisite A&HA 4202. times and places. Students contribute to the Introduction to curriculum theory and design A&HA 6003. Critical perspectives and ongoing process of art history by responding in the larger context of education and school- practices in the arts (2) critically and creatively to key texts and ing. The course also explores alternative con- Faculty. Students investigate their creative objects from the history of art. ceptual models as reflected in different art cur- practice from several critical perspectives and ricula, and engages students in review of cur- produce personal profiles and arts projects *A&HA 4001. Culture, museums and ricular issues related to learning outcomes, within educational and cultural contexts. education I (3) standards and assessment in art education. Special fee: $25. Faculty. This course is designed for education- Special fee: $30. al practitioners of different disciplines who A&HA 6502. Doctoral seminar: have an interest in incorporating the visual A&HA 4085. Historical foundations of Arts in education (2) arts into their teaching. Visits to museums and art education (2-3) Dr. Sagolla. Required seminar for doctoral stu- from diverse cultural leaders are central fea- Dr. Kantawala. Corequisite A&HA 4202. dents who are completing certification papers, tures of the course. Serious exploratory play An introduction to major historical events developing literature reviews or exploring and with materials will offer opportunities to deep- and underlying beliefs, values, and practices applying research methods. The seminar en artistic insights- as a complementary lan- that have influenced contemporary art and art includes faculty/student presentations, group guage of learning. education programs at all levels of instruction discussions and critiques. in the U.S. as well as internationally. Special A&HA 4199. Culture, museums and fee: $30. A&HA 6580. Problems in art and education II (3) education (2-4) Professor Olga Hubard. This course is design- A&HA 4086. Current issues and practices Faculty. Specific problems of art and art educa- ed for educational practitioners of different in art and art education (2-3) tion examined. Different topics each semester. disciplines who have an interest in incorporat- Faculty. An analysis of current philosophies, Permission of instructor required. Special fee: ing the visual arts into their teaching and who theories, and practices in art and art education $15. wish to enhance their artistic skills in greater at all levels of instruction. Programs in public depth. Art Practice will be explored as a vehi- schools, higher education, museum education, A&HA 7502. Dissertation seminar in cle for considering relationships between and other non-traditional settings are exam- art education (2) maker and cultural objects. Visits to museums ined, along with advocacy initiatives and poli- Professor Burton. Two required tutorial ses- and from diverse cultural leaders are central cy issues appropriate to the various issues dis- sions for doctoral students to help develop features of the course. Serious exploratory play cussed. Special fee: $30. or refine topics of inquiry for research. The with materials will offer opportunities to deep- teaching format is flexible and may include fac- en artistic insights- as a complementary lan- A&HA 4087. Processes and structures ulty/student presentations, group discussions guage of learning. in the visual arts (3) and critiques. May be repeated. Section 2 is Professor Burton. Suggested for all students in required of all doctoral students in the program *A&HA 4078. Art for classroom teachers: all degree programs. Opportunity for in-depth in the semester following successful completion Teaching art to children (3) and sustained exploration of the properties, of written certification papers and involves Ms. Lifschitz-Grant. Introduction to theories structures, and expressive uses of selected art preparation and presentations of dissertation of artistic development. Uses of art materials materials. The course aims to enrich and proposal for approval. Sections: (1) and processes, and lesson planning strategies extend personal visual repertoires and in paral- Certification preparation, (2) Dissertation for art experiences with children and young lel, provoke insights into the role of materials proposal preparation. adolescents. Designed for classroom teachers in supporting, integrating and challenging the and in-service students. Special fee: $60. artistic growth of young people in school. A&HA 8900. Dissertation advisement Special fee: $75. in art education (0) A&HA 4079. Exploring cultural diversity: Faculty. Individual advisement on doctoral Implications for art education (Noncredit *A&HA 4088. Artistic development: dissertations. Fee to equal 3 points at current or 2-3) Adolescence to adulthood (2-3) tuition rate for each term. For requirements, Professor Hubard. This course explores a host of Professor Burton. Corequisite A&HA 4281. see section in catalog on Continuous issues related to cultural diversity and examines An examination of sensory, biological, affec- Registration for Ed.D. degree. their impact on the practices of art and art edu- tive, cognitive, and cultural issues influencing cation. Teachers reflect about curriculum con- continuing development in the visual arts. tent, pedagogical approaches and human rela- Discussion of ways in which developmental tions in the diverse art room. insights are basic to designing challenging lessons which enrich growth and learning as well

Teachers College Columbia University 2011-2012 17 as offering critical starting points for research. A&HA 5081. Curriculum design in grams in city, county, and state school systems; Required of all candidates seeking New York art education: Advanced (3) inservice education and workshop techniques; State Art Certification K-12. Special fee: $30. Faculty. An analysis of art as a form of knowl- school and community relationships; nontradi- edge and how this knowledge informs the cur- tional settings such as museums, arts councils, *A&HA 4090. Museum education issues I: riculum. The course relates notions of knowl- etc. Special fee: $15. Culture of art museums (3) edge with the contexts and the practices of art Ms. Greco. An examination of the challenges in view of contemporary practice and the A&HA 6520. Seminar in clinical facing art museums in the twentieth century, teaching of art in post-secondary and higher supervision in the arts: K-12 (2) with a focus on changing interpretations of education. Prerequisite: A&HA 4081 or con- Faculty. Permission of instructor required. objects and how museums respond to public sent of instructor. Special fee: $30. Seminar in classroom supervision and its appli- need. Special fee: $25. cation to student teaching and inservice train- A&HA 5085. Varieties of visual experience: ing. On-site field experience, analysis of obser- A&HA 4281. Field observations in Museums and education (2) vation and assessment, readings and discus- art education (1) Faculty. Participants will visit New York City sion. Participants must have a minimum of 5 Ms. Ardalan, Dr. Kantawala. Required of M.A. museums and use the multiple resources of the years of teaching experience. Special fee: $10. students or art teacher certification majors. museums to develop personalized curriculum To be taken concurrently with A&HA 4080, materials. Enrollment limited. Special fee: $30. Studio Art Artistic development of children, and A&HA 4088, Artistic development: Adolescence to *A&HA 5090. Museum education issues II: *A&HA 4061. Printmaking I: Lithographic adulthood. Involves observations in schools Missions and standards (3) processes (Noncredit or 2-3) of various types; videotaping of contrasting Dr. Bessa. An examination of the changing pur- Dr. Ghods. A basic course in lithography for teaching styles and curricular approaches; poses of museums, both American and interna- the beginning student. Stones, metal plates, analysis of perceptual, artistic, and societal tional, as they confront new technologies and screens, photo-lithographic plates, and assumptions implicit within programs expectations for greater participation in educa- silkscreen utilized. Group and individual observed. tion. Issues of ethics and standards for museum instruction to enhance the skills and aesthetic education will also be discussed in the context perception of each student. Special fee: $100. A&HA 4702. Supervised teaching in of the section reform movement. Special fee: Noncredit fee: $600 plus special fee. art education: Secondary (3) $25. Faculty. Prerequisites: A&HA 4080, A&HA *A&HA 4062. Printmaking: Etching I 4081, A&HA 4087, and A&HA 4088. M.A. *A&HA 5804. Museums as resource: (Noncredit or 2-3) candidates should plan to take student teach- Workshops at the Metropolitan Museum Dr. Ghods. Designed to introduce the begin- ing in their last semester of coursework (1-4) ner to the intaglio process (hard and soft- towards their degree. For majors only. A vari- Ms. Greco. Independent study at Teachers ground etching, etc.). Group and individual ety of supervised teaching experiences (7-12), College combined with workshops, lectures instruction to help students acquire printmak- supplemented by conferences, evaluation, and and seminars at the Metropolitan Museum of ing skills and discover their artistic capabilities. seminars. The student completes 200 hours Art. Students work collaboratively with both Special fee: $100. Noncredit fee: $600 plus in schools observing, assisting, teaching, and Museum and College faculty to develop and special fee. evaluating. Required of those seeking state carry out individual projects, which may lead to certification in art in New York State and research and inquiry, or to the development of *A&HA 4063. Introduction to painting other states. Special fee: $15. instructional materials for different levels of (Noncredit or 2-3) schooling. Professor Hubard. Development of fundamen- A&HA 4722. Supervised student teaching tal painting skills and understandings within in art education: Elementary (3) A&HA 5922. Master’s seminar in the quest for individual expression and style. Faculty. Prerequisites: A&HA 4080, A&HA art education (2) Oils, acrylics, collage, and watercolor 4081, A&HA 4087, and A&HA 4088. M.A. Professor Hubard. Corequisite A&HA 6202. employed. Special fee: $100. Noncredit fee: candidates should plan to take student teach- Permission of instructor required. Required for $600 plus special fee. ing in their last semesters as final coursework all M.A. and Ed.M. students. Guided independ- towards their degrees. For majors only. A var- ent work in research, culminating in the devel- *A&HA 4084. Art and technology iety of supervised teaching experiences (K-6) opment of a master’s proposal. Special fee: $30. (Noncredit or 2-3) supplemented by conferences, evaluation, and Faculty. How do artists deploy technology in seminars. The student completes 200 hours A&HA 6002. Teaching and administration their art making? This class will examine in an elementary school observing, assisting, of art education in college (3) mutual influences of art and technology and teaching, and evaluating. Required of those Faculty. A practical and theoretical ground for look at forms of using technology in the arts seeking state certification in New York State the discussion, development and implementa- and for classroom instruction. Students will and other states. Special fee: $15. tion of pedagogical philosophies, strategies and learn to design presentations in a variety of practices by which art and design specialists media and applications. The course combines *A&HA 5064. Experiments in content (2-3) come to teaching as professed in art and design hands-on elements, lab time, critical analysis, Faculty. An examination of new technologies, programs in higher education. The course and practical experiences through individual materials, concepts, attitudes, both in their attends to pedagogical discourses and practices; development. Students will learn or improve current forms as well as future applications. the administration of art as a discipline; and their ability to work with images, sound, and Participants will investigate a personal topic studio practice and art teaching as an instru- media files. The goal is to facilitate a creative through field experience, hands-on demonstra- ment of professional development. Special fee: use of technology without much prior knowl- tion, observation, readings and lectures. The $15. edge. topic focuses for the course will be drawn from art and design/studio/research/psychology/teach- A&HA 6021. Supervision and admin- *A&HA 4089. New media, new forms: ing. Special fee: $30. istration: Arts in education (3) Technological trends in art education (2-3) Faculty. Permission of instructor required. Dr. Jochum. Examines new technological tools Prerequisite: Substantial teaching and/or arts and new media in art education, the impact of administration experience. The function of technology in the art room, the changing role of supervision and administration: Effective pro- 18 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES the art educator, and the convergence of visual *A&HA 5063. Advanced studio using themes of still life, tabletop and portrait technologies. Offered summers. Enrollment (Noncredit or 2-3) photography using flash and available lighting. limited. Special fee: $25. Dr. Moser and Mr. Pellegrin. Artists capable of independent endeavor share their ideas and Independent Studio Work: 3 Courses *A&HA 4092. Introduction to ceramics work in critiques and discussions and undertake (Noncredit or 2-3) advanced artistic problems suggested by the A&HA 6902. Studio work in art and Mr. Lollar. Enrollment limited. For beginners instructor or of their own devising. Noncredit education: Sculpture (Noncredit or 1-4) only. Introduction to the basic techniques of fee: $600. Special fee: $100. Faculty. Permission of instructor required. hand building, the potters wheel and slab con- Enrollment limited. For advanced independent struction. Surface decoration and three-dimen- *A&HA 5092. Advanced ceramics study. Noncredit for majors only. Special fee: sional design. Stoneware and earthenware clay (Noncredit or 2-3) $100. bodies and firing procedures will be addressed. Mr. Lollar. Further studies of ceramics with an Special fee: $100. Noncredit fee: $600 plus emphasis on individual projects on an advanced A&HA 6903. Studio work in art and special fee. level. Educational aspects of the medium will be education: Drawing (Noncredit or 1-4) discussed along with marketing opportunities for Faculty. Permission of instructor required. *A&HA 4093. Introduction to sculpture the professional craftsperson. Special fee: $100. Enrollment limited. For advanced independent (Noncredit or 2-3) Noncredit fee: $600 plus special fee. study. Noncredit for majors only. Special fee: Faculty. An exploration into the world of the $100. third dimension through both figurative and *A&HA 5093. Advanced sculpture abstract styles. There will be studio experimen- (Noncredit or 2-3) A&HA 6904. Studio work in art and tation and discussion around working with Faculty. Further studies of sculptural elements education: Painting (Noncredit or 1-4) wood, clay, stone, plaster and metal. Special fee: with an emphasis on content, craft, and individ- Faculty. Permission of instructor required. $100. Noncredit fee: $600 plus special fee. ual development. Special fee: $100. Noncredit Enrollment limited. For advanced independent fee: $600 plus special fee. study. Noncredit for majors only. Special fee: *A&HA 4094. Introduction to photography $100. (Noncredit or 2-3) *A&HA 5095. Color photography (2-3) Mr. Vezzuso. An introductory course in black Mr. Vezzuso. Prerequisite: A&HA 4094 or A&HA 6905. Studio work in art and and white photography and darkroom tech- equivalent. Course addresses both the aesthetic education: Printmaking (Noncredit or 1-4) niques. Participants will study applications of the and technical aspects of color photography Faculty. Permission of instructor required. camera as an instrument for producing artistic including theory, lighting, use of positive and Enrollment limited. For advanced independent images, and the darkroom as a setting for repro- negative films, prints, and exposure to a profes- study. Noncredit for majors only. Special fee: ducing those images, as well as the implications sional lab. Special fee: $100. $100. for using these techniques within various educational settings and contexts. Special fee: $100. *A&HA 5890. Exploring creative photo- A&HA 6906. Studio work in art and Noncredit fee: $600 plus special fee. graphy: Advanced processes (Noncredit or 2) education: Ceramics (Noncredit or 1-4) Faculty. Prerequisite: A&HA 4094 or equiva- Faculty. Permission of instructor required. *A&HA 4096. Photography for educators lent. This course explores the versatility of pho- Enrollment limited. For advanced independent (Noncredit or 2-3) tography and incorporates other artistic medi- study. Noncredit for majors only. Special fee: Faculty. Exploration of basic photo techniques ums as artists have done since the development $100. applicable in the standard art classroom. Special of photography in the 19th century. In investi- fee: $100. Noncredit fee: $600. 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 5060. Introduction to drawing advanced methods in processing and presenting Faculty. Permission of instructor required. (Noncredit or 2-3) work. A range of darkroom techniques will be Enrollment limited. Prerequisites: A&HA 4094, Faculty. A critical examination of the relation- introduced along with sophisticated studio A&HA 5094 or extensive experience in photog- ship among structure, form and surface in draw- equipment. Special fee: $100. Noncredit fee: raphy and darkroom techniques. For advanced ing from life: objects, humans and landscape. $600 plus special fee. independent study. Noncredit for majors only. Students will track the emergence and develop- Special fee: $100. ment of expressive configurations in their own *A&HA 5890. Exploring creative work from the vantage point of evolving aes- photography: Invention and imagination A&HA 6999. Exhibition/presentation thetic and critical responses. Special fee: $100. (Noncredit or 2) rating (0) Noncredit fee: $600 plus special fee. 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 *A&HA 5061. Advanced printmaking: the photographic medium. The power of the requirements. To be taken during the semester Lithography (Noncredit or 2-3) interpretive value of the photographic image is in which work is presented in the Macy Art Dr. Ghods. Designed to explore and develop the explored. Students are exposed to the work of Gallery. Special fee: $100. lithography printing process, including the use photographers that experiment with photogra- of color and photolithography. Group and indi- phy in an important but imaginative way. vidual instruction to promote the artistic and Independent Studies and Research technical potential and capacities of each partic- *A&HA 5891. Exploring creative ipant. Special fee: $100. Noncredit fee: $600 photography: Photography and light A&HA 4202. Fieldwork in art education (1-4) plus special fee. (Noncredit or 2) Faculty. Permission of instructor required. Faculty. The emphasis in this class is on the Professional activities in the field under faculty *A&HA 5062. Advanced printmaking: camera and on using light and lighting methods supervision. Etching (Noncredit or 2-3) and advanced camera and darkroom tech- Dr. Ghods. Designed to expand the printmaking niques. Students explore the use of Medium A&HA 4902. Research and independent competencies and aesthetic development of the Format cameras, studio lighting, flash photogra- study in art education (1-4) artist-teacher. Group and individual instruction. phy, long exposures using tripods and using light Faculty. Permission of instructor required. Special fee: $100. Noncredit fee: $600 plus meters. Photographic projects are undertaken Research and independent study under the special fee. direction of a faculty member. Teachers College Columbia University 2011-2012 19 A&HA 5202. Fieldwork in art education (1-4) ARTS • provide theoretical and practical preparation Faculty. Permission of instructor required. for students whose professional objective is a Professional activities in the field under the ADMINISTRATION career in arts administration, arts education, supervision of a member of the arts faculty. or a combination of the two. Program Coordinator: A&HA 5902. Research and independent Professor Steve Dubin Special Application study in art education (1-4) Faculty. Permission of instructor required. Requirements/Information: Program Office: (212) 678-3268 In addition to the general Teachers College Research and independent study under the Email: [email protected] direction of a faculty member. admission requirements, applicants to the pro- Website: www.tc.columbia.edu/artsadmin gram must submit a third letter of reference A&HA 6202. Fieldwork in the art and scores on the GRE General Test. Personal education (1-4) Degree Offered: statements of 750–1000 words should indicate Faculty. Permission of instructor required. why applicants wish to pursue careers in arts Professional activities in the field under the ARTS ADMINISTRATION (AADM) administration, what led them to this point supervision of a member of the arts faculty. Master of Arts (M.A.) and what they feel makes them good candidates for admission to the program and to the A&HA 6422. Internship in the supervision Program Description: field. An interview is required for finalists and and administration of the art education (1-4) The program in Arts Administration encour- Faculty. Permission of instructor required. will be arranged at any time in the application Qualified students work as interns with super- ages integration of all the arts and education, process by the program coordinator/director. visors or administrators in selected sites. while focusing on the educational role of the Students begin the program in the fall semes- Provision is made for assessment of field-based artist, and the missions and activities of arts ter only and cannot defer. competencies in fulfillment of program and cultural agencies, collectives, and institu- requirements. tions. Degree Requirements:

A&HA 6482. Internship in the teaching The program reflects the conviction that the MASTER OF ARTS (60 POINTS) of college and museum programs (3) management of cultural institutions and enter- The M.A. degree requires a minimum of 60 Faculty. Permission of instructor required. prises is a profession that requires both cre- points of coursework, with 24 points from Guided experiences in the teaching of the arts ativity and commitment and that, at its best, in departments of metropolitan area colleges. the program offerings listed below, 12 points Sections: (1) Teaching art programs: college, the profession has a positive impact on the through the Graduate School of Business, 15 (2) Teaching art programs: museum. quality of artistic life. Arts Administration is points in Teachers College courses, 9 elective organized in conjunction with the programs points, an internship, and a formal master’s A&HA 6972. Research and independent in Arts and Humanities education, further essay. study in art education (1-4) reflecting the importance of the basic educa- Faculty. Permission of instructor required. tional role, mission, and activities of the arts The core curriculum represents an unusual Research and independent study under the in both profit and nonprofit sectors. alliance among the faculties of Teachers direction of a faculty member. College, Columbia’s Graduate School of In order to respond to the challenge and Business, and the School of Law. Included in responsibility of the arts at the start of the the core requirements are principles of arts twenty-first century, the arts manager must administration, policy, fundraising, historical have an amalgam of managerial and financial foundations and problem-solving in arts edu- skills, a knowledge of pertinent artistic disci- cation, accounting, financial planning, market- plines, an awareness of community dynamics, ing, business, policy, labor relations, and copy- a commitment to education in its broadest right law. Students and applicants should refer sense, and a sensitivity to the artist and the to additional information on requirements artistic process. The essence of the program available at the program office. Tuition rates lies in its effort to provide a carefully con- may vary for non-TC courses, depending on structed core curriculum while making avail- the offering school. Each student is evaluated able the extraordinary range of intellectual in the first year to ensure that satisfactory and cultural resources of the College, the progress is maintained. University, and New York City. COURSES (* = course open to non-majors): The objectives of the program are to: • train new leaders to manage and administer A&HG 4170. Principles and practice in arts and cultural venues; arts administration (3) • raise standards of arts administration Faculty. Permission from program coordina- to a new level of social responsibility; tor/director required. Basic overview in arts administration covering major areas of con- • broaden the horizons of arts educators, cern to small, medium, and large institutions. facilitating their interactions with the Specific aspects of arts management, planning, arts community; program development, artist relations, market- • give arts educators new management ing, and fundraising. and administrative tools; • strengthen advocacy roles for artists; and

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

A&HG 4173. Arts in context (3) A&HG 5173. Principles and practice in those with its operation in an educationally Professor Dubin. Permission of program coor- arts administration: Performing arts (3) useful manner. Twenty hours per week over dinator/director required. A seminar and lec- Mr. Vinik. Permission from program coordina- four months or the equivalent. ture-style course designed to provide a cultur- tor/director required. Prerequisite: A&HG al context for discussions of aesthetic, ethical, 4170. A continuation of A&HG 4170 with Independent Research and political questions that define and chall- special reference to the management princi- enge the responsible arts administrator’s role. ples and skills of the performing arts, including A&HG 4970. Supervised individual music, dance, and theater; audience develop- research in arts administration and A&HG 4174. Law and the arts I (3) ment; unions; and the study of physical facili- arts education (3) Mr. Koenigsberg. Permission from program ties. Faculty. Permission from program coordinator/ coordinator/director required. Principal artistic director required. Independent research in arts applications of U.S. law in areas drawn from A&HG 5174. Principles and practice in administration. copyright law, unfair competition and trade- arts administration: Visual arts (3) mark law, misappropriation, First Amendment Faculty. Permission from program coordina- A&HG 4100. Master’s essay: Arts questions, miscellaneous torts including rights tor/director required. Prerequisite: A&HG administration (0) of privacy and publicity, defamation, interfer- 4170. A continuation of A&HG 4170 with Faculty. Permission from program coordina- ence with contract, and other problems relat- special reference to the application of manage- tor/director required. To maintain continuous ing to authenticity of art works. ment principles and skills to the visual arts, residency and receive advisement on the including museums, commercial and coopera- master’s essay, students who have registered A&HG 4175. Law and the arts II (3) tive galleries, artists’ spaces, public art, and for the 60 required points of coursework and Mr. Swords, Ms. Clark, and Mr. Aarons. corporate and individual collectors and artists. have not completed the master’s essay must Permission from program coordinator/director continue to register for this course after six required. Lectures and seminars on not-for- A&HG 5175. Business policy and terms including summers. Special tuition: the profit corporations, alternative forms of organ- planning for the arts manager (3) equivalent of 1 point of credit. ization and tax exemption; the role and prob- Mr. Vinik. Permission from program coordina- lems of trustees, directors, and officers; and tor/director required. Designed to integrate A&HG 5179. Making sense of censorship commercial and political activity, administra- arts administration coursework from business, (3) tive regulations concerning arts organizations, law, and the arts. Moves from the financial, Professor Dubin. Uses a multi-disciplinary and arts-specific contracts. cultural, and political environment to strategic approach to examine the twin phenomena of planning tools to specific arts situations in the censorship and freedom of expression, histori- A&HG 4176. Support structures: creation and implementation of policy and cally and at present. Censorship will be inves- Development and fundraising in the arts planning objectives. tigated as a social process, intricately linked and humanities (3) with power, knowledge, production, group Ms. McIntosh. Permission from program co- A&HG 5178. Special topics: Critical issues struggles, and social change. Students will ordinator/director required. A practical explo- in arts management (3) explore its causes and consequences, and ration of fundraising research and proposal Faculty. Permission from program coordinator/ strategies of intervention. writing methods. Proposals are developed for director required. A course in conceptualizing private and public agencies and foundations. problems. Use of existing documents, studies, See also: Course incorporates aspects of support for the policies and databases to support investigations arts, arts education, the humanities, educa- into critical issues, while identifying how these A&H 4048. Computing applications in tion, and artists. documents have been constructed, their hidden education and the arts (3) and political agendas, and suggestions for A&HG 4180. Labor-management relations improvement and integration into existing A&H 5001. Research methods in arts in the arts (3) systems. education (3) Mr. Becker, Ms. Wolkoff. Permission from program coordinator/director required. Theory Practicum and Internship A&H 5002. Assessment strategies for the and practice. Special emphasis on employers, arts (3) unions, contracts, and grievance procedures in A&HG 4370. Practicum in arts the arts. Simulated bargaining sessions, evalua- administration and arts education (1) A&HA 4079. Exploring cultural diversity: tion and discussion of dispute resolution, arbi- Faculty. Permission from program coordi- Implications for art education (2-3) tration, contract results. Negotiation by stu- nator/director required. Supplement to the dent teams. required internship. Work with organizations A&HA 4090. Museum education issues I: or on projects on or off-campus; work must Culture of art museums (3) A&HG 4575. Master’s seminar in meet test of relevance to student’s program of arts administration (3) study, supervisor approval, and judgment of A&HA 5082. Philosophies of art in Faculty. Permission from program coordina- satisfactory performance. At least 30 hours education (2-3) tor/director required. Full-time degree candi- during the term; no more than 1 point per dates only. Required for all master’s students term; no more than 3 points during the course A&HA 5090. Museum education issues II: by the last 10 points of their program. Guided of the program for practicum. Missions and standards (3) independent work culminating in the development of a master’s essay. A&HG 4470. Internship in arts A&HA 5181. The arts in education (2-3) administration and arts education (0 or 3) A&HG 4576. Master’s seminar in arts Faculty. Permission from program coordina- A&HA 5804. Museums as resource: administration B: Research apprenticeship (3) tor/director required. Internship arranged with Workshops at the Metropolitan Museum (1-4) Faculty. Interview required. Supervised indi- host institutions on an individual basis, taking vidual apprenticeship to ongoing projects in into account the student’s needs, interests and A&HA 6021. Supervision and administra- arts management, arts law, arts and cultural capacities, and the host’s abilities to integrate tion: Arts in education (3) policy and data and information gathering on living artists.

Teachers College Columbia University 2011-2012 21 BILINGUAL/BICULTURAL knowledge necessary to educate language • M.A. in Bilingual/Bicultural Childhood minorities while working with the goal of Education (Dual Certification) EDUCATION developing proficiency in more than one language for both language-majority and minori- For students with no teacher certification who Program Coordinator: ty-students. Students will examine the nature want to teach in elementary schools. This Professor Maria Torres-Guzman of cross-cultural understanding and knowl- course of study aims to prepare educators to edge, as it provides support and access work in bilingual settings that privilege the Program Office: (212) 678-3758 for language minority school populations to education of language-minority students. It Email: [email protected] respect, develop, and preserve their languages leads to NY State certification in Childhood Website: www.tc.edu/academic/Bilingual/ within educational settings, to develop and Education (grades 1-6) with a Bilingual strengthen their identities, and to go beyond Education extension. It also has the potential their selves to engage in the world as produc- Degrees Offered: for extending dual certification to include tive citizens. The courses will also help stu- Middle Childhood Education certification BILINGUAL/BICULTURAL STUDIES (BILG) dents explore their place within the context of Master of Arts (M.A.) the presence of multiple language and cultures (grades 7-9); interested students should dis- in schools and communities and in promoting cuss this possibility with an advisor. Within the BILINGUAL/BICULTURAL CHILDHOOD course of study are two streams: EDUCATION - DUAL CERTIFICATION diversity in thinking and social justice in the (BILC-DUAL) U.S. and beyond. a. Stream A is for students without prior Master of Arts (M.A.) Courses within the different departments will experience in education and requires 40 BILINGUAL/BICULTURAL EDUCATION - allow students to explore the distinction points of coursework. INITIAL CERTIFICATION (BILG-INIT/PROF) between regular general education teaching and b. Stream B, for students who have student- Master of Arts (M.A.) teaching in settings where the curriculum is taught, have taught full-time for a mini- taught in more than one language, second lan- mum of one year, or are presently teach- BILINGUAL/BICULTURAL CHILDHOOD ing, requires 33 points of courses. EDUCATION - TRANSITIONAL B CERTIFICATION guage learning theory, literacy, and interdiscipli- (BILC-TRAN) nary intellectual endeavors. Master of Arts (M.A.) • M.A. Program in Bilingual/Bicultural Students will plan an appropriate course of Childhood Education (Transitional B BILINGUAL/BICULTURAL EDUCATION - study, according to their background, knowl- Certification) INITIAL CERTIFICATION (BILG-INIT) edge, and experiences and in relation to their Certificate future goals, with their advisor. Students are Peace Corps Fellows with no teacher certifica- Program Description: strongly advised to plan the whole curriculum tion who want to teach in elementary schools during their first semester, so as to meet all may pursue the 33-point Transitional B course In our increasingly diverse world, the study of requirements and to enjoy the multiple possi- of study. This course of study aims to prepare multiple languages-in-education is in demand. ble field experiences in educational settings. educators to work in bilingual settings that The Program in Bilingual/Bicultural Education Students are also urged to go to the program privilege the education of language-minority acknowledges the need to provide students website (www.tc.edu/academic/its/bilingual) students in low-resource schools. The pro- with a foundation for understanding and work- for FAQ’s to explore the multiple strands gram meets the requirements for NY State ing with bilingual learners in diverse education- available at the M.A. level, New York State certification in Childhood Education (grades al settings. Our program specializes in educa- requirements for certification, the doctoral 1-6) with a Bilingual Education extension and tion that privileges language minority student program, and distinctions in the different has the potential for extending dual certifica- populations in the U.S. and in the world. fields of study that might be important in the tion to include Middle Childhood Education selection of the area of Bilingual/Bicultural certification (grades 7-9). Only students Students who select the course of study offered Education as a major. approved by the Peace Corps Fellows Program by our program will be prepared to work in (www.tc.columbia.edu/pcfellows) are eligible schools, community organizations, and interna- Courses of study: for admission. As part of the program, stu- tional agencies as teachers, specialists, consult- Students who are U.S. citizens or permanent dents must complete a special intensive 200- ants, curriculum designers, and evaluators. residents may pursue a course of study that hour pre-component in the summer and be Students may also pursue an interest in policy leads to NY State certification. Students ought placed in a school as a teacher. Students will and research and/or continue further studies. to choose a course of study based on their pre- receive supplementary mentoring throughout vious studies and experiences and career goals. the year. Through our courses, students will examine The following section describes offerings in the the phenomenon of multiple languages and Program in Bilingual/Bicultural Education: • M.A. Program in Bilingual/Bicultural cultures in schools, classrooms, and communities within local and global contexts. The Education (Initial Certification) • M.A. in Bilingual/Bicultural Studies courses will allow students to explore interests in teaching in schools where more than one Students who have teacher certification in any language and culture are part of the curricu- This 33-point course of study provides stu- area and an interest in a Bilingual Extension lum, particularly within the multilingual, mul- dents with flexibility to pursue a policy, should follow this 33-point course of study. ticultural city schools of New York, and to research, or teaching strand. The program This program aims to prepare educators to explore how the local and unique situations of is fully registered with the New York State work in bilingual settings that privilege the schools connect to those found in other parts Education Department. The teaching strand education of language minority students. It of the world. Furthermore, students can within this course of study does not lead to leads to NY State professional certification in observe and work in enrichment language NY State certification. the area in which students already hold cer- education models that will enable them to tification and, in addition, leads to Bilingual develop the understanding and working

22 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES certification. Students who have teaching cer- • A&HB 4024 Linguistic foundations of • A&HB 4121 Bilingual/bicultural tificates in elementary or secondary education bilingual/bicultural education curriculum design in can also pursue Middle Childhood Education (3) elementary and middle certification (grades 7-9). • A&HB 4075 Cross-cultural communica- schools (3) tion and classroom ecology • A&HB 4133 Curriculum and methods • Advanced Certificate in Bilingual/Bicultural (3) for bilingual teachers: Education • A&HB 4150 Teacher/educational Science (2-3) inquiry: Bilingual/bicul- • A&HB 4134 Curriculum and methods The 15-point Advanced Certificate course of tural education (1-3) for bilingual teachers: study is for students who are pursuing NY Mathematics (2-3) State teacher certification in another area or Each student will choose courses with their • A&HT 4076 TESOL methodologies who already hold NY State teacher certifica- advisor’s assistance. The following shows a for K-6 (3) tion. In addition, students who hold baccalau- sample of recommended courses for potential reate degrees but do not wish to pursue mas- concentrations. Master of Arts programs leading to certifica- ter’s degrees may enroll. The course of study tion (Stream A) require one full year of stu- leads to NY State Bilingual Extension certifi- Concentration on Research: Choose among dent teaching with the accompanying courses cation. the following. (a total of 17 additional credits), for a total of Special Application • ITSF 4015 Introduction to computers, 40 credits for the degree. Requirements/Information: language, and literacy In addition to the Teachers College admission • ITSF 4060 Latinos in urban schools Master of Arts programs leading to dual application, prospective students must submit • ITSF 5016 Ethnography of education (stream B), transitional B, and initial certifica- the following: • A&HL 4003 Schools of linguistic tion require a half-year of student teaching (a • Program application (available from the analysis total of 7 credits), for a total of 33 credits for Office of Admission or program website) • A&HL 4104 Discourse analysis the degree. • Proof of Language proficiency (please see • A&HL 4106 Text and textuality program application) • A&HL 5008 Interlanguage analysis Master of Arts programs leading to certifica- • HUDF 5020 Methods of social tion (professional) require one semester of a Proficiency in English and a language other research: survey methods practicum, which is a supervised practice (a than English (LOTE) are required for the • HUDF 5022 Sociological analysis of total of 3 credits), for a total of 33 credits for Program in Bilingual/Bicultural Education, as educational systems the degree. well as for the the courses of study leading to • C&T 5000 Theory and inquiry in NY State certification. Students must provide curriculum and teaching ADVANCED CERTIFICATE proof of proficiency in a language other than • HBSK 5085 Observing and assessing Students who are not pursuing an M.A. and English by showing evidence of education or preschool children who either hold teacher certification in anoth- extended residence abroad; undergraduate er area or are simultaneously pursuing teacher coursework; or language proficiency scores Concentration on Policy: Choose courses certification in another area can choose the (such as the GRE, SAT, or Peace Corps among the following: 15-credit Advanced Certificate. The course Assessment). Students must also submit their • ITSF 4025 Languages, society, of study includes the foundation courses and statement of interest in English and the LOTE. and schools 3 points from the following courses: International students must submit TOEFL • A&HB 5024 Bilingual/multilingual • A&HB 4121 Bilingual/bicultural curri- scores. education: International culum design in elemen- perspectives tary and middle schools For further information, contact: • A&HB 4199 Current topics in bilin- • A&HB 4133 Curriculum and methods Program in Bilingual/Bicultural Education gualism and bilingual/ for bilingual teachers: Teachers College, Columbia University bicultural education Science 525 West 120th Street, Macy 351 (topics vary term by term) • A&HB 4134 Curriculum and methods P.O. Box 122A • HUDF 4000 Education and public for bilingual teachers: New York, NY 10027 policy Mathematics Telephone: (212)678-3758 • ORLF 5042 Urban politics and • A&HB 4028 Teaching literacy in Email: [email protected] education bilingual settings • A&HB 4720 Student teaching in bilin- Degree Requirements: • ORLF 5045 Race, ethnicity and U.S. educational policy gual/bicultural education (Policy courses in Curriculum and Teaching) All courses of study require three core founda- COURSES: tional courses and a bilingual inquiry course. Concentration on Teaching (not leading to M.A. programs require an integrative project. NYS certification): Choose among courses A&HB 4020. Bilingualism and disabilities The teaching strands with Bilingual/Bicultural (1-3) that are required for programs leading to Studies and the courses of study programs lead- Faculty. This course examines the interaction ing to NY State certification require a practicum certification. between disability and bilingualism through the or student teaching experience. Students are Courses of study leading to certification require lifespan and across home, school, work, and strongly urged to consult with an academic the following: other life contexts. It draws on theories and advisor on all degree requirements. • A&HB 4020 Bilingualism and practices from linguistics, bilingual education, Foundation and Inquiry Courses: disabilities (1) the literatures of disability rights, and the • A&HB 4021 Foundations of bilingual/ • A&HB 4028 Teaching literacy in teaching of students with disabilities. bicultural education (3) bilingual settings (3) Teachers College Columbia University 2011-2012 23 A&HB 4021. Foundations of bilingual/ Offered as needed for those wishing to obtain Introductory course in educational or psycho- bicultural education (3) bilingual teacher certification. logical assessment. Survey of tools and tech- Faculty. Offered in the fall. Review of the lin- niques used in different types of assessment guistic, socio-cultural, philosophical, political, • A&HB 4133. Science and evaluation including linguistic, psychoed- and historical foundations that have shaped ucational, and programmatic areas; principles, bilingual education policies, program models, • A&HB 4134. Mathematics limitations, and alternatives applied to the and teaching and assessment practices. Analysis above as they pertain to effective bilingual of how diverse bilingual education program • A&HB 4135. Language arts programs. Emphasis on methods of assessment models throughout the world respond to differ- and evaluation that can be used by the ent linguistic, social, and educational goals. A&HB 4150. Teacher/educational inquiry: teacher/supervisor with English Language Bilingual/bicultural education (1-3) Learners. A&HB 4024. Linguistic foundations of Professor Torres-Guzman. Permission required. bilingual/bicultural education (3) Open only to students registered in any of the A&HB 5022. Administration of bilingual Faculty. Offered in the spring. Introduction to M.A. Programs in Bilingual/Bicultural Educa- programs (3) the study of bilingualism. Study of sociolinguis- tion. Reflective inquiry focused on bilingualism Faculty. Focus on managerial, legal, and finan- tics and psycholinguistics as applied to the or biculturalism in relation to instruction in the cial issues in bilingual education, with particu- design and implementation of bilingual/bicul- native language, native language development, lar emphasis on urban and suburban settings tural educational models and materials. second language learning, and the relationship at elementary and secondary school levels. between the theory and practice of learning A&HB 4028. Teaching literacy in bilingual and/or teaching in bi/multilingual/multicultural A&HB 5024. Bilingual/multilingual settings (3) settings. Course supports students in develop- education: International perspectives (3) Faculty. Offered in the spring. Prerequisite: ment and presentation of their Integrative Professor Torres-Guzman. A survey of bilin- ITSF 4021. Approaches to developing literacy Project. Offered only in the fall. gual/multilingual educational policies and in a second and native language in elementary practices throughout the world. While such and middle schools. Techniques for developing A&HB 4323. Practicum/student teaching models and designs are analyzed from a com- listening, speaking, reading and writing, devel- for practicing teachers in bilingual/bicultural parative educational perspective, much atten- oping language and literacy through the con- education (3-4) tion is given to the ethnolinguistic, social, eco- tent areas, using children’s literature, and Faculty. Offered every fall. Permission required. nomic, and political contexts. assessing students’ literacy development in the This course is for current teachers or students second and native language. Strategies to with prior teaching experience. Practical appli- A&HB 5123. School counseling of bilin- develop biliteracy in dual language programs. cation of bilingual and bicultural classroom gual/bicultural children, adolescents and practices in all content areas, the teaching of their families (3) A&HB 4075. Cross-cultural communication an additional language (ESL or LOTE), and Faculty. Guidance and counseling theory, and classroom ecology (3) the development of bilingualism. Classroom research and practice regarding bilingual and Faculty. Offered in the fall. Examination of the observations and supervision will be provided racially/culturally diverse children, adolescents influence of culture in the design and imple- for full-time teachers and student teachers. and their families. The course examines para- mentation of school instruction. Identification Weekly seminars focus on teaching strategies digms used to understand the behavior of of salient theoretical issues related to culture for a variety of bilingual settings, including bilingual/bicultural children, the impact of and social organization as they relate to the teaching content and developing language. various factors on their functioning, models for education of ethnolinguistic and minoritized assessing their functioning, and preventive and children. Exploration of the learning/teaching A&HB 4325. Practicum/Internship in rehabilitative interventions to effect change. processes within the context of multicultural bilingual/bicultural institutions (3) and bilingual classroom settings from a cultural Faculty. Offered every fall. Develop practical A&HB 5513. Staff development in multi- perspective. Reflection upon the role of the skills in teaching an additional language other lingual/multicultural settings (3) teacher in creating cultural learning environ- than English and developing cross cultural Faculty. Permission required. Critical study ments. Survey of research approaches which understandings through working weekly with a of theory and practice of staff development serve as tools to examine classroom interaction. small group of students in a non-formal school in multilingual/multicultural settings. setting. Seminars focus on methods and strate- A&HB 4121. Bilingual/bicultural curriculum gies for integration of language and cultural A&HB 6202. Advanced fieldwork design in elementary and middle schools (3) awareness taught in hands-on ways. Fluency (1-6 each course) Faculty. Offered in the spring. Corequisites: in a language other than English required. Faculty. Permission required. ITSF 4133 and ITSF 4134. Permission required. Prerequisites: ITSF 4021 and proficiency in the A&HB 4720. Student teaching in bilin- A&HB 6402. Internship in English language and one additional language. gual/bicultural education (4) bilingual/bicultural education (1-6) The course focuses on: (a) linguistic, cognitive, Faculty. Offered every spring. Permission Faculty. Permission required. Occasional developmental, and socio-cultural considera- required. Student teaching in bilingual ele- opportunities in areas represented by the tions in the design of bi/multilingual curricula; mentary classroom. Practical application of department. Students must inquire to see if (b) exploration of bi/multilingual instructional bilingual and bicultural classroom practices in opportunities are available during any given methods and materials for use in language arts all content areas, the teaching of an additional semester. and content areas; (c) critique of current com- language (ESL or LOTE), and the develop- mercially prepared products. ment of bilingualism. Classroom observations A&HB 6521. Seminar in and supervision will be provided for full-time bilingualism/bilingual education (3) A&HB 4133-A&HB 4135. Curriculum teachers and student teachers. Weekly semi- Professor Torres-Guzman. A review of and methods for bilingual teachers (1-3) nars focus on teaching strategies for a variety research in bilingual/bicultural education from Faculty. Offered spring. Corequisite: ITSF 4121. of bilingual settings, including teaching con- an inter-disciplinary perspective. The focus Prerequisites: ITSF 4021, or permission of tent and developing language. is on the analysis of research, evaluation instructor. Intensive review of curriculum and methodologies and findings, and their poten- methods appropriate to the teaching of the sub- A&HB 5021. Assessment and evaluation tial application to current theory and practice. ject areas in bilingual instructional settings. in bilingual education (3) Faculty. Permission required. Prerequisite:

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

Courses Open to Non-Majors HISTORY AND Students in the program are encouraged, A number of departmental offerings are suit- with their advisor’s guidance, to make full able for non-majors because of their non-tech- EDUCATION use of resources offered by other programs at nical nature. Consult advisors about other Teachers College, Columbia University, the courses not listed. Program Coordinator: Jewish Theological Seminary, and Union Bette Weneck Theological Seminary. • A&HB 4021. Foundations of bilingual/bicultural education (3) Program Office: (212) 678-4138 Note: If you are interested in becoming a Email: [email protected] certified public school teacher, please see • A&HB 4024. Linguistic foundations of Website: www.tc.edu/a&h/HistoryEd the program in Teaching of Social Studies in bilingual/bicultural education (3) this department. The program in History and Education does not lead to public school • A&HB 4075. Cross-cultural communica- Degrees Offered: certification. tion and classroom ecology (3) HISTORY AND EDUCATION (HIST) Special Application • A&HB 5123. School counseling of Master of Arts (M.A.) Requirements/Information: bilingual/bicultural children (3) Master of Education (Ed.M.) A sample of historical writing is required for Doctor of Education (Ed.D.) Ed.M., Ed.D., and Ph.D. applicants. Master’s • A&HB 5024. Bilingual/multilingual Doctor of Philosophy (Ph.D.) students may begin in the fall or spring only. education: International perspectives (3) Doctoral applicants are accepted for the fall Program Description: term only. GRE is required. The Program in History and Education is one of the oldest at Teachers College, the history of Degree Requirements: education having been one of the first compo- All courses should be determined with the nents of the university study of education. advice and approval of the student’s advisor. Many of the earliest doctoral dissertations at Teachers College dealt with historical subjects, MASTER OF ARTS (30 OR 32 POINTS) even in the case of students aspiring to careers The Master of Arts offers two approaches: in curriculum, guidance, and administration. 1) 30 points and a formal master’s essay, or 2) 32 points and a special project. Topics and The program prepares people to teach in gradu- preparation of the essay or the special project are to be determined in consultation with the stu- ate schools of education, undergraduate depart- dent’s advisor. At least 15 of the points taken for ments of education, departments of history, the- the degree must be in the field of history and ological seminaries, or other academic institu- education. At least three Teachers College cours- tions, and to work as research scholars in insti- es (for at least 2 points each) must be taken out- tutes, government bureaus, or social service side of the program in History and Education. agencies where a deep understanding of education in historical perspective is essential. MASTER OF EDUCATION (60 POINTS) The Master of Education requires 60 points, at The program addresses important educational least 30 of which must be completed under the questions, first, by examining the ideas, indi- auspices of Teachers College. Students must take viduals, and institutions of the past to deter- at least 30 points in history and education and at mine their influence on their own times; and, least three Teachers College courses (for at least second, by bringing historical knowledge and 2 points each) outside the program. perspective to bear on current educational issues. The program offers courses covering the DOCTOR OF EDUCATION (90 POINTS) educational history of America, urban areas, The Doctor of Education requires 90 points with women, immigrants, and African-Americans. emphasis on broad preparation for a variety of teaching, research and administrative responsi- The program is open to students of broad and bilities informed by an understanding of histori- diverse backgrounds who can give evidence of cal development and context. Candidates should be in touch with the Office of Doctoral Studies academic competence and personal qualities to be certain of complying with the latest proce- suggesting high probability of professional suc- dures, deadlines, and documents. cess. Each student in the program is expected to take courses in the history of education, as DOCTOR OF PHILOSOPHY (75 POINTS) well as in the more generalized fields of social, The Doctor of Philosophy requires 75 points, political, and cultural history. Students can also including demonstrated proficiency in two for- take subject matter courses in cognate areas eign languages. Program emphasis on historical aimed at complementing and supporting their research in education. Candidates should be in specialized areas of interest within the history of touch with the Office of Doctoral Studies to be education. In addition, most students engage in certain of complying with the latest procedures, continuous independent research under the deadlines, and documents. supervision of a faculty member.

Teachers College Columbia University 2011-2012 25 COURSES: (* = course open to non-majors) *A&HH 6577. Topics in the history of MUSIC AND American educational thought (3) Introductory Professor McClintock. Permission of instructor MUSIC EDUCATION required. Prerequisite: A&HH 4070 or equiva- *A&HH 4070. History of education lent. Considers the origins of American educa- Program Coordinator: in the United States (3) tion including international perspectives. Dwight Manning Dr. Erickson. The development of American education in the context of American social Advanced Program Office: (212) 678-3285 and intellectual history. Email: [email protected] A&HH 5670. Colloquium in history Website: www.tc.edu/a&h/MusicEd *A&HH 4074. Historical visions of and education (1-3) teachers and teaching (3) Professor Waite. For majors only. Discussion Degrees Offered: Professor Waite. A critical examination of of research and teaching topics in history and popular representations of teachers during education, presentation of dissertation proposals MUSIC AND MUSIC EDUCATION (MUSC) the 20th century. and drafts, and explorations of the employment Master of Arts (M.A.) prospects of specialists in history and Master of Education (Ed.M.) *A&HH 4076. History of urban education (3) education. Doctor of Education (Ed.D.) Dr. Weneck. Examines educational activities Doctor of Education in the College within urban communities including schooling A&HH 6574-A&HH 6575. Seminar in Teaching of Music (Ed.D.C.T.) and the educational activities of social, political, the history of American education (3) and cultural groups from the eighteenth century Faculty. Permission of instructor required. MUSIC AND MUSIC EDUCATION to the present. INITIAL CERTIFICATION (MUSC-INIT) Individualized Studies Master of Arts (M.A.) Intermediate Master of Education (Ed.M.) A&HH 4901. Research and independent *A&HH 5065. History of collegiate study (1-8) MUSIC AND MUSIC EDUCATION women/careers (3) Faculty. Permission of instructor required. PROFESSIONAL CERTIFICATION (MUSC-PROF) Faculty. This course will focus on collegiate Master of Arts (M.A.) women and careers in U.S. history beginning with A&HH 6901. Research and independent women’s access to higher education after the study (1-8) Program Description: Civil War. Faculty. Permission of instructor required. The Program in Music and Music Education embraces humanistic values as they relate to *A&HH 5070. History and theory of A&HH 6970. Studies in history contemporary musical and educational life higher education (3) and education (1-6) Faculty. Fundamental ideas that have shaped lib- while respecting the musical traditions of Faculty. Advanced students may register for the past. The faculty in Music and Music eral education in the United States and basic intensive individual study of some aspect of their Education recognize the importance and issues that arise in the formulation of purposes, specialization. Registration is only by permission uniqueness of the arts in our society and strive policies, and educational programs in colleges of the professor under whose guidance the work to offer flexible and individualized programs and universities. will be undertaken. Times for individual confer- for the preparation of musician-educators. ences will be arranged. Enrollment may be for 1 *A&HH 5072. Student activism and student or more points each term, and registration is not Faculty members are seasoned practitioners, movements in historical perspective (3) limited to one or two terms. who reflect a wide range of expertise in com- Faculty. A critical examination of the changes prehensive musicianship, early childhood and continuities in student life from the Colonial A&HH 7501. Dissertation seminar in music, instrumental and jazz pedagogy, vocal Era to the present, with special emphasis on the history and education (0-3) and choral performance, assessment, improvi- causes and consequences of protests and move- Faculty. Permission of instructor required. sation, jazz, technology, and the full spectrum ments. Required of doctoral students in the semester of public and private school music through following successful completion of certification graduate school and research practices. *A&HH 5076. History of African-American examinations. education (3) The degree programs in Music and Music Professor Waite. An exploration of informal and A&HH 8901. Dissertation advisement in Education are each built around a core of formal education from slavery to the present. history and education (0) courses considered central to exemplary music Faculty. Individual advisement on doctoral education. Beyond the core, students have *A&HH 6041. Historical method (3) dissertations. Fee to equal 3 points at current flexibility to plan with their advisor individual Dr. Weneck. Permission of instructor required. tuition rate for each term. For requirements, see programs designed to meet particular needs Methods, principles, and problems of historical section in catalog on Continuous Registration for and goals. research and interpretation. Designed for stu- Ed.D./Ph.D. degrees. dents throughout the College undertaking systematic inquiries on historical topics. In addition to courses in music and music education, students are expected to select courses A&HH 6574-A&HH 6575. Seminar in from other offerings of Teachers College and the history of American education (3) Columbia University in order to fulfill degree Faculty. Permission of instructor required. requirements.

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

Students in the degree programs can prepare (a) certified to teach in other states, or (b) schools, the teaching and administration for the following positions: who hold New York State Initial certifica- of music in early childhood settings, the • teacher of music in early childhood settings, tion to meet the New York State require- teaching of music in private schools and elementary and secondary schools; ments for the Professional Certification in private studios, the teaching and admin- • teacher and administrator of music Music Education. For professionals teach- istration of music in colleges and univer- in colleges and universities; ing in other states, the program provides sities, and careers in music and interdis- advanced professional experiences built • teacher of music in private school ciplinary areas, such as the arts and hum- and studios; upon previous professional work. The anities, and special and adult education. • researcher and teacher-educator of music Program requires graduate studies with in institutions of higher learning; and work in pedagogy, research, comprehen- • teacher, curriculum specialist, and teacher- sive musicianship and performance. The 4) Ed.D.C.T. educator in interdisciplinary areas of arts degree program is designed to allow some a) Ed.D. in College Teaching offers prepara- and humanities, music, and special educa- flexibility in course selection, so that each tion for professional careers in a variety of tion, new technology in music education, student may build upon his or her previ- settings. The Ed.D.C.T. is designed prima- and adult education. ous academic work and teaching experi- rily for students with a high level of per- ence, as well as prepare for his or her pro- formance skills whose goal or present posi- Within the four degrees offered, there are fessional career in music education. tion is focused on the teaching of perform- nine programs of study for Music and Music ance in higher education. Education. d) M.A. Summer INSTEP The INSTEP program is a summer pro- b) Ed.D.C.T. Cohort 1) M.A. gram that focuses on the needs of begin- a) M.A. (general) ning teachers by offering them the oppor- The Doctoral Cohort Program is a unique b) M.A. with PreK-12 Initial New York tunity to acquire their Master’s degree by offering designed for music faculty mem- State Certification enrolling primarily in the summer. The bers holding full-time academic appoint- c) M.A. with NYS Professional program is guided by pedagogical and ments who are interested in completing a Certification philosophical underpinnings that reflect doctoral program. d) M.A. with NYS Professional current trends in rethinking and recon- Certification Summer (INSTEP) ceiving the teaching of Music. This M.A. Special Application 2) Ed.M. program meets the recently conceived Requirements/Information: a) Ed.M. (general) state and national teacher preparation b) Ed.M. with Initial New York State standards. Certification Masters Programs (M.A., M.A. with PreK-12 3) Ed.D. 2) Ed.M. certification, M.A. with professional certifica- 4) Ed.D.C.T. a) The Master of Education degree (Ed.M.) tion, Ed.M.) a) Ed.D.C.T. (general) in Music and Music Education is an b) Ed.D.C.T. Cohort advanced professional degree for practi- Please visit the Admissions website for information tioners in music education that is designed concerning the application process. 1) M.A. to prepare graduates for a career in elementary schools, secondary schools, and a) The traditional M.A. program is a post- Applicants for Masters Programs must have an colleges. It is awarded upon satisfactory bachelor’s degree program that provides undergraduate degree with a major in music or graduate studies with a balance of work completion of 60 points of graduate study. music education, or an undergraduate degree in performance, comprehensive musician- Major emphasis is placed on the improve- ship, pedagogy, and research. The degree ment of instruction and curriculum. with evidence of sufficient musical training and program is designed to allow flexibility in experience to qualify the student for graduate course selection, so that each student may b) Ed.M. with Initial New York State work in this field. The complete application will prepare for his or her professional career Certification include: in music education. The Ed.M. degree with Initial Teacher Certification is a program designed for stu- 1. Completed Application Form b) M.A. with PreK-12 Initial Certification dents with a master’s degree in music who 2. Application Fee wish to prepare for teaching music in the The M.A. degree with Teacher Certifi- 3. Personal Statement public schools. The 60-point degree pro- cation is a program designed for stu- 4. Official Transcript(s) dents with an undergraduate degree in gram leads to both the Ed.M. degree and 5. Letters of Reference music who wish to prepare for teaching New York State Teacher of Music, PreK- music in the public schools. The 40-point 12 Initial Certification. All requirements 6. Resume degree program leads to both the M.A. for certification can be completed in the degree and New York State Teacher of Ed.M. program if the candidate is identi- The GRE is not required. Music, PreK-12 Certification. All require- fied at the first registration. Students in ments for certification can be completed this Ed.M. program take coursework fol- Applicants are responsible for collecting and in this M.A. program if the candidate is lowed by two semesters of carefully guided submitting all necessary application materials by identified at the first registration. Students student teaching in schools that reflect the designated program deadline (available on the Music Program’s philosophy of authen- in this M.A. program take coursework fol- the Office of Admission website). Online appli- tic and relevant musical pedagogy. lowed by two semesters of carefully guided cants may have letters of reference submitted student teaching in schools that reflect electronically. All applicants must collect and the Music Program’s philosophy of authen- 3) Ed.D. tic and relevant musical pedagogy. The Doctor of Education offers prepara- submit supporting documentation, such as tran- tion for professional careers in a variety of scripts and test scores (i.e., TOEFL), directly to c) M.A. with Professional Certification settings. The Ed.D prepares students for the Teachers College Office of Admission. The M.A. Professional Certification positions in the teaching and supervision Program is designed for music educators, of music in elementary and secondary

Teachers College Columbia University 2011-2012 27 Doctoral Programs (Ed.D. and Ed.D.C.T.) Online applicants may have their letters of In order to graduate, a student must complete the reference submitted electronically. All appli- necessary coursework, compile and present a port- Please visit the Admissions website for information cants must collect and submit all supporting folio, and demonstrate competent musicianship in concerning the application process. documentation, including transcripts and test performance as approved by the program faculty. scores (i.e., TOEFL), directly to the Teachers Applicants for the Ed.D. normally have previ- College Office of Admission. MASTER OF ARTS LEADING TOWARD ously received a Master of Arts or Master of PREK-12 INITIAL NEW YORK STATE Music degree. Applicants for the Ed.D. and the Degree Requirements: CERTIFICATION (40 POINTS) Ed.D.C.T. are expected to have several years of The M.A. degree leading toward Initial New York professional experience as an educator or per- MASTER OF ARTS (32 POINTS) State Teacher Certification is a program designed forming musician prior to beginning the doctor- A minimum of 32 points is required. Some pro- for students with an undergraduate degree in music al program. Both doctoral programs are very grams may exceed the minimum number due to who wish to prepare for teaching music in the pub- selective and admit only a few students each professional goals, special interests, or deficien- lic schools. The 40-point degree program leads to year. The complete application will include: cies in undergraduate work. No more than 12 both the M.A. degree and New York State Teacher points of graduate credit from other faculties of of Music certification, PreK-12. 1. Completed Application Form the University may be applied to the minimum 2. Application Fee point requirement, and no transfer points will Teachers College courses required to fulfill 3. Personal Statement be accepted from other institutions. state certification requirements (19 4. Official Transcript(s) points): 5. Letters of Reference A student enrolled in the 32-point master’s • A&HM 4021 Designing musical experiences 6. Resume degree is expected to plan a program of study for young children 7. Writing Sample with an advisor that reflects a balance of work • A&HM 4029 Introduction to new tech- 8. Audition (Ed.D.C.T. only) in each of four areas of music study, based upon nologies in music education the training, experience and specific needs of • A&HM 5020 Foundations of music The GRE is not required. the student. The four areas of music study are: education (1) Pedagogy, (2) Research, (3) Comprehensive • A&HM 5022 Children’s musical Personal Statement Musicianship, and (4) Music Performance. development As part of the application process, for your per- • A&HM 5025 Creativity and problem- sonal statement, please thoughtfully consider In order to broaden the student’s background, solving in music education the questions below and write a 750-1000 word in addition to the coursework in music, three • A&HM 5026 Music skills and the response. Teachers College courses (a course is defined as creative strategy 1. What are your professional career goals? one for which at least 2 points are earned) out- • Special Education course in consultation with How do you envision your future? side of the Program (A&HM) are required. advisor Where do you expect to be in five or ten years? Specifically, students are expected to enroll in: Elective music pedagogy courses What do you expect to be doing? (1) At least two courses from the Music (4-6 points): Consult a faculty advisor. Pedagogy Courses, selected from the 2. What are your plans for completion following: Required music content courses of the degree? (5-7 points): • Applied music (2-4) How do you anticipate your enrollment • A&HM 4021 Designing musical experiences • A&HM 5032 Comprehensive status? for young children or 5033 musicianship I or II (3) How long do you expect it will take? • A&HM 5020 Foundations of music How many credits do you anticipate education Required fieldwork courses taking each semester? • A&HM 5025 Creativity and problem (6 points): solving in music education • A&HM 4701 Supervised teaching in 3. What are your scholarly interests? • A&HM 5026 Music skills and the music education creative strategy • A&HM 4711 Supervised teaching in Writing Sample music education: 7-12 Academic paper or scholarly article. (2) At least one course from the Research Area (A&HM 5022, A&HM 5023, A&H Note: To be certified by New York State, there are Audition 5001, A&H 5002 may be used to fulfill additional requirements. Please see the Teacher Applicants for the Ed.D.C.T. must submit a this requirement) Education section of this bulletin for details. recent recording (CD/DVD) of a performance or arrange for an audition through the music (3) At least one course from the Comprehen- Required out-of-program courses: program office. sive Musicianship Area Two TC courses (in addition to the course in Special Education) each for a minimum of 2 points, selected Applications for the Ed.D. and the Ed.D.C.T. (4) At least two courses from the Music from outside the program in Music and Music are reviewed once each year for fall admission. Performance Area Education (A&HM).

Applicants are responsible for collecting and (5) The remaining courses in music can be In order to graduate, students must complete the submitting all necessary application materials by selected from any of the four areas, in necessary coursework, complete student teaching, the designated program deadline (visit the consultation with an advisor. the summative project, and demonstrate competent Office of Admission website for details). musicianship in performance.

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

MASTER OF ARTS PROFESSIONAL (c) At least one course from the semester in which you plan to graduate. CERTIFICATION PROGRAM (32 POINTS) Research area, to be selected from A list of portfolio requirements is avail- This Master of Arts Program is designed for the following (2-3 points): able in the Music Office. music educators: (a) certified to teach in other • A&H 5001 Research methods in states, or (b) holding New York State Initial arts education MASTER OF EDUCATION (60 POINTS) certificates to meet the New York State • A&H 5002 Assessment strategies The general course requirement is a minimum requirements for Professional Certification in for the arts of 60 graduate semester hours, 30 points of Music Education. For professionals teaching in • A&HM 5022 Children’s musical which must be completed under the auspices other states, the program provides advanced development of Columbia University, with at least 18 points professional experiences built upon previous • A&HM 5023 Vocal pedagogy in Teachers College coursework. Candidates professional work. The program requires grad- who have earned a Master of Arts degree uate studies with work in pedagogy, research, (d) At least one course from the from Teachers College must complete at least comprehensive musicianship, and perform- Comprehensive Musicianship area, 45 of the 60 graduate points at Teachers ance. The degree program is designed to allow to be selected from the following College. some flexibility in course selection, so that (3 points): each student may build upon his or her previ- • A&HM 5032 Comprehensive Programs of study and courses for the degree musicianship I ous academic work and teaching experience, are divided into four general areas: (1) • A&HM 5033 Comprehensive as well as prepare for his or her professional Pedagogy, (2) Research, (3) Comprehensive musicianship II career in music education. Musicianship, and (4) Music Performance. A (e) Two or three courses from the program of study should reflect a balance of INSTEP: A three-year, summer Master of courses in these areas. Arts program that may lead to a New York following (a minimum of 6 points): State Professional Certification. Contact • A&H 4008 Creative arts laboratory • A&HM 4029 Introduction to new In addition to the music program courses, Professor Harold Abeles for details each candidate is expected to complete four ([email protected]). technologies in music education courses of at least 2 points each from outside • A&HM 4050 Conducting and score reading the program in Music Education. These elec- I. Admission • A&HM 5026 Music skills and the tives are to be selected from areas deemed Admission requires that students must hold creative strategy appropriate in consultation with the faculty initial state teaching certification in music. • A&HM 5021 Instrumental instruction advisor. Candidates for the Ed.M. degree must for children complete a scholarly paper demonstrating II. Program of Study • A&HM 5042 Choral literature survey their ability to synthesize research. The paper A minimum of 32 points is required. Some • A&HM 5047 Creative strategies for is usually completed in A&HM 5031, students’ coursework may exceed the mini- teaching music literature Synthesizing Research in Music Education, mum number due to professional goals or • A&HM 5050 Advanced conducting an online 3 point course. special interests. No more than 12 points and interpretation of graduate credit from other faculties of • A&HM 5052 Vocal literature and DOCTOR OF EDUCATION AND DOCTOR Columbia University may be applied to the interpretation OF EDUCATION IN THE COLLEGE minimum point requirement, and no gradu- • A&HM 4059 Jazz Improvisation I TEACHING OF AN ACADEMIC SUBJECT ate credits will be accepted from other insti- • A&HM 4060 Jazz Improvisation II (90 POINTS) tutions. Requirements include: (f) At least one course from the A student enrolled in the 32-point master’s Music Performance area (2 points) 1) Satisfactory completion of a program of degree is expected to plan a program of 90 graduate points beyond the baccalaure- study with an advisor that reflects work in (g) Completion of at least three ate degree, each of four areas of music study, based Teachers College courses, for a mini- 2) Successful performance on a departmental upon the training, experience and specific mum of 2 points each, at Teachers certification examination, and needs of the student. The four areas of College outside of the Music Program. 3) Preparation and defense of a dissertation. music study are: (1) Pedagogy, (2) Research, (6-9 points) (3) Comprehensive Musicianship, and In order to broaden the student’s background At least 54 points of work must be completed (4) Music Performance. (in addition to the coursework in music), three at Teachers College. A maximum of 36 gradu- Teachers College courses outside of the program ate points may be accepted from other recog- Specifically, students are expected to enroll in: (A&HM) are required. Only one of these three nized graduate schools. Transfer credits are (a) At least one course from the courses may be in A&HA (Visual Arts) or evaluated and allocated by the Admissions following (3 points): A&HG (Arts Administration). These should be Office for consideration by the Music • A&HM 5020 Foundations of music selected in consultation with a faculty advisor. Program. Final determinations are made by education the program faculty. • A&HM 5027 Philosophy of music education (h) The remaining courses can be (b) At least one course from the selected from any of the four areas in following (3 points): music or from outside of music, in Doctoral students must complete a minimum • A&HM 4021 Designing musical experi- consultation with a faculty advisor. of 15 points of coursework in areas other than ences for young children (6-12 points) those in the Music Program. For the Ed.D. in • A&HM 5025 Creativity and problem- College Teaching program, two of these courses solving in music education (i) Submit a portfolio to the Music must be in the area of higher education. Program Secretary by week 10 of the

Teachers College Columbia University 2011-2012 29 To ensure breadth in professional background, procedures as they apply to the development initial and professional majors to examine and coursework should result in competency in of artistic choral performance. Choral litera- experience problem-solving techniques for the following four broad areas: (1) Pedagogy, ture available for school, community, and developing musical skills within the framework (2) Research, (3) Comprehensive Musicianship, church groups at all levels of proficiency. of the creative strategy. Materials fee: $35. Materials fee: $75. and (4) Music Performance. Refer to the cata- A&HM 5027. Philosophical perspectives log for course listings under these general head- A&HM 4029. Introduction to new on music education (3) ings. technologies in music education (2-3) Professor Allsup. An investigation of the influ- Faculty. Understanding the principles of creat- ential philosophical texts that inform music The preparation and the defense of a disserta- ing and teaching with synthesizers, MIDI, teaching and learning. Topics involve the tion is required for the doctoral degree. When computers, emphasizing the application to examination of aesthetic and praxial philoso- writing the dissertation, each candidate has a music education. Materials fee: $75. phies; ethical practices; and historical, critical, sponsor and an additional committee member. and cultural perspectives. Most often the sponsor is a faculty member of *A&HM 4030. Integrating music in the classroom (2-3) A&HM 5029. Intermediate and advanced the Program in Music and Music Education. Professor Pogonowski. Primarily for non- applications of new technologies in music Committee members may be chosen from majors. Focuses on music and its relationship education (2-3) among the professorial faculty elsewhere at to other curriculum areas as a means to facili- Faculty. Specific demonstrations with new Teachers College or the University. Topics are tate students’ abilities to make connections music technology emphasizing the develop- selected from a variety of areas to meet profes- and conceptualize points of view from a vari- ment of creative strategies for music education sional needs and interests. Students should con- ety of perspectives. Materials fee: $30. at various levels. Special fee: $75. sult the appropriate bulletins of the Office of Doctoral Studies and Doctoral Handbook on A&HM 4701. Supervised teaching in A&HM 5047. Creative strategies for the Music Education program website: music education (3) teaching music literature (3) www.tc.columbia.edu/a&h/MusicEd for more 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 specific information. teaching must complete a minimum of 36 how to develop creative music strategies for points. A variety of supervised teaching expe- teaching and enhancing the learning of music COURSES: (* = course open to non-majors) riences (K-12), supplemented by conferences, literature at all levels, including college teach- Pedagogy evaluation, and seminars. The student coming. Materials fee: $30. pletes 200 hours in schools observing, assisting, *A&HM 4020. Music for children (2 or 3) teaching, and evaluating. Required of those A&HM 5141-A&HM 5143. Faculty. Focuses on the development of stu- seeking state certification in music in New Special topics in music dent’s musical thinking through active partici- York State and other states. Faculty. Selected topics of interest in music pation in classroom strategies. A broad multi- examined in depth. Topic announced each cultural repertoire serves to stimulate chil- A&HM 4711. Supervised teaching in semester. dren’s creative musical responses through music education: 7-12 (3) movement, and exploration of sound and Faculty. • A&HM 5141. Research imagery. Includes integrated creative activities (Noncredit or 1-4) involving the combination of movement, vocal A&HM 5020. Foundations of music and instrumental performance, and listening. education (3) • A&HM 5142. Pedagogy Materials fee: $30. Faculty. An examination of the historical, (Noncredit or 1-4) philosophical, psychological, and sociological *A&HM 4021. Designing musical bases of music education, emphasizing the • A&HM 5143. Comprehensive experiences for young children (2 or 3) implications for the development of curriculum, musicianship (Noncredit or 1-4) Professor Custodero. Permission of instructor policy, and administrative leadership. required. Prerequisite: A&HM 5022. Over- A&HM 6001. Teaching and administration view of appropriate interactive practices, envi- A&HM 5021. Instrumental instruction of music in college (3) ronmental design, and curriculum planning for children (3) Professor Abeles. Major issues relating to the for young children from birth through age 7. Professor Custodero. Prerequisite: A&HM curriculum, instruction and administration of Includes observations of exemplary teaching as 5022. For private and group music teachers. programs of music and music education in col- well as practicum experience. Special fee: $40. Developmentally appropriate strategies and leges and universities. materials for instrumental instruction, integrat- *A&HM 4022. The artistic lives of ing improvisation, composition, movement, A&HM 6023. The teaching of applied young children (2) singing, and ensemble playing. Special fee: $30. music in college (2-3) Professor Custodero. For preservice and in- Dr. Goffi-Fynn. Music majors only. Theory service teachers of young children interested A&HM 5025. Creativity and problem- and practice of applied music instruction in in integrative pedagogy focused on children’s solving in music education (Noncredit or 3) college for both major and non-major stu- engagement with music, art, movement, and Professors Allsup and Pogonowski. Permission dents. Emphasis on developing a student- dramatic play. Creative expression is explored of instructor required. Designed for initial and centered learning environment. Required for within cultural, expressive, developmental, professional majors to experience and explore music students who wish to be Graduate and curricular contexts through personal critical thinking as a means for establishing a Assistants in the Applied Music Program. reflection, observation, and instructional framework for music learning at all levels. Materials fee: $35. design. Materials fee: $50. Research A&HM 5026. Music skills and the A&HM 4023. Choral methods, A&H 5001. Research methods in creative strategy (2-3) procedures and materials (3) arts education (3) Professors Allsup and Pogonowski. Permission Dr. Goffi-Fynn. Recommended for vocal- Please see description in the departmental of instructor required. Enrollment limited to choral majors. A study of the choir as a per- course listing at the beginning of this section. forming medium. Rehearsal techniques and 25. Prerequisite: A&HM 5025. Designed for

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

A&H 5002. Assessment strategies for A&HM 5050. Advanced conducting and A&HM 5052. Vocal literature and the arts (Noncredit or 3) interpretation (Noncredit or 2-3) interpretation (Noncredit or 3) Please see description in the departmental Faculty. Prerequisite: A&HM 4050 or equiva- Faculty. For students of singing, accompanying course listing at the beginning of this section. lent. For students experienced in conducting. and coaching. Offers performing and teaching Reading and memorization of scores involving command of representative literature, tech- A&HM 5003. Introduction to the percep- clefs and transpositions. Videotapes made and niques of interpretation and presentation; tion and cognition of music performance (3) studied. Special fee: $75. German, Italian, and French diction for Professor Abeles. An examination of acoustic singers. Course may be repeated. Materials fee: and psychological foundations of music. *A&HM 4150. Music instruction: $40. Instrumental/voice (Noncredit or 2) A&HM 5022. Children’s musical develop- Faculty. Written permission from the Music A&HM 5058-A&HM 6058. Recital ment (2-3) Education Program, Room 520A Horace Faculty. For Music majors only. Corequisite: Professor Custodero. Permission of instructor Mann, required. Primarily for beginning stu- simultaneous registration for applied music required. Overview of significant issues and dents. With permission of the advisor, students instruction. The student will mount a recital current research regarding the development of may register continuously for this course. by securing a date, designing programs and musical skills and understandings in children Special fee: $110. flyers, advertising, arranging for personnel, through early adolescence. Includes observa- rehearsing, and finally performing. If s/he tions of children’s spontaneous music-making. A&HM 4357-A&HM 4358. Ensemble chooses to perform in a group with classmates, Special fee: $30. performance: Music then s/he should register for 0 points. If the Faculty. For music majors only. For instrumen- student wishes to give a full, solo recital, then A&HM 5023. Vocal pedagogy (2-3) tal and vocal majors, a course designed for s/he has the option of registering for 1 point to Dr. Goffi-Fynn. Permission of instructor performance by chamber ensembles. Reper- receive additional coaching from the applied required. Investigation and application of toire determined by registration. Public con- music instructor. recent research in voice production and peda- cert performances each semester. gogy. Directed teaching of voice comprised of • A&HM 5058. Recital I (0-1) Open only student assignments, observed lessons, and les- • A&HM 4357. Instrumental to music education program majors at the son evaluation. Diagnosis of vocal condition (Noncredit or 1) M.A. level. and the design of lesson plans to effect change and growth will be emphasized. Special fee: • A&HM 4358. Vocal ensemble • A&HM 6058. Recital II (0-1) Open only $50. (Noncredit or 1) to music education program majors at either the Ed.M. or Ed.D. levels. A&HM 5031. Synthesizing research in Comprehensive Musicianship music education (3) A&HM 5150-A&HM 5172. Instrumental Professor Abeles. Prerequisite A&H 5001. A&HM 5032. Comprehensive musicianship music instruction (2) Required for Ed.M. and Ed.D. students. This I (3) Faculty. Written permission from the Music course develops students’ ability to analyze Professor Pogonowski. Through analysis, com- Education Program, Room 520A Horace research journals and to summarize research position, critical listening, improvisation and Mann, required. For intermediate and in music education. Students write a synthesis performance, l7th and l8th century theoretical advanced Music majors only. With permission of research in an area of music education. constructs are explored, including an overview of advisor, students may register continuously of the development of harmony and polyphony for the course numbers below. Special fee: leading up to these eras. Materials fee: $35. $110. Music Performance • A&HM 5150. Violin (The noncredit fee for conducting courses is • A&HM 5151. Trumpet equal to 2 points at the current tuition rate.) A&HM 5033. Comprehensive musicianship II (3) • A&HM 5152. Harp Professor Pogonowski. Maximum enrollment: • A&HM 5153. Cello A&HM 4050. Conducting and score • A&HM 5154. Viola reading (Noncredit or 2-3) 25. An examination of 19th century theoretical constructs through analysis, composition, • A&HM 5155. String bass Faculty. Principles of conducting as a perform- • A&HM 5156. Percussion ing medium; emphasis on technique develop- critical listening, improvisation, and performance. Materials fee: $35. • A&HM 5157. French horn ment for effective artistic visual portrayal of • A&HM 5158. Trombone, Baritone music; reading and memorization of scores. A&HM 5040-A&HM 5041. Interpretation • A&HM 5159. Tuba Classes videotaped for viewing. Special fee: • A&HM 5160. Oboe $75. of piano literature (Noncredit or 3) Faculty. Prerequisite: A&HM 5350 or equiva- • A&HM 5161. Saxophone • A&HM 5162. Flute A&HM 4056. Chamber music lent. The study and performance of representative piano compositions from the Baroque • A&HM 5163. Clarinet (Noncredit or 2) • A&HM 5164. Bassoon Dr. Manning. For music majors only. The study through contemporary periods, with appropriate harmonic, stylistic, and technical analysis. • A&HM 5166. Guitar and performance of chamber works from the • A&HM 5167. Synthesizer Baroque through contemporary periods. • A&HM 5168. Strings Special fee: $110. A&HM 5042. Choral literature survey (2-3) Faculty. Recommended for vocal-choral • A&HM 5169. Woodwinds • A&HM 5170. Brass A&HM 4059-A&HM 4060. majors. A comprehensive survey of representative choral music, from the early Renaissance • A&HM 5171. Renaissance Instruments Jazz improvisation (Noncredit or 2) • A&HM 5172. Viola de Gamba Dr. Konowitz. A sequentially developed per- period to the present. Examination of the formance experience focusing on the basic development of choral forms, stylistic features, skills and concepts of jazz performance and and performance practice of the periods. improvisation for keyboard, instrumental and Materials fee: $75. vocal musicians. Students will learn how to improvise from the beginning, performing and listening to standard jazz and blues repertoire.

Teachers College Columbia University 2011-2012 31 A&HM 5350. Piano instruction for A&HM 5201. Fieldwork in music A&HM 8900. Dissertation advisement music majors (2) education (1-4) in music education (0) Faculty. Written permission from the Music Faculty. For Music majors only. Professional Faculty. Permission required from advisor and Education Program, Room 520A Horace activities in the field under the supervision of sign-up in the Music Office (520A Horace Mann, required. Individual instruction a member of the Music Education Program Mann) is also required. Individual advisement includes repertory, technical and musical prob- faculty. on doctoral dissertations for music majors only. lems, performing experience, and intensive Fee to equal 3 points at current tuition rate for understanding of teaching strategies. With the A&HM 5901. Research and independent each term. For requirements, see section in permission of the advisor, students may regis- study in music education (1-4) catalog on Continuous Registration for Ed.D. ter continuously for this course. Special fee: Faculty. For Music majors only. Research and degree. $110. independent study under the direction of a member of the Music Education Program See also: A&HM 5351. Harpsichord instruction II faculty. (2) A&H 5001. Research methods in arts Faculty. For Music majors only. Written per- A&HM 6201. Advanced fieldwork in music education (3) mission from the Music Education Program, education (1-4) Room 520A Horace Mann, required. Faculty. For Music majors only. Professional A&H 5002. Assessment strategies for Advanced harpsichord instruction: emphasis activities in the field under the supervision of the arts (Noncredit or 3) on elements of style and special techniques a member of the Music Education Program of performance of early keyboard music. faculty. A&HA 4079. Exploring cultural diversity: Discussion of teaching material from begin- Implications for art education (Noncredit ning to advanced repertory. With permission A&HM 6481. Internship in the teaching or 2-3) of the advisor, a student may register continu- of college music (3) ously for this course. Special fee: $110. Dr. Goffi-Fynn. Guided experiences in the A&HA 5082. Philosophies of art in teaching of music in departments of metropo- education (2-3) A&HM 5352. Voice instruction for litan-area colleges. music majors (2) A&HA 5181. The arts in education (2-3) Faculty. For Music majors only. Written per- A&HM 6501. Doctoral seminar mission from the Music Education Program, in music education (2-3) A&HA 6021. Supervision and admin- Room 520A Horace Mann, required. Faculty. Permission required from advisor and istration: Arts in education (3) Advanced individual voice instruction sign-up in the Music Office (520A Horace includes repertory, technical, and musical Mann) is also required. For Music majors only. problems, performing experience, and inten- Music doctoral candidates will identify their sive understanding of teaching strategies. With area of research interest and narrow their dis- the permission of the advisor, a student may sertation topic. register continuously for this course. Special fee: $110. A&HM 6901. Advanced study in music education (1-3) A&HM 5353. Organ instruction for Faculty. For Music majors only, permission music majors (2) required from advisor and sign-up in the Music Faculty. Written permission from the Music Office (520A Horace Mann) is also required. Education Program, Room 520A Horace Research and independent study under the Mann, required. For experienced organists and direction of a member of the Music Education music majors. Individual instruction on tech- faculty. Different sections will be offered for nical problems, repertory and performance specific subject areas. Each section will require practice. With the permission of the advisor, subject’s specific prerequisites. a student may register continuously for this course. Special fee: $110. A&HM 6971. Research and independent study in music education (1-4) Fieldwork, Internships and Faculty. Permission required from advisor and Research/Independent Study sign-up in the Music Office (520A Horace Permission required from advisor and sign-up Mann) is also required. Research and inde- in the Music Office (520A Horace Mann) is pendent study under the direction of a faculty member in Music Education. also required. A&HM 7501. Dissertation seminar A&HM 4201. Fieldwork in music in music education (2-3) education (1-4) Faculty. Permission required from advisor and Faculty. For Music majors only. Professional sign-up in the Music Office (520A Horace activities in the field under the supervision of Mann) is also required. For Music majors only. a member of the Music Education Program A required group tutorial for music doctoral faculty. students to help develop or refine topics of inquiry for research. The teaching format is A&HM 4901. Research and independent flexible and may include faculty/student pre- study in music education (1-4) sentations, group discussions, and critiques. Faculty. For Music majors only. Research and Preparation and presentation of dissertation independent study under the direction of a proposal for approval. Students may register member of the Music Education Program for a maximum of one term. faculty.

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

PHILOSOPHY frameworks enables students to develop theo- At the center of that course of study are the retical perspectives on education and to effec- program’s research and professional develop- AND EDUCATION tively analyze and critique arguments in con- ment curriculum and other classes in philoso- temporary educational debates. phy and education. In addition to the required Program Coordinator: 34 points in Philosophy and Education cours- Professor David T. Hansen Recent dissertations have included discussions es, students are also required to do coursework of the nature of the multicultural self, the role in the following areas: 9 points of philosophy Program Office: (212) 678-4138 of the liberal arts in teacher education, and through the Columbia Philosophy Department Email: [email protected] communicative ethics as a foundation for liter- or inter-university doctoral consortium, foun- Website: www.tc.edu/a&h/Philosophy acy education. dations of education, and educational breadth. These requirements are modest, leaving room Special Application for students to craft a personalized course of Degrees Offered: Requirements/Information: study. Additionally, 16 points in the Philoso- PHILOSOPHY AND EDUCATION (PHIL) A background in philosophy is required for phy and Education requirements are in the Ed.M. and Ed.D. applications. Additionally, an program’s professional development sequence. Master of Arts (M.A.) undergraduate major in philosophy is strongly Master of Education (Ed.M.) recommended for the Ph.D. application. DOCTOR OF PHILOSOPHY (75 POINTS) Doctor of Education (Ed.D.) Applicants to both the Ph.D. and Ed.D. pro- The Ph.D. degree program is flexible and Doctor of Philosophy (Ph.D.) grams must submit GRE scores. A sample of responsive to individual student backgrounds philosophical writing is required for all pro- and needs. Each student takes responsibility, Program Description: grams except the M.A. application. in consultation with his or her advisor, for This program has shaped the historical course designing a course of study that will meet the of philosophy of education in America. From Degree Requirements: program requirements while catering to the the groundbreaking work of John Dewey and individual’s interests and professional goals. William Heard Kilpatrick to the achievements MASTER OF ARTS (32 POINTS) of their most recent successors, Jonas Soltis The Master of Arts degree program is designed At the center of that course of study are the and Maxine Greene, the program’s philoso- to introduce educators and professionals with program’s research and professional develop- pher-scholars have been leaders in the field. a wide variety of interests to the study of ment curriculum and other classes in philoso- The Philosophy and Education Program offers philosophy and education. In addition to phy and education. In addition to the required students a unique opportunity to develop their the required 12 points in Philosophy and 36 points in Philosophy and Education cours- humanistic and critical thinking about educa- Education courses, students may use their es, students are also required to do coursework tion. electives to develop an area of educational in the following areas: 12 points in philosophy, interest (e.g., educational policy, curriculum through the Columbia Philosophy Department Faculty and students in the program devote and teaching, developmental psychology, etc.) or inter-university doctoral consortium, foun- this thinking to a wide variety of questions, and to develop an area of philosophical inter- dations of education, and educational breadth. including: est (e.g., ethics, social philosophy, epistemol- These requirements are modest, leaving room • What visions of the human being animate ogy, etc.). for students to craft a personalized course of contemporary schooling? study. Additionally, 18 points in the Philoso- • How can education be a force for social MASTER OF EDUCATION (60 POINTS) phy and Education requirements are in the reform? Similar to the Master of Arts degree program, program’s professional development sequence. • What is the role of aesthetic experience the Master of Education degree program is and the imagination in education? designed to provide a more in depth and Exact requirements vary for each doctoral • What type of education befits a multi- intensive introduction to the study of philoso- program. For example, students in the Ed.D. cultural society? phy and education. In addition to the required program will also develop a minor in an educa- • What is the nature of the teacher-student 18 points in Philosophy and Education courses tional field such as educational policy, curricu- relationship? and 3 points required from the Philosophy lum theory, or comparative education. Can- Department at Columbia University, students didates should also contact the Office of Other areas of interest include: may use their electives to develop an area of Doctoral Studies about university and college- • The education of democratic citizens educational interest (e.g., educational policy, wide requirements, procedures, and deadlines for doctoral students. The doctoral programs • Moral education curriculum and teaching, developmental psychology, etc.) and to develop an area of philo- require students to demonstrate reading profi- • Critical thinking sophical interest (e.g., ethics, social philoso- ciency in one of the following languages: • Education and the new technology phy, epistemology, etc.). French, German, Greek, or Latin. In rare • The ethics of teaching cases, such as for writing the dissertation, DOCTOR OF EDUCATION (90 POINTS) another language can be approved in consul- The Philosophy and Education Program pro- The Ed.D. degree program is flexible and tation with program faculty. vides an opportunity for educators to broaden responsive to individual student backgrounds and deepen their understanding of the pro- and needs. Each student takes responsibility, COURSES: cesses and aims of education through inquiry in consultation with his or her advisor, for (Unless otherwise indicated, courses are open into the fields of aesthetics, ethics and moral designing a course of study that will meet the to students from across the college) philosophy, social and political philosophy, and program requirements while catering to the epistemology and the philosophy of science. individual’s interests and professional goals. Study of a variety of historical and conceptual

Teachers College Columbia University 2011-2012 33 Introductory Service Courses A&HF 5093. Ways of knowing (2-3) Research and Professional Development Faculty. For all doctoral students; master’s stu- Curriculum A&HF 4090. Philosophies of education dents by permission of instructor. Readings in (2-3) epistemology in the context of teaching, learn- A&HF 5600. Colloquium in philosophy Faculty. An introduction to seminal texts, ing, and educational research, from classical and education (0-2) central questions, and rival traditions in phi- and enlightenment sources to feminist, herm- Faculty. For majors only. A series of formal losophy of education. An invitation to develop eneutic, psychoanalytic, and postmodern cri- presentations and discussions with scholars in one’s own philosophy of education. tiques. Topics include objectivity and subjec- the field of Philosophy and Education. Offered tivity, and problems of interpretation in the every fall and spring semester. Special fee: $55. arts, humanities, and natural and social sci- A&HF 4091. The call to teach (2-3) ences. A&HF 6000. Doctoral proseminar: Faculty. Reading and discussion of philosophi- Ancient philosophy and education (4) cal and other works that illuminate what it A&HF 5591. Educational debates in Faculty. Permission of instructor required. means to be a teacher, whether of children, philosophical perspective (1-3) For 1st and 2nd year doctoral students in youth, or adults. Consideration of motives, Faculty. For all doctoral students; master’s stu- Philosophy and Education. Close reading and rewards, and challenges in teaching. dents by permission of instructor. Topics vary. discussion of primary texts in ancient philoso- Convened to promote philosophical discussion phy that have shaped the field of philosophy A&HF 4092. Education and the aesthetic of a contemporary educational issue (e.g., of education. Complements A&HF 6100. experience (2-3) patriotism, privatization, standards, technolo- Faculty. An invitation to engage with works gy) or ongoing debate (e.g., liberal education, A&HF 6100. Doctoral proseminar: of art which challenge conventional ways of moral education, teacher education). Modern philosophy and education (4) thinking and perceiving; consideration of the Faculty. Permission of instructor required. relation of art, imagination, and education. Intermediate and Advanced Program For 1st and 2nd year doctoral students in Courses Philosophy and Education. Close reading A&HF 4094. School and society (2-3) and discussion of primary texts in modern philosophy that have shaped the field of phi- Faculty. An examination of historical and con- A&HF 5190. Critical perspectives in philosophy and education (3) losophy of education. Complements A&HF temporary conceptions of the relation between 6000. schools and society. Consideration of issues in Faculty. For doctoral students, especially in Philosophy and Education; master’s students social and political philosophy that bear on A&HF 6500. Dissertation proposal work- by permission of instructor. Close reading and the question of why have schools at all. shop in philosophy and education (0-3) discussion of classic and contemporary critical Faculty. Permission of instructor required. theories. Examination of class, gender, race, Introductory Program Courses Prerequisites: A&HF 6000 and A&HF 6100. and sexuality issues in canon, classroom, and An ongoing writing workshop required of all society. A&HF 4190. American philosophies of doctoral students after completion of the education (2-3) Proseminar sequence and until defense of the A&HF 5590. Voices in philosophy and proposal. Students develop research interests, Faculty. Major American thinkers and out- education (2-3) looks and their impact on education: Thoreau, hone philosophical skills, and draft dissertation Faculty. For doctoral students, especially in proposals. Offered every fall and spring Emerson, Fuller, and transcendentalism; Philosophy and Education; master’s students semester. Pierce, James, Dewey, and pragmatism; by permission of instructor. Topics vary. Close Douglass, Du Bois, and African-American reading and discussion of one or more key A&HF 7500. Dissertation seminar in education; Anthony, Stanton, Addams, and thinkers in philosophy of education and the philosophy and education (0) feminism. history of ideas (e.g., Plato, Kant, Pragmatism, Faculty. Permission of instructor required. The Frankfurt School, Maxine Greene). Required of doctoral students in the semester A&HF 4194. Dialogue and difference in following successful completion of the doctoral the multicultural classroom (2-3) A&HF 5596. Topics in educational ethics certification process or in the semester in Faculty. Philosophical exploration of the peda- and moral philosophy (2-3) which the student defends the dissertation gogical, psychological, social, and political Faculty. For doctoral students, especially in proposal, whichever comes first. issues surrounding the recognition and mis- Philosophy and Education; master’s students recognition of difference. Consideration of by permission of instructor. Topics vary but A&HF 8900. Dissertation advisement in may include any of the following: the moral theories of dialogue from Plato to Freire. philosophy and education (0) sources of educational aims, the nature of Faculty. Permission of instructor required. ideals, the ethics of teaching, moral education, Individual advisement on doctoral disserta- A&HF 4196. Identity and ideals: Visions and meta-ethics. of human flourishing (2-3) tions. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. Faculty. An introduction to influential philo- A&HF 6590. Advanced topics in philoso- degrees. Fee to equal 3 points at current sophical perspectives on what it means to be phy and education (1-3) tuition rate for each term. a successful, whole, and flourishing human Faculty. For doctoral students in Philosophy being. Attention to issues of personal identity and Education or by permission of instructor. Individualized Studies and personal ideals, and how these can evolve Topics vary and may range from close reading over time. of a single text, to exploration of a key A&HF 4900. Independent study in concept or problematic. Past topics include: philosophy and education (1-4) Intermediate Service Courses “Contemporary Theories of Democratic Faculty. Permission of instructor required. Education”; “The Gadamer-Habermas A&HF 5090. The philosophy of Debate”; and “Pedagogical Desire from A&HF 6900. Advanced research in John Dewey (2-3) Plato to Freud.” philosophy and education (1-6) Faculty. For all doctoral students; masters stu- Faculty. Permission of instructor required. For dents by permission of instructor. An analysis doctoral students in Philosophy and Education of the principal works of John Dewey. only.

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

TEACHING OF Certification. The Master of Arts (32-point and a master’s thesis. This degree program program including INSTEP) provides an focuses on social studies teaching in middle SOCIAL STUDIES avenue for Professional Certification in New and high schools and fulfills the requirements York State and is for experienced teachers for New York State Professional Certification. Program Coordinator: and those teaching in private schools. Points should be distributed as follows: Professor William Gaudelli Applicants to the Master of Arts programs Social Studies Core Courses Program Office: (212) 678-4083 must have taken at least 21 credits in history (11 points): Email: [email protected] by the time they complete the M.A. program • A&HW 5031 Teacher education in Website: www.tc.edu/a&h/SocialStudies if they wish to be certified in New York State. social studies Additional coursework is needed in the social • A&HW 5232 Fieldwork: Social studies Degrees Offered: sciences (political science, geography, econom- teacher education ics, etc.). Those courses that are not listed • A&HW 6530 Curriculum development, TEACHING OF SOCIAL STUDIES (SSTE) under a history department, but have substan- research, and supervision Master of Arts (M.A.) tial history content, may be counted toward Master of Education (Ed.M.) the minimum history requirement. All M.A. Students should choose ONE of the Doctor of Education (Ed.D.) inquiries should be directed to Mr. Scott Wylie, following courses: Doctor of Philosophy (Ph.D.) Social Studies Program Office, Box 80, (212) • A&HW 5030 Diversity and the social TEACHING OF SOCIAL STUDIES 678-3173 or [email protected]. studies curriculum INITIAL CERTIFICATION (SSTE-INIT) • A&HW 5035 History of the social studies Master of Arts (M.A.) Applicants to the Master of Education since 1880 (Ed.M.) degree should be aware that the pro- • A&HW 5037 Advanced methods of TEACHING OF SOCIAL STUDIES gram generally admits students only after sev- teaching social studies PROFESSIONAL CERTIFICATION (SSTE-PROF) eral years of teaching or related professional • A&HW 5530 History of American Master of Arts (M.A.) experience and completion of an M.A. degree social thought in Social Studies education or an appropriate Program Description: content field. Admission requirements in Social Studies Content Courses The Social Studies Program combines history terms of undergraduate background are the (12-15 points): In consultation with an and the social sciences for purposes of instruc- same as the M.A. and the degree does not advisor, students should select courses to tion. The program emphasizes the historical lead to teacher certification in New York. round out their knowledge of the subject development of the field, selection and organi- matters taught in secondary schools. Courses zation of subject matter, curriculum and peda- An M.A. degree in an appropriate content taken at Teachers College include attention gogy for students of diverse backgrounds, and field or in Social Studies education and several to both content and pedagogy. Courses can application of digital technology to social stud- years of teaching experience are generally also be taken at Columbia University. ies education in a globally interdependent required for applicants to the Doctor of world. Education and Doctor of Philosophy degree Professional Development Courses programs. In addition to the Teachers College (6-9 points): Three Teachers College courses Social studies educators must be schooled in admission requirements, doctoral applicants (2-3 points each) outside the Social Studies subject matter, practiced in the arts of teach- must submit a writing sample and recommen- Program, chosen with advisor approval. ing, attuned to the needs of students, and dations written by persons qualified to address alive to the interplay of theory and practice. their potential for doctoral-level work. If the Further Requirements: The program prepares students for professional applicant will be in or near New York City, an Students must also complete a master’s positions in schools, colleges, universities, and interview is highly recommended. thesis, selected with advisor approval. allied institutions. The faculty’s strengths in Inquiries for the 32 point M.A. and the Ed.M. history, civics, and social studies are well suit- MASTER OF ARTS IN SOCIAL STUDIES degrees should be directed to Professor Sandra ed to that purpose. These strengths, along WITH INITIAL TEACHER CERTIFICATION Schmidt, Box 80, Teachers College; telephone: with the full resources of Teachers College and (38 POINTS) Columbia University Graduate School of Arts (212) 678-3174; email: [email protected]. This program requires a minimum of 38 points and Sciences are available to every student. and an integrative project. It is designed for Inquiries for the Ed.D. and Ph.D. degrees those with little or no experience teaching sec- Special Application should be directed to Professor Anand Marri, ondary social studies. Successful completion of Requirements/Information: Box 80, Teachers College; telephone: (212) this program of study leads to the M.A. degree Standardized tests are not required for the 678-4023; email: [email protected]. and recommendation for New York State Social Studies Program. M.A. students typic- Degree Requirements: Initial Certification (grades 7-12). Student ally begin in the fall or summer. Ed.M., Ed.D., teaching is undertaken in cooperating middle and Ph.D. students typically begin in fall term and high schools, in the New York Metropoli- The Master of Arts offers the following and join a cohort of students. tan area. A committee of social studies faculty three tracks: and cooperating professionals from the schools Applicants should indicate on the specializa- to which students are assigned supervise and tion section of the application whether they MASTER OF ARTS IN SOCIAL STUDIES evaluate the student teacher’s work. wish to pursue teacher certification. (32 POINTS) This program is designed for experienced In order to complete all degree requirements teachers and those engaged in private school The Master of Arts (38-point program) pro- successfully, this program typically demands vides an avenue for New York State Initial teaching. It requires a minimum of 32 points

Teachers College Columbia University 2011-2012 35 two terms of the academic year and two sum- INSTEP MASTER OF ARTS IN SOCIAL Social Studies Foundations, Methods mer sessions, which can be taken in the same STUDIES FOR INSERVICE TEACHERS and Professional Content (30 points summer. (32 POINTS) minimum): A three-year, summer Master of Arts degree The courses in this area are intended to famil- The 38 points should be distributed as follows: is also offered. This program can be used for iarize students with the historical development New York State Professional Certification for and current state of social studies education Social Studies Core Courses those individuals who hold Initial Certification and to provide experience in research on edu- (9 points): and have necessary credentials. It is designed cational practices. Students should consult Required courses: for teachers from both public and private with an advisor to determine what additional research courses outside the program will be • A&HW 4036 The teaching of social studies schools. Jay Shuttleworth serves as the InStep needed in their individual programs of study; • A&HW 5037 Advanced methods of Coordinator for social studies and she can be social studies curriculum these out-of-program courses may be used to reached at [email protected]. satisfy requirements in this area. Students should also take one of the following: Please note that all students must take a minimum Courses in the major field of 12 points in content/pedagogy and three out-of- • A&HW 5030 Diversity and the social (15 points minimum): program courses in professional development for a studies curriculum Required courses: minimum of 2 credits each. • A&HW 5035 History of the social studies • A&HW 5031 Teacher education in since 1880 social studies Typical curriculum for INSTEP • A&HW 5232 Fieldwork: Social studies • A&HW 5530 History of American includes: social thought teacher education Summer #1: • A&HW 5530 History of American •Advanced methods of social studies curriculum social thought Social Studies Content Courses (A&HW 5037) In consultation with • A&HW 6530 Curriculum development, (10-12 points): • Social Studies Content w/Pedagogy Course an advisor, students should select courses to research, and supervision • Seminar (A&HW 5931) round out their knowledge of the subject • A&HH 4070 History of education • Out-of-Program Course matters taught in secondary schools. Content in the United States • A&HW 6500 Seminar in the history of courses taken at Teachers College include Summer #2: attention to both content and pedagogy. social studies • Curriculum development, research, and Courses can also be taken at Columbia Electives: supervision (A&HW 6530) or Teacher edu- University. • A&HW 5037 Advanced methods of cation in the social studies (A&HW 5031) social studies curriculum • Out-of-Program Course • A&HW 5203 Fieldwork in social studies Professional Development Courses • Social Studies Content w/Pedagogy Course To satisfy the college’s breadth • A&HW 6935 Studies in history and in (6-9 points): • Seminar (A&HW 5931) requirement students must take three Teachers the teaching of history and social studies College courses (for this purpose a course January Weekend Between Summers is defined as one in which 2 or 3 points are #2 and #3: earned) outside the major program. Selected Curriculum Study (12 points): • Action Research Mid-Year Seminar with advisor approval. Required courses: (A&HW 5232) • A&HW 5030 Diversity and the social Student Teaching (10 points): Summer #3: studies curriculum (or a com- • A&HW 4530 Seminar for student teachers • Out-of-Program Course parable course in diversity) in social studies* • Seminar (A&HW 5931) • One course in media and technology • A&HW 4729 Observation in the social • Social Studies Content w/Pedagogy Course studies Social Studies Content Electives • A&HW 4730 Supervised student teaching Graduation Requirement: (15 points minimum): A wide variety of in social studies** Master’s Project in Action Research courses combining content and pedagogy is *Students enroll for 2 points in both the fall offered in the program. Content courses are and spring. MASTER OF EDUCATION IN SOCIAL also available at Columbia University but ** Students enroll for 3 points in both the fall STUDIES (60 POINTS) should be approved by a program advisor and spring. This program requires a minimum of 60 points before registration. and an integrative project. The degree is Further Requirements: intended for experienced educators; it is aimed Broad and Basic Areas of Professional Students must complete an integrative mas- at developing leaders in social studies education Scholarship (18 points): All students at ter’s project. They must also satisfy the New for settings such as community colleges, high Teachers College must take at least three out- York State certification requirement for study schools, curriculum agencies, publishing compa- of-program courses. (For this requirement, a of a language other than English. (For addi- nies, foundations and museums. Emphasis is on course is defined as one in which at least 2 tional requirements, please refer to the Teacher specialized work in curriculum development points is earned). Selected with advisor’s Education area of the Academic Resources and the subject matters, methods, and materials approval. section of this bulletin.) of instruction. This degree program is also suitable for students contemplating future doctoral Independent Study for the Master’s study. The program is flexible in nature and can Thesis (6 points): be tailored to the student’s specific career goals. • A&HW 5931 Guided investigations in the teaching of social studies

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

• A&HW 6030 Research in social studies Students are encouraged to take courses in history. Students should select courses with an education both qualitative and quantitative research advisor, taking care to include courses relevant methodologies selected in consultation with an to the area of dissertation research. These Master’s Project: advisor. courses may be taken at either Teachers The master’s thesis will develop out of each College or the Graduate School of Arts and student’s particular program of study. A stu- Broad and basic areas of professional Sciences at Columbia University. dent will work with an advisor to conceptual- scholarship (15 points minimum): ize, prepare, and write the integrative project. In consultation with an advisor, students will Research Courses (18 points minimum): Students will enroll in the two courses above select at least one course in each of the follow- Required Courses: (A&HW 5931, A&HW 6030) in sequence ing areas: the nature of education; the nature • A&HH 6041 Historical method across two semesters in order to plan and write of persons and the learning process; curriculum, • A&HW 5503 Research paper in the Ed.M. thesis in close consultation with the schooling, and leadership; and methods of eval- social studies (done in con- advisor. uation. Other coursework in this area should be junction with the fourth tailored to the individual student’s needs; con- round of doctoral seminar) DOCTOR OF EDUCATION (90 POINTS) sult an advisor. • A&HW 6503 Doctoral seminar in The Doctor of Education in Social Studies social studies (taken four requires 90 points of graduate study and a dis- Content courses in the major field times consecutively during sertation. The Ed.D. program in Social Studies (15 points minimum): the first two leads to a professional degree designed to meet Soon after beginning this program, students years of the program) the needs of individuals preparing for careers should select an area of emphasis, either • A&HW 7503 Dissertation seminar in of leadership and applied research in schools, American history or modern history, broadly social studies (taken at universities, and community educational pro- conceived. These courses should be selected for the time of presentation grams. their applicability to the student’s area of dis- of the doctoral proposal) sertation research. Coursework in the area of • A&HW 8903 Dissertation advisement Courses in the major field emphasis normally includes attention to the in the teaching of social (15 points minimum): subject matters themselves as well as to ques- studies Required courses: tions related to educational programs in those • A&HW 5030 Diversity and the social subject matters. Other offerings: studies curriculum • A&HW 5931 Guided investigations • A&HW 5031 Teacher education in Further requirements: in the teaching of social studies In addition to the dissertation, there are social studies • A&HW 5530 History of American other requirements. Students should consult an • A&HW 6030 Research in social social thought advisor in the Program and read the Doctoral studies education • A&HW 6500 Seminar in the history of Students Handbook for Social Studies. • A&HW 6203 Advanced fieldwork social studies in social studies • A&HW 6530 Curriculum development, DOCTOR OF PHILOSOPHY (75 POINTS) • A&HW 6903 Research and independent research, and supervision The Doctor of Philosophy in Social Studies study in social studies requires 75 points of graduate study and a • A&HW 6935 Studies in history and in Research courses, seminars, and dissertation. The Ph.D. degree program in the teaching of history and individual work (15 points minimum): Social Studies leads to a strongly research- social studies Required courses: oriented degree designed for individuals pre- • A&HW 5503 Research paper in paring for a career in teaching, conducting Broad and basic areas of professional social studies (done in con- research, and working in teacher education scholarship (15 points minimum): junction with the fourth in a university setting or a private or public Same as “Broad and basic areas of professional round of doctoral seminar) policy organization. scholarship” in Ed.D. degree program. See above. • A&HW 6503 Doctoral seminar in social studies (taken four Courses in the major field Further requirements: times consecutively during (15 points minimum): In addition to the dissertation, students must sat- the first two • A&HW 5030 Diversity and the social isfy the foreign language requirements equivalent years of the program) studies curriculum to those of the department of the Columbia • A&HW 7503 Dissertation seminar in • A&HW 5031 Teacher education in University Graduate School of Arts and Sciences social studies (taken at social studies with which their work is most closely identified. the time of presentation • A&HW 5530 History of American For Ph.D. students in Social Studies, the usual of the doctoral proposal) social thought cognate department in the Graduate School is Other offerings: • A&HW 6500 History of social studies History or political science, though courses • A&HW 6030 Research in social studies • A&HW 6530 Curriculum development, should be selected that support the student’s education research, and supervision scholarly interest and in close consultation with • A&HW 6203 Advanced fieldwork in an academic advisor. Students should read the social studies Content courses in the major field Requirements for Doctor of Philosophy obtain- • A&HW 6903 Research and independent (21 points minimum): able from the Office of Doctoral Studies at study in social studies Soon after beginning the program, students Teachers College. • A&HH 6041 Historical method must select an area of specialization. Students may select either American history or modern

Teachers College Columbia University 2011-2012 37 COURSES: (* = course open to non-majors) A&HW 4729. Observation in the cation, detailed examination of the document, social studies (0) important court cases, non-written constitu- Foundations and Methods Faculty. Preliminary experience in the schools. tional traditions, and unresolved constitution- Restricted to majors. al issues. Selected cases from New York State A&HW 4036. The teaching of history are highlighted. Satisfies the New York social studies (3) A&HW 4730. Supervised student State civics requirement. Mr. Wylie, Ms. Taylor, Ms. Merkel. Basic class- teaching in social studies (2-3) room methods for teaching social studies in sec- Faculty. Permission of instructor required. *A&HW 4040. Women of the world: ondary schools; teaching resources and aids; Must be taken concurrently with A&HW 4530. Issues in teaching (2-3) assessment and testing; classroom management. Restricted to majors. Dr. Dauer. Women’s lives viewed through history, geography, literature, human rights, *A&HW 5030. Diversity and the social Social Studies Content demography, and economics provide the sub- studies curriculum (3) ject matter. Reconceptualizing the school Professor Schmidt and Ms. Taylor. Curriculum *A&HW 4032. The study of world curriculum is a dominant theme. Satisfies the theory and instructional methods related to history and geography (2-3) New York State requirement for world history teaching secondary school social studies in the Professor Gaudelli and Dr. Oppenheim. and geography. diverse classroom. Particular attention paid to Particular attention to problems of conceptual- multicultural issues in urban settings. ization and interpretation involved in organiz- *A&HW 4041. Economic decision making ing and teaching world history with an empha- in citizenship education (2-3) A&HW 5031. Teacher education in sis in geography at both the middle and high Professor Marri, Mr. Siegel and Ms. Kuklis. social studies (3) school levels. Satisfies the New York State Selected topics in the teaching of secondary Mr. Wylie. Problems, issues, and new directions requirement for world history and geography. school economics that align with main themes in teacher education in social studies. Also offered as an online course. of New York State social studies curriculum.

*A&HW 5035. History of the social *A&HW 4033. History and geography *A&HW 4043. Controversial issues and the studies since 1880 (3) of Europe since 1914: Selected topics (3) secondary classroom (2-3) Professor Gaudelli. An historical investigation Dr. Marino. Main themes in teaching recent Dr. Hess. This course is about the inclusion of of the development of the secondary school European history within the geographic con- discussions of controversial public issues in history/social studies curriculum, including text of changing political boundaries. Selected secondary school classrooms. questions related to objectives, content, and topics may include the balance of power methods of instruction. among nation states, imperialism, demographic Independent Research, Fieldwork and social change, fascism, Communism, and Internships A&HW 5037. Advanced methods of European integration, and globalization. social studies curriculum (3) A&HW 4903. Research and independent *A&HW 4035. New York City as a Professor Schmidt and Mr. Wylie. Examina- study in social studies (1-6) learning laboratory (1-3) tion of alternatives to conventional curricular Faculty. Permission of instructor required. To Dr. Rosenfeld. New York City’s cultural, social, arrangements in social studies, including atten- be taken under the direction of a faculty mem- governmental, business and financial institution to oral history, interdisciplinary strategies ber. Students work individually or with others. and service learning. tions, neighborhoods, community associations and ethnic groups, as studied within the con- A&HW 5050. Special topics in social studies text of New York State history and geography *A&HW 5530. History of American (1-3) through field experiences. Emphasis on analyz- social thought (3) Faculty. Current topics related to the field, ing conditions affecting economic and civic Faculty. History of American social thought as such as Middle East history and Teaching The decision-making. Satisfies the New York State it has influenced and been influenced by theories Levees. of education and patterns of educational prac- requirement for New York State history and geography. tice. A&HW 5203. Fieldwork in social studies (1-6) Faculty. Permission of instructor required. *A&HW 4037. East Asia: Geographic *A&HW 6500. Seminar in the history of Opportunity for qualified students, individual- perspectives (1-3) social studies (3) ly or in small groups, to develop and pursue Dr. Knapp. An overview of central themes in Professor Gaudelli. This course is for doctoral projects, in consultation with an advisor, in students taking the History of Social Studies the modern history, geography, and culture of schools, communities, and other field settings. since 1880 (A&HW 5035) and runs concurrent- China, Japan, and Korea. Offered as online ly with A&HW 5035. Course requirements are course. A&HW 5223. Oral history as a multi- designed specifically for doctoral students. disciplinary teaching tool (Noncredit or 1) *A&HW 4038. The study of American Faculty. Students will learn the steps of oral *A&HW 6530. Curriculum development, history and geography (2-3) history design for the classroom, including research and supervision (3) Dr. Tischler. Illustrative themes in American research, selection of interviewees, conduct Professor Gaudelli. Aspects of curriculum; teach- history and geography for middle and high of the interview, transcribing, reviewing, and ing and learning processes; attention to problems school. Attention to the history and geography editing. and techniques of supervision. of New York State. Satisfies the New York State requirement for American history and A&HW 5232. Fieldwork: Social studies geography as well as for New York State histo- Student Teaching teacher education (2-3) ry and geography. Faculty. Supervised fieldwork, individual con- A&HW 4530. Seminar for student ferences and group seminar related to action *A&HW 4039. The United States teachers in social studies (2) research. Faculty. Must be taken concurrently with Constitution: Civic decision making (3) Professor Marri and Dr. Tischler. Major philo- A&HW 4730. Restricted to majors. Includes A&HW 5430. Internship in the teaching sophical foundations, problems preceding and issues of school safety and health issues in sec- of history and social sciences (1-3) during the convention, the struggle for ratifi- ondary schools. Faculty. Permission of instructor required.

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

Ordinarily in secondary schools, community TEACHING The Teaching of English Program offers the colleges, teacher training programs or publish- following M.A. degrees: Teaching of English ing work. OF ENGLISH leading toward Initial New York State Certifi- cation (38 points), and Teaching of English A&HW 5503. Research paper in Program Coordinator: leading toward Professional Certification in social studies (1-3) Dr. Sheridan Blau New York State in Teaching of English (34 Faculty. Required for doctoral students in points). fourth semester of doctoral seminar. Program Office: (212) 678-3070 Website: www.tc.edu/a&h/EnglishEd A&HW 5931. Guided investigations in All courses outlined below must be taken at the teaching of social studies (1-3) Teachers College. We do not accept transfer Faculty. Permission of instructor required. Degrees Offered: credits. During the first semester, students will For advanced students. Individual fieldwork TEACHING OF ENGLISH (ENGL) be assigned an academic faculty advisor who in secondary school or introductory college will assist them in choosing courses. It is rec- social studies. Master of Arts (M.A.) ommended that students studying full-time Master of Education (Ed.M.) begin their coursework the summer before A&HW 6030. Research in social studies Doctor of Education (Ed.D.) the academic year. education (1-3) Doctor of Education in the College Faculty. Permission of instructor required. Teaching of English (Ed.D.C.T.) THE TEACHING OF ENGLISH WITH Individual fieldwork in secondary school NEW YORK STATE PROFESSIONAL or introductory college social studies. TEACHING OF ENGLISH LANGUAGE ARTS 7-12- INITIAL CERTIFICATION (ENGL-INIT) CERTIFICATION A&HW 6203. Advanced fieldwork in (M.A. DEGREE, 34 POINTS) Master of Arts (M.A.) social studies (1-6) This program is designed for teachers already Faculty. Permission of instructor required. working in the field inservice who will not be TEACHING OF ENGLISH- See description for A&HW 5203. PROFESSIONAL CERTIFICATION (ENGL-PROF) student teaching. To earn this degree, students must complete 34 points of coursework at Master of Arts (M.A.) A&HW 6403. Internship in college Teachers College. teaching in social studies (1-6) Faculty. Permission of instructor required. TEACHING OF ENGLISH ADOLESCENCE M.A. IN THE TEACHING OF ENGLISH Occasional opportunities in college programs EDUCATION- TRANSITIONAL B (ENGL-TRAN) NEW YORK STATE PROFESSIONAL in areas represented by the program. Master of Arts (M.A.) CERTIFICATE (INSTEP PROGRAM FOR A&HW 6503. Doctoral seminar in ENGLISH EDUCATION (ENGD) INSERVICE TEACHERS) social studies (2) INSTEP (InService Teacher Education Doctor of Philosophy (Ph.D.) Faculty. Seminar focused on doctoral student Program) is offered to inservice teachers who research and contemporary social studies Program Description: are interested in taking the majority of re- issues. Beginning doctoral students take the quired courses for a master’s degree (M.A.) seminar for four consecutive semesters. in the Teaching of English Program over three MASTER OF ARTS (34 AND 38 POINTS) summers. The INSTEP program is guided by A&HW 6903. Research and independent An English teacher creates contexts for read- pedagogical, philosophical, and theoretical study in social studies (1-8) ing, writing, listening, speaking, and represent- underpinnings that reflect current trends in Faculty. Permission of instructor required. ing. Classrooms are transitory environments rethinking the teaching of English language and demand teachers who are aware of them- arts. Students accepted to the program form a A&HW 6935. Studies in history and in the selves as learners, capable of adapting to teaching of history and social studies (1-3) cohort group that remains together through- change, skilled at negotiating, and respectful Faculty. Permission of instructor required. out three summers, taking special classes of diversity. Our program is student-centered Individual research and advanced historical offered only to INSTEP students. Students and committed to the personal and profession- method ordinarily related to a doctoral disser- enroll in three INSTEP courses each summer al development of teachers as they pursue tation. and complete two additional online courses their academic and research lives. We recog- and a masters research project to complete the A&HW 7503. Dissertation seminar in nize and value the variety of needs and experi- degree. See the English Education INSTEP social studies (2) ences of a diverse student body and strive to website for additional information Faculty. The purpose of the dissertation semi- provide our students with rich and varied nar is to develop and refine specific topics for experiences. dissertation research. Students should enroll in M.A. IN THE TEACHING OF ENGLISH the dissertation seminar beginning only in the Our program encourages students to seek a (TRANSITIONAL B, 35 POINTS) semester in which they intend to present their balance between breadth and specialization Program requirements are similar, but not dissertation proposal for departmental review. by offering an assortment of both methods and identical to the 34 point program (Mentored teaching is required). A&HW 8903. Dissertation advisement in content courses. Methods courses focus on the the teaching of social studies (0) design and implementation of curriculum as THE TEACHING OF ENGLISH LEADING TO Faculty. Individual advisement on doctoral well as on multiple strategies and methods for AN INITIAL CERTIFICATION IN NEW YORK dissertation. Fee to equal 3 points at current the teaching of literature, writing, and lan- tuition rate for each term. See catalog section guage. Content courses, including literature STATE (M.A. DEGREE, 38 POINTS) on continuous registration for Ed.D./Ph.D. and writing courses, model the various prac- The program that leads to initial certification degrees. tices that are useful in teaching secondary stu- is designed for individuals who are newly dents in English classrooms. entering the field of secondary English teaching preservice. To earn this degree, students

Teachers College Columbia University 2011-2012 39 must complete 38 points of coursework in who are thinking about undertaking doctoral which must be academic in nature), personal the Teaching of English Program at Teachers work in English education. In some cases, statement, and anything else that suggests a College, including two semesters (fall and individuals applying for the Ed.D. program in commitment to teaching and schooling. spring) of student teaching. Although most the Teaching of English are required to first Applicants should indicate their recent experi- courses are held in the evenings, students complete the Ed.M. program. ence with secondary school aged students in must be available during the school day in their personal statements. order to student teach. Students admitted to the Ed.M. program have an M.A. degree and at least three years of The Ed.M. degree in Teaching of English offers Please note that the English Education pro- prior teaching experience at the secondary experienced teachers the opportunity to con- gram looks for and values in its applicants, classroom level, and now wish to further continue their examination of issues, pedagogy, prior experience with secondary school-aged centrate their studies within the field of edu- policy, theory and practice in the teaching of students in various contexts (schools, recre- cation. The Ed.M. degree does not lead to cer- English. Special emphasis is placed on class- ational centers, tutorials, and/or after-school tification for teaching. room-based research and an examination of workshops). leadership roles in schools. In addition to the DOCTORAL PROGRAM general Teachers College admission require- To be certified by New York State, additional The primary purpose of our doctoral program ments, Ed.M. applicants are required to submit requirements include: is to prepare highly qualified educators to a writing sample and two letters of recommen- • 24 points in English content courses function as researchers, scholars, and profes- dation. A third letter is encouraged. Also, (required prior to admission in the program) sional leaders in the field of English education. applicants must have earned an M.A. in • 12 points in education or methods courses Students who enter the doctoral program in English, English Education, or in an analogous • 2-3 points college-approved and program- English Education must have at least five years field, and must have at least three years of offered diversity education course of teaching experience at either the secondary teaching experience at the secondary class- • Three college-approved foundation courses school or college level, and have completed room level. A personal interview with faculty (2-3 points each) in History/Philosophy of graduate work at an accredited institution. is required. Education, Disabilities/Special Education, The work students undertake in the English and Human Development/Psychology Education program will help them to refine The Ed.D., Ed.D.C.T., and Ph.D. degrees in • One Detection and Reporting of Child their theoretical, pedagogical, and research English Education combine coursework and Abuse and School Violence Prevention expertise. In consultation with their professors fieldwork for teachers who have the desire to course (See Teacher Education section of students identify a particular area of inquiry examine theoretical, research, and pedagogical this bulletin for details.) for their dissertation research. principles as they apply to practice; who wish • One semester of foreign language (If this to prepare prospective teachers or engage in requirement was not fulfilled as an under- Both the Ed.D. and Ph.D. programs in English professional development work with inservice graduate, these points may be obtained at education consist of theoretical, pedagogical, teachers; and who wish to prepare themselves Columbia University, Teachers College, or and research-oriented work. Students eventu- for leadership roles in the fields of Teaching of any other accredited institution. In some ally focus their interests around a particular English and/or English Education. Applicants cases, this requirement may be waived by area of inquiry, which is informed by a broad are required to have at least five years of class- obtaining an appropriate score on the CLEP reading of theory and research studies. This room teaching experience and an M.A. in Test. CLEP registration forms are available work becomes consolidated and refined English, English Education or a closely related in the Office of Teacher Education and through the dissertation, a study that evi- field. In addition to the general Teachers School-based Support Services). If you dences original research and makes a substan- College admission requirements, applicants are choose to take a language class as an elec- tial contribution to knowledge in the field. required to submit a writing sample and one tive toward your degree, it must be a gradu- additional letter of recommendation. A per- ate level course Each student, upon entry into the program, is sonal interview session with faculty is also • Two semesters of student teaching assigned an academic advisor who will advise strongly recommended. • Certification Exams: Liberal Arts & on program plan, certification exams, and all Sciences Test (LAST), Assessment of coursework. Degree Requirements Teaching Skills—Written (ATS-W), and Content Specialty Test in English (CST) Special Application MASTER OF ARTS Requirements/Information: (34 AND 38-POINT PROGRAMS) MASTER OF EDUCATION (60 POINTS) The M.A. degree in the Teaching of English is Methods—New York State requires a mini- The Master of Education (Ed.M.) degree is designed for students who plan to teach or are mum of 12 points of methods courses. The a 60-point program designed for individuals currently teaching. Prior to entering the pro- methods coursework is designed to provide interested in advanced study in the field. gram, applicants must complete at least 24 students with a strong foundation in the The Ed.M. degree represents a commitment undergraduate and/or graduate credits in Teaching of English. The Teaching of Reading, to research that students refine as they focus English, or their equivalent. The program The Teaching of Writing, and Writing: Non- on a particular area of inquiry and provides looks for coursework across a range of litera- fiction courses are usually taken at the begin- opportunities to examine issues of pedagogy, tures and content areas, including but not ning of the program to facilitate students’ theory, and research. A research study is limited to: U.S./British/World Literature, understanding of subsequent courses. English required as a culminating project. Multicultural Literature, Genre Studies, Methods follows, integrating various method- Female Authors, Authors of Color, Adolescent ologies while addressing language and curricu- The Ed.M. degree is well suited for individuals Literature, Theory and Criticism, and Media lar components. An additional methods course who are currently teaching and who wish to Studies. We look carefully at undergraduate allows students to concentrate on a specific concentrate further on their studies within the GPA, two letters of recommendation (one of topic of interest. field of English education and/or individuals 40 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND HUMANITIESARTS AND HUMANITIES

Required courses include: Electives– Electives provide students in the arise. In addition, supervisors from Teachers • A&HE 4057 English methods (3) 34-point program the opportunity to explore College visit student teachers on at least four • A&HE 4058 Teaching of reading (3) particular interests as they design their own occasions each semester. Supervisors talk with • A&HE 4151* Teaching of writing (3) programs in consultation with an academic student teachers before and after each observa- • A&HE 5518** Teaching English in diverse faculty advisor. Electives can be any graduate tion and consult with them on an individual social and cultural contexts level courses at Teachers College or Columbia basis regarding their progress. Students in the (2-3) University and a student may take as many 34-point program are also expected to complete points as needed to finish his or her degree two semesters of A&HE 4751, Fieldwork and *Taken as a 6 point block with A&HE 4156, program. If students in the 38-point program observation in secondary English, but without Writing: Nonfiction meet all of their degree requirements through enrolling in Supervised teaching (A&HE 4750). **A&HE 5518 meets both the College-wide required coursework, electives are not needed. and the New York State diversity MASTER OF EDUCATION requirements. Master’s Seminar– All M.A. students are The Ed.M. program is student-centered and required to enroll in the A&HE 5590, committed to the personal and professional In addition, students must choose at least one Master’s seminar. Students in the 38-point development of English teachers as they pursue topic-specific methods course: program enroll in A&HE 5590 the same their academic and research lives. We recognize • A&HE 4152 Literacies and technologies semester they enroll in phase 2 of A&HE and value the variety of needs and experiences in the secondary English 4750, Supervised teaching of English. Students of our diverse student body, and we strive to classroom (3) in the 34-point program enroll in A&HE provide our students with individualized pro- • A&HE 4155 Critical issues in the secondary 5590, during their final semester. All students grams. All students pursuing the Ed.M. degree English classroom (2-3) work with an academic faculty advisor to will have a faculty advisor with whom they will • A&HE 4157 Writing: Fiction and personal design and complete their master’s projects. work throughout the course of their degree. narrative (3) While the Ed.M. program offers tremendous • A&HE 4158 Writing: Poetry (3) Student Teaching– Students in the 38-point flexibility in coursework, the following program • A&HE 4550 Teaching of poetry (3) Teaching of English program have two sepa- requirements must be fulfilled: • A&HE 4551 Teaching of Shakespeare (3) rate semesters of student teaching. As required • A&HE 4552 Curriculum and assessment by New York State, one of these experiences is English Education Courses (no more than in the secondary English in a middle school and the other is in a high 45 points)– Depending upon the number of classroom (2) school. Most placements are made in urban points transferred in, students must complete public schools in New York City. Commuting between 15 and 45 points at the A&HE 4000, Content– Content coursework consists of to one of the outer boroughs should be A&HE 5000, and A&HE 6000 levels. Students writing and literature requirements: expected. transferring up to 30 points should take most of their courses at the more advanced A&HE 5000 Writing: This requirement is met by taking Student teaching experiences differ by semes- and A&HE 6000 levels. It is possible to substi- the six point writing block: ter. In the first (Phase 1) semester, a pair of tute a 12-15 point specialization in an area other • A&HE 4151 Teaching of writing (3) students may be placed in a classroom under than English Education and/or one graduate- • A&HE 4156 Writing: Nonfiction (3) the direction of a single cooperating teacher. level course at Columbia University with an The cooperating teacher has primary responsi- academic faculty advisor’s approval. Literature: At least one literature course with- bility for designing the curriculum. While stu- in the program is required. Courses include: dents do not have the major responsibility for A&HE 4000 level courses Cultural perspectives, Feminist perspectives, designing or organizing the course of instruc- (no more than 15 points): Adolescent literature, Critical approaches to tion, they are active participants in the class- literature, and Literature and teaching. • A&HE 4050 Literature and teaching (3) room and school communities. Although the • A&HE 4051 Critical approaches Breadth Requirement Phase 1 experience varies, students are en- to literature (3) Breadth courses are intended to broaden stu- gaged in observation, group work with stu- • A&HE 4052 Adolescents and dents’ knowledge of the history of education, dents, conferencing, and teaching. During this literature (3) philosophies of education, and educational semester, students understand, appreciate, • A&HE 4053 Cultural perspectives issues and practices beyond their particular area learn from, and coach students as readers and and literature (3) • A&HE 4056 Feminist perspectives of concentration. All students must take at writers. In their second (Phase 2) semester, students work one-on-one with a cooperating and literature (2-3) least three breadth courses (courses not • A&HE 4057 English methods (3) designated “A&HE”). Breadth points must be teacher and are expected to take on full responsibility for designing lessons and assess- • A&HE 4058 Teaching of reading (3) used to meet the New York State requirements • A&HE 4100 Teaching drama and ing learning. for classes in History/Philosophy of Education, theater (3) Disabilities/Special Education and Human • A&HE 4150 Teaching literacies in Development/Psychology if these have not For students in the 38-point program, the secondary maths, been taken in previous college-level course- student teaching experience is accompanied sciences, and the work. These courses may be taken as pass/fail. in both semesters by A&HE 4750, Supervised humanities (3) Breadth courses must meet the following teaching of English and A&HE 4751, Field- • A&HE 4151 Teaching of writing (3) criteria: work and observation in secondary English. • A&HE 4152 Literacies and technologies in the • They must not possess the “A&HE” prefix; These courses facilitate the development of secondary English classroom (3) • A&HE 4155 Critical issues in the secondary • They must be Teachers College courses; skills and strategies that are needed for successful teaching. They also serve as a forum to English classroom (2-3) • They must be for a minimum of 2 points • A&HE 4156 Writing: Nonfiction (3) each. address needs, issues, and problems that may

Teachers College Columbia University 2011-2012 41 • A&HE 4157 Writing: Fiction and Research Methods Courses rhetoric and composition, literacy studies, and personal narrative (3) At least 9 points (three courses) of research English language study. • A&HE 4158 Writing: Poetry (3) methods must be completed for the Ed.M. • A&HE 4550 Teaching of poetry (3) degree. These courses may be from either 4000 DOCTOR OF EDUCATION IN THE COLLEGE • A&HE 4551 Teaching of Shakespeare (3) or 5000 levels. Although courses may include TEACHING OF ENGLISH (90 POINTS) • A&HE 4552 Curriculum and assessment both quantitative and/or qualitative methods, Doctor of Education in the College Teaching in the secondary English we recommend that at least one course repre- classroom (3) of English (Ed.D.C.T.) is designed to prepare • A&HE 4561 Teaching narrative sent study in the area of qualitative research. candidates for positions as college and univer- and story (3) At least one course should be taken from the sity faculty members, researchers, administra- • A&HE 4751 Fieldwork and observation research offerings in the English Education tors of writing centers, and directors of college in secondary English (1-2) Program: the two other courses may be taken writing programs. The Ed.D.C.T. degree pro- • A&HE 4904 Independent study in in any department at Teachers College. gram, structured to develop the depth and teaching English (1-6) breadth in candidates’ knowledge of teaching A&HE 5504. Research paper: Teaching college English, provides a rigorous back- A&HE 5000 and A&HE 6000 level of English (3) ground in relevant theoretical debates in writ- courses (no more than 30 points): The research paper for A&HE 5504, required ing (i.e., basic writing; first-year composition; of all Ed.M. students, is the core of the Ed.M. composition theory/pedagogy; writing assess- • A&HE 5149 Writing research: Methods program. This research paper represents a and assumptions (3) ments; writing and technology; reading and refined presentation of the student’s research • A&HE 5150 Research in practice (3) writing), in the teaching of literature, and lan- question and area of inquiry. The purpose of • A&HE 5151 Perspectives on “popular” guage study (i.e., English as a second language; texts in English classrooms (3) this paper is to evidence the student’s ability multilingualism and speech communities; lan- • A&HE 5154 Rhetoric and teaching (3) to do independent research. It entails work guage and cultural/political identities; interna- • A&HE 5204 Fieldwork in teaching that results in an original synthesis of a broad tional and transnational perspectives on lan- of English (1-6) reading of theory and research, and is under- guage). • A&HE 5504 Research paper: Teaching scored by the student’s practical experience as of English (3) a teacher. The A&HE 5504 research paper DOCTOR OF PHILOSOPHY (75 POINTS) • A&HE 5514 Readers’ responses: Research, includes: The Doctor of Philosophy (75 points) is theory, and practice (3) designed to prepare candidates as researchers • A&HE 5518 Teaching English in diverse (a) A rationale for the project and demonstra- social and cultural contexts and scholars who are particularly interested in tion of an understanding of the literature the philosophical and theoretical issues in the (2-3) of the field related to the topic(s) under- • A&HE 6011 The politics of teaching field as these are defined within specific histor- taken; English (3) ical, social, cultural, literary, and rhetorical (b) A pilot study, including data gathering • A&HE 6015 College teaching of English (3) matrices. Candidates in all programs can and analysis and justification of research • A&HE 6151 Narrative research in expect to explore current professional issues, methods employed; English education (3) debates, and ethical dilemmas within the (c) A critique of the pilot study, including the • A&HE 6152 Advanced narrative research teaching of English as well as within the gen- in English education (3) student’s reflections on the study’s design eral arenas of teaching, learning, and working • A&HE 6204 Advanced fieldwork in and methodology as well as on her/his in various educational communities. Courses teaching English (1-6) research strengths and weaknesses; and encourage candidates to conceptualize peda- • A&HE 6404 Internship in college (d) Implications relevant to the student’s gogical and curricular philosophies for the teaching of English (1-6) future research. teaching of English, consider social and cultur- • A&HE 6450 Internship in teaching If the student’s intent is to continue on for al differences in teaching and learning, investi- English (1-3) doctoral work, the research paper for A&HE • A&HE 6514 Postmodern textual gate methods, modes of interpretation, and 5504 may serve as a prelude to work on a doc- theories (3) theoretical investments that one might bring toral dissertation. Students may continue to • A&HE 6904 Research and independent to bear on questions of knowledge, and to sur- conduct and write up their research while study (1-6) vey resources for professional development. enrolled in the internship and fieldwork All areas of study have consistent emphases courses. Breadth Courses on social, cultural, and political contexts in At least three 2-point courses. Educational DOCTOR OF EDUCATION (90 POINTS) English Education and college English. foundations courses are intended to broaden The Program in English Education at Teachers students’ knowledge of the history of educa- College offers three distinct programs in doc- Doctoral candidates: Always consult with your tion, philosophies of education, and education- Academic Advisor prior to registration. al issues and practices beyond their particular toral work. The Doctor of Education (Ed.D.) is designed to prepare future teacher educators areas of concentration. Students must take at Required courses for ALL English Education/ and other specialists in the teaching of English least three Teachers College courses (for a min- Teaching of English doctoral candidates: imum of 2 points each) from programs outside for teaching and professional leadership roles the English Education Program (that is, three in colleges and universities, in schools and • A&HE 5504 Research paper: courses that do not carry the A&HE prefix). school districts, in foundations, and in state Teaching of English The breadth requirement must be completed and federal educational agencies. The program • A&HE 6504 Doctoral Seminar: while at Teachers College; students may not offers intensive study of the history of English Teaching of English* transfer in breadth courses. education as an intellectual discipline, and • A&HE 7504 Dissertation Proposal field of practice, and of the theoretical and Seminar: Teaching pedagogical debates that have shaped research of English and practice in the fields of literary studies, • A&HE 8904 Dissertation advisement in the teaching of English

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

Candidates to the Ed.D.C.T are required to Rhetorical Studies: 5) Dissertation Proposal (A&HE 7504): The take ALL of the above mentioned plus**: Writing, composition theory and rhetorical doctoral dissertation proposal consolidates • A&HE 6015 College teaching theory courses at the A&HE 5000 and the work candidates have done in courses, of English A&HE 6000 levels. professional reading, and the two certifica- • A&HE 6404 Internship in college tion examinations. It is a 40 to 60-page docu- teaching of English** Methodological and Pedagogical Studies: ment, which outlines a coherent account of *Can be taken more than once. Courses at the A&HE 5000 and A&HE 6000 the work a candidate wants to undertake for **Candidates for the Ed.D. in the College level that address theoretical and practical dissertation research. Teaching of English who have not com- applications within the field of English pleted the equivalent of at least one year education. 6) Dissertation: The doctoral dissertation of full-time teaching as a college teacher evolves out of the coursework in which of English are required to include A&HE 2) Coursework Guidelines: The number of candidates have been engaged; the readings 6404 in their doctoral programs. (See courses students take depends in part on the completed and synthesized for the certifica- course listing for description). Interns will number of points students transfer from pre- tion examinations; the A&HE 5504 research work with an experienced college English vious graduate work. Students working paper; classroom teaching and research expe- instructor for a period of at least one toward a Ed.D. (90 points) degree may trans- riences; and regular consultations and discus- semester. Candidates who have the equiv- fer a maximum of 40 points and will thus sions with an academic advisor. As candi- alent of at least one year of full-time col- complete at least 50 points while in the pro- dates write their dissertations, they enroll in lege teaching experience can take A&HE gram for their doctoral work. Students work- A&HE 8904, Dissertation advisement in 6404 to design/pilot an experimental study ing toward a Ph.D. (75 points) degree may teaching English, which is designed to help that explores current issues in the field. transfer a maximum of 30 points and will candidates shape the writing of the following thus complete at least 45 points while in the dissertation components: review of literature, Research methods courses (a minimum of program for their doctoral work. An academ- research methodology, data analysis, and 12 points) It is highly recommended that ic advisor must approve all coursework in a implications of the research. the candidates include at least two of the student’s program plan including any excep- following: tions to the following: 7) Continuous enrollment required. Consult • A&HE 5149 Writing research: Methods and assumptions your advisor about procedures that address • No course that is “R” (attendance) credit or • A&HE 5150 Research in practice conflicts with this policy. that is “P” (pass/fail) may be counted toward • A&HE 6151 Narrative research in the Ed.D. aside from A&HE 6504: Doctoral English education COURSES: (* = course open to non-majors) seminar and A&HE 7504: Dissertation semi- • A&HE 6152 Advanced narrative nar in teaching English. research in English *A&HE 4050. Literature and teaching (3) • Students must consult their academic advi- education Faculty. An examination of multiple approaches sors when they undertake an independent Other choices may include other research to reading traditional and contemporary texts study, an internship, fieldwork courses, or courses offered across the College. using theory, criticism, and textual practices. graduate courses at Columbia University. Special fee required. • Doctoral students are generally discouraged General Guidelines on the English education from taking 4000-level courses and must con- *A&HE 4051. Critical approaches to doctoral program: sult with their academic advisors before regis- literature (2-3) tering for these courses. Faculty. Literary selections are examined through 1) Program Plan: During the first year of • Doctoral students must complete a minimum various critical frameworks emphasizing the way study, students file a program plan and of 12 points of research methods courses. texts are constructed and how readers negotiate Statement of Total Program (the forms are meaning with texts. Special fee required. available in the Office of Doctoral Studies) 3) Candidates should take a minimum of within the first two semesters of accept- three courses outside the English Educa- A&HE 4052. Adolescents and literature (3) ance to the degree program. Once these tion Program (Courses not designated Faculty. Discussions focus on issues of adolescent procedures are completed, students will A&HE). diversity, urban experience, gender and the know how many and which courses they teaching of adolescents and literature. Special will need to complete their doctoral pro- 4) Certification Examination: Doctoral candi- fee required. gram. dates in the English Education Program are required to write two parts of the certifica- *A&HE 4053. Cultural perspectives and literature (3) The program plan is designed to represent tion examinations: Certification Exam 1 and Faculty. Contemporary literary selections are Certification Exam 2. The terms 1 and 2 are a coherent network of courses, reflecting explored within a theoretical context that em- topics in English education. All areas of used to emphasize a difference in focus. The phasizes historical, cultural, political, and aes- study should have consistent emphases on Certification Exam 1 usually focuses on the thetic dimensions of these texts. Special fee social, cultural and political contexts in historical breadth of English Education, required. English education, and issues of teacher where as the Certification Exam 2 takes a education. Represented schematically, more refined focus and directly relates to *A&HE 4056. Feminist perspectives these areas include but are not limited to: one’s interest in a specific area of inquiry. and literature (2-3) The College policy requires candidates to Faculty. An examination of women writers of Literary Studies: complete a minimum of 20 points after tak- the 20th century, exploring common themes: growing up female, marriage and the family, Literature courses, literary theory, and research ing Certification Exam 1. Those 20 points women as artists, and minority women within a may include the points taken during the term in literature courses at the A&HE 5000 and critical feminist framework. Special fee required. A&HE 6000 levels. in which the exam was taken.

Teachers College Columbia University 2011-2012 43 A&HE 4057. English methods (3) A&HE 4157. Writing: Fiction and personal reserve part of each day Monday through Friday Faculty. A required course which focuses on narrative (3) for classroom experience. Special fee required. practical aspects of teaching English, including Faculty. A fiction writing class combined with lesson and unit plans, effective teaching strate- close readings of selected writers. Special fee A&HE 4751. Fieldwork and observation gies, evaluation and assessment, curriculum required. in secondary English (1-2) design, and integration of language arts. The Faculty. Majors only. A series of guided obser- overarching theme addresses literacy practices A&HE 4158. Writing: Poetry (3) vations of schools, teachers, and students. as historically situated and contextualized. Faculty. A poetry writing class combined with Student teachers will synthesize theoretical Special fee required. close readings of selected poets. Special fee knowledge with intense practical experience required. to integrate educational philosophy with the A&HE 4058. Teaching of reading (3) reality of day-to-day life teaching in a secondary Faculty. The course focuses on helping teachers A&HE 4550. Teaching of poetry (3) English language arts classroom. Special fee examine theoretical and pedagogical principles Faculty. Experience in reading and writing poet- required. relevant to teaching literary and non-literary ry, designing curriculum, and determining effec- texts with emphasis on the relations of texts tive teaching practices. Special fee required. A&HE 4904. Independent study in and readers. Special fee required. teaching English (1-6) A&HE 4551. Teaching of Shakespeare (3) Faculty. Permission of instructor required. A&HE 4100. Teaching drama and theater (3) Faculty. An examination of diverse theoretical Research and independent study under the Faculty. The role of drama in the classroom. perspectives and pedagogical principles for direction of a faculty member. Students work Students will examine the role of theaters in the teaching Shakespeare. Special fee required. individually or with others. community, examining production, performance, and the educative power of drama. Special fee A&HE 4552. Curriculum and assessment A&HE 5149. Writing research: Methods required. in the secondary English classroom (2) and assumptions (3) Faculty. Dominant curriculum theories of the Faculty. Examines assumptions that undergird A&HE 4150. Teaching literacies in secondary 20th century, related assessment and evaluation the range of philosophies, intellectual traditions, maths, sciences, and the humanities (3) methods and traditions, and current approaches and points of view that influence research Faculty. Prepares secondary teachers in disci- to assessing student and teacher learning in the writing. Special fee required. plines other than English to meet new literacy secondary English classroom. Special fee requirements for both teachers and students. required. A&HE 5150. Research in practice (3) The effective use of listening, speaking, reading Faculty. Examines the role of practitioner quali- writing and other modes of representing to pro- A&HE 4556. Seminar for inservice teachers tative research in knowledge production, teach- mote learning will be demonstrated. This class (1) ing, and learning. Special fee required. may be appropriate for English majors who plan Faculty. A required course for 34 and 35-point to teach humanities. Special fee required. M.A. students, this seminar is designed to sup- A&HE 5151. Perspectives on “popular” port practicing teachers as they compose and texts in English classrooms (1-3) A&HE 4151. Teaching of writing (3) expand their teaching lives. The seminar will Faculty. This course unites post-structuralist lit- Faculty. The course integrates theory and prac- provide teachers with a community of colleagues erary theory with cultural studies. Through a tice for teachers. Topics include the textual with whom they can build and explore profes- range of class activities and readings, the course character of genres, critical perspectives on writ- sional growth in the areas of instructional strate- will explore intersections between feminism, ing instruction, research on writing, evaluation gies, pedagogy, and the critical issues of contem- post-modern aesthetics, and “popular” texts. and assessment of writing, and classroom meth- porary teaching, as well as an opportunity to Special fee required. ods for teaching writing. This course is taught reflect and discuss issues of concern. Offered with A&HE 4156, Writing: Nonfiction, as part fall semester only. A&HE 5154. Rhetoric and teaching (3) of a 6-point sequence. Special fee required. Faculty. The course examines the applicability A&HE 4557. Transitional B: Seminar in of the rhetorical tradition for students and A&HE 4152. Literacies and technologies the teaching of English (1) teachers, emphasizing the culture and knowl- in the secondary English classroom (3) Faculty. This 1-credit course serves as a follow edge exhibited in texts, writers, and readers. Faculty. Introduces students to media techno- up to A&HE 4556 for students enrolled in the Special fee required. logy as it relates to secondary English educa- Transitional B program. Through reading, writ- tion. English is an increasingly mediated and ing, videotaping, reflecting and discussing, inser- A&HE 5204. Fieldwork in teaching technologized discipline. New technologies have vice teachers will continue to develop their pro- English (1-6) enabled emerging practices that have significant fessional identity, confidence, and resources. Faculty. Permission of instructor required. implications for literacy learning and teaching. The class will offer a supportive community of Opportunity for students, individually or in Special fee required. colleagues and will focus on praxis– the reci- small groups, to develop and pursue projects, in procity of theory and practice– in NYC’s public consultation with an advisor, in schools, and A&HE 4155. Critical issues in the secondary schools. Offered spring semester only. other field settings, and to participate in work- English classroom (2-3) shops with expert practitioners. Faculty. An examination of critical issues that *A&HE 4561. Teaching narrative shape and reshape the teaching and learning and story (3) A&HE 5504. Research paper: of literacies in English classrooms. Special fee Faculty. An examination of narrative theories, Teaching of English (3) required. narrative design, and philosophies of composi- Faculty. Required of all Ed.M., Ed.D., and tion. Ph.D. students. This course seeks to facilitate A&HE 4156. Writing: Nonfiction (1) the writing of the paper representing a refined Faculty. A non-fiction writing workshop. This A&HE 4750. Supervised teaching of English presentation of a student’s research questions course is taught as part of a 6-point block with (3) and area of inquiry. Special fee required. A&HE 4151, Teaching of writing. Special fee Faculty. Majors only. Students may satisfy state required. certification requirements by participating in the supervised teaching program in the fall and spring semesters. Students should plan to

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A&HE 5514. Literature and literary study: A&HE 6404. Internship in college TEACHING OF Research, theory, and practice (3) teaching of English (1-6) Faculty. This course is an advanced seminar Faculty. Permission of instructor required. ENGLISH TO SPEAKERS for students exploring research issues related Opportunities to work in various field-based OF OTHER LANGUAGES to the reading and teaching of literature. sites. Students must inquire to see if opportuni- Various models of critical literacy will be stud- ties are available during any given semester. Program Coordinator: ied including the influence of psychological, Professor ZhaoHong Han transactional, feminist, and social accounts of A&HE 6450. Internship in teaching reading on current theory and practice. English (1-3) Program Office: (212) 678-3795 Special fee required. Faculty. Permission of instructor required. Email: [email protected] A forum designed to offer students an opportu- Website: www.tc.edu/a&h/Tesol A&HE 5518. Teaching English in diverse nity to explore key issues in the field through social and cultural contexts (2-3) their involvement with students, teachers, and For updated information on the TESOL Program, Faculty. A seminar examining how gender, classroom settings throughout the city. Special consult the TESOL web page at: www.tc.colum- class, race, ethnicity and sexual orientation fee required. bia.edu/academic/tesol/. issues inform instructional goals, curriculum For questions about the TESOL program, email: planning/implementation, and practices in the A&HE 6504. Doctoral seminar: Teaching teaching of literature, language, and composi- of English (1-3) [email protected]. tion in English language arts classrooms. Faculty. (Must be taken at least once during Special fee required. course of doctoral study.) Doctoral seminar For updated information on the TESOL Certificate acquaints students with the uses and history Program, consult the TESOL Certificate Program A&HE 5590. Master’s seminar: of the field of English Education and helps stu- web page at: www.tc.edu/a&h/TesolCert. Teaching of English (1) dents focus on issues that will shape their own Faculty. Designed to prepare students for com- research. Special fee required. pleting the integrative project for the M.A. Degrees Offered: degree, students participate in seminars which A&HE 6514. Postmodern textual theories (3) are oriented towards creating an academic, Faculty. Teachers will examine literary and the- TESOL-TEACHING OF ENGLISH TO professional, and social network. Students oretical texts central to postmodern theory. SPEAKERS OF OTHER LANGUAGES (TESL) research an area of special interest and share Students will explore, through a diverse range Master of Arts (M.A.) their findings. Special fee required. of means and media, texts deemed pivotal to Master of Education (Ed.M.) postmodern approaches and principles. Special Doctor of Education (Ed.D.) A&HE 6011. The politics of teaching English fee required. (3) Faculty. An examination of political and socio- A&HE 6904. Research and independent TESOL- INITIAL CERTIFICATION (TESL-INIT) cultural theories of language, literature, and study (1-6) Master of Arts (M.A.) composition that inform diverse ideological Faculty. Permission of instructor required. constructions of knowledge, curriculum, and Advanced research and independent study Program Description: pedagogy in English language arts education. under the direction of a faculty member. The program in TESOL provides students with a Special fee required. Students work individually or with others. solid foundation in the English language so that pedagogical and research questions related to A&HE 6015. College teaching of English (3) A&HE 7504. Dissertation seminar: Faculty. An examination of programs and meth- Teaching of English (3) the teaching, learning and assessment of English ods of instruction in English courses on the col- Faculty. Permission of instructor required. as a second or foreign language (ESL/EFL) may lege level. Special fee required. Designed to help students shape the writing of be formulated, examined and resolved. More the review of literature, research methodology, specifically, the TESOL program helps students A&HE 6151. Narrative research in data analysis and implications of the research. develop strategies, firmly grounded in theory, English education (3) Special fee required. research and practice, to teach ESL in the U.S., Faculty. Permission of instructor required. to teach EFL internationally, or to do research A survey of approaches to and examples of A&HE 8904. Dissertation advisement in the on the teaching, learning or assessment of narrative research, including oral history, teaching of English (0) English as a second or foreign language. The life history, biography, autobiography, and Faculty. Permission of instructor required. All program emphasizes study in the following areas: autoethnography. Special fee required. Ed.D. and Ph.D. students must be continuous- • Second language teaching methodologies ly registered for Dissertation Advisement until A&HE 6152. Advanced narrative research completion of the program. Fee to equal 3 • Teaching of the language skills in English education (3) points at current tuition rate for each term. • Content area education for ESL students Faculty. This advanced course will provide • ESL/EFL materials development context for students to build on their prior and curriculum design knowledge of various genres of narrative • Language teacher education research (biography, autobiography, testimoni- • Language teacher observation al, oral history, or life history, for example), to and supervision engage in sustained study of a variety of theo- • Second language acquisition retical and methodological perspectives that • Second language assessment might frame their research, and to further develop their own narrative research projects. • Classroom interaction • Second language teaching and literacy A&HE 6204. Advanced fieldwork in • Language program evaluation teaching English (1-6) • Technology and language teaching Faculty. Permission of instructor required. and learning See description for A&HE 5204.

Teachers College Columbia University 2011-2012 45 Graduates from the TESOL program typically undergraduate degree from an English-medium Required courses out-of-program (3 Teachers teach ESL or EFL in elementary or secondary university in the U.S. or abroad, must submit College courses of at least 2 points each: 6 schools, in colleges or universities, in language either: points minimum) to be chosen with advisor’s schools or institutes in the United States or approval. abroad, or in businesses or international organ- • A total minimum score of 102 on the izations. Others work for publishers or comput- TOEFL IBT exam. Also a minimum score Students can normally expect to complete the er companies that produce ESL/EFL products. of 26 on the speaking and writing sections General M.A. Program in four semesters and Finally, many TESOL graduates work as lan- and a minimum of 25 on the reading and one summer. guage program administrators or teacher edu- listening sections; or cators in schools, colleges, or universities • A minimum score of 600 on the paper/pencil Elective courses in TESOL or Applied around the world. TOEFL or a minimum score of 250 on the Linguistics: Select from a variety of courses TOEFL CBT. Also a minimum score of a 50 in TESOL or Applied Linguistics (6 points), As New York City offers one of the most on the Test of Spoken English (TSE) and a to be chosen with faculty advisor’s approval. diverse settings in the world for teaching ESL, minimum score of 5 on the Test of Written the TESOL program collaborates with a num- English (TWE); or Exit requirement: Final essay (to satisfy ber of schools in the city to provide students • A score of B or better on the Cambridge College requirement for integrative project). with opportunities to teach or do research in Certificate of Proficiency in English (CEP); these settings. In addition, the TESOL and or MASTER OF ARTS WITH K-12 Applied Linguistics programs jointly sponsor • A score of 7.0 or better on the Cambridge CERTIFICATION TRACK (38-39 POINTS) the Community Language Program (CLP), a International English Language Testing The TESOL K–12 Certification Program offers program to teach ESL and foreign languages to System (IELTS). a 38-point minimum Master of Arts degree in adults. The CLP serves as an on-site language TESOL leading toward Initial New York State education lab in which students enrolled in the Expired scores will not be accepted. Teacher Certification. We currently have no TESOL program teach the courses, help professional certification program for students administer the program, supervise other teach- Degree Requirements: who already have initial certification or are ers, and use the CLP as a setting for empirical A grade average of B or higher is required teaching full-time. Students wishing to teach inquiry. For more information on the CLP, see each semester within the major for all degrees. in a public school in another state are advised the website at www.tc.edu/tesol/CLP. Students are required to maintain satisfactory to consult the certification requirements for academic progress toward degree completion. that state. Special Application Consult program of study guides for additional Required courses for Initial K-12 Certification Requirements/Information: information. Students: Applications will be accepted for the fall and • A&HT 4076 TESOL methodologies The TESOL program offers three majors in the spring application deadlines as advertised by for K-6 (3) the College. For the K-12 TESOL program, Master of Arts program: The general track, the • A&HT 4171 TESOL methodologies only fall applications will be accepted. Any K-12 track, and the program in Tokyo. for 7-12 (3) application received after those dates or in- • A&HT 4185 Pedagogical approaches complete applications will not be reviewed. MASTER OF ARTS, GENERAL TRACK in the content areas for (36 POINTS) teachers of K-12 ESL (3) A writing sample is required with all Ed.M. The TESOL General Track Program offers a • A&HT 5205 Fieldwork in TESOL and Ed.D. applications. Applicants to the 36-point Master of Arts degree for students (1 semester, K-6; Ed.M. and Ed.D. programs must have an M.A. wishing to teach in any of a variety of settings 1 semester, 7-12) in TESOL, Applied Linguistics or a related except in the New York State public schools. (1 point each) • A&HT 4776 Supervised student field. The General Track does not prepare students teaching in TESOL: K-6 (3) to obtain New York State K-12 Certification • A&HT 4777 Supervised student Ed.M. applicants may request to transfer up to in ESL (see below). Students in the TESOL 30 credit points into the TESOL program from teaching in TESOL: 7-12 General Track Program take a wide range of (3) previous graduate study at an accredited insti- courses offered in TESOL and Applied • A&HL 4085 Pedagogical English tution. Applicants who have already earned Linguistics. grammar (3) an M.A. from Teachers College may transfer • A&HL 4101 Phonetics and phonology a total of 15 points in related areas from an Required courses: (3) accredited institution. Ed.D. students may • A&HT 4077 TESOL classroom • A&HL 4087 Introduction to second transfer up to 45 points from previous graduate practices (3) language acquisition (3) study at an accredited institution. All transfer • A&HL 4085 Pedagogical English • A&HL 4088 Second language assess- of credit points must meet the approval of a grammar (3) ment (3) faculty advisor. • A&HL 4087 Introduction to second Three TESOL workshops (minimum of 3 for language acquisition (3) 0-1 point each). • A&HL 4088 Second language All students are expected to write and speak in assessment (3) Required courses outside the program a way that is appropriate to their professional • A&HL 4101 Phonetics and phonology (3) responsibilities. Students having difficulty in (6-9 points): • A&HT 5360 Specialized practica for • A course in Special Education (2-3) achieving these standards will be required to TESOL teachers - minimum • A course in Bilingual Education (or take additional coursework or seek help from of two (6) the TC Writing Center. All non-native speak- TESOL workshops (minimum of 3 for Foundations of Education/Urban ers of English, including those who have an 1 point each). Education) (2-3)

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• An elective breadth course in consultation • HUDM 6051-2 Psychometric theory Required Research Methods Courses: with a faculty advisor (2-3) I and II (3) • C&T 5502 Introduction to qualitative • TESOL and Applied Linguistics elective. • HUDM 6055 Latent structure analysis (3) research in curriculum and This requires a faculty advisor’s approval (3) • HUDM 6122 Multivariate analysis I (3) teaching (2-3) • HUDM 4050 Introduction to measurement (2-3) Students can normally expect to complete • One of the qualitative research methods • ORLJ 4009 Understanding behavioral the TESOL K-12 Certification M.A. Program courses offered at the college (To be research (3) in four semesters and one summer term. chosen with faculty advisor’s approval). • HUDM 4122 Probability and statistical inference (3) MASTER OF EDUCATION (60 POINTS) Electives in TESOL or Applied Linguistics (9): • ITSF 4092 Qualitative research and The TESOL Program offers a Master of Educa- To be chosen with an advisor’s approval. evaluation in international tion (Ed.M.), requiring a minimum of 60 points education (3) of graduate study. The Ed.M. involves in-depth All Ed.M. students must complete an Ed.M. • ITSF 5000 Methods of inquiry: study in one or more areas of TESOL. The project, written on a research topic arising Ethnography and participant Ed.M. is designed to complement former pro- from their course-related interests and subject observation (or ITSF 5001 or 5002) (3) fessional training at the M.A. level, and it to approval by their faculty advisor. • HUDM 5122 Applied Regression sometimes serves as initial preparation for Analysis (3) entering the doctoral program. Students who DOCTOR OF EDUCATION (90 POINTS) • HUDM 5123 Linear models and experi- did not receive an M.A. in TESOL from The TESOL Program offers an Ed.D. in mental design (3) Teachers College will be expected to complete TESOL requiring a minimum of 90 points of • HUDM 6051-2 Psychometric theory specified required courses (see program sheets), graduate study. The Ed.D. involves sustained I and II (3) from the TESOL M.A. in addition to their pro- and in-depth study in an area of specialization • HUDM 6055 Latent structure analysis (3) gram of study. Exemptions based on prior in TESOL and is designed for students wishing • HUDM 6122 Multivariate analysis I (3) coursework or their equivalent from another to pursue empirical research in one of the fol- program must be approved by the professor lowing areas: language teaching methodology, • One of the qualitative research methods courses offered at the college (To be chosen with faculty teaching the course and the faculty advisor. language in the content areas, language advisor’s approval). Electives in TESOL or teacher education, second language acquisi- Applied Linguistics (9): To be chosen with an Required courses (12 points): tion, second language assessment, second lan- advisor’s approval. • A&HL 4001 Sociolinguistics and education guage literacy, second language classroom • A&HL 4104 Discourse analysis (or A&HL interaction, and language program evaluation. In order to progress through these stages, doctor- 4105, Conversation analysis, Students who did not receive an M.A. or al students are required to take a sequence of or A&HL 4106, Text and Ed.M. in TESOL from Teachers College Textuality) doctoral seminars at the 5500, 6500, 7500, and will be expected to have completed all the 8900 levels. Students begin to take these courses • A&HL 5575 Research literacy in applied required courses, or their equivalent, from linguistics and TESOL when they have reached approximately 45-50 the TESOL Ed.M. points in the program, and after they have been Breadth requirement (6-9 points): taking courses at Teachers College for a minimum Doctoral students have three types of require- Those students who do not already have a of one year. After that, doctoral students are ments: concentration requirements, research degree from Teachers College must take three required to register for and attend doctoral semi- methods requirements, and doctoral prepara- courses of at least 2 points each from outside nar every semester. tion requirements. the department with an advisor’s approved. Doctoral students are required to demonstrate Concentration Requirement: At least one out-of-program course must be: research preparedness in a substantive area by Students are required to take a minimum • C&T 5502 Introduction to qualitative passing the research paper at the 5500 level, number of points in their concentrations. research in curriculum the certification exam at the 6500 level, and The exact courses should be decided in con- and teaching (2-3) the certification paper at the 6500 level. Then, sultation with their advisor. • HUDM 4050 Introduction to as evidence that they are able to carry out orig- measurement (2-3) inal research under the guidance of a doctoral Research Requirements (12 points): • HUDM 4122 Probability and statistical committee, they must write a dissertation To ensure that students have the skills to do inference (3) prospectus at the 7500 level as a part of the scholarly research in their area of concentra- • ITSF 4092 Qualitative research and dissertation seminar, and complete a doctoral tion, they are required to take a minimum of evaluation in international dissertation while continuously registered for 12 points in research methods, statistics and education (3) dissertation advisement at the 8900 level. measurement. Also, depending on the type • ITSF 5000 Methods of inquiry: of dissertation (see research methods, mea- Ethnography and partici- To prepare for these requirements, students will surement or statistics courses from the Ed.M.) pant observation (or ITSF need to take one or more of the seminars in being written, students may be asked to take 5001 or 5002) (3) consultation with an academic advisor. These additional courses in these areas. The follow- • ORLJ 4009 Understanding behavioral seminars occur at the 5500, 6500, 7500 and ing elective research preparation courses research (3) 8900 levels. All of these seminars are offered should be taken in consultation with the • HUDM 5122 Applied Regression each semester. To determine which seminar to doctoral advisor: Analysis (3) register for, consult an academic advisor. • HUDM 5123 Linear models and • A&HL 5501/ Research paper in applied experimental design (3) A&HT5505/ linguistics (1-3 each course) A&HT5507 or

Teachers College Columbia University 2011-2012 47 • A&HL 6501/ Doctoral seminar in applied *A&HT 4077. TESOL classroom practices A&HT 5087. Second language acquisition A&HT6505/ linguistics (1-3 each course) (3) in the classroom (3) A&HT6507 or Dr. Fuchs. Introduction to the major language Professor Han. This course provides an inter- • A&HL 7501/ Dissertation seminar in teaching approaches that have been influential face between second language acquisition A&HT7505/ applied linguistics in the 20th century. Special fee: $20. (SLA) theories and classroom practices A&HT7507 (1-2 each course) through: (a) exploring the practical implica- or *A&HT 4078. TESOL materials (3) tions of SLA research for second language • A&HT 8905 Dissertation advisement: Faculty. Practice in designing, developing, and teaching, and (b) offering an arena for critical TESOL (0) evaluating ESL or EFL materials used for stu- reflections on past and current teaching prac- dents in different settings. Special fee: $20. tices. Special fee: $20. Doctoral students should consult the Office of Doctoral Studies to be certain of complying *A&HT 4080. Teaching in linguistically A&HT 5519. Instructed second language with the latest procedures, deadlines, and diverse classrooms (3) acquisition and assessment (3) Faculty. Supports teachers in mainstream documents. Professor Purpura. Prerequisite: A&HL 4088. classrooms, grades 5-12, in building a knowl- Examines how teaching, learning and assess- edge base and a repertoire of instructional ment of grammar have been conceptualized, TESOL Teaching Residents Program strategies that will enhance the learning of researched and explained in recent decades. language-minority students. Special fee: $20. Explores differing conceptualizations of lan- An additional M.A. program in TESOL leading guage ability as a basis for teaching grammar to TESOL K-12 New York State Initial A&HT 4086. Language classroom under different conditions and as a basis for Certification is through the Teaching Residents observation (3) measuring and explaining grammatical acqui- at Teachers College program www.tc.edu/teach- Faculty. Introduction to the systematic obser- sition. Special fee: $20. ingresidents. vation of teaching in diverse contexts. Special fee: $20. Language Teaching Practica This degree option is restricted to students who *A&HT 4089. Teaching writing to ESL The practicum courses provide guided profes- do not have previous teaching certification in students (3) sional practice. They are offered in three tiers, TESOL and who have been admitted to the Faculty. An introduction to the theory and starting with the novice practicum, progressing Teaching Residents at Teachers College pro- practice of teaching writing to ESL and EFL to the integrated skills practicum, and culmi- gram. students in a wide range of contexts. Special nating in the specialized practicum, the goal fee: $20. being to provide gradient learning and practice Students in this program complete the core opportunities leading to increased awareness TESOL requirements as well as the out-of-pro- A&HT 4171. TESOL methodologies and development of sophisticated teaching gram requirements specific to the Teacher for 7-12 (3) skills. Students who are enrolled in the M.A. Professor Kieffer. Teaching ESL to secondary Residency program, which focus on middle and TESOL General Track are required to take students, stressing content area ESL and sec- two to three of the practica, depending on high school teaching. Teacher Residents are ond language literacy. Special fee: $20. whether they have under or over two years of required to take intensive summer courses, par- full-time teaching experience prior to matricu- ticipate in an ongoing integrating seminar, and A&HL 4185. Pedagogical approaches in the lation, and to take the courses in sequence. engage in a full school year teaching residency content areas for teachers of K-12 ESL (3) in a high-need New York City middle or high Professor Kieffer. This course examines subject The practica include: 18-20 hours of student school. Upon completion of this program, matter education for ESL students in the K-12 teaching, 6 to 10 hours per week for teaching Teacher Residents are required to teach in a setting. Students investigate “best practices” preparation, 1 hour per week for observations, high need New York City school for three addi- within the mainstream setting with a view to and 2 hours per week for the related seminar. tional years. Please refer to Teaching Residents helping ESL students gain access to core subject matter knowledge. Special fee: $20. at Teachers College. A&HT 4776. Supervised student teaching in TESOL: K-6 (3) *A&HT 4500. Advanced English language Professor Hruska. Permission of instructor COURSES: (* = course open to non-majors) study (1-2) required. A supervised teaching experience for Faculty. Developmental ESL for non-native M.A. students who are interested in working General Courses speakers of English who wish to improve their toward a New York State teaching certificate academic writing and speaking skills; emphasis in TESOL K-12 (Kindergarden to 12th grade) A&HT 4000. Special topics in TESOL (1-6) on writing research papers or giving oral pre- and who have not taught ESL in grades K-12 Faculty. Provides an in-depth examination of spe- sentations in graduate seminars or other profes- for at least two years, full time. During the cial topics of current theoretical or pedagogical sional venues. Topics and emphasis change terms of practice teaching, students are not concern in the field of second or foreign language each term. Course may be taken more than permitted to hold full time jobs. Special fee: education. Topics may vary from term to term. This once. Limit 1 point toward TESOL or Applied $20. course may be repeated for credit with change of Linguistics degree. Special fee: $20. topic. Special fee: $20 A&HT 4777. Supervised student teaching A&HT 5000. Advanced topics in TESOL in TESOL: 7-12 (3) A&HT 4076. TESOL methodologies (1-6) Faculty. Permission of instructor required. A for K-6 (3) Faculty. Provides an in-depth examination of supervised teaching experience for M.A. stu- Faculty. Introduction to activities, materials, and research of current theoretical or pedagogical dents who are interested in working toward a principles particularly suited to students in elemen- concerns in the field of second or foreign lan- New York State teaching certificate in TESOL tary schools. Special fee: $20. guage education. Emphasis will be on the col- K-12 (Kindergarden to 12th grade) and who lection and analysis of data related to the spe- have not taught ESL in grades K-12. During cial topic. Topics may vary from term to term. the terms of practice teaching, students are This course may be repeated for credit with not permitted to hold full time jobs. Special change of topic. fee: $20.

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

A&HT 5360-A&HT 5379 and Independent Research, Fieldwork A&HL 4101. Phonetics and phonology (3) A&HT 5381. Specialized practica for and Internships ESL teachers (3 each course) A&HL 4104. Discourse analysis (3) Faculty/staff. Permission of instructor required. A&HT 4905. Research and independent These practica offer a teaching experience in study in TESOL (1-6) A&HL 4106. Text and textuality (3) TC’s Community Language Program (CLP). Faculty. Permission of instructor required. Special fee: $10. Research under the direction of a faculty A&HL 4901. Research and independent member. Students work individually or with study: Applied linguistics (1-6) Workshops others. Course may be taken more than once. A&HL 5085. Advanced English syntax (3) Faculty. Not all workshops are offered each A&HT 5205. Fieldwork in TESOL (1-3) A&HL 5201. Fieldwork in applied term or year. Selections are offered according Faculty. Permission of instructor required. linguistics (1-6) to student interest and staff availability. Opportunity for qualified students, individual- Workshops usually meet over 1 or 2 weekends. ly or in small groups, to develop and pursue A&HL 5501. Research paper in applied projects, in consultation with an advisor, in linguistics (1-3) A&HT 4160-4180. TESOL methodologies schools, communities, and other field settings. (Noncredit, 0 or 1 point each) Course may be taken more than once. A&HL 5512. History of language testing research (3) • A&HT 4160. The silent way A&HT 6205. Advanced fieldwork • A&HT 4164. Language for specific in TESOL (1-6) A&HL 5515. Advanced topics in applied purposes Faculty. Permission of instructor required. linguistics I (3) • A&HT 4165. English for academic Opportunity for qualified students, individual- purposes ly or in small groups, to develop and pursue A&HL 5516. Advanced topics in applied • A&HT 4166. Computer-assisted projects, in consultation with an advisor, in linguistics II (3) language learning schools, communities, and other field settings. • A&HT 4167. Media-assisted language Course may be taken more than once. A&HL 5519. Instructed second language learning acquisition and assessment (3) • A&HT 4168. Culture and second language teaching Doctoral Preparation A&HL 5575. Research literacy in applied • A&HT 4169. Literature in the linguistics and TESOL (3) ESOL class A&HT 5505. Research paper: TESOL • A&HT 4172. Teaching English in EFL (1-3 each course) A&HL 5581. Psycholinguistics and • A&HT 4173. Task-based and functional A&HL 5507. Research paper: Applied second language acquisition (1-3) approaches to language learning linguistics and TESOL (1-3 each course) A&HL 5582. Sociolinguistics and second • A&HT 4174. Teaching second A&HL 6507. Doctoral seminar: Applied language acquisition (1-3) language grammar linguistics and TESOL (1-3 each course) • A&HT 4175. Facilitating autonomy A&HL 5586. Interlanguage phonology (1-3) in language learning A&HL 7507. Dissertation seminar: Applied A&HL 5588. Trends in second language • A&HT 4176. Teaching listening linguistics and TESOL (1-3 each course) • A&HT 4177. Teaching speaking acquisition research (3) A&HT 6505. Doctoral seminar: TESOL • A&HT 4178. Teaching reading A&HL 6087. Advanced second language • A&HT 4179. Teaching writing (1-3 each course) acquisition (3) • A&HT 4180. Trends in TESOL A&HT 7505. Dissertation seminar: TESOL methodologies (1-3 each course) A&HL 6201. Advanced fieldwork in applied linguistics and TESOL (1-6) A&HT 4817-A&HT 4819. Experiences in A&HT 8905. Dissertation advisement: learning another language (Noncredit, 0 or 1 TESOL (0) A&HL 6501. Doctoral seminar in applied point each) linguistics (1-3 each course) Faculty. A series of workshops designed to pro- See also: vide language teachers with an opportunity A&HL 4001. Sociolinguistics and education A&HL 6587. Seminar in second language to learn a foreign language through a brief (3) acquisition: Acquisitional and cross-cultural immersion experience, so that they can reflect upon the experience from a learner’s perspec- A&HL 4003. Schools of linguistics (3) pragmatics (3) tive. Methods vary from term to term. These workshops may be taken more than once A&HL 4005. Semantic systems and the See also: pending advisor’s approval. lexicon (3) For additional acceptable courses in teaching methods and practica, see the listing under A&HL 4014. Gender, language, and A&HT 4860-A&HT 4880. Specialized Bilingual/Bicultural Education in the Depart- TESOL materials (0-1) education (3) ment of International and Transcultural Faculty. Not all workshops are offered each Studies. A&HL 4085. Pedagogical English term or year. Workshops are offered according to student interest and staff availability. grammar (3) Workshops usually meet over 1 or 2 weekends. A&HL 4087. Introduction to second language acquisition (3) A&HL 4088. Second language assessment (3)

Teachers College Columbia University 2011-2012 49 TEACHING OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES - JAPAN

Interim Program Director: Dr. William Snyder

Program Office: (81)-3-3221-9771 (Tokyo) Email: [email protected] Website: www.tc-japan.edu

Degree Offered:

TEACHING OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL-JAPAN) (TSLJ) Master of Arts (M.A.)

Program Description: This program is no longer accepting applications. The program offers an off-campus M.A. in TESOL in Tokyo designed specifically for teachers of English in Japan. As an extension of the New York TESOL program, this program provides opportunities for current teachers of English to earn an M.A. while teaching part or full-time. This program suits teachers of English in the Japanese school system (elementary, junior high and high schools), as well as those working in the commercial sector, or those in Japan on such programs as the Japan Exchange Teaching (JET) program. Students attend courses, workshops and practica offered on Saturdays and Sundays throughout the year, and the class times are organized so that working teachers are 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.

50 www.tc.columbia.edu General Information: (212) 678-3000 Biobehavioral Sciences

CHAIR: Stephen Silverman 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 52 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 and Control 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 communicative capabilities of individuals with normal and impaired abilities across the lifespan. CURRICULUM AND TEACHING IN PHYSICAL EDUCATION 59 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 61 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 62 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 Clinic for Communi- cation Disorders, 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: Karen Froud Andrew M. Gordon (Speech-Language Pathology, (Movement Science and Education: Neuroscience and Education) Motor Learning and Control, Carol Ewing Garber Neuroscience and Education) (Movement Science and Education: John H. Saxman Applied Physiology) (Speech-Language Pathology, Peter Gordon Neuroscience and Education) (Speech-Language Pathology, Stephen Silverman Neuroscience and Education) (Movement Science and Education: Honor O’Malley Physical Education) (Audiology, Neuroscience and Education)

ADJUNCT PROFESSORS: ADJUNCT ASSOCIATE PROFESSORS: Thomas Murry Frederic Albert (Speech-Language Pathology, (Movement Science and Education: Neuroscience and Education) Motor Learning and Control) Lorraine Ramig Matthew Bartels (Speech-Language Pathology, (Movement Science and Education: Neuroscience and Education) Applied Physiology) Jaclyn Spitzer Christine Chen (Audiology) (Motor Learning and Control) Ronald Tikofsky Sarah Doolittle (Speech-Language Pathology, (Movement Science and Education: Neuroscience and Education) Physical Education) ASSOCIATE PROFESSORS: Glen Gillen (Movement Science and Education) Laura Azzarito Sharon A. Gutman (Movement Science and Education: (Movement Science and Education) Physical Education)

Teachers College Columbia University 2011-2012 51 Ya Ching Hung Cynthia S. Cohen MOVEMENT SCIENCE (Movement Science and Education: (Speech-Language Pathology) Motor Learning and Control) Stephanie Downey AND EDUCATION Terry Kaminski (Speech-Language Pathology) The Movement Science and Education area (Movement Science and Education: Rebecca Eisenberg of study includes the following sub-specialties: Motor Learning and Control) (Speech-Language Pathology) Applied Physiology; Motor Learning and Janet Falk-Kessler Racine Emmons (Movement Science and Education) Control; Physical Education; Curriculum and (Movement Science and Education: Teaching in Physical Education; and Andrew McDonough Applied Physiology) Kinesiology. (Movement Science and Education: Nancy Freedman Motor Learning and Control) (Speech-Language Pathology) Jeffrey Melendez Paul Gallo APPLIED PHYSIOLOGY (Movement Science: Physical Education) (Movement Science: Applied Physiology) Program Coordinator: Justine Joan Sheppard Motor Learning and Control) Professor Carol Ewing Garber (Speech-Language Pathology, Connie Kokkalakis Neuroscience and Education) (Speech-Language Pathology) Program Office: (212) 678-3891 Prithwi Raj Subramaniam Email: [email protected] Shirit Kamil Rosenberg (Movement Science and Education: Website: www.tc.edu/bbs/Movement (Movement Science and Education: Physical Education) Applied Physiology) Carol Tompkins Degrees Offered: Amerigo Rossuello (Speech-Language Pathology) (Movement Science and Education: APPLIED PHYSIOLOGY (APHY) Karin B. Wexler Applied Physiology) (Speech-Language Pathology) Master of Arts (M.A.) Michael Soupios Master of Education (Ed.M.) (Movement Science and Education: ASSISTANT PROFESSORS: Doctor of Education (Ed.D.) Motor Learning and Control) Erika Levy See also: The interdepartmental program Chaviva Wolff (Speech-Language Pathology, in Applied Physiology and Nutrition in the (Movement Science and Education: Neuroscience and Education) Department of Health and Behavior Studies. Motor Learning and Control) Georgia Malandraki (Speech-Language Pathology) MOTOR LEARNING CLINICAL INSTRUCTORS: Tara McIsaac Rebecca Alva AND CONTROL (Movement Science and Education: (Speech-Language Pathology) Program Coordinator: Motor Leaning and Control) Miriam Baigorri (Speech-Language Professor Andrew Gordon ADJUNCT ASSISTANT PROFESSORS: Pathology) Program Office: (212) 678-3325 Frederick DiMenna Maria Blanco Email: [email protected] (Movement Science and Education: (Speech-Language Pathology) Applied Physiology) Vanessa D’Auria Degrees Offered: Ken Hoyte (Speech-Language Pathology) (Neuroscience and Education) Adrienne Frohlich MOTOR LEARNING AND CONTROL (MTLG) Carol M. Kaufman (Speech-Language Pathology) Master of Arts (M.A.) (Speech-Language Pathology) Bernadine Gagnon Master of Education (Ed.M.) Ashwini K. Rao (Chief Clinical Supervisor, Edward D. Mysak Doctor of Education (Ed.D.) (Movement Science and Education: Clinic for Communication Disorders) Motor Learning and Control) Jean Lee CURRICULUM AND James Rose (Speech-Language Pathology) (Movement Science and Education: Erika Ozkan TEACHING IN Physical Education) (Speech-Language Pathology) PHYSICAL EDUCATION James Sumowski Emily Perdios (Neuroscience and Education) (Speech-Language Pathology) Program Coordinator: Emily Roblee Professor Stephen Silverman FULL-TIME LECTURERS: (Speech-Language Pathology) Email: [email protected] Catherine Crowley Marci Silver (Senior Lecturer, Speech-Language Pathology) (Speech-Language Pathology) Jo Ann Nicholas Lisa Sommer Degrees Offered: (Speech-Language Pathology) (Speech-Language Pathology) Jennifer Rasmussen CURRICULUM AND TEACHING Elise Wagner IN PHYSICAL EDUCATION (PECT) (Movement Science and Education: (Assistant Director, Edward D. Mysak Clinic Physical Education) for Communication Disorders) Master of Arts (M.A.) Kathleen Youse Master of Education (Ed.M.) (Director, Edward D. Mysak Clinic for For information about faculty and their scholarly Doctor of Education (Ed.D.) Communication Disorders) and research interests, please refer to the Faculty INSTRUCTORS: section of this bulletin, or visit www.tc.edu/faculty. Pamela Bernstein (Movement Science and Education: Motor Learning and Control)

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

pleted in other recognized graduate schools to a in curriculum and teaching in physical educa- PHYSICAL EDUCATION maximum of 30 points, or 45 points if complet- tion, there are a variety of other courses in the ed in another Faculty of Columbia University, movement science, health studies, curriculum Program Coordinator: may be accepted toward the minimum point and teaching, and other areas that provide Professor Stephen Silverman requirement for the degree. Each degree candi- students with many opportunities for course date must satisfy departmental requirements for options. All programs are designed to allow Program Office: (212) 678-3324 the award of the Ed.M. degree prior to continu- Email: [email protected] ance in the Ph.D. program. These degree flexibility in program planning. requirements are specified in the Require- Degrees Offered: ments for the Degree of Doctor of Philosophy Each of these specialties has five components: PHYSICAL EDUCATION (PHED) Bulletin, obtainable from the Office of Doctoral 1. Substantive study of theory and research Studies. Each student and his or her advisor as embodied in lecture and laboratory courses. Master of Arts (M.A.) develop a program that will help the student 2. Development of clinical or educational PHYSICAL EDUCATION- meet his or her goals and successfully complete skills in laboratory and fieldwork courses. INITIAL CERTIFICATION (PHED-INIT) the series of studies that meets the research 3. Research training to enable students to read Master of Arts (M.A.) requirements of the program. and interpret original research and to carry out educational, clinical, or laboratory research. PHYSICAL EDUCATION- For more information about special application 4. Seminars to discuss theory and research, PROFESSIONAL CERTIFICATION (PHED-PROF) requirements, program description and degree Master of Arts (M.A.) program requirements for the Ph.D. program in identification of research problems, and clini- Kinesiology, contact Professor Gordon at cal/educational applications. KINESIOLOGY [email protected] 5. Elective courses to meet specific student needs which may be taken throughout the Program Coordinator: College and University in such areas as Professor Andrew Gordon Movement Sciences Anatomy, Biology, Business, Chemistry, Com- Program Description: puter Science, Health Education, Higher and Program Office: (212) 678-3325 There are three specialties in Movement Email: [email protected] Adult Education, Neurosciences, Nutrition, Sciences: Physiology, Psychology, Public Health, and Science Education. A list of recommended elec- Degree Offered: The Applied Physiology concentration focuses tive and related courses is available to students KINESIOLOGY (KINE) on the study of the physiological effects of in the Movement Science office. At least 2 acute and chronic exercise, how exercise influ- courses (for a total of at least 6 points) outside Doctor of Philosophy (Ph.D.) ences health, and on the promotion of physical of the program area are required. The Ph.D. program requires a full-time com- activity in community, clinical and public mitment to graduate studies. This entails health settings. The effects of exercise training Special Application engaging in coursework and research activity on physiological processes, neuromuscular and Requirements/Information: related to the doctoral degree at least five biomechanical function, health, and physical While students have come from a variety of days per week. Ph.D. students should not well-being are emphasized. Students can apply fields, the following backgrounds are most expect to hold outside employment during their academic work to jobs that involve exer- appropriate: movement sciences, dance, exercise their studies. This commitment will ensure cise testing and training, including programs science, physical therapy, occupational therapy, that advisement, research activities, and designed to improve health and physical fitness physical education, athletic training, biology, course work can be completed to the degree of competence that is expected in a research- in healthy individuals and in people with or at nutrition, nursing, and psychology. Students intensive degree program. The degree of risk for chronic illness or disability, and in com- with strong academic records, who have defi- Doctor of Philosophy emphasizes research munity, clinical, research, and public health set- ciencies in their science backgrounds, may be and intensive specialization in a field of schol- tings. admitted with the understanding that these arship. Under an Agreement with Columbia deficiencies will be remedied with appropriate University, Teachers College offers programs Motor Learning and Control study focuses courses. When possible, it is strongly recom- leading to the Ph.D. degree in designated on the behavioral, biomechanical, and neural mended that prospective students communicate fields in which the Graduate School of Arts bases of development, acquisition, and perform- with an academic advisor to discuss program and Sciences of the University does not offer ance of functional movement skills. Acquisition plans prior to admission. Admissions are on a programs, namely in education, including of skill is examined over the lifespan in typically rolling basis and applicants can be accepted in education in the substantive disciplines and developing and impaired individuals. Move- certain applied areas of psychology and physi- any semester. However, for greatest opportunity ology. The minimum requirements for the ment analysis is used to elucidate the neuromo- for financial support, applicants are encouraged degree are: satisfactory completion of a tor control processes underlying skilled per- to apply by early January for Fall admissions. planned program of 75 graduate points beyond formance in everyday functional behaviors, the Baccalaureate; submission of a statement sport, and dance. The teacher or therapist’s Interviews are required for applicants planning of total program indicating periods of intensive role in facilitating skill learning and perform- to pursue the doctoral program (these may be study subsequent to the first year of graduate ance is emphasized. done by conference call when extensive travel study which accompanies the program plan is necessary). Students intending to pursue doc- of study; satisfactory performance on foreign Health and physical education has a long and toral study are strongly encouraged to make an language examinations and on a departmental distinguished history at Teachers College. appointment to visit the College for at least one Certification Examination; and preparation Teachers College offered one of the first gradu- day to meet with faculty and doctoral students, and defense of a research dissertation. In addition, doctoral students in Kinesiology ate degrees in health and physical education to audit a course or seminar, and to become are expected to complete a sequence of three and continues to offer a wide array of opportu- acquainted with research areas and resources. research studies, or the equivalent, to meet nities for graduate study. In addition to courses degree requirements. Relevant courses com-

Teachers College Columbia University 2011-2012 53 Degree Requirements for • BBS 5068 Brain and behavior I: Substantive Study in Movement Sciences (min- Programs in Movement Science: Communication in the imum 6 points). These may include, but are not Applied Physiology and Motor Learning nervous system (1-2) limited to: and Control • BBSR 5582 Research design in the • BBSR 5095 Exercise and health (3) movement sciences (3) • BBSR 5596 Topics in applied MASTER’S DEGREE PROGRAMS • BBSR 4060 Motor learning (3)* physiology (3) For the M.A. and Ed.M. programs with special- • BBSR 4161 Motor learning laboratory • BBSR 4060 Motor learning (2-3) ization in Movement Science and Education, (2, co-requisite BBSR 4060) • BBSR 4005 Applied anatomy and students have two options. They may specialize • BBSR 4050 Biomechanical analysis of biomechanics (3) in one of the three areas offered within Move- human movement (3) • BBSR 4055 Neuromotor processes ment Science (Applied Physiology, Motor Learn- • Substantive study: minimally 6 points in • BBSR 5028 Motor development ing and Control, Physical Education) or in con- movement sciences (BBSR courses including • BBS 5069 Brain and behavior II: sultation with an advisor, they may arrange a offerings in physical education) beyond the Perception, emotion, flexibly-designed program of study cutting across above listed courses. memory and cognition (1-2) specialization in the movement sciences that will • Laboratory courses: one course of minimally • BBSQ 4043 The human nervous system meet their professional needs and academic 2-3 points in movement sciences (BBSR • BBSR 5057 Movement disorders interests. course). • BBSR 4070 Introduction to the • Seminars, tutorials or conferences: minimally psychosocial study of MASTER OF ARTS 2-3 points in movement sciences (BBSR human movement (2-3) The M.A. program emphasizes bridging between courses). • BBSR 5195 Advanced applied the movement sciences and clinical or educa- • Electives: minimally one additional non-BBSR physiology laboratory (3) tion practice. The objective is to develop a com- course outside the program in Movement • BBSR 4900 Research and independent prehensive and coherent view of theory and Sciences and Education (course at Teachers study in movement science research that can be applied to practice within College for at least 2 points) besides BBS 5060 and education (1-3) the student’s professional field. The program and BBS 5068. • BBSR 5595 Research seminar in applied requires 32 points of study or comprehensive • Individual program: minimally 6 points in physiology (1) examination. Students are expected to make movement sciences (additional BBSR courses satisfactory progress toward the completion of in substantive, laboratory, fieldwork or semi- Elective Courses outside of Movement degree requirements. Program faculty will annu- nar study) and/or related areas outside of the Sciences/Biobehavioral Sciences (a minimum ally review each student’s progress. Please note program (including graduate courses at of 2 courses for a total of 6 or more points). that satisfactory performance is defined at a Columbia University). Electives may include, but are not limited to: minimum as no incomplete grades, and no • MSTC 4054. Human anatomy and BBSR or BBS courses in which the grade earned BBSR 5504. Research training in motor physiology (2-3) is lower than B-. learning (2) • HBSS 4100 Introduction to health Students will enroll in this competency based education (3) A final project is required for the M.A. and may course during their last year of study to immerse • HBSS 4102 Principles of epidemiology involve one of four options: themselves in current research in motor learn- in health promotion (3) ing and control, as well as receive advisement • HBSS 4118 Relapse prevention for 1. A scholarly review of research and theory of their final project. Note that if all coursework problem behaviors (3) within a topical area drawing application to is complete but the student has not yet com- • HBSS 5110 Determinants of health educational or clinical practice. pleted the final project, students must continue behavior (3) 2. A basic or applied research. to enroll for 1 point (above and beyond the 32 • HBSS 4114 Health promotion 3. An educational project including the devel- points) each semester until the project is com- for multicultural opment of an assessment instrument/method plete. populations (3) for clinical or educational practice or a pres- • HBSS 4115 Health promotion for entation for a continuing education program. For the Applied Physiology Concentration, spe- aging adults (3) 4. An examination covering all core movement cific requirements (and points) include: • HBSS 5111 Planning health education science courses, core specialization courses, programs (3) research methods, and substantive study in Required Core Courses (minimum 15 points): • HBSS 4140 Developing workplace movement sciences. • BBSR 4095 Applied physiology I (3) health promotion • BBSR 4195 Applied physiology programs (3) For initial advisement and approval of M.A. laboratory I (3) • HBSS 4122 Women’s health (3) projects, students must consult with their aca- • BBSR 5194 Applied physiology • HBSV 4000 Introduction to nutrition: demic advisor. The M.A. program can be com- laboratory II (3) Facts, fallacies, and pleted in 12–18 months of full-time study or • BBS 5060 Neuromuscular responses trends (3) two to three years of part-time study (depending and adaptation to • HBSS 6145 Health psychology (3) on the student’s other responsibilities). exercise (2) • HBSV 4010 Food, nutrition, and • BBS 5068 Brain and behavior I: behavior (3) Specific requirements for the Motor Learning Communication in the • HBSV 4011 Women and weight, and Control concentration include: nervous system (1-2) eating problems and • BBS 5060 Neuromuscular responses • BBSR 5582 Research design in the body image (2) and adaptation to exercise (2) movement sciences (3) • HBSV 4150. Sports nutrition (3) • HUDK 4015 Psychology of thinking (3)

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

• HUDK 5023 Cognitive development (3) tinue study towards the doctoral degree should Applicants for the Ph.D. in Kinesiology are • HUDM 4120 Basic concepts in statistics arrange their Ed.M. program to include core reviewed once a year subsequent to the (if no undergraduate courses required for doctoral specialization in December 15th application deadline. statistics) (3) Applied Physiology or in Motor Learning and • HUDM 4122 Probability and statistical Control. Special Application Requirements, Applied inference (3) Physiology Programs: While students have • MSTC 4152 Modern concepts in For the Master of Education program, specific come from a variety of fields, the following genetics (2-3) requirements for courses, or equivalents trans- backgrounds are most appropriate: kinesiology, • MSTC 5052 Biochemistry and cell ferred from prior graduate study, include con- movement sciences, exercise science, physical biology (2-4) centration-specific core course requirements therapy, occupational therapy, physical educa- • ORLD 4051 How adults learn (3) for the M.A. degree, at least 6 points in tion, athletic training, biology, nutrition, nurs- • ORLD 4053 Facilitating adult research methods and statistics, substantive ing, and psychology. Students with strong learning (3) study in movement sciences (minimum 15 academic records who have deficiencies in • ORLA 5017 Groups and interpersonal points), research seminars or tutorials (mini- their science backgrounds, may be admitted behavior (2-6) mum 5 points), and elective courses, with at on a provisional basis with the understanding • ORLA 4071 The leadership of private least two courses (minimum 4 points) outside that these deficiencies will be remedied with schools and non-profit of the BBS department. To meet the College appropriate courses taken in addition to those organizations (3) breadth requirement for graduation, students required for the M.A. degree. It is strongly rec- must have a total of three courses (for at least ommended that students without undergradu- MASTER OF EDUCATION 6 or more total points) outside of the Move- ate coursework in anatomy and physiology The Ed.M. program provides for advanced ment Sciences Program. Students can meet the (usually a two-semester sequence with labora- study in the movement sciences and for indi- breadth requirement through electives or core tory) take these courses prior to entering the vidually designed study to meet the student’s course requirements, so long as the courses program. It is recommended that prospective professional needs and interests. The following taken to meet those requirements fall outside students communicate with an academic advi- program description concentrates on describing the program. sor to discuss program plans prior to admission. course requirements. It is important to recog- Students are encouraged to make an appoint- nize that these are only the more formal and Research training students will enroll in either ment to visit the college to meet with faculty. identifiable features of the program. A mini- research training in motor learning (BBSR If desired, it is possible to audit a class or semi- mum of 60 points of relevant graduate course- 5504) or research seminar in applied physiology nar session during your visit. Applicants are work is required for the degree, 30 points of (BBSR 5595) for at least during their last year reviewed on an ongoing basis throughout the which must be completed at Teachers College. of study to immerse themselves in current academic year. Prior to formal admission, Transfer credit from another university is research in their movement science concentra- enrollment in up to 8 points of study as a non- awarded at the discretion of the faculty advi- tion as well as receive advisement on their final matriculated student is permitted. sor. A maximum of 30 points completed out- project. Note that if all coursework is complete side of Teachers College may be transferred. but the student has not completed the final Specialization in Applied Physiology, Motor All coursework taken in fulfillment of the project, students must continue to enroll for 1 Learning and Control, or Physical Education Ed.M. degree requirements may subsequently point (above and beyond the 60 points) each is required for the doctoral program in these be applied towards more advanced degrees semester until the project is complete. areas. Within each area of specialization, stu- (Ed.D., Ph.D.). Students can focus on: (a) dents prepare course and laboratory projects, preparation as a “scholar of practice” who is DOCTORAL PROGRAMS research papers and other materials appropri- able to translate research and theory into In the preparation of doctoral students, the ate for their projected professional activities. appropriate clinical or educational strategies; goal is to develop those competencies neces- The program requires 90 points of graduate (b) preparation as a clinical instructor, clinical sary to pursue scholarly and scientific work study. or educational supervisor, or applied investiga- and to formulate strategies to enhance profes- tor; or (c) preparation for study towards the sional practice. Formal admission to the doc- The doctoral program prepares individuals for doctoraldegree. toral program is based upon level of achieve- leadership roles in the movement sciences and ment in coursework and seminars; demonstra- in the fields of physical education, nutrition, Students are expected to make satisfactory tion of research competence; a research direc- dance education and rehabilitation (occupa- progress toward the completion of degree tion compatible with faculty and laboratory tional, physical and respiratory therapy). requirements. Program faculty will annually resources; and signs of professional promise. Graduates have assumed positions as faculty review each student’s progress. Please note A list of current research projects in Applied members and program directors in universities that satisfactory performance is defined at a Physiology and in Motor Learning and Control and colleges; as researchers in educational, minimum as no incomplete grades, and no can be obtained from the secretary in the clinical or biomedical settings; and as adminis- BBSR or BBS courses in which the grade Movement Science office. trators, supervisors or consultants in clinical earned is lower than B-. For Ed.M. students or educational facilities. Preparation focuses satisfactory pro-gress in research/special project Applicants for the M.A., Ed.M. and Ed.D. advanced study and research training within work is also expected. degrees are reviewed on an ongoing basis the specialization. throughout the academic year. However, con- All Ed.M. students must complete a final, sideration for general and diversity awards is culminating project involving either: (a) an given to those applicants who meet the early applied research study, which can focus on application deadline. See the Admissions sec- clinical or educational issues, or (b) a laborato- tion of this bulletin for details. Prior to formal ry research study. Students intending to con- admission, enrollment in up to 8 points of study as a non-matriculated student is permitted. Teachers College Columbia University 2011-2012 55 DOCTOR OF EDUCATION In the preparation of doctoral students, the • BBS 5068 Brain and behavior I: (APPLIED PHYSIOLOGY) goal is to develop those competencies necessary Communication in the The goal of the Doctor of Education with spe- to pursue scholarly and scientific work and nervous system (1-2) cialization in Applied Physiology is to prepare to formulate strategies to enhance professional doctoral students to pursue scholarly and scien- practice. Research Methods and Statistics (minimum tific work. Students are expected to contribute 12 points) significantly to the completion of at least one The following program description concentrates • BBSR 5582 Research design in the comprehensive research project prior to initia- on describing course requirements. It is impor- movement sciences (3) tion of their dissertation proposal. The skills tant to recognize that these are only the more • HUDM 4120 Basic concepts in statistics developed during completion of this project formal and identifiable features of the program. (if no undergraduate statis- will enable students to carry out their disserta- A minimum of 90 points of relevant graduate tics- does not count toward tion project independently. Students are coursework is required for the degree, 45 points the degree requirements)(3) encouraged to present the work leading up to of which must be completed at Columbia • HUDM 4122 Probability and statistical the dissertation proposal at national meetings University. Students who complete a master’s inference (3) and to contribute to the publication of results degree at another university normally transfer • HUDM 5122 Applied regression in peer-reviewed journals. Research may be approximately 30 points and therefore enroll analysis (3) completed in the applied physiology laborato- for approximately 60 points of coursework at • HUDM 5123 Linear models and ries at Teachers College or in another clinical/ Teachers College during their doctoral program. experimental design (3) research setting. If the work is completed out- • HUDM 6122 Multivariate analysis I (3) side of Teachers College, students are expected Research training uses an apprenticeship model. • HUDM 6123 Multivariate analysis II (3) to demonstrate that they have contributed sig- Students work closely with faculty throughout nificantly to the completion of the required their preparation: initially as apprentices with Research Seminar (maximum 18 points) projects. All work (either at Teachers College access to considerable advisement, subsequently • BBSR 5595 Research seminar in applied or outside of the College) must be developed as collaborators, then progressing to a position as physiology (typically, stu- and completed in conjunction with advisement independent researchers. Typically, the disserta- dents enroll each semester of Movement Science faculty. The preliminary tion research is an extension of one prior study. until degree requirements work may be published prior to graduation, but Often, research leading up to the dissertation is are completed) (1-3 points the final study may only be published upon presented at national meetings or is published in each semester) completion of the degree. All Ed.D. students professional journals. are encouraged to write a grant to obtain pre- Substantive study in movement sciences (BBSR) doctoral fellowship funding to support their Courses are chosen in consultation with an advi- (minimum 9 points). These may include, but are research and to provide some training in grant- sor. Previously completed graduate coursework not limited to: manship. may be substituted, as appropriate, for the rec- • BBSR 5095 Exercise and health (3) ommended experiences listed below when • BBSR 5596 Topics in applied Students may complete the Ed.D. on a full or approved by the advisor. Each student and his physiology (3) part-time basis. However, Ed.D. students are or her advisor develop a program that will help • BBSR 4060 Motor learning (2-3) expected to commit themselves to their gradu- the student meet his or her goals and successful- • BBSR 4005 Applied anatomy and ate studies. A minimum commitment entails ly complete the dissertation. biomechanics (3) engaging in research activity related to the • BBSR 4055 Neuromotor processes (3) doctoral degree three days per week (at least Students are required to complete a minimum of • BBSR 5028 Motor development across two weekdays). This minimum commitment 20 points after taking the certification examina- the lifespan (3) will ensure that advisement, research activities tion for the first time, including the points taken • BBS 5069 Brain and behavior II: and coursework can be completed in an effi- during the term in which that examination was Perception, emotion, cient and timely fashion. taken. Students are required to be in contin- memory and cognition (1-2) uous enrollment for a minimum of 3 points of • BBSQ 4043 The human nervous Applied Physiology Programs Statement of Teachers College course credit. Normally this system (3) Satisfactory Progress: Students are expected will be research seminar in applied physiology in • BBSR 5057 Movement disorders (3) to make satisfactory progress toward the com- each fall and spring term, starting with the term • BBSR 4070 Introduction to the pletion of degree requirements. Program faculty following successful completion of the certifica- psychosocial study of human will annually review each student’s progress. tion examination or following the term in which movement (2-3) Please note that satisfactory performance in the the dissertation proposal was approved in a • BBSR 5195 Advanced applied physio- applied physiology program is defined as no departmental hearing, whichever comes first, logy laboratory (3) incomplete grades, and no BBSR or BBS cours- and continuing until all requirements for the • BBSR 4900 Research and independent es in which the grade earned is lower than B-. degree are met. study in movement science Any student receiving eight or more points and education (1-3) in grades of C- or lower is not permitted to The following is a list of the minimal require- continue registration at the College in any ments for the Ed.D. degree in applied physio- Elective cognate courses offered at Teachers capacity and may not receive a degree or diplo- logy. College (outside of Movement Sciences) or at ma. For doctoral students satisfactory progress Columbia University (to complete required cred- in research/special project work is also expect- Movement Sciences Core Courses (minimum its). Students take elective courses in cognate ed. Where there are concerns about satisfacto- 12 points) areas to help them develop additional compe- ry progress, students will be informed by the • BBSR 4095 Applied physiology I (3) tencies that will help them reach career goals or program faculty. If a student is performing • BBSR 4195 Applied physiology gain deeper understanding of the theoretical and below expectations he/she may be required to laboratory I (3) scientific bases for their dissertation research— complete additional coursework. The program • BBSR 5194 Applied physiology there are many hundreds of courses from which will provide a plan and timeline for remedia- laboratory II (3) to select at Teachers College and Columbia tion so students know the expectation for them • BBS 5060 Neuromuscular responses University. Those courses from the masters to continue in the program. If satisfactory and adaptation to degree not approved as substitutions for courses progress is not maintained a student may be exercise (2) above may be counted toward elective credit. It dismissed from the program. 56 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAVIORALIOBEHAVIORAL SSCIENCESCIENCES is strongly recommended that most doctoral • BBSR 5504 Research training in motor their first preference. Beyond this, additional students in applied physiology take organic learning (2-3 points each teaching assistantship opportunities may be chemistry and biochemistry, if they have not semester, continuous enroll- available for more advanced courses. done so in previous study. The program of ment required until completion of degree requirements, study should include at least two Teachers Graduate Study/Clinical Practice Traineeships College courses (for at least 2 points each) in typically 18 points) are available for occupational and physical ther- programs outside of the movement sciences • BBSR 5582 Research design in the (such as nutrition education, health educa- movement sciences (3) apists enrolled in or admitted to degree pro- tion, and other programs). • Four courses (12 points) selected from: grams in Movement Science. They are offered BBSQ 4047, BBSR 4055, BBSR 4070, BBSR in collaboration with several clinical agencies DOCTOR OF EDUCATION 4865, MSTC 5000, BBSR 5050, BBSR 5028, located in the metropolitan New York area that (MOTOR LEARNING AND CONTROL) BBSR 5055, BBSR 5057, BBSR 5251, BBSR provide services to diverse groups including In the preparation of doctoral students, the 5860 pediatric, adult, and geriatric clients. These goal is to develop those competencies neces- • Three topical seminars (9 points) selected traineeships involve up to 20 hours per week sary to pursue scholarly and scientific work from: BBSR 5596, BBSR 6563, BBSR 6564, in a clinical setting and provide stipend and and to formulate strategies to enhance profes- BBSR 6565 tuition benefits. International students may sional practice. • Statistics sequence minimum (9 points): qualify, contingent on obtaining appropriate HUDM 4122, HUDM 5122 and New York State clinical licensure. The latter HUDM 5123 Research training uses an apprenticeship may take up to 12 months so interested pros- model. Students work closely with faculty Two courses in educationally-relevant areas must pective students should contact the coordina- throughout their preparation: initially as tor as soon as possible during the application apprentices with access to considerable also be selected from the list below or substituted process. The instructional staff in Movement advisement, subsequently as collaborators, with advisor permission: then progressing to a position as independent Science provides clinical supervision. A case researchers. • C&T 4004 Basic course in school study approach is used to directly bridge improvement (3) between substantive study and clinical prac- Typically, the dissertation research is an • C&T 4052 Designing curriculum and tice. For more detailed information, contact extension of one or two prior studies. Often, instruction (3) the Coordinator of Clinical Traineeships at research leading up to the dissertation is pre- • C&T 4078 Curriculum and teaching in (212) 678-3325. sented at national meetings or is published in urban areas (3) professional journals. • C&T 4114 Multicultural approaches to COURSES: teaching young children (3) • C&T 4159 Teacher education programs In addition to substantive study and research BBS 4032. Neuroscience of human speech (3) preparation, students are expected to design and language (1-2) • C&T 5020 The environments of school Professor Froud. An introduction to the neuro- an individual program representing their (3) research area and professional concerns. Such logical bases of normal speech and language • ORLH 4010 Purposes and policies of perception, production and use. preparation requires a significant commitment higher education (3) to graduate study. Doctoral students (and • ORLH 4011 Curriculum and instruction BBS 5060. Neuromuscular responses Ed.M. students planning to pursue the doctor- in higher education (3) and adaptation to exercise (2) al degree) are required to be engaged in • ORLH 4040 The American college stu- Professor Garber. A review of the physiology research at least three days per week (on or dent (3) of muscle contraction in addition to in-depth off-site) and be available for advisement at • ORLH 4820 Cultural diversity training in discussion of topics related to the field which higher education settings: least two mornings or afternoons. include: the relationship between muscle act- Issues and concerns (3) ivation and respiration during exercise, muscle • ORLH 4830 Transforming the curricu- For the doctoral program with specialization in fatigue, eccentric versus concentric contractions lum: Theory and practice (3) and adaptation to strength training. Motor Learning and Control, specific course • Individual program and electives (17) requirements (or equivalents transferred from BBS 5068. Brain and behavior I: prior graduate study) are: Teaching Assistantships: Program faculty Communication in the nervous system (1-2) believe strongly in the value of assistant teach- Professor Gordon. An introduction to commu- • BBS 5060 Neuromuscular responses ing. Teaching assistantship can provide stu- nication within the nervous system and func- and adaptation to exercise dents with valuable opportunities to learn new tional brain neuroanatomy. Examination of (2) chemical circuits in the brain and associated • BBS 5068 Brain and behavior I: material, review material previously acquired and obtain teaching skills and materials. The pathologies, such as Parkinson’s disease, Tour- Communication in the ettes, schizophrenia, depression, and anxiety. nervous system (1-2) objective of the required teaching assistantship is to provide Ed.D. students with a quality • BBSR 4050 Biomechanical analysis BBS 5069. Brain and behavior II: of human movement (3) learning experience that will benefit them Perception, emotion, memory and cognition • BBSR 4060 Motor learning (3) regardless of whether they pursue academic or (1-2) • BBSR 4151 Laboratory methods in nonacademic careers. Doctoral students are Faculty. An introduction to brain processes biomechanics (3) required to serve as a teaching assistant for associated with perception, emotion, memory • BBSR 4161 Motor learning laboratory one Masters level course before graduating and cognition. Consequences of damage to (2-3) (whether in a paid or non-paid capacity). Every these neurobehavioral processes are examined • BBSR 5151 Introduction to the analysis effort will be made to match student prefer- through reading and discussion of clinical case of biomechanical signals, or studies. an approved course in com- ences with available opportunities, but students puter programming (3) should expect that they may not always receive

Teachers College Columbia University 2011-2012 57 BBSQ 4043. The human nervous system (3) ology. Physiological bases of exercise. Lectures tion and analyses of physiologic data (calibra- Faculty. Anatomy and basic physiology of the concerning the effects of exercise on the major tion, basal metabolism, body composition, central and peripheral nervous systems. Reflex physiological systems (cellular, cardiovascular, static pulmonary functions, VO2 measure- systems, sensorimotor processes and the special thermoregulatory, pulmonary, renal, body ments, physiography). Lab fee: $100. senses; introduction to neuropathology and fluids, hormonal). clinical neurology as related to rehabilitation. BBSR 5151. Introduction to the analysis BBSR 5028. Motor development across of biomechanical signals (2-3) Substantive Study the lifespan (2-3) Professor Gordon. Introduction to the con- Professor McIsaac. Review and analysis of the- cepts and techniques used in the analysis of BBSR 4005. Applied anatomy and oretical models and experimental research biomechanical signals. Students will apply biomechanics (3) related to development and performance of these techniques to actual kinematic, kinetic Faculty. Topics include: gross anatomy and motor skills throughout the lifespan. and electromyographic data using the Lab- function of human skeletal and muscular sys- VIEW programming language. tems, mechanics of human movement, and BBSR 5050. Neurophysiology of motor analysis of skills in dance and physical educa- control and electromyography (3) BBSR 5194. Applied physiology laboratory II tion. Designed primarily for students without Professor McIsaac. Review and analysis of (3) a prior course in anatomy or biomechanics. theoretical models and experimental research Professor Garber. The discussion and practice Students will be expected to participate in a related to development and performance of techniques for collection and analysis of laboratory offered immediately preceding the of motor skills throughout the lifespan. physiologic data (strength testing, electromyo- scheduled class time. Lab fee: $50. Advanced topics dealing with the experimen- graphy, computerized data acquisition). Lab tal and clinical use of electromyography. fee: $100. BBSR 4050. Biomechanical analysis of Topics will be integrated with the kinematics human movement (3) of movements being observed. A laboratory BBSR 5195. Advanced applied physiology Professor Gordon. Permission required. Covers project using EMG will be required. laboratory (3) the principles and techniques required to ana- Lab fee: $50. Professor Garber. Prerequisite: BBSR 5194. lyze human movement, which can be used to Introduction of advanced physiologic measure- develop practical research questions. Quanti- BBSR 5055. Bases of motor control ment techniques and concepts. Included are tative and qualitative techniques for analysis systems (3) indirect calorimetry, spectrophotometry, vascu- of movement are discussed in relation to the Faculty. Study of control processes subserving lar volume dynamics, autonomic reflexes, ther- study of learning, motor control, motor devel- the coordination of movement. moregulation, noninvasive cardiac output, opment, and motor impairments. Lab fee: $50. computer data plethysmography, tonometry, BBSR 5057. Movement disorders (3) acquisition, and post-acquisition analyses. Lab BBSR 4055. Neuromotor processes (3) Professor Gordon. Study of the patho- fee: $100. Faculty. Prerequisite: BBSQ 4043 or equiva- physiology of various movement disorders lent. An examination of the structure and and the resulting motor impairments. BBSR 6070. Neural basis of respiration (3) function of the nervous system with specific Faculty. This course is designed to expose stu- reference to adaptive motor control. BBSR 5095. Exercise and health (3) dents to topics in respiratory control which Professor Garber. The role of exercise in diag- relates to the fields of motor learning, exercise BBSR 4060. Motor learning (2-3) nosis, prevention, and rehabilitation of health physiology, and speech. Topics include posture, Professor McIsaac. Study of factors relating to problems such as cardiovascular disease, pul- balance and breathing, respiratory control of the acquisition and performance of motor monary disease, diabetes, obesity, and stress. upper airway muscle activity, neural basis of skills. Includes review and analysis of appropri- Scientific evidence from both epidemiological exercise hyperpnea. ate research findings. and applied practice perspectives are emphasized. Seminars and Conferences BBSR 4070. Introduction to the psychosocial aspects of sport and exercise (2-3) Laboratory Courses BBSR 4865. Tutorials in motor learning Faculty. This course is designed to introduce (1-2) students to the major psychosocial topics relat- BBSR 4151. Laboratory methods in Faculty. Review of theoretical and experimen- ed to the performance of sport and exercise. biomechanics (3) tal studies in motor learning and motor con- Topics include the initiation, motivation and Dr. Kaminski. Permission required. Enrollment trol. Topics to be announced. quality of performance, the roles of arousal, limited. Prerequisite: BBSR 4050. Students attention, and gender as well as principles of develop technical skills in the application BBSR 5596. Topics in applied physiology (3) cognitive and behavioral change. Class read- of biomechanics to the study of movement Faculty. Prerequisite: BBSR 5095 or equiva- ings, discussion and assignments are designed behavior including video-based data collection lent. A seminar format used for discussion of to facilitate the application of theory to the and computer-based kinematic analysis. advanced topics. Open only to doctoral and students’ current sport or exercise-related Students design and conduct a pilot research advanced master’s students. employment. study using biomechanical analysis of a functional movement. Special fee: $75. BBSR 5860. Motor learning conference (1) BBSR 4090. Physical fitness, weight Faculty. Topics and speakers are announced in control, and relaxation (2-3) BBSR 4161. Motor learning laboratory (1-2) a separate brochure which may be obtained Faculty. Contributions of exercise to human Faculty. An introduction to qualitative and from the department office. well-being throughout life. Classroom, gymna- quantitative analysis of movement and action sium, and laboratory experiences included. during acquisition of functional skills. BBSR 4861. Workshop in motor learning Designed for teachers, counselors, and others Corequisite: BBSR 4060. and control (1-2) who desire an introduction to basic concepts Faculty. Students carry out a case study of skill of physical fitness. BBSR 4195. Applied physiology laboratory I acquisition in a functional movement task and (3) integrate qualitative and quantitative findings BBSR 4095. Applied physiology I (3) Faculty. Co/prerequisite: BBSR 4095. The dis- in a final essay, characterizing the learning Faculty. Prerequisite: a course in human physi- cussion and practice of techniques for collec- process.

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

BBSR 6563. Neuromotor processes seminar BBSR 5595. Research seminar in teaching position (part-time or full-time) in (2) applied physiology (1-3) schools in the Teachers College vicinity. Faculty. Offered in conjunction with review Professor Garber. M.A. students carrying out and analysis of research related to conference research-culminating projects enroll in this The 90-point Ed.D. program prepares students topic. course near the end of their course of study to serve in leadership roles as specialists in to discuss and present their projects. Ed.M. physical education curriculum and teaching, BBSR 6564. Advanced topics in neuro- and doctoral students enroll at least once in administrators in schools and colleges, teacher motor processes (2-3) connection with each research project they Faculty. Topic changes annually. complete. educators, and/or researchers and faculty members in institutions of higher education. BBSR 6565. Seminar in motor learning BBSR 6900. Supervised independent and motor control (3) research in movement science (1-9) Special Application Faculty. Review and analysis of theories and Faculty. For advanced students who wish to Requirements/Information: research in a selected topical area pertaining to conduct research under faculty guidance. Teach and Study applicants should request a acquisition of skill or control processes underly- separate application from the program office. ing skilled performance. Re-enrollment is per- BBSR 7500. Dissertation seminar in They must also submit the Teachers College mitted as topics vary. movement science (0-3) Application for Admission. Fieldwork BBSR 8900. Dissertation advisement in movement science (0) Doctoral applicants are required to submit a writing sample (preferably a course paper, mas- BBSR 5200. Fieldwork in movement Faculty. Advisement on doctoral dissertation. science (1-4) Fee to equal 3 points at current tuition rate for ter’s thesis, or published article). Prior formal Faculty. Permission required. For advanced each term. For requirements, see section in training and/or teaching experience in physical students prepared to investigate problems. catalog on Continuous Registration for Ed.D. education is required for admission to the doc- degree. toral program. Applicants without a major or BBSR 5251. Fieldwork seminar in motor minor in physical education at the undergrad- learning and motor control (1-2) MSTC 5000. Neurocognitive models of uate level should submit letters verifying their Faculty. Applications of theory/research to information processing (1-3) physical education teaching experience. therapeutic or educational practice for students See the Department of Mathematics, Science in field-based settings. and Technology for course description. Degree Requirements: The specific career goals of the student are BBSR 6201. Supervision of educational or used in planning the graduate program. clinical practice in the movement sciences CURRICULUM AND (0-2) TEACHING IN Programs include one or more of the following Faculty. Permission required. Corequisite: features: Actual supervisory experience during that PHYSICAL EDUCATION semester. For doctoral students in the move- Field-Based Experiences Program Coordinator: The theoretical study of curriculum and teach- ment sciences. Field-based experiences in the Professor Stephen Silverman guidance of therapists or educators engaged in ing concepts is integrated with field-based applying the movement sciences to clinical Program Office: (212) 678-3324 applications of those concepts. Part of the stu- practice. Email: [email protected] dent’s graduate study experience takes place in elementary, secondary, or college physical edu- Research Preparation cation settings. Students who are concurrently Degrees Offered: employed as physical education teachers use BBSR 4900. Research and independent CURRICULUM AND TEACHING their own schools as field sites; other students study in movement science and education IN PHYSICAL EDUCATION (PECT) are assigned to selected field sites. (1-6) Master of Arts (M.A.) Faculty. Master’s degree students undertake Master of Education (Ed.M.) Program Design and Development research and independent study under the Doctor of Education (Ed.D.) direction of a faculty member. Students critically examine an array of traditional and innovative physical education pro- Program Description: BBSR 5504. Research training in gram designs, and then formulate their own motor learning (1-3) The 32-point M.A. program is designed so conception of curriculum. Program evaluation Professor Gordon, Dr. McIsaac and Dr. physical educators can develop greater knowl- techniques are studied and then used to con- Kaminski. Permission required. A competency- edge about curriculum and teaching. The 60- duct field evaluations of ongoing programs. based approach to the preparation of researchers point Ed.M. program is designed to prepare Students learn systematic techniques for pro- in the areas of neuromotor control and perceptu- teachers for leadership roles in schools. The gram development and use them to plan pro- al-motor processes. Several learning experiences program provides opportunities to study grams for field settings. are offered each semester, involving lectures, lab- school-wide issues of curriculum, teaching, oratory practica, seminars and individual administration, and school reform. Specialized Teaching: Performance and Analysis research advisement. concentrations also are available in physical Students critically evaluate existing theories fitness program development and administra- BBSR 5582. Research design in the and models of teaching, and devise their own movement sciences (3) tion. concepts of teaching. A spectrum of analytic Professor Silverman. Basic concepts of research techniques is used to analyze videotaped and design and statistical analysis. Students learn to The Teach and Study Program, which is for live samples of interactive teaching. interpret articles and design projects. qualified teachers of physical education, assists applicants in finding a physical education

Teachers College Columbia University 2011-2012 59 Study and Application of Concepts of BBSR 5041. Analysis of teaching in BBSR 5582. Research design in movement Human Movement and Health physical education (3) science and education (3) Students study theory and research in the Dr. Rasmussen. An analysis of the decisions Professor Silverman. Basic concepts of research applied sciences of anatomy, movement analy- and actions of teachers in relation to their role design and statistical analysis. Students learn to sis, exercise physiology, health, nutrition, as director of learning. Includes experiences in interpret articles and design projects. executing and analyzing teaching skills. motor learning, and their applications to pro- BBSR 6900. Supervised independent research gram designs and teaching strategies. BBSR 5043. Administration of physical in movement science and education and athletics (2-3) Culminating Experience Dr. Rose. For prospective and in-service education (1-9) Students in the M.A. and Ed.M. programs are administrators. Preparation for carrying out Faculty. Permission required. For advanced required to complete a culminating experience administrative functions related to program students who wish to conduct research under that integrates material from their course- planning, scheduling, budgeting, equipment faculty guidance. work. This experience can be field-based, the- and facilities, safety and liability, staff develop- oretical, or a research project related to physi- ment, community relations, and others. BBSR 7500. Dissertation seminar in cal education. The student and his or her movement science and education (0-3) advisor will discuss and design an individual BBSR 5240. Fieldwork in curriculum Faculty. Permission required. Candidate develops and teaching in physical education (2-4) experience that helps meet the goals of the proposal for doctoral dissertation in consultation Professor Azzarito and Dr. Rasmussen. Field student’s program. with advisor. Seminar convenes only on days projects in program evaluation, curriculum when candidates present proposals for approval. development, analysis of teaching, and the Research Competence (for Ed.D. students) application of teaching strategies. All doctoral students develop proficiency in BBSR 8900. Dissertation advisement in research and complete a dissertation under BBSR 5543. Seminar in physical education movement science and education (0) the advisement of a faculty sponsor. With (2-3) Faculty. Individual advisement on doctoral their career goals in mind, students design Professor Silverman. Examination of current dissertation. Fee to equal 3 points at current their programs to include coursework that issues in curriculum and teaching in physical tuition rate for each term. For requirements, focuses on research methods and the results education relative to diverse student popula- see catalog on continuous registration for Ed.D. of research in physical education, and partici- tions and associations with other disciplines. degree. pate in research experiences to demonstrate Advanced students prepare and present integrative papers. competence and successfully complete the dissertation. BBSR 6340. Supervision in physical education (3) All doctoral students participate in an inten- Faculty. For doctoral candidates and supervi- sive seminar that reviews research in physical sors in curriculum and teaching. Field-based education and also attend a continuous experiences in the analysis and evaluation of research semester during most semesters of programs and teacher performance. their enrollment in the program. Students must satisfactorily complete all parts of the BBSR 6540. Research seminar in curricu- program certification exam and a literature lum and teaching in physical education (3) review to be certified and officially begin the Faculty. Examines research problems and dissertation process. methodologies in curriculum and teaching in physical education. During the dissertation process, students work closely with an advisor and complete pilot Courses that overlap all Movement studies to enhance their research skills. Stu- Science Programs dents who are planning on academic careers that will include conducting research may par- BBSR 4070. Introduction to the psycho- ticipate in faculty research projects throughout social study of human movement (2-3) their program to further enhance their Faculty. A general overview of knowledge and research preparation. theory pertaining to the psychosocial dynamics of behavior in sports and dance. COURSES: BBSR 4900. Research and independent BBSR 4700. Student teaching in physical study in movement science and education education (3) (1-6) Faculty. Student teaching in both elementary Faculty. Permission required. Master’s degree and secondary schools for a full semester. students undertake research and independent Includes a required seminar. study under the direction of a faculty member. BBSR 5040. Curriculum designs in physical BBSR 5200. Fieldwork in movement education (3) Professor. Azzarito. Review of existing curricu- science and education (1-4) lum designs, traditional and new. Systematic Faculty. Permission required. For advanced development of curriculum plans. students prepared to investigate problems.

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

PHYSICAL EDUCATION or physical education or the equivalent in ty courses will be required to make up courses coursework (see below); (b) completion of 100 through the Columbia College Physical Program Coordinator: hours of pre-practica; (c) completion of a full Education program or other educational experi- Professor Stephen Silverman semester of student teaching (BBSR 4700, ences that are approved by program faculty. Program Office: (212) 678-3324 3 points); (d) completion of state-approved Email: [email protected] courses in Detection and Reporting of Child and Required courses for physical education Website: www.tc.edu/bbs/Phys-Ed Substance Abuse and in Violence Prevention; teacher certification: (e) satisfactory scores on the state administered •BBSR 4060 Motor learning (2) Degrees Offered: Physical Education Content Specialty Test, •BBSR 4700 Student teaching in ATS-W, and LAST tests. See the Teacher physical education (3) PHYSICAL EDUCATION (PHED) Education section of this bulletin for details. •BBSR 4865 Tutorials in motor learning (1) Master of Arts (M.A.) The exact coursework needed to complete New •BBSR 5040 Curriculum designs in PHYSICAL EDUCATION- York State teacher certification requirements physical education (3) INITIAL CERTIFICATION (PHED-INIT) will be determined by the program coordinator •BBSR 5041 Analysis of teaching in Master of Arts (M.A.) when evaluating previous coursework. physical education (3) •BBSR 5240 Fieldwork in curriculum PHYSICAL EDUCATION- and teaching in physical PROFESSIONAL CERTIFICATION (PHED-PROF) Entry to Teacher Certification Program education (6) Master of Arts (M.A.) Students entering the physical education teacher certification program normally have an •BBSR 5543 Seminar in physical Program Description: undergraduate degree in kinesiology or a related education (3) field (e.g., physical education, exercise science, •BBSR 5582 Research design in the The course of study provides students with a movement sciences (3) movement science). Students who do not have broad background in physical education, the •C&T 4020 The environments movement sciences, and related areas. It is a degree in physical education are required to of schools (3) designed for students whose career goals include have the equivalent in coursework in order to •HBSE 4000 Introduction to special teaching in schools and other environments, fit- be admitted to the program or may make up the education (3) ness management, coaching, and related areas. prerequisites once admitted to the program. Students who are interested in obtaining K–12 New York State teacher certification in physical As a prerequisite to entering the teacher educa- NEUROSCIENCE education must complete the state approved tion program all students are required to have a AND EDUCATION program and may require additional coursework minimum of 24 hours in the disciplinary aspects beyond that required for the degree. Students of kinesiology including courses in: (a) exercise/ Program Coordinator: should contact the program coordinator for applied physiology; (b) fitness and physical activi- Professor Peter Gordon transcript review and to develop a plan to meet ty program planning; (c) biomechanics and teacher certification requirements. anatomy; (d) sport psychology; (e) sport sociolo- Program Office: (212) 678-8162 gy/cultural studies of physical activity; (f) motor Email: [email protected] Degree Requirements: learning; (g) measurement and evaluation/assess- Website: www.tc.edu/bbs/NeuroSci After consultation with their advisor, students ment of physical activity; (h) growth and motor will select a minimum of 18 of the 32 required development; and (i) prevention and treatment Degree Offered: points in movement sciences and education of athletic injuries. All students are required to NEUROSCIENCE AND EDUCATION (NEUR) courses. At least 6 points in Curriculum and document competence in a wide variety of motor Master of Science (M.S.) Teaching in Physical Education are required. activities including: (a) team sports; (b) individ- Additional courses may be selected from the ual sports; (c) racquet activities; (d) dance and Program Description: following areas: rhythms; (e) aquatics; (f) fitness activities; and Neuroscience and Education was the first grad- • Applied physiology (g) adventure activities. In order to meet the uate program in the country to focus on the • Motor learning motor activity prerequisites, students may have educational and clinical implications of recent • Psychosocial study of human movement completed a college class, have significant docu- advances in understanding brain-behavior rela- • Health education mented participation in the activity, or completed tionships. One objective of the multi-discipli- • Nutrition community education courses (e.g., Water Safety nary program is to prepare a new kind of spe- • Curriculum and teaching Instructor class through the American Red cialist: a professional with dual preparation Cross). In addition, students in the Physical able to bridge the gap between research under- Integrative Paper Education certification program are required to lying brain, cognition and behavior, and the As part of their culminating experience, stu- have first aid and CPR certification issued by a problems encountered in schools and other dents present a special project that integrates national certification agency. applied settings. A second objective is to pro- their course experiences with an independently vide rigorous training and relevant experiences defined issue of professional concern. Each student’s transcript will be evaluated to that would allow students to further their determine if he or she has completed the pre- knowledge and make links between neuroscience, cognition, education, and clinical Physical Education Teacher Certification requisites. Students who do not have the pre- practice. The M.S. program is intended for Students wishing to be eligible for New York requisites will be required to make them up early professionals and non-professionals alike who State Department of Education certification in their program. Content course deficiencies will be made up, with the approval of the program would like to acquire knowledge in fields relat- as a K–12 physical education teacher must ed to neuroscience, and participate in ongoing coordinator, through courses at Teachers College, complete additional requirements beyond the research, educational, or clinical practice. Columbia University or another college or univer- M.A. degree. Among the other requirements Graduates from the program may continue in are: (a) an undergraduate degree in kinesiology sity. Students who are deficient in physical activi-

Teachers College Columbia University 2011-2012 61 their respective areas of professional specializa- • BBSR 5582 Research design in the move- Practicum and Research Experience tion, while others develop careers in research ment sciences (recommended Students find placements in research or clinical settings or apply to doctoral programs for fur- for Neuroscience Students) settings either at TC or throughout the city in ther study. • HUDM 4050 Introduction to measurement order to provide an experience that will become (2-3) the basis for their thesis project. Students may reg- Special Application • HUDM 4120 Basic concepts in statistics ister for research credit or independent study dur- (3) Requirements/Information: ing this period. Teachers College and Columbia • HUDM 4122 Probability and statistical Applications will be considered throughout University offer courses to develop research skills the year. Applications are available on-line by inference (3) in areas such as Brain Imaging. These include clicking on “Prospective Students” on the TC • HUDM 5122 Applied regression analysis courses in the use of high density EEG, which is main website. GRE scores are not required but (3) offered as a summer workshop. A course in the may be submitted by the applicant if available. • HUDM 5123 Linear models and experimental design (3) use of fMRI in cognitive research is also avail- Degree Requirements: • HUDM 5124 Multidimensional scaling and able through the Neurological Institute of the The program of study for the M.S. in clustering (3) Columbia Medical School. Both courses offer Neuroscience and Education offers a system- hands-on training with the relevant procedures. atic sequence of courses within the neuro- Educational or Clinical Specialization sciences. A set of courses representing a cohesive Master’s Integrative Project • Basic courses provide a thorough intro- sequence of study in such areas as: audiology, Opportunities for student participation in duction to the neural bases of behavior. counseling psychology, educational psychology, research are available. Preparation of a master’s • Advanced courses explore implications of math education, motor learning, advanced integrative project is required for the degree. neuroscience, science education, speech path- brain-behavior research for educational and The integrative project involves either a ology or special education. clinical practice. research project, a practicum report, or an • Supervised practica enable students to integrative review. engage in ongoing research projects in neu- Neurobiological Bases of Behavior roscience-related fields or to be involved in and Educational Applications neuropsychological assessments and inter- SPEECH AND LANGUAGE ventions. Core Courses The courses indicated below are for students PATHOLOGY Course Requirements: with little or no prior background in Neuro- Program Coordinator: Psychological processes underlying develop- science. With consultation and approval of Professor John H. Saxman ment, learning, and cognition. the advisor, three to four courses are required unless equivalent preparation can be demon- Program Office: (212) 678-3895 At least one course is required of the areas strated. • BBS 4032 Neuroscience of human Email: [email protected] of developmental psychology and cognitive Website: www.tc.edu/bbs/SpeechLanguage psychology. Possible courses fulfilling these speech and language (2) requirements are listed below, but other cours- • BBS 5068 Brain and behavior I: es in these areas or courses taken previously Communication in the Degrees Offered: are also acceptable. nervous system (1-2) • BBS 5069 Brain and behavior II: SPEECH AND LANGUAGE PATHOLOGY (SPTH) Developmental Psychology Perception, emotion, memory, Master of Science (M.S.) • HUDK 4021 Developmental psychology: and cognition (1-2) • BBSQ 4040 Speech and language Doctor of Education (Ed.D.) Infancy (2-3) Doctor of Philosophy (Ph.D.) • HUDK 4022 Developmental psychology: disorders (3) Childhood (2-3) • BBSN 5070 Neural bases for language and SPEECH-LANGUAGE PATHOLOGY- • HUDK 4023 Developmental psychology: cognitive development (3) INITIAL CERTIFICATION (SPTH-INIT) Adolescence (2-3) • HUDK 6620 Special topics in developmen- Master of Science (M.S.) • HUDK 4024 Developmental psychology: tal psychology (1-3) Adulthood and the lifespan SPEECH-LANGUAGE PATHOLOGY- (2-3) Advanced Courses in Neuroscience PROFESSIONAL CERTIFICATION (SPTH-PROF) • HUDK 4027 Development of mathe- Such courses may count toward the Clinical and Master of Science (M.S.) Educational Specialization component of the pro- matical thinking BILINGUAL EXTENSION INSTITUTE (SPTB) • HUDK 5023 Cognitive development (3) gram. Students who wish to develop more advanced Certificate • HUDK 5024 Language development (2-3) knowledge within the neurosciences may register for up to 12 points of advanced courses in neuroscience Learning and Cognition offered outside of TC at Columbia University Program Description: • HBSK 5096 Psychology of memory College of Physicians and Surgeons, and Faculty The master’s program in Speech and Language • HUDK 4015 Psychology of thinking of Arts and Sciences. Pathology is accredited by the Council on • HUDK 4029 Human cognition and Academic Accreditation of the American learning Seminars Speech-Language-Hearing Association. All students are required to register for the Integra- • HUDK 4080 Educational psychology The program in Speech-Language Pathology tive Seminar. In this seminar, students develop their • HUDK 4820 Education for thinking and Audiology offers, advanced education and • HUDK 5025 Spatial thinking ideas for the thesis topic, learn about research and practice, and develop presentations for Brain Aware- training in the processes of individual human communication (speech, hearing, language Psychological Evaluation and Assessment ness Week in the local schools: and upper aero-digestive disorders); disorders Two courses in statistics, measurement, or • BBSN 5575 Integrative seminar in neuro- assessment are required. These could include sciences and education (3) of human communication, and swallowing the following: and remedial procedures for such disorders. 62 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAVIORALIOBEHAVIORAL SSCIENCESCIENCES

Emphases and interests of the program are Applications for master’s in Speech-Language Degree Requirements: reflected in the work of the following faculty: Pathology are considered for admission regard- Professor O’Malley– psychoacoustics, including less of specific certification of interest. MASTER OF SCIENCE frequency selectivity, two-tone suppression, This degree program leads to professional licens- auditory spectral resolution, pitch, and auditory Foundation courses that provide information ing, professional certification, and if elected, to temporal acuity; Professor Saxman– speech and relating to normal speech, language and hear- teacher of speech and hearing handicapped cer- language development and disorder, vocal tract ing processes; introductory level courses in tification. Students are required to complete function and dysfunction and lifespan develop- speech, language, and hearing disorders; and, academic and practice requirements for the ment of speech processes; Professor Levy– cross- appropriate related areas required for the mas- New York State License in Speech-Language language speech production and perception and ter’s program can be taken as a matriculated Pathology and the Certificate of Clinical second-language speech learning; Professor P. graduate student at Teachers College or at Competence offered by the American Speech- Gordon– language acquisition, psycholinguis- another accredited institution. Language-Hearing Association to be eligible for tics, cognitive development in infants and chil- graduation with the Master of Science Degree. dren; Professor Froud– acquired language Students with undergraduate preparation in pathology, neural correlates of normal and communication sciences and disorders typically This requirement means that it is the responsi- abnormal speech and language; Professor have completed the foundation courses. bility of the student to satisfy the required 74 Malandraki– swallowing and voice disorders, Students who choose to take the foundation points of coursework in appropriate specified neuroimaging in the study of swallowing, work at Teachers College should plan on ex- areas for the ASHA CCC-SLP before comple- telepractice in dysphagia rehabilitation. tending their master’s program as appropriate, tion of the M.S., either through coursework Catherine Crowley– Bilingual Speech Language usually one semester and a summer session. taken at Teachers College or through an Pathology, and identifying critical factors that approved distribution of courses completed at help distinguish between speech and language Doctoral candidates should have completed a Teachers College and at another regionally difference and disorders. professional master’s degree in communication accredited institutions (including undergradu- sciences and disorders prior to matriculation. ate coursework). Programs leading to the M.S., Ed.D., and Ph.D. Under exceptional circumstances, students with degrees in Speech-Language Pathology prepare a master’s degree in a closely related field will This requirement is in addition to the specific graduates for positions in a variety of profession- be considered for admission. In addition to the courses and minimum points required by al settings: school systems, community speech regular admission requirements, doctoral appli- Teachers College faculty to satisfy the Master and hearing centers, rehabilitation centers, hos- cants must also submit: of Science degree requirements. Although pital clinics, private practice, state departments course points from other institutions are not of education, health departments, federal agen- Doctor of Education (Ed.D.) transferred to the student’s program, courses cies, and colleges and universities. At least one letter of recommendation specifi- taken elsewhere and approved by the student’s cally related to the applicant’s professional academic advisor as equivalent to coursework Because of the program’s central concern with ability and potential. Whenever possible, this required to satisfy the ASHA certification the processes of individual human communica- should be from a licensed or certified speech requirements or selected departmental require- tion, swallowing and their disorders and man- and language pathologist or audiologist familiar ments do not need to be repeated at Teachers agement, it has special interests in, and relations with the applicant’s area of specific interest. A College. with, the fields of psychology, linguistics, anato- paper, no more than five or six pages in length, my and physiology, acoustics, special education, describing a major clinical problem in need of The minimum number of points for completion medicine, and dentistry. investigation or clarification in the applicant’s of the Program in Speech-Language Pathology area of interest may also be submitted. is approximately 50, including practicum Many of the program’s courses in normal and courses. Students who have no previous disordered speech and hearing, and upper aero- Doctor of Philosophy (Ph.D.) applicable coursework in the field typically digestive processes contribute to professional If possible, at least one letter of recommenda- require 74 points to complete the requirements preparation in speech and language arts, tion related to the applicant’s research poten- for graduation. kindergarten through secondary school educa- tial by a professional familiar with the appli- tion, special education, remedial reading, psy- cant’s interests and aptitudes. A paper, not Students admitted to the program with under- chology, and various health related professions, more than 5 or 6 pages in length, describing a graduate majors in speech and language pathol- including physical therapy, occupational thera- major research need in the applicant’s area of ogy or with substantial prior coursework can py, dental hygiene, nursing, and hospital admin- interest. Completion of at least 90 points in expect to complete the program within two istration. liberal arts courses. calendar years (four semesters and two summer sessions) of full-time study. Special Application All Doctoral Applicants Requirements/Information: Doctoral applicants are strongly urged to dis- Students admitted with little or no prior course- Ideally, candidates should have a broad liberal cuss their plans with one of the department’s work can expect to complete the program in arts background with concentration in the bio- faculty before completing the application pro- two and one-half calendar years of full-time logical and behavioral sciences. cess. After all credentials have been received study. Some accommodations can be made for in the Admission Office, an interview will be part-time study during a portion of the program, Students from diverse academic and experience arranged by the Department’s Doctoral but students must be enrolled in practicum backgrounds are routinely accepted into the Admission and Monitoring Committee. experiences (BBSQ 5331/2) from their first program and encouraged to apply. semester and in all subsequent semesters of their enrollment.

Teachers College Columbia University 2011-2012 63 Academic and Practicum Requirements prior coursework and approved by the stu- in normal human communication processes or Basic Human Communication Processes: dent’s academic advisor: may be in related professional areas. Breadth In the area of normal human communication courses may be taken pass/fail. Currently, any processes, students are required to take two Speech-Language Pathology advisor approved non-BBSQ course meets the courses in each of three areas of speech, • BBSQ 4040 Speech and language breadth requirement. language, and hearing, including: disorders (2) • BBSQ 5111 Assessment and • anatomic and physiologic bases Bilingual Emphasis Track evaluation (3) The Bilingual Emphasis Track is for students • physical and psychophysical bases • BBSQ 5112 Articulation disorders (3) who wish to develop expertise in working with • linguistic and psycholinguistic aspects • BBSQ 5113 Voice disorders (3) • BBSQ 5114 Stuttering: Theory culturally and linguistically diverse children These courses will total at least 15 points. This and therapy (3) and adolescents with communication disorders. coursework may be taken at either the under- • BBSQ 5115 Language disorders Following the bilingual emphasis track will graduate or graduate level. Students with an in children (3) satisfy the coursework and field placement undergraduate degree in communication disor- • BBSQ 5116 Language disorders requirements for the bilingual extension to ders will have taken some or all of this course- in adults (3) the New York State teachers of students with work as part of their undergraduate preparation. • BBSQ 5130 Assessment and interven- speech and language disabilities certificate. tion in dysphagia (2) Under New York State Education Department Material covered in the following courses must regulations, the bilingual extension certificate Hearing is required to provide speech and language have been included as part of the student’s prior • BBSQ 4042 Audiology (2-3: Majors take intervention for bilingual children and adoles- coursework or must be taken at Teachers course for 2 points only) College: • BBSQ 5125 Clinical approaches to cents ages 3 through 21. This includes working • BBSQ 4030 Speech science (3) aural habilitation of in a school system in New York State as well as • BBSQ 4031 Anatomy and physiology children (3) providing bilingual therapy in a private prac- for speech, language and • BBSQ 5129 Audiological concepts tice where funding comes from the New York hearing (3) and principles (1) City Department of Education or the New • BBS 4032 Neuroscience of human • BBSQ 5343 Hearing measurements (1) York State Education Department. speech and language (2) • BBS 5068 Brain and behavior I: Additional Coursework The requirements for the New York State Communication in the Students are required to take a minimum of 6 nervous system (1-2) bilingual extension certificate, as integrated points of professional area coursework within into the Master’s of Science program in speech- the program in Speech-Language Pathology in The remainder of the normal human communi- language pathology, are: addition to the required core courses. Some cation processes requirement can be fulfilled • BBSQ 5041 School speech-language- additional courses are offered yearly, while hearing programs (2-3) through a variety of course options such as: others are offered on a less regular or a one- • BBSQ 5111 Assessment and BBSQ 5044, Speech and language perception time basis. There are also seminars that are evaluation (3) and processing; A&HL 4101, Phonetics and open to advanced master’s students. The fol- • BBSQ 5115 Language disorders phonology; HBSE 4079, Language development lowing is a list of additional courses: in children (3) and habilitation; HUDK 5024, Language devel- • BBSQ 4046 Introduction to augmenta- • BBSQ 5120 Communication disorders opment; HUDK 5090, The psychology of lan- tive and alternative commu- in bilingual/bicultural guage and reading; A&HL 4000, Introduction nication (1) children (3) to linguistics; A&HL 4003, Linguistic analysis; • BBSQ 4047 Early motor behaviors in • Fifty hours of bilingual therapy/evaluations ITSF 4024, Linguistic foundations of bilingual/ children: Normal and with children and/or adolescents supervised bicultural education; and other courses listed in abnormal (3) by a certified bilingual speech-language the program materials. • BBSQ 5118 Cleft palate and speech pathologist as part of the total hours habilitation (2-3) required by ASHA. • BBSQ 5119 Alaryngeal speech (1) Professional Coursework • A passing score on the New York State In professional area coursework, students are • BBSQ 5130 Assessment and intervention in dysphagia (2) Education Department’s Target Language required to take 7 points in hearing disorders • BBSQ 6111 Current issues and practices Proficiency Test in the student’s non-English and a minimum of 30 points in speech-language in speech-language patho- language and in English. Students must disorders. The professional area coursework in logy (1-3) pass the test before their last semester at speech-language pathology must be at the grad- Teachers College. uate level and must include a minimum of 6 Research Methods points in courses within the program that are Students are required to take BBSQ 5940, Practicum Requirements not part of the core requirements. In addition, Evaluating research in speech-language • Therapy practicum. Students enroll in only 3 points of practicum coursework can be pathology, and audiology or to have previously Practicum (BBSQ 5331 and BBSQ 5332) used to fulfill the 30-point professional area taken equivalent coursework. This course is starting with their first semester at Teachers requirement. Only courses for which a grade of offered during the fall term. College and continue in Practicum during at least a C has been earned can be used to ful- each subsquent semester, including at least fill these requirements. Breadth Courses one summer (BBSQ 5315 and BBSQ 5316). Students in this program are required to take Assignment and participation in each of Core Coursework two Teachers College courses (for at least 2 these Practicum experiences is determined The following core courses must be taken at points each) in departments other than their by and at the discretion of the Clinic Program Teachers College or the equivalent course mate- major program area. These courses may be Coordinator. rial must have been taken as part of a student’s used to fulfill the requirements for coursework

64 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAVIORALIOBEHAVIORAL SSCIENCESCIENCES

Students continue in Practicum until a satisfac- Doctor of Philosophy are available by request and motor learning. Additional research facili- tory level of clinical competence appropriate for from the program office (212) 678-3895. ties are available in several related Teachers entry into the Clinical Fellowship Year has been College programs and Columbia University demonstrated. Students without background in Continuing Professional Education departments in various affiliated institutions the field typically enroll for six or seven semesters Each year the Speech-Language Pathology pro- throughout the greater New York metropolitan of Practicum, while students with background gram offers courses, workshops, and special area. tend to enroll for five or six semesters of events designed for postgraduates and other Practicum. Students accrue a minimum of 400 practicing professionals in the field and related Traineeships supervised clinical hours within a minimum of fields. Also, under the Alumni Audit Program, Traineeships on the master’s and doctoral three service sites in addition to the on-campus alumni may audit courses offered through the levels from the Veterans Administration, Edward D. Mysak Clinic for Communication program at substantially reduced fees. The the League Center, and other agencies are Disorders. These field placements typically program in Speech-Language Pathology and available through the department. include a school site, a hospital, and a rehabilita- Audiology is approved by the Continuing tion site. Education Board of the American Speech- The program for preparing teachers of stu- Language-Hearing Association as a continuing dents with speech and language disabilities is • Diagnostics. Students are required to enroll education sponsor. approved by the New York State Education in one semester of diagnostic Practicum Department. The Ph.D., Ed.D., and M.S. (BBSQ 5312). This Practicum experience Academic, Practical, and Research programs are also registered by the New York follows BBSQ 5111, Assessment and evalua- Training Opportunities and New Jersey State Education Departments. tion, and is contingent upon satisfactory Instruction in the areas of speech and language completion of academic coursework and pathology and audiology includes formal COURSES: therapy Practicum experiences in a variety coursework (lectures, seminars, colloquia) of disorder areas. Assignment to this Practi- and practica training. The formal coursework General cum is also determined by and at the discre- within each area is supplemented by videotape tion of the Clinic Program Coordinator. and live-case presentations by the instructors BBSQ 4040. Speech and language disorders (2-3) • Clinic Lab. Students must enroll in BBSQ and by direct experiences with clients within Professor Saxman. Discussion of speech and 5333 or BBSQ 5334, depending on previous the Edward D. Mysak Clinic for Communica- language disorders and of remedial procedures. academic background. This is a one-semester tion Disorders. Practical training at the mas- For speech pathology-audiology majors with- course in Laboratory Methods and Instrumen- ter’s and doctoral levels includes lecture/ out academic background in speech and hear- tation in Clinical Practice that is taken for demonstrations, small-group instruction, ing and students in language arts, psychology, 1 point. All students meet once a week for a and direct experience with clients. Students guidance, special education, childhood educa- lecture/presentation. Students are also assigned engaged in practica are supervised individually tion, health education, nursing education, to small group workshop sessions during the and in groups by the faculty and staff of the physical and occupational therapy, and dental day. program. Unusual opportunities for learning hygiene. • Hearing Practicum. Students are required and inquiry with reference to advanced clini- BBSQ 4042. Audiology (2-3: Majors take to enroll in BBSQ 5343, Hearing measure- cal, supervisory, teaching, and research activi- course for 2 points only) ment. This is a one-semester, 1-point prac- ties are provided within the large, well Professor O’Malley. This course covers acous- ticum that fulfills the New York State require- equipped, and active Edward D. Mysak Clinic tics, anatomy and physiology of the auditory ment for clinical hours in Audiology. for Communication Disorders. system, pure tone and speech audiometry, types and communication effects of hearing DOCTOR OF EDUCATION Opportunities for clinical and research loss, amplification, and immitance. This degree program leads to a professional experiences also exist in numerous affiliated doctorate in Speech-Language Pathology and field settings. For example, practical training BBSQ 4046. Introduction to augmentative is designed to prepare candidates for profes- experiences are available in approximately and alternative communication (1) sional leadership in clinical, supervisory, and 60-80 selected field facilities including hospital, Ms. Cohen. This introductory course will provide a comprehensive overview of Augmen- teaching activities. A minimum of 90 points rehabilitation centers, and school settings. tative and Alternative Communication (AAC). must be completed. There is no language A thorough examination of the assessment and requirement. The program’s Clinic Laboratory is used to therapeutic processes will be presented. Empha- train students in the application of precision sis will be placed upon individuals exhibiting DOCTOR OF PHILOSOPHY instrumentation for objective measurement of severe communication disorders secondary This program is designed for individuals the phonatory, articulatory, and fluency dim- to congenital/acquired cognitive and motor primarily interested in careers in Speech- ensions of speech behavior. The laboratory is impairments. Low and high-tech AAC systems Language Pathology, in research, and college an integral element in the diagnostic and treat- will be discussed and demonstrated. Important teaching. A minimum of 75 points must be ment services provided by the Speech and to speech therapists, special educators, psychol- completed. There is no language requirement. Hearing Center and enhances opportunities ogists, occupational and physical therapists, school administrators and other health profes- for clinical research. sionals. All doctoral candidates must complete a dissertation. For details concerning the doctoral Special learning and research experiences BBSQ 4047. Early motor behaviors in programs, please consult the Office of Doctoral are available through the program’s Speech children: Normal and abnormal (2-3) Studies’ bulletins for additional information. Research Laboratory and for qualified Dr. Sheppard. Study of normal and abnormal Requirements for the Degree of Doctor of students, in laboratories maintained by the development of sensory-motor speech process- Education and Requirements for the Degree of Department’s programs in applied physiology es and related oral motor behaviors; etiology, diagnosis, and management of pre-speech and

Teachers College Columbia University 2011-2012 65 eating pathologies in infants and severely orders associated with functional and various education on the communication disordered handicapped individuals from an early inter- structural and neurological problems. Critical child. Considers appropriate assessment and vention perspective. analysis of research in etiology, testing, and treatment to ensure optimal academic success therapy. for English Language Learners, bidialectal, and BBSQ 5041. School speech-language- bicultural children with communication disor- hearing programs (2-3) BBSQ 5113. Voice disorders (3) ders, covering the full range of disabilities. Faculty. Prerequisite: BBSQ 4040 or equiva- Professor Malandraki. Prerequisite: BBSQ 4031 lent. Analyzes impact of federal and state laws or equivalent and an introductory course in BBSQ 5130. Assessment and intervention on service delivery in school setting. Develops speech pathology. Study of voice disorders asso- in dysphagia (2) skills to meet the needs of communication- ciated with functional, structural, endocrinolo- Professor Malandraki. Clinical practice in swal- disordered students with the full range gical, and neurological problems. Analysis of lowing and feeding disorders in children and of disabilities, including working with other recent research and major approaches to voice adults. Normal and abnormal development and professionals to assist children in accessing therapy. mature function assessment, and treatment. the general curriculum. BBSQ 5114. Stuttering: Theory and therapy Applied Hearing Science Courses Basic Speech and Hearing Science (3) (Audiology) Professor Malandraki. Prerequisite: An intro- BBSQ 4030. Speech science (3) ductory course in speech pathology. Analysis BBSQ 5125. Clinical approaches to Professor Saxman. Kinesiologic approach to of major theories and research on stuttering. aural habilitation of children (3) the study of phonetics and the phonetics of Study of prophylactic principles for younger Faculty. Prerequisite: BBSQ 4042 or equiva- physiologic impairment. Practice in use of the children and evaluative and therapeutic proce- lent. Clinical procedures available to audiolo- International Phonetic Alphabet and other dures for older children and adults. gists, speech pathologists and deaf educators for descriptive systems. implementing speech-reading, auditory training, BBSQ 5115. Language disorders in and speech-language therapy for the hard-of- BBSQ 4031. Anatomy and physiology for children (3) hearing child. Use of amplification and coun- speech, language and hearing (3) Dr. Crowley. Prerequisites: An introductory seling approaches. Dr. Nicholas. Basic structures and functions course in speech-language pathology and a of the articulatory, vocal, and auditory mecha- course in normal language development. BBSQ 5129. Audiological concepts and nisms. Application of such study to the field Language disorders in children, including principles (1) of speech-pathology and audiology. native English speakers and children from cul- Professor O’Malley. Prerequisite: BBSQ 4042, turally and linguistically diverse homes, cover- Audiology. This course covers auditory path- BBSQ 5044. Speech and language ing the full range of disabilities. Course covers ologies, electrophysiological (ABR), and elec- perception and processing (2-3: Majors birth through late adolescence and includes tracoustical (OAE) tests. Tests of central audi- take course for 2 points only) impact of language disorders on language tory function, controversial issues in audition. Professor O’Malley. Examination of the models acquisition, literacy development, and uses proposed to explain speech perception and of technology. Practica discussion of the research which assigns to speech and language a special role. BBSQ 5116. Language disorders in BBSQ 5210-BBSQ 5212. Practicum in adults (3) school speech-language pathology (3) Applied Speech Science Courses Professor Froud. Prerequisite: BBSQ 4040 and Dr. Youse. Permission required. Participation (Speech-Language Pathology) BBS 4032 or equivalent. Theoretical and prac- and student teaching in a school remedial tical approaches to understanding the etiology, speech and hearing program: survey, organiza- BBSQ 5125. Clinical approaches to assessment, classification, and treatment of tion, remedial procedures. Special fee: $150. aural habilitation of children (3) aphasia and other communication disorders Dr. Nicholas. Prerequisite: BBSQ 4042 or in adulthood. BBSQ 5312. Diagnostic methods and equivalent. Clinical procedures available to practice in speech-language pathology (3) audiologists, speech pathologists and deaf edu- BBSQ 5118. Cleft palate and speech Dr. Youse. Required of speech pathology majors. cators for implementing speech-reading, audito- habilitation (2-3) Prerequisite: BBSQ 5111. Methods of assessing ry training, and speech language therapy for the Professor Saxman. Prerequisite: An introduct- native English speakers and culturally and lin- hard-of-hearing child. Use of amplification and ory course in speech pathology. Etiology and guistically diverse clients, including English counseling approaches. symptomatology of the communication impair- Language Learners. Ways to plan or modify ment associated with cleft lip and palate and instruction based upon information gathered BBSQ 5111. Assessment and evaluation (3) other craniofacial disorders. The role of the through assessment. Analysis of language skills Dr. Crowley. Permission required. Required speech pathologist in the multidisciplinary related to literacy and overall academic of speech pathology majors. Prerequisites: approach to total habilitation of children and achievement. Uses of instructional and assistive An introductory course in speech-language adults. technology in assessment. Methods of assessing pathology and a course in normal language clients within the full range of disabilities and development. Studies use of published tests, BBSQ 5119. Alaryngeal speech (1) across the lifespan. Special fee: $150. technology, and alternative and curriculum- Faculty. Prerequisite: An introductory course based strategies in assessment. Focuses on in speech pathology. Survey of medicosurgical BBSQ 5331-BBSQ 5336. Therapy impact of bilingualism and sociolinguistics on treatments for laryngeal carcinoma. Analysis of practicum the assessment of culturally and linguistically physiologic, acoustic, and psychosocial aspects Faculty. Assessment and intervention planning diverse clients across the lifespan, covering of alaryngeal speech. Study of therapeutic and implementation for clients across the full the full range of disabilities. methods. range of disabilities and across the lifespan. Coursework covers the needs of native English BBSQ 5112. Articulation disorders (3) BBSQ 5120. Communication disorders speakers and English Language Learners in Professor Levy. Prerequisites: Phonetics course in bilingual/bicultural children (3) hospitals and school settings. College-super- and an introductory course in speech patholo- Dr. Crowley. Study of effect of bilingualism, vised practica. For bilingual emphasis students, gy. Study of phonological rule disorders and dis- bilingual education, sociolinguistics, psycho- at least fifty clock hours in providing bilingual linguistics and multicultural perspectives in services. 66 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAVIORALIOBEHAVIORAL SSCIENCESCIENCES

• BBSQ 5331-BBSQ 5332. doctoral students. Development of rationales ders” lens, the Institute provides content in Regular clinic (3) for doctoral dissertations and projects. bilingualism and normal processes of second Dr. Youse (Coordinator). Observation language acquisition, theories and methods of and practice in speech and language BBSQ 6513-BBSQ 6517. Seminars in basic bilingual education, sociolinguistics, psycholin- therapy at the Speech and Hearing and applied speech science (3) guistics, and dialectology. Institute content is Center and at related field facilities. Faculty. Permission required. For doctoral can- tied to the development of clinical judgment Weekly lecture on principles of speech didates and advanced master’s degree students and language therapy (three semesters). in speech-language pathology. Doctoral candi- based upon the current research and the law Majors enroll until practicum require- dates are required to enroll in at least three including identifying a language disorder from ments for the M.S. degree are complet- sections. Seminars involve intensive study and a language or cultural difference, providing ed. Special fee: $150. analysis of current research and issues in the services to meet the curriculum standards in particular topics. the native language and in English, and col- • BBSQ 5333-BBSQ 5334. Laboratory laborating with teachers and families. Great methods and instrumentation in • BBSQ 6513. Phonological effort is made to connect lectures, presenta- clinical practice (1) impairment (children and adults) (3) tions, discussions and hands-on experience • BBSQ 6514. Language: Brain, Faculty. Instruction and practice in in class to the experience of clinical work in acoustic and physiologic measures biology and language acquisition (3) schools. The Institute meets for six weekends related to voice, articulation, and • BBSQ 6515. Voice and its fluency disorders. Majors must enroll disorders (3) in May, June, September, October, November, for one term. Special fee: $150. • BBSQ 6516. Fluency and its and December and is taught by its eight-per- disorders (3) son faculty. • BBSQ 5335. Infant evaluation clinic (0) • BBSQ 6517. Neuropathology Dr. Sheppard. Observation and partici- of speech (3) Continuing Education pation in the evaluation of pre-speech and feeding behaviors in at-risk infants BBSQ 6940-BBSQ 6941. Supervised BBSQ 5815. Managing swallowing and and in the development of individual- research in speech-language pathology feeding problems in the classroom (2) ized management programs. Special and audiology (3) Dr. Sheppard. Study of eating and swallowing fee: $150. Faculty vary by section. Permission required. disorders in children: assessment and manage- Prerequisite: BBSQ 5941. Doctoral candidates ment strategies for eating and swallowing dis- • BBSQ 5336. Stuttering clinic (0) are required to enroll in their advisor’s section orders. Dr. Wexler. Observation and for both semesters. Opportunity to design and participation in group therapy for conduct pilot studies and projects. BBSQ 6111. Current issues and practices adult stutterers. Special fee: $150. in speech-language pathology (1-3) BBSQ 7500. Dissertation seminar in Faculty. Topics will vary with respect to cur- BBSQ 5343. Hearing measurement (1) speech-language pathology and audiology (2) rent issues and practices in speech-language Dr. Nicholas. Prerequisite: BBSQ 4042. Professor Saxman and faculty. Prerequisite: pathology. Practice in hearing screening, audiological BBSQ 6941. Development of doctoral disser- evaluation, and aural rehabilitation issues tations and projects and presentation of plans across the lifespan. For speech and language for approval. Doctoral candidates are required pathology majors. Special fee: $150. to enroll for one year and must begin the sequence in the fall term immediately follow- BBSQ 6351-BBSQ 6355. Advanced ing completion of BBSQ 6941. practice (2) Faculty. Advanced practice in speech-language BBSQ 8900. Dissertation-advisement in pathology and audiology required. Doctoral speech-language pathology and audiology (0) students are required to register in four Faculty. Prerequisite: BBSQ 7500. Individual sections during their period of candidacy. advisement on doctoral dissertations. Fee to Observation of faculty during therapy, diagno- equal 3 points at current tuition rate for each sis, supervisory, teaching, or research activities term. For requirements, see section in catalog and participation in such activities. on Continuous Registration for Ed.D./Ph.D. degrees. • BBSQ 6351. Clinical (2) • BBSQ 6352. Supervision (2) BBSQ 5820. The Bilingual Extension • BBSQ 6353. Teaching (2) Institute (6) • BBSQ 6354. Laboratory (2) The Institute is co-sponsored by the Depart- • BBSQ 6355. Administration (2) ment of Biobehavioral Sciences and the Center for Educational Outreach & Innovation and is Research Courses and Seminars approved for non-matriculated, non-degree students. Dr. Crowley, Coordinator. BBSQ 5940. Evaluating research in speech- language pathology and audiology (3) This Institute satisfies the academic and field Professor O’Malley. Required of all master’s experience requirements of the New York and first-year doctoral students. Evaluation State Education Department for the bilingual of research methods. extension to the teachers of students with speech and language disabilities teaching cer- BBSQ 5941. Research needs and methods in speech-language pathology and audiology (3) tificate. All Institute content is geared to Professor Saxman. Permission required. developing the knowledge and skills needed to Prerequisite: BBSQ 5940. Required of first-year provide quality bilingual speech and language services. Through this “communication disor-

Teachers College Columbia University 2011-2012 67 68 www.tc.columbia.edu General Information: (212) 678-3000 Counseling and Clinical Psychology

CHAIR: Marie L. Miville LOCATION: 428 Horace Mann TELEPHONE NUMBER: (212) 678-3257 EMAIL: [email protected] FAX: (212) 678-3275 WEBSITE: www.tc.edu/CCP

PROGRAMS: DEPARTMENTAL MISSION:

CLINICAL PSYCHOLOGY 70 The Department of Counseling and Clinical Psychology prepares students to investigate and address the psychological needs of individuals, families, groups, organ- COUNSELING PSYCHOLOGY 74 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 79 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 81 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 psychodynamic 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 practitioners. Specifically, graduates from these programs seek positions in teaching, research, policy, administration, psychotherapy, and counseling.

FACULTY: PROFESSORS: LECTURERS: George Bonanno (Clinical) Aurelie Athan (Clinical) Robert T. Carter (Counseling) Elizabeth Fraga (Counseling) Barry A. Farber (Clinical) Randall Richardson-Vejlgaard Suniya Luthar (Clinical (Clinical) and Developmental) Riddhi Sandil (Counseling) Elizabeth Midlarsky (Clinical) Teraesa Vinson (Counseling) Derald Wing Sue (Counseling) ADJUNCT ASSISTANT PROFESSORS: ADJUNCT PROFESSORS: Philip Blumberg (Clinical) Xavier Amador (Clinical) Susan Bodner (Clinical) Jesse D. Geller (Clinical) Stephanie Fagin Jones (Clinical) Jerome W. Kosseff (Clinical) Motoni Fong-Hodges (Counseling) Judith Kuriansky (Clinical) Peter Freed (Clinical) Catherine Lord (Clinical - Affiliated) Merav Gur (Clinical) Arnold W. Wolf (Counseling) Karen Hurley (Clinical) Shamir Khan (Clinical) ASSOCIATE PROFESSORS: Richard Keller (Counseling) George V. Gushue (Counseling) Michael J. Koski (Counseling) Lisa Miller (Clinical) Samuel E. Menahem (Clinical) Marie L. Miville (Counseling) Nancy Nereo (Clinical) Elizabeth Owen (Clinical) ADJUNCT ASSOCIATE PROFESSORS: Gregory Payton (Counseling) Edith Cooper (Clinical) Jill M. Rohrbacker (Counseling) Patti Cox (Counseling) Jason Rudolph (Clinical) David Greenan (Counseling) Andrea Safirstein (Counseling) Billie Pivnick (Clinical) Jephtha Tausig Edwards (Clinical) Dinelia Rosa (Clinical/Counseling) Anika Warren (Counseling) Gil Tunnell (Counseling) A. Jordan Wright (Clinical)

ASSISTANT PROFESSORS: For information about faculty and their schol- Melanie Brewster (Counseling) arly and research interests, please refer to the Jill Hill (Counseling) Faculty section of this bulletin, or visit us at Michael Lau (Counseling) www.tc.edu/faculty. Laura Smith (Counseling) Helena Verdeli (Clinical)

Teachers College Columbia University 2011-2012 69 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 Lisa Miller Many, though not all of our accepted appli- Program Office: (212) 678-3267 Our clinical training has an ongoing psycho- cants have also received an M.A. degree in Email: [email protected] dynamic tradition with increasing opportunities psychology. for supervision and didactic work in Cognitive- Website: www.tc.edu/ccp/Clinical Behavioral, Interpersonal, and other modalities. 2. Clinical and Research Experience: Though This training emphasizes intervention and not required, the Program values the addition- Degrees Offered: assessment across the lifespan within the con- al evidence of maturity, competence, and CLINICAL PSYCHOLOGY (CLIN) text of schools, families, and communities. We capacity for responsibility that comes from Doctor of Philosophy (Ph.D.) are committed to an enhanced focus on eth- a broad range of work and life experiences. Master of Science (M.S.)- en passant nic, cultural, and theoretical diversity not only Most students admitted to the program have in our curriculum and clinical training, but engaged, after college, in some type of super- Program Description: also among our students, faculty, and clinical vised work in a clinical setting, as well as The Clinical Psychology Program offers a supervisors. Numerous practica and externship research that is commensurate with the inter- course of scientist-practitioner education opportunities are available throughout the New est of a faculty member in the program. leading to the degree of Doctor of Philosophy York area, and our students commonly secure (Ph.D.). The Master of Science (M.S.) and placement at the most competitive internship 3. Graduate Record Examination (GRE): Master of Philosophy (M.Phil.) degrees are sites. Applicants must submit the results of the earned en passant. GRE Aptitude tests taken no more than five It should be noted, however, that those stu- years prior to the date of the application. Graduates from this program seek positions in dents whose career goal is full-time private Unless English is not the applicant’s first lan- teaching, research, policy, administration, and practice without a significant research com- guage, scores on the Verbal and Quantitative psychotherapy. Completing a 95-point doctoral mitment will find our program inappropriate tests and the Advanced Test of less than 650 degree, including an internship, typically takes for their needs. Increasingly, the program is will make acceptance less likely. On test five to seven years. Practicum work is done in emphasizing work in the child-clinical area. retakes, the Admissions Committee will con- the Teachers College Dean Hope Center for In fact, students may elect a specialty track sider the higher scores. Applicants are urged Psychological and Educational Services in child-clinical psychology. to take the GRE no later than November. (Director: Dr. Dinelia Rosa). All Clinical Psychology doctoral students are 4. References: Applicants must submit at least Our scientist-practitioner model means that we staff members in the Dean Hope Center after two letters of recommendation from individu- are dedicated to training students to generate their first semester in the Program and carry a als able to comment on their scholarly and new empirically-based knowledge in clinical regular caseload of clients. The Center spon- personal qualifications. psychology and to perform clinical work that is sors a weekly case conference, at which stu- constantly informed by traditional and emerg- dents present and discuss cases. Clinical work 5. Personal Statement: Applicants should try ing scholarship in the field. We fully expect our is supervised by core faculty members or by to say something about the range of their students to learn to expertly produce, analyze, adjunct faculty who are psychologists in private interests and experience, attempting to give and present scientific material. We also expect practice in New York. Students usually carry the Admissions Committee a flavor of the our students to become proficient at providing four clients as part of their psychotherapy person behind the application. clinical services to a diverse population. practicum and receive two hours of supervision Furthermore, we expect our students to learn each week with two different supervisors. Applicants whose qualifications appear most to integrate these goals. Finally, we are compromising are invited to a personal interview, mitted to the belief that training as a clinical Special Application usually in late February or early March. As psychologist must be deeply rooted in psychol- Requirements/Information: a rule, no applicant will be accepted on the ogy itself, its body of knowledge, methods, and basis of an application alone. Applicants are DOCTOR OF PHILOSOPHY ethical principles that form the basis and con- interviewed by one student and one faculty 1. A bachelor’s degree from a regionally text of clinical research and practice. member of the Admissions Committee. All accredited college or university or its equiva- material included in the admissions procedure lent in another country is required. An appli- Thus, the primary goal of the Clinical is accorded professional confidentiality by the cant who applies while still an undergraduate Psychology Program is to provide rigorous Committee. The fact that students submit can be accepted only on condition that the training in both contemporary clinical science their applications with this knowledge consti- bachelor’s degree be received in time for enroll- and clinical assessment and intervention. The tutes permission to have these materials read ment. The undergraduate transcript must research programs of our faculty span a wide by both faculty and student members of the include a course in statistics and at least nine range, including studies of childhood risk and Committee. 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-

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

Applicants for the doctoral program are dents sign up for a full year of research prac- ing psychological disorders in children. The considered for fall admission. For doctoral ticum with a faculty member (culminating in program currently does not have NIMH-fund- applicants, all admissions materials must be an empirical Second-Year Project), a full-year ed traineeships to offer. Most doctoral students received by the final application deadline as adult clinical practicum (CCPX 6335), and a with significant financial need obtain help in advertised by the College. See the Admissions one-semester child practicum (CCPX 5334). the form of a tuition scholarship that covers section of this bulletin for more information. approximately 25-50% of the cost of a year’s Third Year tuition; some also receive stipends from faculty Degree Requirements: Third-year didactic courses include Group research grants. Most students also work part- dynamics: A systems perspective (ORL 5362); time to cover expenses. The Program requires: Empirical bases of psychotherapy (CCPX 1. The completion of 95 points of academic 5039); and Dissertation seminar (CCPX COURSES: credit during three to four years of residence 7500). There is also a full-year advanced clini- at the College. cal practicum (CCPX 6336). Most students Note that 4000-level courses are generally 2. A full-time, twelve month clinical intern- elect to take a full-year clinical externship open to non-majors, as are certain 5000-level courses. See listings below for prerequisites and ship during the fourth or fifth year of study. (CCPX 5230); and many also elect a full-year limitations on enrollment. 3. An original piece of empirical research, family therapy practicum (CCPJ 6363). which also serves as a qualifying paper, to be CCPX 4000. Introduction to applied completed during the second year of study. Fourth and Fifth Year psychology (3) 4. A passing grade on the certification exami- Fourth year features a practicum (CCPX 6338) Faculty. This course is designed to provide an nation (on Research Methods) during the focused on clinical work as well as a practicum introduction to multidisciplinary approaches to third year of study. (CCPX 6332-6333) that offers opportunities to mental health including clinical psychology, 5. A case presentation and accompanying supervise beginning trainees. Fourth year is also school psychology, and pediatric psychology. paper during the third year, demonstrating the devoted to extensive work on the dissertation. student’s ability to integrate theory, research, Year five is usually spent on a full-year clinical CCPX 4010. Social problems for clinical psychologists (3) and practice. internship (CCPX 6430). Professor Midlarsky. Psychological perspectives 6. A doctoral dissertation, which must be com- on social problems such as eating disorders, pleted no later than the seventh year after Elective courses are for all students and domestic violence, AIDS and HIV infection, matriculation. include Introduction to forensic psychology and mental health in late life. (CCPX 4150); Psychotherapy through fiction First Year and film (CCPX 4120); Women and mental CCPX 4030. Psychology of adjustment (3) During the first year of study, doctoral students health (CCPX 4125); Psychology of loss and Professor Bonanno. Healthy and pathological typically take the following didactic courses: trauma (CCPX 4060); Psychotherapy, religious adjustment throughout the lifespan: stress, Ethical and professional issues in clinical psy- diversity, and spirituality (CCPX 5045). defense mechanisms, and coping. chology (CCPX 5030); Psychological measure- CCPX 4032. Assessment and treatment ment (HUDM 5059); Applied regression The program allows only 12 points of graduate of alcohol and chemical dependency (3) analysis (HUDM 5122); Research methods work from another institution to be trans- Dr. Rudolph. Overview of the clinical princi- in social psychology (ORLJ 5040); Child psy- ferred. No transfer credits are awarded for ples governing assessment and treatment of chopathology (CCPX 5034); Adult psycho- practica, workshops, or independent study. addictive disorders; stages of addiction; issues pathology (CCPX 5032); Research and clinical of comorbidity; resistances to treatment. applications of DSM-IV (CCPX 5102); History Financial Aid and systems of psychology (CCPX 6020); and Teachers College has three scholarship funds: CCPX 4033. Advanced clinical interven- Dynamic psychotherapies (CCPX 5037). General, Minority, and International Student. tions with addicted patients and families (3) Students also take three semesters of psycho- The College also arranges a variety of student Faculty. Permission required. Prerequisite: logical testing (CCPX 5330, CCPX 5333, loans with banks, most of them repayment- CCPX 4032. Focus on developing advanced alcohol-specific intervention techniques, and CCPX 6531) and a course in clinical inter- and interest-deferred. Limited work study group and family counseling skills for work viewing (CCPX 5539). Most students begin funds may also be available. with addicted individuals and their families. working with faculty members on research during the first year (CCPX 4900). Since 1993, the Clinical Psychology Program CCPX 4035. Personality and behavior has also granted partial scholarships via the change (3) Second Year James S. Scappaticcio Fellowship for Gay Men Faculty. Review of the major theories of per- During their second year, students’ didactic and Lesbian doctoral candidates in Clinical sonality; mechanisms of behavioral change. courses include: Brain and behavior I: Com- Psychology. Tuition grants are available for one munication in the nervous system (BBS 5068); or two “self-identified gay clinical doctoral CCPX 4036. Psychology of human Linear models and experimental design candidates”; small grants-in-aid are also made intimacy (3) Dr. Kuriansky. Overview of issues in the fields (HUDM 5123); Emotion, culture, and health available for research on topics relevant to of interpersonal relationships and sexuality: (CCPX 5020); Psychotherapy with children homosexuality, including psychological and/or developmental theories, dating and mating, (CCPX 5531); Cognitive, behavioral, and psychosocial aspects of AIDS or HIV treat- gender differences and similarities, sexual interpersonal therapies (CCPX 5038); Clin- ment. Since 2005, the program has also grant- behaviors and sexual victimization. ical work with diverse populations (CCPX ed one to two partial scholarships for students 5036); and Short-term dynamic experiential in the child-track via the Jodi Lane Scholarship psychotherapy (CCPX 6530). In addition, stu- Fund. Priority is given to those students study-

Teachers College Columbia University 2011-2012 71 CCPX 4037. Introduction to cognitive CCPX 4230. Fieldwork in applied tion to theory and technique underlying treat- behavior therapy (CBT) (3) psychology (3) ment within the following modalities: Cogni- Professor Verdeli. Overview of the essential Dr. Cooper. Supervised practice in field place- tive, Behavioral, Interpersonal, and Short- principles and techniques of CBT for mood ments for M.A. students in applied or general Term Psychodynamic. The course will explore and anxiety disorders. psychology. the application of these various treatment approaches to a range of disorders including CCPX 4038. Comparative psychotherapies (3) CCPX 4542. Introduction to contemporary depressive disorders, anxiety disorders, OCD, Faculty. Survey and analysis of representative psychoanalytic thought (3) and schizophrenia. psychotherapies in current practice: psychoan- Dr. Kosseff. Examination of current psycho- alytic, neo-Freudian, Gestalt, Jungian, client- dynamic ideas, including object relations theory, CCPX 5039. Empirical bases of centered, existential, behavior therapy, and self-psychology, theories of narcissism, border- psychotherapy (3) others. line pathology, and the nature of the therapeu- Professor Farber. Open to doctoral candidates tic relationship. in psychology; others by permission. (Prerequi- CCPX 4039. Nontraditional psycho- site: CCPX 4038). Analysis of research efforts therapies (3) CCPX 5020. Emotion, culture, and health (3) concerned with investigating the process and Dr. Menahem. Overview and evaluation of Professor Bonanno. This course covers the outcome of psychotherapy. Emphasis on client, nontraditional treatment approaches including impact of overwhelming emotions on human therapist, and system variables that contribute existential, Jungian, spiritually-oriented, holis- health and self-regulatory responses. The role of to the probability of therapeutic success. tic, and transpersonal psychotherapies, culture in these responses is explored, as well as Ericksonian hypnosis, and Eastern-oriented historical context and theoretical perspectives. CCPX 5040. Development and psycho- models. pathology: Atypical contexts and population CCPX 5030. Ethical and professional issues (3) CCPX 4040. Introduction to psychological in clinical psychology (1) Faculty. Using contemporary research as the testing and assessment (3) Dr. Khan. Limited to doctoral students in clinical basis, the focus is on the interface between Faculty. psychology. Orientation to program and field; classical developmental psychology theories ethical and professional issues. and patterns of development identified in CCPX 4060. The psychology of loss atypical contexts (e.g., poverty) and among and trauma (3) CCPX 5032. Adult psychopathology (3) atypical populations (e.g., resilient youth). Professor Bonanno. Focus on how humans Professor Midlarsky. Major clinical disorders of Implications for interventions and policy are cope with significant losses and trauma: histor- adulthood viewed from clinical and research per- also discussed. ical developments, recent empirical advances, spectives; current issues in diagnosis and treat- cross-cultural variations, and clinical and ment. CCPX 5045. Psychotherapy, religious social implications. diversity, and spirituality (3) CCPX 5033. The evolution of Freud’s Professor Miller. This course will focus on the CCPX 4120. Psychotherapy through psychological theories (3) role of religion and spirituality in psychothera- fiction and film (3) Faculty. Intensive examination of selected psy- py. Research, theory and case material will be Professor Farber. Psychotherapy, the therapist, chological works of Sigmund Freud from 1892 to used to clarify healing dimensions of religion and psychopathology as reflected in current 1940, focusing on theoretical innovations, modi- and spirituality. Discussion will focus on a re- fiction and film. fications, and elaborations. examination of models of psyche and goals of treatment. CCPX 4121. Psychological themes in CCPX 5034. Child psychopathology (3) classic literature (3) Professor Farber. Major clinical syndromes of CCPX 5102. Research and clinical Faculty. Understanding personality, motivation, childhood and adolescence viewed within the applications of DSM-IV (3) conflict and psychopathology, through critical context of normal development. Consideration Dr. Wright. Diagnostic, clinical, and research analyses of classic literature, including works of various theoretical, diagnostic, etiological, and applications of the DSM-IV; ethical, cultural, by Shakespeare, Dostoyevsky, Doctorow, and therapeutic viewpoints. Fall semester: doctoral and gender issues in the diagnostic process. Woolf. candidates in psychology; others by permission (prerequisite: CCPX 4542). Spring, Summer CCPX 5230. Fieldwork in clinical CCPX 4125. Women and mental health (3) semesters: Open to all. psychology (0-1) Dr. Nereo. Stressors, manifestations, and treat- Professor Midlarsky. Limited to doctoral candi- ment of psychopathology in women; theories CCPX 5036. Clinical work with diverse dates in clinical psychology. Supervised prac- of Klein, Horney, Thompson, and others. populations (3) tice in field placements. Dr. Rosa. Permission required. An experiential CCPX 4126. The mother-child matrix: seminar for practicum students in Clinical and CCPX 5330. Principles and techniques Developmental and clinical implications (3) Counseling Psychology who are working with of clinical assessment (3) Professor Miller. The mother-child relation- clients different from themselves. Dr. Wright. Limited to doctoral candidates in ship: Implications for development and influ- Clinical, Counseling, and School Psychology. ence on clinical theory and practice, focus on CCPX 5037. Dynamic psychotherapies (3) Theory and practice of psychological testing; theories of parenting, ruptures in the relation- Dr. Blumberg. Open to doctoral candidates in focus on cognitive assessment. ship and therapy with mothers and children. psychology; others by permission (prerequisite: CCPX 4542). Theories of psychoanalytic psy- CCPX 5333. Practicum in clinical CCPX 4150. Introduction to forensic chotherapy with emphasis on original sources: assessment (3) psychology (3) Freud, Winnicott, Kohut, ego psychology, and Dr. Wright. Permission required. Didactic Dr. Owen. The practice and application of object relations theory. focus on personality assessment, including pro- forensic psychology to medical-legal problems jective measures; supervised practice in com- and nomenclature in diagnosis, evaluation, CCPX 5038. Cognitive, behavioral, prehensive psychological assessment as staff assessment, treatment, and testimony regarding and interpersonal therapies (3) member of the Dean Hope Center. criminal behavior, psychopathology, and civil, Professor Verdeli. Open to doctoral candidates family, and criminal law. in psychology, others by permission. Introduc-

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

CCPX 5334. Practicum: Clinical work CCPX 5610. Clinical psychology CCPX 6531. Psychological assessment with children and adolescents (3) colloquium (0) and clinical practice (2) Dr. Pivnick. Limited to doctoral candidates in Professor Farber (Coordinator), Clinical fac- Dr. Wright. Permission required. Prerequisites: Clinical, Counseling, and School Psychology. ulty and guest speakers. Permission required. CCPX 5330, CCPX 5333. Emphasis on the Psychological assessment of children and ado- interpretation of projective tests, and on the lescents, including interviewing techniques, CCPX 5630. Case conference (0) integration and reporting of multiple sources observational methods, and psychodiagnostic Dr. Rosa (Coordinator). Permission required. of assessment data. testing. Corequisite: CCPX 5333, CCPX 6335, CCPX 6336, CCPJ 5360, CCPJ 6360, or CCPJ 6364. CCPX 6532-CCPX 6533. Advanced topics CCPX 5531. Psychotherapy with children (3) For practicum students in the Dean Hope in clinical theory, research, and practice (2-3) Dr. Bodner. Open to doctoral students in psy- Center. All trainees must attend at least five Clinical faculty and invited instructors. chology; others by permission. Introduction to conferences each term. Advanced doctoral candidates in Clinical and contemporary models of child psychotherapy. Counseling psychology; other candidates by Emphasis will be upon a comparison of the CCPX 6020. History and systems of permission (different sections may have differ- theoretical foundations and techniques across psychology (3) ent criteria). Seminars for the intensive study paradigms. Dr. Wright. Survey of the history of psychology of specialized areas of theory, research, and from the ancient Greeks to the present. practice for advanced students. Content CCPX 5532. Clinical issues: Families Discussion of theoretical systems including varies. from diverse backgrounds (3) Associationism, Structuralism, Behaviorism, Professor Miller. Focus on current research Psychoanalysis, and Existentialism. CCPX 6534. Object relations and on risk and resiliency factors developed from self psychology (3) within epidemiological, social, and intra-psy- CCPX 6332-CCPX 6333. Practicum in Faculty. Permission required. British and chic perspectives. Research findings are con- clinical supervision (1-3) American schools of object relations; discus- sidered within the context of theories of devel- Dr. Wright. Permission required. Seminar and sion of the role of such clinical phenomena opment. supervised practice in the teaching and super- as internalization, splitting, regression, and vision of clinical assessment and intake. projective identification. CCPX 5533-CCPX 5534. Research methods in clinical psychology (3 each semester) CCPX 6335. Practicum in clinical Independent Study and Research CCPX 5533: Professor Bonanno. CCPX 5534: intervention (3-4; 0-1 during summer) Faculty. Permission required. Design, method- Professor Farber. Permission required. For Students may register for intensive individual ology, and artifact in research. Development of second-year doctoral students in clinical psy- study of a topic of special interest. Registration research proposals. Critical review of journal chology, two semesters, 3-4 points each semes- in independent study (CCPX 4900 and CCPX articles. ter. Supervised practice in psychotherapy as 6900) is by permission of the instructor under staff members of the Dean Hope Center. whose guidance the work will be undertaken. CCPX 5535. Research practicum in Credit may range from 1 to 3 points each clinical psychology (2) CCPX 6336. Advanced practicum in clini- term, and registration is not limited to one Faculty. Permission required. Supervised cal intervention (3-4; 0-1 during summer) term. Hours for individual conferences are to research in clinical psychology. Dr. Geller. Permission required. Prerequisite: be arranged. CCPX 6335. For third-year doctoral students CCPX 5539. Clinical assessment: in Clinical Psychology. CCPX 4900. Research and independent The interview (3) study (1-3) Dr. Rosa. Doctoral students in Clinical, Coun- CCPX 6338. Fourth-year practicum in Faculty. Permission required. seling, School Psychology, speech and hearing, clinical intervention (1) learning disabilities, special education, and Dr. Rosa. Permission required. Prerequisite: CCPX 5110. Research apprenticeship (0-2) pre-doctoral students providing intake services CCPX 6336. For fourth-year students in clini- Faculty. Permission required. Involvement as a at the Dean Hope Center. Introductory didac- cal psychology, two semesters, (1 point each research extern in community agencies or as a tic and practice seminar in clinical interview- semester). research assistant to departmental faculty. ing. CCPX 6430. Internship in clinical CCPX 6900. Advanced research and CCPX 5544. Cross-cultural issues in psychology (0) independent study (1-3) psychopathology, resilience, and coping (3) Faculty. For advanced doctoral students in Faculty. Permission required. Faculty. Examination of pathology and clinical psychology. Experience under supervi- resilience in the context of cultural patterns sion in approved mental health agency. One CCPX 7500. Dissertation seminar (0) of coping with developmental lifetasks and year full-time or part-time equivalent. Faculty. Permission required. Development reactions to stress. of doctoral dissertations and presentation of CCPX 6530. Experiential and short-term plans for approval. Registration limited to CCPX 5546. Research perspectives dynamic psychotherapy (3) two terms. on critical social problems (3) Dr. Kentgen. Permission required. For doctoral Professor Midlarsky. Open to master’s and doc- students in clinical, counseling, and school CCPX 8900. Dissertation advisement (0) toral students. Exploration of research based psychology. Focus on theoretical and technical Faculty. Individual advisement on doctoral upon the interface of social and clinical psy- aspects of short-term therapy; key concepts dissertations. Fee to equal 3 points at current chology and development projects. Topics illustrated by clinical material presented by tuition rate of each term. include eating disorders across the lifespan, instructor and students. altruism and mental health, coping with the aftermath of genocide, terror, personal growth in the wake of trauma, and effects of disability on the individual and family.

Teachers College Columbia University 2011-2012 73 2) Learning occurs in a context that requires career objectives, will prepare them appropri- COUNSELING active consideration of individual differ- ately. Depending on their area of concentra- PSYCHOLOGY ences and systemic factors; and tion and level of training, graduates have 3) Professional development is often insepara- found employment in universities, colleges, Director of Training: ble from personal growth. medical schools, elementary and secondary Professor George V. Gushue schools, adult basic education centers, employ- Program Office: (212) 678-3397 Thus, students are continuously exposed to ment and training centers, rehabilitation cen- Website: www.tc.edu/ccp/CounPsych opportunities to examine the connection ters, hospitals, mental health centers, industry, between scientific knowledge and professional senior citizens centers, and community and Degree Offered: practice. To highlight the importance of this government agencies. COUNSELING PSYCHOLOGY (COUN) integration, education and training in theory, Regardless of the eventual work setting, stu- Doctor of Philosophy (Ph.D.) inquiry, and practice occur concurrently throughout the Program. dents in the Program are expected by the end Program Description: of their training to have achieved the follow- The Ph.D. Program in Counseling Psychology The academic curriculum of the Program pro- ing objectives: reflects a scientist-practitioner training model vides students with numerous opportunities to whereby emphasis is placed on preparing pro- develop professional and personal competen- 1. Be capable of engaging in culturally-rele- fessional psychologists who: cies associated with becoming counseling psy- vant and psychologically appropriate psy- (a) are competent in addressing problems asso- chologists. In particular, extensive coursework, chotherapeutic interventions that (a) ciated with the adaptive functioning of practical experiences, and other learning emphasize normal personal and interper- human beings, opportunities allow students to identify their sonal functioning, (b) address dysfunction (b) can successfully apply relevant research strengths and assets with regard to their per- from a strengths-based perspective, (c) con- literature to client concerns, and sonal and professional development, and take sider developmental issues across the life- (c) can contribute to the research knowledge risks to develop new competencies in various span, and (d) consider the role of environ- base. professional roles. The academic curriculum mental and contextual issues in individuals’ also reflects the importance of students (a) lives. Our philosophy is consistent with many of the developing professional identities as a ethical 2. Be competent in conducting research and historical traditions in the field of counseling counseling psychologists, (b) being socialized effectively applying research to their profes- psychology, including (a) the optimal develop- into the profession of counseling psychology, sional work. ment and functioning of individuals, groups, and (c) contributing to counseling psychology 3. Possess the requisite foundations in core and other systems (e.g., institutions, communi- as a specialty discipline as well as to the broad- areas of professional psychology. ties); (b) an appreciation of the strengths and er field of applied psychology. 4. Be ethical scientist-practitioners. uniqueness of individuals; (c) a belief in the 5. Be socialized into the profession and able unbounded potential of human beings; and The Counseling Psychology Program is also to contribute to counseling psychology as a (d) a respect for the integrity of all people. firmly committed to issues pertaining to multi- specialty discipline, as well as to the broader Our training philosophy strongly encourages cultural diversity, and seeks faculty members, field of applied psychology, through students to adopt approaches to client treat- staff, and students who reflect such diversity, research, scholarship, conference presenta- ment that consider the various contexts in including, but not limited to, race, ethnicity, tions, and service. which clients develop and operate. The gender, age, sexual orientation, socioeconomic 6. Demonstrate an understanding of persons, Program also stresses the critical roles of self- status, religious/spiritual orientation, disability groups, and organizations in their environ- exploration and personal reflection as compo- status, and national origin. Moreover, issues mental contexts, including cultural, social, nents of professional development. of human diversity are largely integrated economic, educational, occupational, and throughout the entire curriculum and, indeed, institutional contexts. Central to our training model is the belief that throughout the entire program in that stu- 7. Demonstrate multicultural competence in academic scholarship and research are insepa- dents are actively exposed to numerous oppor- research and practice. rable from professional practice. Hence, the tunities to develop competence in addressing 8. Be able to work in a variety of professional Counseling Psychology Program recognizes the issues pertaining to cultural and identity group practice settings. importance of preparing graduates who mani- membership with various populations. The fest the highest standards of excellence in aca- Program also seeks to create a milieu of Special Application demic or service delivery settings. Throughout growth, collaboration, and collegiality among Requirements/Information: the Program, we emphasize the integration of faculty, staff, and students with regard to An undergraduate major in psychology or one scientific psychology and professional practice respecting and affirming various dimensions of the other social or behavioral sciences is through attention to didactic and experiential of cultural diversity. desirable but not essential. It is expected that learning, synthesizing skill acquisition with the personal statement which accompanies effective use of self, and clarifying personal and Thus the specific goals of the program and the student’s application will show a realistic professional identities. This integrative per- their associated competencies prepare students assessment of the student’s professional inter- spective implies the following assumptions: to work in a variety of settings with emphasis ests and goals, as well as how she/he fits with 1) Learning is an ongoing process and, as a on education (e.g. colleges and universities), the doctoral program’s training objectives. result, students are responsible for being health (e.g., outpatient clinics, hospitals, nurs- cognizant of issues and trends within the ing homes etc.) and related agencies. With the Applicants for the doctoral program are con- profession; help of a Faculty Advisor, students register for sidered for fall admission only. For doctoral required and elective courses, which in light of applicants, all admissions materials must be their previous preparation, special needs, and

74 www.tc.columbia.edu General Information: (212) 678-3000 COUNSELINGCOUNSELING AND AND CLINICALCLINICAL PPSYCHOLOGYSYCHOLOGY received by the final application deadline as The doctorate is granted after successful com- earned is lower than B. Academic dishonesty advertised by the College. See the Admissions pletion of a minimum of 90 points of planned, and unethical behavior may be grounds for section of this bulletin for more information. sequential study beyond the bachelor’s degree, immediate dismissal from the program (mas- of which at least 60 points must be taken at ter’s or doctoral). Specific information regard- Doctoral Program Applications: Teachers College. The doctoral program is ing curriculum requirements are contained in Doctoral applicants must submit all creden- accredited by the American Psychological the Doctoral Student Handbook. In addition tials, along with their scores on the Graduate Association and requires at least five years, to coursework, a number of other academic Record Examination General (Aptitude) Test including the equivalent of four years of aca- experiences are required. by the application deadline. Doctoral appli- demic study beyond the bachelor’s degree cants also are required to submit a copy of a and one calendar year of internship. Doctoral Certification recently completed paper on a topic of interest Candidacy as a doctoral student expires after to them. This may be, but does not have to be, Please note that upon admission to the Ph.D. a certain number of years. Ph.D. candidates a paper submitted to satisfy course require- program in Counseling Psychology, students must complete all degree requirements within ments. Admissions decisions are made once a will receive a Doctoral Student Handbook for seven years of first entering the program (six year. All admissions materials must be received the Ph.D. program in Counseling Psychology years if they have an applicable master’s by the final deadline. See the Admissions sec- which will provide updated policy, program degree or 30 points of advanced standing tion of this bulletin for more information. features, and requirements (The most recent prior to doctoral admission). handbook is available on the program web- Although admission to the Ph.D. program site). The program of study leading to the doc- Counseling Psychology students do not requires final acceptance by the Columbia torate in Counseling Psychology is guided by become official candidates for the degree of University Graduate School of Arts and criteria adopted by the American Psycholo- Doctor of Philosophy until they have passed 1) Sciences, as well as Teachers College, the gical Association for accredited programs in a College-Wide Psychology Research Methods administrative details for this process are professional psychology. Exam, and 2) a Program Comprehensive exam managed via the Teachers College Admissions which includes both a written exam and the Office. Applicants should not submit an appli- The course of studies includes: scientific and submission of a Research Competence project cation to the Graduate School of Arts and professional ethics and standards; psychologi- paper. The written exam covers several areas Sciences. The Graduate School of Arts and cal measurement, statistics, and research in Counseling Psychology, including: (1) theo- Sciences requires that applicants have a bac- design and methodology; knowledge and retical concepts; (2) core psychology course calaureate degree with 90 points of liberal arts understanding of: (a) history and systems of work; (3) clinical interventions; (4) assess- credit. psychology, (b) the biological basis of behavior, ment in career work and personal/social coun- (c) the cognitive-affective bases of behavior, seling; (5) professional issues such as ethics, Preference is given to candidates with excel- (d) the social bases of behavior (e.g., social professional trends, and developments in lent verbal and quantitative skills whose tran- psychology), and (e) individual behavior (e.g., counseling psychology. Cultural issues will be scripts, references, performance in an admis- personality theory and human development), infused into the content questions in the sions interview, and previous work experience intervention strategies and methods of inquiry; exam. In addition, they must satisfy all other suggest that they have the potential to make and preparation to undertake a doctoral disser- requirements for certification prescribed by the a significant contribution to theory, research, tation. Office of Doctoral Studies. Students who fail practice, or policy-making. to take the certification examination at the In developing the necessary mastery of these appropriate point in their studies are subject to Experience has shown that the doctoral pro- areas, the student is expected to be attentive certain penalties. Also there are annual evalu- gram may not be the most appropriate program to the historical roots of counseling psycho- ations done annually to facilitate students’ of study for students who wish to become psy- logy, i.e., the study of individual differences, timely completion of the Ph.D. degree (See chotherapists. Applicants who are so motivat- the vocational guidance movement and the Doctoral Student Handbook for more infor- ed are advised to seek admission to the Ed.M. mental health movement. Similarly, she or he mation). program in Psychological Counseling or to a is expected to be prepared for the probable different doctoral program in professional psy- future of counseling psychology in the areas Practicum and Externship chology. of expertise represented by the faculty, espe- Practicum placements are available both on- cially the influence of social and cultural sys- campus and off-campus. The Dean Hope Degree Requirements: tems (home, family, workplace, and environ- Center for Educational and Psychological The program of study that follows is described ment) on human development and change. Services (CEPS) is an in-house training clinic in terms of full-time study. Some of the courses located at 657 Thorndike Hall. Students may may be taken on a part-time basis. However, In addition to core requirements, courses in petition program faculty to complete pract- full-time study after the first 30 applicable specific and specialized areas of counseling psy- icum placements off-campus and should con- credits is required unless the student can pre- chology are available. Courses in the depart- tact the Fieldwork Coordinator for further sent persuasive evidence that his or her living ment are supplemented by appropriate offer- information. A year-long externship placement and working circumstances have not prevented ings in other programs and departments at may be required of students who do not obtain and will not prevent him/her from taking full Teachers College and Columbia University. sufficient clinical hours during their practicum advantage of the College’s resources. rotations. Certain essential subjects and practica are Please note that satisfactory performance offered only in the morning and early after- in the program is defined as no incomplete Internship noon hours. grades and no courses in which the grade For doctoral students only. Supervised experience in approved and appropriate agencies,

Teachers College Columbia University 2011-2012 75 institutions, and establishments. Students are CCPJ 4065. Career development CCPJ 5020. Racism and racial identity required to petition faculty for internship train- of women (2-3) in psychology and education (3) ing and must be approved to apply for intern- Faculty. Applicability of existing theories Faculty. A review of the debate on the influ- ship. Students must have completed of vocational choice and adjustment to the ence of race and racism on education, mental health, and other social sciences. Introduction all coursework during the academic year career development of women. New and emerging concepts, theories, and research of current theoretical and research develop- in which they are applying for internship. findings. Psychological, sociological, and eco- ments which explore the influence and role of Students must have passed all certification nomic factors which facilitate or impede the racial identity (black and white) in individual and comprehensive examinations as well as career development of women. development and professional practice. have an approved dissertation proposal. CCPJ 4066. Foundations of testing and CCPJ 5025. Group counseling (3) The Dissertation accountability (3) Faculty. Prerequisite: Admission into the For most doctoral students, the completion Faculty. Introduces students to foundational Ed.M. program in Psychological Counseling or Ph.D. program in Counseling Psychology; of course requirements presents few problems. concepts/skills in testing, emphasizing the prin- CCPJ 4064, CCPJ 5371. Students will explore Successful completion of a dissertation is usual- ciples of design, selection, validation, and appropriate use of formal and informal assess- the functions of group counseling in meeting ly less easily managed. Unless carefully planned ment tools for classroom instruction and vari- client needs. Emphasis will be placed on theo- in advance, it can prove a difficult hurdle. ous other practice-based, research, clinical, ry and principles of group process and on Accordingly, the program has several built-in and/or accountability contexts. The course is the development of group skills through par- features designed to facilitate the formulation particularly geared towards educational practi- ticipation in class role-plays and in a group and successful execution of an acceptable dis- tioners and other professionals who use data counseling experience. Attention to the prac- sertation proposal and assistance in completing from assessments to inform their day-to-day tice of effective group leadership will also be the dissertation. These include the completion practices or for research. addressed. of a research competence project, the Disserta- CCPJ 4068. Counseling women (2-3) CCPJ 5060. Assessment in counseling tion Seminar course, and a Review of Research Faculty. Emphasis on the factors that influence psychology (2-3) course. the familial and intrapsychic issues of women. Faculty. The course is designed to provide The integration of theories provides a frame- an overview of the basic principles, theories, COURSES: work for understanding the implications of issues and practices in the field of psychologi- women’s development for counseling and cal testing. Tests of both cognitive and person- Courses at the 4000 level do not usually psychotherapy. ality functioning will be included, with empha- require permission of the instructor and are sis on identification of both problems and open to majors as well as non-majors. Many CCPJ 4160. School counseling for strengths. Special fee: $40. 5000-level courses also are open to non-majors children and adolescents (3) with appropriate background; 6000-level cours- Faculty. Principles and practices in the guid- CCPJ 5061. Assessment in counseling es are usually limited to majors with advanced ance of children and adolescents examined psychology (1-3) standing in the program. See listings below for from a multidisciplinary and multicultural per- Faculty. Open only to doctoral students in prerequisites and limitations on enrollment. In spective with special emphasis on facilitating Counseling Psychology. Students will explore addition to the courses listed below, students developmental processes of school, family, and a range of contemporary issues in testing and should consult the offerings of other psychology community contexts. The role of the Guid- will also receive supervised testing experience programs in this catalog. ance Counselor in developing preventive and in a hospital or clinic. This course is offered in rehabilitative interventions in urban and sub- the spring only for the students who have CCPJ 4000. Multicultural psychopathology urban schools/communities will be considered. completed CCPJ 5060. (3) Special fee: $15. Faculty. Introduces students to the manifesta- CCPJ 5062. Career counseling and CCPJ 4165. Consultation in community tion, etiology, assessment, and treatment of development (3) agencies and resources (2-3) mental disorders. Special attention is paid to Faculty. General concepts of career develop- Faculty. Community services and programs how racial, cultural, gender and other socio- ment and methods of assessment in career in family and personal counseling, health and cultural variables influence the manifestation counseling. This course also highlights various of psychopathology. Discussion of the uses of child care, mental health, career counseling, job placement, and service to the aged. issues related to the career development of DSM in the assessment and diagnosis of mental diverse client populations in light of contem- disorders will be emphasized. CCPJ 4166. Current issues in gerontology porary socio-political phenomena. Materials fee: $40. CCPJ 4061. Principles and practices (2-3) of vocational rehabilitation (2-3) Faculty. Current and emerging emphases in theory, research, and practice. Registration not CCPJ 5063. Psychological and cultural Faculty. History and legislation, principles, aspects of disability and rehabilitation (2-3) settings, major issues. limited to one term. Topics are announced in the course schedule distributed each semester. Faculty. Personality theory and physical disabilities. Personality and environmental vari- CCPJ 4062. Medical aspects of CCPJ 4560. Professional and ethical issues ables in the adjustment and rehabilitation disabilities and rehabilitation (2-3) process. Faculty. Limiting aspects of the major physical in psychological counseling (3) and emotional disabilities. Understanding and Faculty. Professional orientation for Ed.M. students in psychological counseling. Ethics and CCPJ 5064. Marriage and family therapy: using medical knowledge in rehabilitation Theory and practice (3) counseling. professional issues; employment opportunities and work settings (masters only). Faculty. Open to majors in counseling and clinical psychology and to others with appro- CCPJ 4064. Theories of counseling (3) CCPJ 4873. The Winter Roundtable priate backgrounds. The course focuses on the Faculty. Approaches to counseling; theories on cultural psychology and education (1) relationship between self and system. Integra- and research findings; educational, vocational, Faculty. An annual national conference where tive theory models based on systemic thinking and personal counseling; typical problems; top leaders in education and psychology share are explored. Family systems approaches illustrative cases. their expertise. relevant to working with individual adults,

76 www.tc.columbia.edu General Information: (212) 678-3000 COUNSELING AND CLINICAL PSYCHOLOGY children, couples, and families are studied. Fieldwork and Internships agencies, institutions, and establishments. Illustrative cases are presented and discussed. Students are required to petition faculty for CCPJ 5260. Fieldwork in psychological internship training to be approved to apply for CCPJ 5065. Psychology of the undergradu- counseling and rehabilitation (2-4) internship. Students must have completed all ate: Issues for counseling and psychology (3) Faculty. Limited to second-year students in coursework during the academic year in which Faculty. Theory and research on the psycho- Ed.M. program in Psychological Counseling. they are applying for internship. Students would logical development of women and men. Focus Required: Written application by the last have to have passed all certification and com- on intellectual, psychosocial, moral, and voca- Wednesday in September for spring and sum- prehensive examinations as well as to have an tional development with attention to the mer and by the first Wednesday in February approved dissertation proposal. needs of special student groups and to the for fall and permission of the instructor. campus context and climate. Institutional Prerequisites: CCPJ 4064, CCPJ 5025, CCPJ Practica structures and responses. Issues for counseling 5062, CCPJ 5371 and either HUDK 4022, and education. 4023, 4024, or HUDK 5029 (or approved sub- CCPJ 5360. Practicum in career stitutes). Supervised experience in various and personal counseling (4) CCPJ 5161. Counseling and normal aging types of social agencies, rehabilitation agen- Faculty. Limited enrollment. Required: written (2-3) cies, career counseling centers, business estab- application by June 1 for either semester of the Faculty. Exploration of factors impacting on lishments, educational institutions, and facili- next academic year, permission of the instruc- psychological treatment for normative prob- ties serving the elderly. Normally a minimum tor, and concurrent registration for CCPX 5630. lems of later adulthood, such as physical ill- of two semesters is required at 2 points per Prerequisites: CCPJ 4064, CCPJ 5062, CCPJ ness and retirement, and survey of interven- term. Additional points of credit may be added 5371, CCPJ 5025; and either HUDK 4022, tions designed to address these problems. only with the approval of the instructor. 4023, 4024 or HUDK 5029 (or their equivalents). Limited to second-year students (30 or CCPJ 5162. Counseling and psycho- CCPJ 5263. Supervised fieldwork in more points) admitted to the Ed.M. program in pathology in older persons (2-3) elementary school counseling (2-4) Psychological Counseling or doctoral students Faculty. Exploration of factors impacting on Faculty. Limited to second-year students in in counseling psychology. Supervised practice in psychological treatment of serious psychologi- Ed.M. program in Psychological Counseling vocational appraisal and short-term educational cal dysfunctioning in later life, such as senile specializing in elementary guidance. Required: and personal/career counseling. Students work dementia and clinical depression, and survey Written application by the last Wednesday in with clients of the Dean Hope Center. Special of interventions designed to address these September for spring and summer and by the fee: $115. problems. first Wednesday in February for fall and permission of the instructor. Prerequisites: CCPJ CCPJ 5364. Advanced practicum in multi- CCPJ 5164. Multicultural counseling 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371; cultural counseling and psychotherapy (1-2) and psychology (3) and either HUDK 4022, 4023, 4024 or HUDK Faculty. Course will involve a weekly seminar, Faculty. Introduces students to a range of 5029 (or approved substitutes). Normally, a client assignments with individual supervision, approaches used in psychology and other disci- minimum of two semesters is required at 2 and discussion of culturally relevant clinical plines for developing therapeutic interventions points per term. Additional points of credit interviews. Prerequisites: CCPJ 4064, CCPJ across diverse racial, cultural, and linguistic may be added only with the approval of the 5025, CCPJ 5062, CCPJ 5371, and either groups. Examination of culturally indigenous instructor. Special fee: $20. HUDK 4022, or HUDK 4023 or HUDK 4024. perspectives of and approaches to mental Open only to doctoral students in counseling health and healing. Introduction to culturally CCPJ 5265. Supervised fieldwork in psychology. based counseling methods. secondary school counseling (2-4) Faculty. Limited to second-year students in CCPJ 5368. Supervision and teaching CCPJ 5165. Racial-cultural counseling Ed.M. program in Psychological Counseling of counseling (0-2) laboratory (4) specializing in secondary guidance. Required: Faculty. Permission required. Prerequisite: Faculty. Permission and application required. Written application by the last Wednesday in Successful completion of appropriate practica Prerequisites: Admission into the Ed.M. pro- September for spring and summer and by the in individual and/or group counseling. Exper- gram in Psychological Counseling or Ph.D. first Wednesday in February for fall and per- ience in practicum supervision and related program in Counseling Psychology; CCPJ mission of the instructor. Prerequisites: CCPJ teaching activities under the guidance of a 4064, CCPJ 5371, CCPJ 5025, and either 4064, CCPJ 5025, CCPJ 5062, CCPJ 5371; faculty member. Enrollment not limited to CCPJ 5020 or CCPJ 5164. An advanced expe- and either HUDK 4022, 4023, 4024 or HUDK one term. riential skill-oriented and didactic course with 5029 (or approved substitutes). Normally, a limited enrollment (30) intended to provide minimum of two semesters is required at 2 CCPJ 5371. Foundations of counseling (3) insights into the racial, social, and cultural fac- points per term. Additional points of credit Faculty. Permission required. Limited enroll- tors in the development of relationships in may be added only with the approval of the ment. Prerequisite: For majors section, admis- counseling. The course uses a minimum com- instructor. Special fee: $20. sion into the Ed.M. program in Psychological petence model focused on self-exploration and Counseling or Ph.D. program in Counseling the use of counseling skills. CCPJ 6260. Advanced fieldwork (2-6) Psychology, CCPJ 4064 completed or taken Faculty. Permission required. Limited to concurrently; for non-majors section, CCPJ Relevant Courses in Another Department advanced students in the Ed.M. program in 4064 recommended but not required. A lab- Taught by Counseling Faculty Psychological Counseling who have completed oratory experience for counselors and others the regular fieldwork sequence in their area of in the helping professions. Practice in clarify- ITSF 5123. School counseling of bi- concentration. Registration not limited to one ing, understanding, and responding to per- lingual/bicultural children (3) semester. sonal communications. Graduated exercises Faculty. See the Department of International and videotapes are used to develop counseling and Transcultural Studies for course descrip- CCPJ 6460. Internship in counseling and interviewing skills and desirable counselor tion. psychology (0-6) attitudes. Special fee: $30. Faculty. Permission required. For doctoral students in counseling psychology only. Super- vised experience in approved and appropriate

Teachers College Columbia University 2011-2012 77 CCPJ 5372. Foundations of counseling supervision to provide service to clients in the • CCPJ 6573. Cross cultural research (2-3) skills II (3) Dean Hope Center and/or outside agencies. Professor Smith. Faculty. Permission required. Limited Enroll- ment. Continuing laboratory experience for CCPJ 6368. Advanced supervision • CCPJ 6574. Multicultural perspectives on helping professionals in further development and teaching of counseling (0-2) social attitudes, identity, and development of basic counseling skills with emphasis on Faculty. Permission required. Supervision and (2-3) increasing one’s self-awareness and self-reflec- related teaching activities for advanced doc- Professor Miville. tive ability. Practice and experience in attend- toral students under the guidance of a faculty ing, influencing and helping skills through in- member. Registration not limited to one term. • CCPJ 6575. Research models and proce- class discussions, experiential activities, weekly dures with racial/cultural emphases (2-3) journals, and counseling/clinical integration. Seminars Professor Carter. Exploring assets and defenses that may facilitate or hinder therapeutic transactions. CCPJ 5560. Review of research • CCPJ 6576. Prevention, multicultural in counseling psychology (3) training, spirituality, and counseling (0-1) *CCPJ 6330. Basic practicum in individual Faculty. Required of and limited to doctoral Professor Lau. counseling and psychotherapy (2-4) candidates in counseling psychology. Explora- Faculty. Open only to doctoral students in tion of theoretical and methodological appro- • CCPJ 6577. (2-3) counseling psychology. Permission required and aches in counseling psychology. Professor Brewster. enrollment limited. Individual work with clients under supervision on a range of issues and CCPJ 5563. Special topics and issues • CCPJ 6578. (2-3) problems. Personal, social, relationship, educa- in counseling psychology (1-3) Faculty. tional, and vocational adjustment and develop- Faculty. New and emerging developments, mental focus. practices, and concerns in the field are exam- • CCPJ 6579. (2-3) ined and evaluated. Topics are announced in Faculty. CCPJ 6350. Externship in counseling the schedule of classes that is posted online psychology (0-3) each semester. Registration not limited to one CCPJ 7502. Dissertation seminar (1-3) Faculty. Year-long placement in a field-setting term. Faculty. Permission required. Prerequisite: for clinical experience. (Required for doctoral CCPJ 5560 and CCPJ 6572-CCPJ 6579. An students). Students petition to be placed into a CCPJ 6560. Advanced professional issues advanced research course designed to facilitate supervised two-day-a-week training site and see (0-1) the development of doctoral dissertations and individual and group counselors. To apply, Faculty. Students will familiarize themselves presentation of plans for approval at all steps students must complete practicum sequence, with a range of professional issues that affect in the process. Required of all doctoral stu- pass certification/comprehensive examinations, their learning and development as counseling dents before or after an approved proposal. and have completed most coursework. For stu- psychologists and will have the opportunity Registration limited to two terms. For require- dents to be eligible for externship they need to to explore topics not currently available in ments, see section in catalog on Continuous have completed at least two years of course- the curriculum. Limited to doctoral students Registration for Ed.D./Ph.D. degrees. work and three years of practicum. Externships in psychology. involve students applying to affiliated programs CCPJ 7572. Advanced research practicum (i.e., institutions and organizations with which CCPJ 6569. Professional ethics and in counseling psychology (0) we have established affiliation agreements). We standards in psychology (3) Faculty. Permission required. Prerequisite: require students to be on site for at least two Faculty. Ethics and standards of psychological CCPJ 6572-79. This course is a continuation days a week for eight to ten months, that the practice and research. Limited to doctoral stu- of CCPJ 6572-79 and is only open to students students be supervised by a licensed psycholo- dents in psychology. Others by special permis- who have completed two semesters of the pre- gist, and that the students be trained in individ- sion. requisite. ual and group modes of service delivery. CCPJ 6570-CCPJ 6579. Research Independent Study and Research *CCPJ 6360. Practice in psychological coun- practicum in counseling psychology Students may register for intensive individual seling (4 points each for fall and spring) Faculty. Permission of instructor required. study of a topic of special interest. Registration Faculty. Required: permission of the instructor. Students participate in ongoing research under in independent study is by permission of the For advanced doctoral candidates in counseling the direction of a faculty member. Participa- instructor under whose guidance the work will psychology. Course involves a weekly seminar, tion includes formulation of hypotheses, iden- be undertaken. Credit may range from 1 to 3 client assignments with individual supervision, tification of appropriate variables and meas- points each term except for CCPJ 8900 and exposure to a range of theoretical appro- ures, data collection and analysis, and prepara- (Dissertation advisement) and registration is aches to the clinical/counseling interview. Stu- tion of research reports. Students register for not limited to one term. Hours for individual dents register for 4 points each term. two consecutive terms. conferences are to be arranged.

CCPJ 6362. Group practicum (3) • CCPJ 6570. Indigenous Research CCPJ 4902. Research and independent Faculty. Permission required. Students must (0-3) study in psychological counseling (1-3) submit written application by the midterm date Professor Hill. of the preceding semester. Limited to advanced CCPJ 6902. Advanced research and inde- students with appropriate backgrounds in group • CCPJ 6571. Perspectives in career, pendent study in counseling psychology work. Students will practice group counseling cognition and health (2-3) (1-3) skills in selective settings. Professor Gushue. CCPJ 8900. Dissertation advisement (0) CCPJ 6363. Advanced group and • CCPJ 6572. Multicultural competencies Faculty. Individual advisement on doctoral family systems practicum (2) (1-3) dissertation. Fee to equal 3 points at current Faculty. Permission required. Prerequisites: Professor Sue. tuition rate for each term. CCPJ 5025. (Year Course). Advanced group

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

PSYCHOLOGICAL schools, colleges, and universities, etc.), health sidered for fall and spring admission. For mas- (e.g., outpatient clinics, hospitals, nursing ters applicants, all admissions materials must be COUNSELING homes, etc.) and related agencies. In roles as received by the application deadlines as adver- psychological counselors, master’s graduates tised by the College. See the Admissions section Ed.M. Co-Coordinators: will be able to apply their skills in school of this bulletin for more information. Please Professor Robert T. Carter counseling, clinical practice, administration, contact the Admissions Office for further infor- Professor Riddhi Sandil assessment, and research. mation about admission to the Ed.M. program. Program Office: (212) 678-3397 Website: www.tc.edu/ccp/CounPsych With the help of a faculty advisor, students Degree Requirements: register for required and elective courses rele- The Ed.M. is granted after successful comple- Degrees Offered: vant to their special needs and career objec- tion of a special project and 60 points of tives. Depending on their areas of interest planned, sequential study beyond the bachelor’s PSYCHOLOGICAL COUNSELING- and levels of training, graduates have found degree, of which at least 48 points must be MENTAL HEALTH COUNSELING (COUM) employment in colleges, adult education cen- taken at Teachers College. Approval of transfer Master of Education (Ed.M.) ters, industry, various health centers, and com- credits to the Ed.M. program must be conduct- PSYCHOLOGICAL COUNSELING- munity and government agencies. ed upon admission into the program; transfer SCHOOL COUNSELOR (COUS) credits will not be accepted thereafter. The Master of Education (Ed.M.) Students in the program are expected, by the Ed.M. degree could lead to the doctorate at Master of Arts (M.A.)- en passant end of their training, to have the following in Teachers College and elsewhere, but usually PSYCHOLOGICAL COUNSELING common (regardless of their eventual work with some loss of time and credits because of (COUP) settings): differences in emphases between master’s and Master of Education (Ed.M.) • They are concerned with assessing, facilitat- doctoral programs. Students who apply to Master of Arts (M.A.)- en passant ing and guiding individual development. the program during or after taking classes at Their focus is on enhancing those condi- Teachers College as a non-matriculated student Program Description: tions which further human development can transfer up to 9 points (with a maximum of The Program in Psychological Counseling is and on ameliorating those that hamper it. 8 points in the major) if accepted as a matricu- dedicated to the preparation of psychological They help individuals discover and take lated degree student. Additional information counselors who facilitate the normal and opti- advantage of possibilities in the environment may be found in the Master’s Student mal development of individuals, groups, and and in themselves. They are skilled in work- Handbook. organizations that is culturally relevant and ing with individuals from diverse ethnic, psychologically appropriate across the lifespan. racial, cultural, and socioeconomic back- School counseling is one of several areas of Our students are taught to use strategies of grounds. specialization within the Ed.M. program in prevention, intervention, and remediation to • They are concerned with the social, situa- Psychological Counseling (COUS). It is a spe- assist others in developing effective coping tional, and psychological determinants of cialty that allows students to develop appropri- skills and responses to their environments. behavior. They use their theoretical knowl- ate skills to deliver services that are specific to (See Psychological Counseling program hand- edge to bring about growth in individuals school settings, in addition to learning the book for more information.) and their environments. They are concerned essential functions generally found in the coun- with providing individuals and groups with seling profession. The objectives of the program are to prepare experiences that will help them achieve students to: their full potential. A graduate of this specialization is eligible for 1) Be self-aware, reflective, and sensitive to • They are skilled in several modes of facili- provisional certification as a School Counselor social constructions and issues related to iden- tating human development, such as short- in New York State after completing the pro- tity group membership and to participate in term individual and group counseling, envi- gram, including a series of specified courses. a variety of settings with diverse populations; ronmental intervention, and planned explor- Consult the Master’s Student Handbook for 2) Intervene in appropriate arenas through atory and developmental experiences. They more information about the School Counselor their commitment to education, evaluation, are concerned with translating concepts and Specialization. research, and program development; theories into strategies and programs of 3) Focus on the development of individuals intervention. They not only engage in For permanent certification, New York State and groups, their educations and careers, assets designing innovative programs and planned requires two years of employment as a school and strengths, the importance of person-envir- interventions, they also evaluate the out counselor and 30 additional credits of graduate onment interactions, psycho-education and comes of such undertakings. work. The credits from the Ed.M. beyond the preventive needs, as well as their pathologies; M.A. will be applied toward the 30. Students 4) Integrate theory, practice, and research; and Special Application planning to obtain New York State Certification 5) Develop identities as ethical counselors who Requirements/Information: in School Counseling use the en passant M.A. are socialized into the profession and contri- An undergraduate major in psychology or one to apply for provisional certification. Students bute to the discipline and to society. Students of the other social or behavioral sciences is should complete the application for certification are expected to adhere to ethical and profes- desirable but not essential. It is expected that upon graduation from the M.A. program. sional standards of practice and conduct. the personal statement which accompanies Academic dishonesty and unethical behavior the student’s application will show a realistic In 2005, Teachers College received approval may be grounds for immediate dismissal from assessment of the student’s professional inter- from New York State to offer a License- the program (master’s or doctoral). These com- ests and goals, as well as how she/he fits with Qualifying Mental Health Counseling Program (COUM). Along with completion petencies prepare students to work in a variety the master’s program’s training objectives. of required coursework, students can become of settings with emphasis on educational (e.g., Applicants for the master’s program are con-

Teachers College Columbia University 2011-2012 79 eligible for licensure when they complete 3000 • One year of supervised fieldwork: CCPJ Consult the Master’s Student Handbook for hours of post-master’s supervised experience in 5260, Fieldwork in psychological counseling further information about Ed.M. program the practice of mental health counseling and and rehabilitation (6 points total spread requirements. pass a national examination. For information over two or three semesters); CCPJ 5263, regarding licensure, please contact the Office Supervised fieldwork in elementary school A special project is required in addition to the of the Professions, New York State Education counseling (6 points total spread over two 60 points of coursework. Students should plan Department (http://www.op.nysed.gov/mhp.ht). or three semesters); or CCPJ 5265, to complete their project in the same semester Supervised fieldwork in secondary school that they apply for the Ed.M. degree. All students in the Psychological Counseling counseling (6 points total spread over two Ed.M. program (COUM, COUS, and COUP) or three semesters). The Comprehensive Exam, which is a mandatory must take specific required courses in the fol- requirement for obtaining the en passant M.A., is lowing content areas: School counselors (COUS) also are required generally taken in the semester in which 45 cred- • Human growth and development: HUDK to take the following: its are completed. 4022, Developmental psychology: Childhood Elementary (3); HUDK 4023, Developmental psycho- • HUDK 4022, Developmental psychology: COURSES: logy: Adolescence (3); HUDK 4024, Childhood Please refer to course descriptions listed under Developmental psychology: Adulthood and • CCPJ 5263, Supervised fieldwork in elemen- Counseling Psychology. the lifespan (3); or HUDK 5029, Personality tary school counseling development and socialization across the • CCPJ 4160, School counseling for children lifespan (3) or adolescents, or • Social cultural foundations of counseling: • ITSF 5123, School counseling of bilingual/ CCPJ 4873, The winter roundtable on cultural psychology and education (1) and two bicultural children, adolescents, and their of the following: CCPJ 5165, Racial-cultural families counseling laboratory (4); CCPJ 5020, • Child abuse and maltreatment identifica- Racism and racial identity in psychology and tion, reporting and intervention education (3) or CCPJ 5164, Multicultural • Violence prevention and intervention** counseling and psychology (3) • Counseling theory and practice: CCPJ 4064, High School Theories of counseling (3), and CCPJ 5371, • HUDK 4023, Developmental psychology: Foundations of counseling (3) Adolescence • Psychopathology: CCPJ 4000, Multicultural • CCPJ 5265, Supervised fieldwork in second- psychopathology (3); CCPX 5032, Adult psy- ary school counseling chopathology (3); or CCPX 5034, Child psy- • CCPJ 4160, School counseling for children chopathology (3) and adolescents, or • Group counseling: CCPJ 5025, Group coun- • ITSF 5123, School counseling of bilingual/ seling (3) bicultural children, adolescents, and their • Lifestyle and career development: CCPJ 5062, families Career counseling and development (3) • Child abuse and maltreatment identifica- • Assessment and appraisal: CCPJ 5060, tion, reporting and intervention Assessment in counseling psychology (3), • Violence prevention and intervention** and one of the following: HUDM 5059, (Course HBSS 4123 for 3 credits). For Psychological measurement (3); HUDM course information, contact the department 4050, Introduction to measurement (3); or (ext. 3964) for specific dates and times. CCPJ 4066, Foundations of testing and accountability (3) Required courses often are scheduled in the • Research and program evaluation: ORLJ afternoon and evening, so it is possible for stu- 4009, Understanding behavioral research dents with flexible schedules to attend on a (3), and ORL 5522, Evaluation methods I part-time basis and complete the program; (3) however, it should be noted that at times, • Professional orientation and ethics: CCPJ required courses may be offered during the day 4560, Professional and ethical issues in psy- and students must be prepared to make need- chological counseling (3) ed accommodations. Full-time students gener- • Foundations of mental health counseling and ally complete the program in about two years. consultation: CCPJ 5371, Foundations The length of program completion for part- of counseling (3) (also listed under time students varies with the number of points Counseling Theory and Practice), and CCPJ in which they enroll each semester. 4165, Consultation in community agencies and resources (3) In addition to required core courses, students • Clinical instruction: CCPJ 5360, Practicum will be expected to select electives from the in career and personal counseling (4), and various areas of psychology and other appro- CCPX 5630, Case conference (0) priate disciplines that will provide breadth • Recognition and reporting of child abuse and depth to their preparation as counselors. and maltreatment.

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

PSYCHOLOGY social service agencies, non-profits, community The Curriculum: colleges, and hospitals. Completion of the IN EDUCATION M.A. degree does not guarantee admission to GENERAL PSYCHOLOGY TRACK a doctoral program, here or elsewhere, but (36 points total and Special Project) Program Coordinator: outstanding students are likely to be more Dr. Aurélie Athan attractive candidates. A. Required Clinical Courses (18 Program Office: (212) 678-7461 points): Email: [email protected] Special Application Website: www.tc.edu/ccp/psyched/proginfo.asp Requirements/Information: • Students take 18 points of any mas- At least one of the two required letters should ter’s-level (typically 4000- and 5000- Degrees Offered: Two Tracks be an academic reference. The GREs are rec- level) courses in the Clinical Psychology ommended but not required. program plus the three course breadth GENERAL PSYCHOLOGY (PSYG) requirement (see section B.). Master of Arts (M.A.) Applications are considered for Fall admis- • Students are required to complete a sion only. All admissions materials must be Special Project. PERSONALITY AND PSYCHOPATHOLOGY received by the early or final deadlines as • Certain classes may be restricted to (PSYA) advertised by the College. For information on doctoral students only. Please refer to Master of Arts (M.A.) application deadlines, see the Admissions sec- the course schedule to determine which tion of this bulletin. courses are open to M.A. students. Program Description: The Master of Arts degree in Psychology in Degree Requirements: * The degree is 36 credits in total made of 18 Education is designed to provide students with The programs for the Master of Arts (M.A.) or 24 credits within the CCPX department, a foundational knowledge of psychopathology, degree in Psychology in Education require 36 plus the breadth requirement of three (2-3 treatment theories, and research methods. points of coursework and a Special Project. credit) courses outside of CCPX/CPPJ but The program is appropriate both for students The General Track requires 18 points of within TC. Any remaining elective credits who have obtained undergraduate degrees in coursework from any of the classes offered can be applied to courses anywhere in the Psychology and for those with a more limited within the Clinical Psychology program TC or Columbia University & Health Sciences background in the field. Students will have (CCPX). The Personality and Psychopathology campus (a.k.a. cross-registration). the opportunity to develop the critical think- Track is built around a 24-point core of cours- ing skills needed to interpret scientific knowl- es in Clinical Psychology (CCPX). Degree The Curriculum: edge, to review traditional and contemporary requirements may be completed on a full-time treatment models, to engage in innovative basis in a calendar year (two semesters plus PERSONALITY AND PSYCHOPATHOLOGY TRACK research, and to seek out fieldwork opportuni- one or two summer sessions at the end), one (36 points total and Special Project) ties throughout New York City. year and one semester, or the equivalent in part-time study. Many students prefer to A. Required Clinical Courses Students can choose one of two available remain in the M.A. program for more than (24 points): majors, both within the Psychology in Educa- one academic year. Students may take up to tion program: Personality and Psychopathology five years to finish the program. I. Foundations (12 points) (MA-PSYA) or General (MA-PSYG). The • CCPX 4000 Introduction to applied PSYA major is a structured curriculum that In addition to the courses taken within the psychology (3) consists of pre-selected blocks of coursework Program in Clinical Psychology, M.A. stu- • CCPX 5032 Adult personality & to ensure a strong background in the funda- dents in both program tracks must satisfy the psychopathology (3) • CCPX 5034 Child psychopathology (3) mentals of applied psychology. The PSYG College breadth requirement. This consists of • CCPX 5533 Research methods in clinical major consists of the same course offerings but completing 3 classes (2-3 credits each) outside psychology (3) allows students to independently tailor their of the Counseling and Clinical Psychology own curriculum. Both majors prepare gradu- Department (CCPX or CCPJ). The remaining II. Applications & Populations (6 points) ates to become familiar with the multiple points may be taken as electives within the • CCPX 4037 Introduction to cognitive avenues available to them in applied psycholo- department, within TC, or within the behavior therapy (3) gy and will be prepared to confidently pursue Columbia University campus at large. • CCPX 4038 Comparative psycho- higher education or employment in mental therapies (3) health settings. Transfer credits from courses taken outside • CCPX 4040 Introduction to psychological of Teachers College are not accepted toward testing and assessment (3) • CCPX 5045 Psychotherapy, religious During their tenure, students are closely guid- any M.A. program at Teachers College. diversity, and spirituality (3) ed by the Masters Program advisors. Advisors • CCPX 4542 Introduction to contemporary help to clarify students’ academic goals, to All students matriculating in the M.A. psychoanalytic thought (3) gauge progress, and to assist with their profes- Program are given a copy of the Student • CCPX 5033 The evolution of Freud’s sional development. Handbook for the specific academic year in psychological theories (3) which they matriculate. The Handbook out- • CCPX 4032 Assessment and treatment Graduates of this academic M.A. program lines these requirements in detail. The basic of alcohol and chemical are not trained for the independent practice curriculum includes: dependency (3) of psychotherapy or psychological assessment. • CCPX 4060 The psychology of loss & However, with a Master of Arts degree, gradu- trauma (3) ates may find employment in research centers,

Teachers College Columbia University 2011-2012 81 • CCPX 4125 Women and mental • HBSS 4110 Health promotion for health (3) children and adolescents (3) • CCPX 4150 Introduction to forensic • HBSS 4112 Social policy and preven- psychology (3) tion (3) • HBSS 4113 Human sexuality III. Specializations & Innovations education (3) (6 Credits) • HBSS 4117 HIV/AIDS epidemiology • CCPX 4010 Social problems for clinical and education (3) psychologists (3) • HBSS 4121 Death education (3) • CCPX 4036 Psychology of human • HBSS 4122 Women’s health (3) intimacy (3) • HUDK 4015 Psychology of thinking (3) • CCPX 4039 Critical perspectives on non- • HUDK 4021 Developmental psychology: traditional psychotherapies (3) Infancy (3) • CCPX 4120 Psychotherapy through fiction • HUDK 4022 Developmental psychology: and film (3) Childhood (3) • CCPX 4126 The mother-child matrix: • HUDK 4023 Developmental psychology: Developmental and clinical Adolescence (3) implications (3) • HUDK 4024 Developmental psychology: • CCPX 4230 Fieldwork in applied Adulthood/Lifespan (3) psychology (3) • HUDK 4029 Human cognition and • CCPX 4030 Psychology of adjustment (3) learning (3) • CCPX 5020 Emotion, culture, and • HUDK 4080 Educational psychology (3) health (3) • CCPX 5532 Clinical issues: Families from *PSYA students may choose their third diverse backgrounds (3) breadth course from the suggested course list • CCPX 5040 Development and psycho- or from anywhere in the TC catalog. PSYG pathology: Atypical contexts students can independently select all three and populations (3) breadth courses. The Program Coordinator or • CCPX 5546 Research perspectives on the M.A. Program Assistants are available for critical social problems (3) consultation about course selection and about the Special Project. B. Breadth Requirement for PSYA and PSYG majors (6-9 points; CCPX COURSES: 3 courses) Please refer to course descriptions listed under Clinical Psychology. Regardless of track, three out-of-department *Please note: Clinical required and elective courses, (not CCPX and CCPJ) 2-3 points ‘topics’ courses (CCPX 4199) change each each (totaling in 6-9 credits) are required. year. Information about these courses can be This is a TC-wide policy and cannot be found in the M.A. Handbook, but not in the waived. One-credit courses do not count Teachers College Catalog. toward fulfillment of this requirement. Students in the General major (PSYG) can choose ANY three (or more) out-of-department courses. Students in the Personality and Psychopathology major (PSYA) should be guided by the list below in making their choices. The suggested course listing outside of the Department of Counseling and Clinical Psychology is not comprehensive. Please see TC catalog for full list.

1. Research Methods • HUD 4120 Methods of empirical research (3) • ORLJ 4009 Understanding behavioral research (3)

2. Statistics • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3)

3. Suggested courses • HBSK 4073 Childhood disorders (3) • HBSK 4085 Behavioral management in the classroom (3) • HBSK 5031 Family as a context for child development (3)

82 www.tc.columbia.edu General Information: (212) 678-3000 Curriculum and Teaching

CHAIR: Professor Marjorie Siegel 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 87 The Department of Curriculum and Teaching, established in 1938, EARLY CHILDHOOD 89 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 91 ways in which curriculum, teaching, and schooling contribute to social inequalities, and a commitment 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 92 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 93 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 94 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 TEACHING STUDENTS of education that historically has been reserved for children of privilege. Teacher inquiry, critical WITH DISABILITIES 95 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 2011-2012 83 FACULTY: ADJUNCT ASSISTANT PROFESSORS: GENERAL INFORMATION Gayle Allen (Curriculum and Teaching) PROFESSORS: Marcella Bullmaster-Day FOR PROGRAMS IN THE James H. Borland (Curriculum and Teaching) DEPARTMENT OF (Gifted Education) Allison Coviello (Curriculum and Teaching) Lucy McCormick Calkins Raymond Cummings CURRICULUM AND (Curriculum and Teaching, (Curriculum and Teaching) Literacy Education) TEACHING Min Hong (Early Childhood Education) Celia Genishi (Early Childhood Monica White (Curriculum and Teaching) Education) Initial certification and professional certification A. Lin Goodwin (Teacher Education) programs are designed to meet New York State LECTURERS: Sharon Lynn Kagan certification and New York City licensure Lisa Beck (Early Childhood Education) (Early Childhood Education) requirements. Britt Hamre (Inclusive Education, Nancy Lesko (Curriculum and Teaching) Marjorie Siegel Teacher Education) DEPARTMENTAL PROGRAM DESCRIPTIONS Cathy Rikhye (Curriculum and Teaching, (Early Childhood Special Education) MASTER OF ARTS Literacy Education) Nancy Sall (Early Childhood There are two different types of Master of Arts Karen Zumwalt (Curriculum and Teaching) Special Education) programs within the Department of Curriculum (on sabbatical Fall 2011) Sam Shreyar (Early Childhood Education) and Teaching: Initial Certification programs and Jacqueline Simmons Professional Certification programs. ADJUNCT PROFESSOR: (Curriculum and Teaching) Beatrice Fennimore With one exception, initial certification M.A. (Early Childhood Education) programs are designed for people with little or INSTRUCTORS: no teaching experience or preparation who wish Lisa Cederbaum ASSOCIATE PROFESSORS: to become teachers. Programs in this depart- (Early Childhood Education) Thomas Hatch (Curriculum and Teaching) ment leading to initial certification are: Early Mary Coakley (Literacy Specialist) Michelle Knight-Diop Childhood Education, Early Childhood Special Ellie Cook (Curriculum and Teaching) Education, Early Childhood Education and (Elementary Inclusive Education) Celia Oyler (Inclusive Education, Special Education: Dual Certification-Initial, Molly Cutler Teacher Education) Elementary Inclusive Education, Elementary (Elementary Inclusive Education) Molly Quinn (Inclusive Education, Inclusive Education with an extension in Gifted Allison Devoe Curriculum and Teaching) Education, and Dual Certification in Elementary Susan L. Recchia (Elementary Inclusive Education) Inclusive Education and Teaching Students Ellen Ellis (Literacy Specialist) (Early Childhood Special Education) with Disabilities. Chantal Francois (Literacy Specialist) Mariana Souto-Manning Priya Gupta (Early Childhood Education) The Literacy Specialist Program is also an initial (Elementary Inclusive Education) certification program, but is designed for people Hannah Kye ADJUNCT ASSOCIATE PROFESSORS: who already hold initial certification as a teacher Janet Andron Hoffman (Elementary Inclusive Education) in New York State. The Literacy Specialist Pro- Megan Lawless (Early Childhood Education) gram thus enables people who are already certi- (Elementary Inclusive Education) Lisa Wright (Gifted Education) fied teachers to add a new certification area to Sujung Um their professional credentials. Upon completion (Elementary Inclusive Education) ASSISTANT PROFESSORS: of the program and two years successful teaching Alicia Broderick (Inclusive Education, experience, students may receive professional For information about faculty and their scholarly Disability Studies in Education) certification in their first certification area, if and research interests, please refer to the Faculty Daniel Friedrich they meet all other state requirements. section of this bulletin, or visit us at (Curriculum and Teaching) www.tc.edu/faculty. Maria Paula Ghiso (Literacy Education) Professional Certification M.A. programs are Srikala Naraian (Inclusive Education, designed for individuals who are already certified Disability Studies in Education) to teach in New York, or another state, and who Michael Wilson (Inclusive Education) seek a Master of Arts degree in the area of their initial certification: Elementary or Secondary Education, Gifted Education, or Teacher of Stu- dents with Disabilities. Graduates of these programs meet the formal educational requirements for professional certification in the State of New York, provided they meet the state’s requirements (initial certification in the area, successful performance on state tests, and two years teaching experience).

84 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM 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- in the fall, and for a single class session once Analogies Test (MAT) is required for applica- gram to include developing curricula, studying per week in the spring. A student can enroll tion to the Ed.M. program in the Department teaching, designing professional development, for more than this minimum, but C&T 5000 of Curriculum and Teaching. and engaging in action research, all with a must be part of his or her first-year course of focus on challenging inequalities and imagin- study. Admission to programs leading to the Ed.D. ing new possibilities for education. degree is determined on the basis of academic C&T 5000 is designed to make beginning doc- ability as evidenced by success in prior acade- The Ed.M. is a 60-point program, with the toral students aware of important problems mic work and/or other measures of academic possibility of transferring in 30 points from and issues in curriculum and teaching, to aptitude; demonstrable potential for research, relevant graduate study. It does not lead to introduce students to methods of formulating field inquiry, or development activities in edu- New York State certification as teacher or questions and to modes of inquiry appropriate cation; and three years of successful teaching as building administrator. to doctoral-level research, and to build a cohe- or equivalent experience. All applicants are sive student cohort. required to submit Graduate Record Examin- Two years of teaching experience or the equiv- ation (GRE) or Miller Analogies Test (MAT) alent is a prerequisite for admission. An initial This is a rigorous course, with respect to both scores that are no more than five years old, master’s degree is usually required. the quantity and sophistication of the material and are required to submit a writing sample. for which students are held responsible. The The Department of Curriculum and Teaching DOCTOR OF EDUCATION course requires a commitment of time and evaluates Ed.D. applications twice per year. The Department of Curriculum and Teaching effort commensurate with the norms of schol- offers a single Doctor of Education program arship at the doctoral level. All admissions materials must be received by with different areas of concentration. The the early or final deadlines as advertised by the program requires 90 points of graduate study It is our belief that the demands placed on the College. For information on application dead- beyond the baccalaureate, 40 points of which students by this course will benefit students lines, see the Admissions section of this bul- may be transferred from previous graduate and that those who complete the course and letin. work at other institutions, should they meet pass the certification examination will be well requirements of the Teachers College degree. prepared to continue their doctoral studies successfully through the dissertation phase. Applicants interested in the Ed.D. program in Students accepted into the Ed.D. program will the Department of Curriculum and Teaching receive a list of course texts with their accept- should consult the booklet, “Studying for the ance letters so they can begin their reading Ed.D. Degree in the Department of Curricu- early. lum and Teaching,” available from the Depart- ment of Curriculum and Teaching. Departmental Special Application Requirements/Information: The concentrations within the Ed.D. For professional certification M.A. admission, program are: please submit a resume and: (a) proof of early • Curriculum Studies childhood, elementary or secondary school • Early Childhood Education (specialization) teacher initial NYS certification (formerly pro- • Early Childhood Policy visional) or certification from another state, or • Early Childhood Special Education (b) proof that you have completed an accredit- (Concentration within Early ed Elementary, Early Childhood or Secondary Childhood Education) teacher preparation/student teaching program. • Educational Leadership and School Change An undergraduate GPA of 3.0 is a minimum • Gifted Education requirement. Teaching experience is desirable, • Literacy Education but not required. (For admission requirements • Urban and Multicultural Education for the Initial certification M.A. programs, please refer to the appropriate section below.) Doctoral students in all concentrations may also take coursework to prepare themselves as teacher educators.

Teachers College Columbia University 2011-2012 85 MASTER’S AND CERTIFICATION PROGRAMS IN CURRICULUM AND TEACHING

Certification Code Degree Certification Area Prerequisites Teaching Experience Level

Grades 5-9 Special Ed • 3.0 Undergrad GPA Teaching experience Generalist or Grades 7-12 • Admission to Teaching M.A. not required, CUIS-INIT Special Ed English, Biology, Residents at Teachers (38 credits) Prior experience with Chemistry, Earth Science, College (TR@TC) children/learners a plus Physics, Math, Social Studies program***

• 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

Teaching experience not required, • 3.0 Undergrad GPA ELEM-INIT M.A. (40 credits) Elementary 1-6 Prior experience with children/learners a plus

Teaching experience Elementary 1-6 & not required, ELEM-DUAL M.A. (52 credits) Teaching Students • 3.0 Undergrad GPA Prior experience with

INITIAL with Disabilities 1-6 children/learners a plus

• 3.0 Undergrad GPA M.A. Inclusive Teaching experience Elementary 1-6 Commitment to urban, Elementary with not required, ELGF-DUAL plus gifted extension public schools and diverse Gifted Education Prior experience with (52 credits) learners children/learners a plus

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

M.A. (Literacy Literacy Specialist • 3.0 Undergrad GPA Strong preference for those LITI-INIT Specialist) (birth-grade 6) • Initial Certification** with teaching experience, (32 credits) (any teaching credential) 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 additional credits)

• 3.0 Undergrad GPA M.A. Secondary • Initial Certification** CUSD Preferred but not required (32 credits) English, Math, Science, in one of the listed areas 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. *** For more information, please go to the website: www.tc.edu/teachingresidents. 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. However, uncertified elementary or secondary teachers who have a minimum of 3 years teaching experience and are interested in the CUED or CUSD MA programs should consult the respective program coordinators.

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CURRICULUM Special Application • C&T 4114 Multicultural approaches Requirements/Information: to teaching young AND TEACHING Refer to Departmental Special Application children (2-3) M.A. Program Coordinator (Elementary): Requirements/Information section at the • C&T 5037 Literacy, culture, and the teaching of reading (3) Professor Karen Zumwalt beginning of this department section. Uncerti- fied elementary or secondary teachers with a NOTE: New York State now requires that Ed.M. Program Coordinator (Secondary): minimum of 3 years of teaching experience CUED students, first enrolled at TC after Professor Nancy Lesko should consult with the CUED or CUSD pro- February 1, 2011, must have a 3-credit stand- gram coordinator, if interested in these MA alone special education course which develops Program Office: (212) 678-3770 programs. “the skills necessary to provide instruction that Ed.M. Advisors: Professors Thomas Hatch, Degree Requirements: will promote the participation and progress of Michelle Knight, and Nancy Lesko students with disabilities in the general educa- All the Master of Arts programs include field tion curriculum.” If you have had such a stand Email: [email protected] experience or practica. alone 3-credit course in your undergraduate or Email: [email protected] other graduate studies, you have met this Email: [email protected] MASTER DEGREES IN requirement. If you don’t, you should take Website: www.tc.edu/c&t/Curric&Teach CURRICULUM AND TEACHING C&T 4001 for 3 credits. You can use this course to meet your diversity selective require- Ed.D. Program Coordinator: ELEMENTARY PROFESSIONAL Professor Thomas Hatch ment or take it as one of your electives. CERTIFICATION PROGRAM The program supports three shared philoso- Program Office: (212) 678-3765 Social Context Selective Courses—General phical stances (inquiry, curriculum, and social Email: [email protected] (2-3 points) justice) underlying the long standing tradition Students choose one Selective from the of preparing educational leaders. With careful Degrees Offered: following: planning and advising, this 32-point program • C&T 4004 School change (3) can be completed in 12 months starting in the CURRICULUM AND TEACHING (CURR) • C&T 4023 Differentiated curriculum fall term. Master of Education (Ed.M.) for gifted students (2-3) Core Courses (7 points): Doctor of Education (Ed.D.) • C&T 4032 Gender, difference, • C&T 4002 Curriculum theory and curriculum (3) ELEMENTARY EDUCATION- and history (3) • C&T 4161 The teacher: Socio-historical, PROFESSIONAL CERTIFICATION (CUED-PROF) • C&T 4005 Principles of teaching cultural contexts of teaching Master of Arts (M.A.) and learning (4) (2-3) (includes practicum in • C&T 4615 Young children SECONDARY EDUCATION- a classroom setting) PROFESSIONAL CERTIFICATION (CUSD-PROF) and social policy: Issues and problems (2-3) Master of Arts (M.A.) Content/Pedagogy Courses (12 points): • C&T 4121 Early childhood teaching Students are required to take one course strategies within a social Program Description: in each of the following areas: context (2-3) The Program in Curriculum and Teaching is 1. Mathematics designed for teachers, administrators, and 2. Science or Technology Elective Courses (3-5 points) other educators who: (1) have received formal 3. Literacy Students have to take at least one elective professional preparation in preschool through 4. Social Studies (C&T 4052, grade twelve teaching at an accredited college course (minimum 2 points) outside the Designing curriculum and Department of Curriculum and Teaching. or university, and/or; (2) hold, or are eligible instruction (3)— Social Studies to receive, teacher certification. Section) SECONDARY PROFESSIONAL CERTIFICATION PROGRAM Students will have opportunities to become Social Context Required Courses (4 points— expert in such areas as curriculum develop- The program supports three shared philoso- Only offered in the fall semester and must be phical stances underlying the long-standing ment, school change and reform initiatives, taken concurrently): action research and other school-based inquiry tradition of preparing educational leaders. • C&T 4130 Critical perspectives in The overarching intention of the program is strategies, and will gain perspectives on teach- elementary education (3) ing as complex intellectual activity. The over- to assist educators who expect to exert leader- • C&T 4502 Master’s project (1) ship in their school settings and with their col- arching intention of the program is to assist leagues. With careful planning and advising, educators who expect to exert leadership in Social Context Selective Courses—Diversity this 32-point program can be completed in 12 their school settings and with their colleagues. (2-3 points) months starting in the fall term. Students choose one Selective from the Any applicant seeking initial teacher certifica- following: Prerequisite: Initial Certification in Secondary tion should apply for the preservice, or initial • C&T 4000 Disability in contexts (3) Education in one of these areas: Social Studies, certification, M.A. program in Early Child- • C&T 4001 Differentiating instruction in Mathematics, Science, Technology, and English. hood Education or Elementary/Inclusive inclusive classrooms (2-3) Elementary Education. • C&T 4010 Immigration and Core Courses (10 points) Curriculum (2-3) Students are required to take the following • C&T 4078 Curriculum and teaching in urban areas (2-3) courses:

Teachers College Columbia University 2011-2012 87 • C&T 4002 Curriculum theory Social Context Selective Courses–General • C&T 4032 Gender, difference, and and history (3) (2-3 points) curriculum • C&T 4005 Principles of teaching Students choose one Selective course from the • C&T 4121 Early childhood teaching and learning (4) following: strategies within a social (includes practicum in • C&T 4004 School change (3) context a classroom setting) • C&T 4023 Differentiated curriculum • C&T 4161 The teacher: Socio-historical, • C&T 4052 Designing curriculum for gifted students (2-3) cultural contexts of teaching and instruction (2-3) • C&T 4032 Gender, difference, • C&T 4615 Young children and social and curriculum (3) policy: Issues and problems Secondary Content/Pedagogy Courses • C&T 4161 The teacher: Socio-historical • C&T 5074 Curriculum and teaching (12 points) cultural contexts of teaching policy Students are required to take 12 points of (2-3) • Course on culturally relevant pedagogy coursework in content/pedagogy in the depart- • Out-of-Department Courses three Teachers ment and program appropropriate to their area Elective Courses (0-3 points) College courses (minimum of 2-3 points of initial certification. Students will follow the Students have already met the College require- each) content/pedagogy courses set by the particular ment of three courses outside their department, program in one of the following areas: so electives may be taken inside or outside the Integrative Project (1 point) 1. Social Studies Department of Curriculum and Teaching. C&T 5500 (1): An initiating seminar taken in 2. Mathematics the fall semester of the student’s first year of 3. Science and Technology MASTER OF EDUCATION the program. The purpose of this seminar is to 4. English The program of study for Ed.M. students is as initiate a project that will integrate each stu- follows: dent’s learning experiences and expand her/his Social Context Required Courses (4 points— knowledge and practice of leadership. The Only offered in the fall semester and must be • A minimum of 15 points (including the core project may take a number of forms, including taken concurrently): courses) must be taken in the Department an article for publication, a curriculum frame- • C&T 4145 Critical perspectives in of Curriculum and Teaching. Students must work, curriculum development, and action secondary education (3) also complete the College’s breadth require- research. The seminar instructor will be • C&T 4502 Master’s project (1) ment, which consists of three Teachers Coll- responsible for guiding students’ completion ege courses (a minimum of 2 points each) of their integrative projects. The final project Social Context Selective Courses—Diversity taken outside Curriculum and Teaching. will be evaluated by two readers: the seminar (2-3 points) The program does not require an internship, instructor and one other faculty member in Students choose one Selective course from the but one can be arranged as part of the stu- the Department of Curriculum and Teaching. following: dent’s program plan. Students will have up to four semesters follow- • C&T 4000 Disability in contexts (3) ing the seminar (not including summer) to • C&T 4001 Differentiated instruction in Core Courses (9 points) complete the integrative project. inclusive classrooms (3) • C&T 4002 Curriculum theory and • C&T 4010 Immigration and DOCTOR OF EDUCATION curriculum (2-3) history (3) The basic curriculum for Ed.D. students • C&T 4078 Curriculum and teaching • C&T 4005 Principles of teaching and includes: in urban areas (2-3) learning (3 point option, Core Courses: • C&T 5037 Literacy, culture, and the no practicum) • C&T 5000 Theory and inquiry in teaching of reading (3) • C&T 4052 Designing curriculum and instruction (3) curriculum and teaching (6 points fall and 3 points Special Education Course Requirement • Curriculum and Teaching Courses (mini- spring, of the first year) (3 points required depending on previous mum of 6 additional points) Research Core: experience) Social Context Courses (at least 6 credits • HUDM 4122 Probability and statistical inference (3) New York State now requires that CUSD selected from the following) students, first enrolled at TC after February 1, • C&T 4000 Disability in contexts Two (2) research methodology courses rele- 2011, must have a 3-credit stand-alone special • C&T 4001 Differentiating instruction in vant to the student’s research interests. education course which develops “the skills inclusive classrooms Students must complete at least two of the necessary to provide instruction that will pro- • C&T 4010 Immigration and curriculum required research core courses prior to mote the participation and progress of students • C&T 4078 Curriculum and teaching in enrolling in Dissertation Seminar. The third with disabilities in the general education cur- urban areas course may be taken concurrently with riculum.” If you have had such a stand-alone • C&T 4114 Multicultural approaches to Dissertation Seminar. 3-credit course in your undergraduate or other teaching young children graduate studies, you have met this require- • C&T 4145 Critical perspectives in secondary education At least one semester of a research seminar taught by ment. If you don’t, you should take C&T 4001 a member of the department faculty is also required. for 3 credits. Also, if you need to take C&T • C&T 5037 Literacy, culture, and the 4001, you will have to take the C&T 4052: teaching of reading • C&T 4004 School change Research Requirements: Designing Curriculum and Instruction for 2 • C&T 7500 Dissertation seminar in points. • C&T 4023 Differentiated curriculum for gifted students curriculum and teaching (3)

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Other courses are selected in consultation with The course of study in Dual Certification: Early • C&T 4132 Learning and teaching an advisor. Childhood Education/Early Childhood/Special in the primary Concentrations include: Education (ECSE-DUAL) leads to initial certi- reading/writing classroom • Curriculum Studies fication as both an Early Childhood Education (or equivalent) (3) • Early Childhood Education (specialization) teacher and a Teacher of Students with Disabi- • HBSS 4116 Health education for • Early Childhood Policy lities in Early Childhood (birth-8 years). Stu- teachers (1) • Early Childhood Special Education: dents must complete at least 48 points in order • HUDK 4027 Development of mathematical thinking (3) (Concentration within Early to obtain the Master of Arts degree and the Childhood Education) department’s recommendation for initial dual Foundation Courses • Educational Leadership and School Change certification. • A&HH 4070 History of education in • Gifted Education Students in these programs are prepared to the U.S. (or equivalent) (3) • Literacy Education teach in diverse and inclusive environments, • C&T 4001 Differentiating instruction • Urban and Multicultural Education including homes, schools, and other community in inclusive classrooms (2) settings, which serve children from birth to age • C&T 4114 Multicultural approaches EARLY CHILDHOOD 8 and their families. Child-centered and cultur- to teaching young children (2) EDUCATION ally sensitive practices are emphasized through- • C&T 4119 Issues and interdisciplinary out the program, focusing on the need for mul- methods for working with Program Coordinators: tiple methods of instruction to accommodate a parents of young children Professor Celia Genishi and broad range of learners. Through a curriculum (2) (or equivalent) Professor Susan Recchia that integrates general and special early childhood education content, we aim to enable our Culminating Project: Program Office: (212) 678-3860 initial certification students to become out- Students complete an integrated portfolio over Email: [email protected] standing early childhood teachers, decision the course of the program reflecting their Email: [email protected] makers, and intellectual and ethical leaders. growth as an early childhood teacher. Website: www.tc.edu/c&t/ChildSpecEd Honoring the importance of understanding children’s development and learning in context, MASTER OF ARTS Degrees Offered: the Master of Arts program emphasizes collabo- Course requirements for M.A. students seeking ration with families and other professionals and initial certification as teachers of students with EARLY CHILDHOOD EDUCATION- considers policies that affect families’ access to disabilities in early childhood (birth–8 years): INITIAL CERTIFICATION (ECED-INIT) desirable services, especially in urban settings. Master of Arts (M.A.) Our students participate in several field experi- Core Courses ences, which serve as the foundation from • C&T 4080 Risk and resilience in EARLY CHILDHOOD EDUCATION/SPECIAL which theories about development, learning, early development (2) EDUCATION-INITIAL CERTIFICATION (ECSE-INIT) and curriculum come to life and through which • C&T 4112 Integrated curriculum Master of Arts (M.A.) teachers begin to construct their professional in early childhood (6) practice. • C&T 4302 Supervised practicum in EARLY CHILDHOOD EDUCATION- SPECIAL the educational assessment EDUCATION/DUAL CERTIFICATION- INITIAL Degree Requirements: of young children with (ECSE-DUAL) exceptionalities (3) Master of Arts (M.A.) MASTER OF ARTS • C&T 4308 Field experiences in Course requirements for M.A. students seeking early childhood/early- EARLY CHILDHOOD EDUCATION (ECED) initial certification as early childhood teachers childhood special Master of Education (Ed.M.)* (birth–8 years): education (2) Doctor of Education (Ed.D.) • C&T 4708 Student teaching- infancy *Early Childhood Policy only Core Courses and early childhood (two • C&T 4080 Risk and resilience terms) (6) Program Description: in early development (2) • C&T 5118 Infant and toddler • C&T 4112 Integrated curriculum development and Master of Arts in early childhood practice (3) There are three initial certification programs in education (6) Early Childhood Education: • C&T 4308 Field experiences in Methods Courses early childhood/early • A&HM 4022 The artistic lives of The course of study for the M.A. in Early childhood special young children (2) Childhood Education (ECED-INIT) leads education (2) • C&T 4131 Language and literacy to initial certification in Early Childhood • C&T 4708 Student teaching- infancy in the early childhood Education (birth-8 years). The course of study and early childhood curriculum (3) for the M.A. in Early Childhood Special Edu- (two terms) (6) • C&T 4132 Learning and teaching cation (ECSE-INIT) leads to initial certifica- • C&T 5118 Infant and toddler in the primary tion as a Teacher of Students with Disabilities, development and reading/writing classroom Early Childhood (birth-8 years). practice (3) (or equivalent) (3) • HBSS 4116 Health education for Students with backgrounds in elementary edu- Methods Courses teachers (1) cation or with no previous coursework in edu- • A&HM 4022 The artistic lives • HUDK 4027 Development of math- cation must complete at least 40 points in of young children (2) ematical thinking (3) order to obtain the Master of Arts degree and • C&T 4131 Language and literacy • Special education elective (2) the department’s recommendation for initial in the early childhood certification. curriculum (3)

Teachers College Columbia University 2011-2012 89 Foundation Courses Foundation Courses promise of the ability to develop modes of • HBSE 4001 Teaching students with • A&HH 4070 History of education in inquiry suitable to the field’s complexities. disabilities in inclusive the U.S. (or equivalent) Combining rigorous methodological, concep- classrooms (2); or (3); and tual, and practical interdisciplinary experi- • C&T 4001 Differentiating instruction in • C&T 4001 Differentiated instruction ences, the program is designed for those inter- inclusive classrooms (2); and in inclusive classrooms (2-3); ested in shaping the policy agenda for young • C&T 4083 Working with families of or children and their families. It is predicated on young children with disa- • HBSE 4001 Teaching students with the principle that undergirding all policy work, bilities (2); or disabilities in inclusive candidates must have thorough understand- • C&T 4119 Issues and interdisciplinary classrooms (2); and ings of both substantive content (early child- methods for working with • C&T 4083 Working with families of hood practices, pedagogy, and theory) and parents of young children (2); young children with or disabilities (2); or research skills. While the focus of this program • C&T 4615 Young children, families, and • C&T 4119 Issues and interdisciplinary is on U.S. early childhood policy, there will be social policy (2-3) methods for working with opportunity for international and comparative parents of young children work. Culminating Project: (2); Early Childhood Special Education Students complete an integrated portfolio • C&T 4114 Multicultural approaches The Department of Curriculum and Teach- over the course of the program reflecting to teaching young children (2) ing offers a doctoral concentration in Early their growth as an early childhood teacher. • C&T 4615 Young children, families, Childhood Special Education, within the and social policy (2-3) Early Childhood Education specialization. Dual Certification Program in Early This concentration prepares students for Childhood/Early Childhood Special Education Culminating Project: careers related to leadership and advocacy in (Code: ECSE-DUAL) Students complete an integrated portfolio over the field, research and scholarship, and higher Course requirements for M.A. students seeking the course of the program reflecting their growth education and teacher preparation programs. initial dual certification as both early childhood as an early childhood teacher. Core courses emphasize theory and founda- teachers and teachers of students with disabili- tions in general and special early childhood ties in early childhood (birth–8 years): education and research methods and training. MASTER OF EDUCATION Seminars and advanced practica focus on Early Childhood Policy Core Courses special topics in the field. Opportunities for The Master of Education (Ed.M.) with an Early • C&T 4080 Risk and resilience in involvement in faculty-sponsored research Childhood Policy concentration is designed to early development: and professional development activities are give students a firm grounding in early child- Birth-8 years (3) an integral part of the program concentration. • C&T 4112 Integrated curriculum hood pedagogy, programs, and practice as well in early childhood (6) as in policy analysis and policy making related Special Application • C&T 4302 Supervised practicum to young children and their families. Students Requirements/Information: in the assessment of will combine theoretical knowledge with prac- Three programs leading to the Master of Arts young children with tice in the policy field; they will also become degree and initial certification in early child- exceptionalities (3) familiar with an array of policy issues impacting hood and early childhood special education • C&T 4308 Field experiences in contemporary child and family life. While the are available through the Department of early childhood/early focus of this work is on U.S. policy, there will be Curriculum and Teaching: Early Childhood childhood special opportunity for international and comparative Education, Early Childhood Special education (2) work as well. • C&T 4708 Student teaching- infancy Education, and dual certification in Early Childhood General and Early Childhood and early childhood (two DOCTOR OF EDUCATION terms) (6) Special Education. Admission to each of these (EARLY CHILDHOOD EDUCATION) programs is determined on the basis of aca- • C&T 5308 Advanced practicum- At the doctoral level, the specialization in Early demic ability and promise as an early child- infancy and early child- Childhood Education prepares candidates for hood educator as evidenced by prior academic hood (2-3) college teaching, research, policy, and other • C&T 5118 Infant and toddler work, letters of reference, and the applicant’s leadership positions in early childhood educa- development and practice (3) own personal statement of purpose. tion. The program is highly selective, aiming to identify and train individuals whose prior educa- Methods Courses Admission to programs leading to the Ed.D. tion and experience, whether or not it has been • A&HM 4022 The artistic lives of degree is determined on the basis of academic specifically in the field of early childhood, gives young children (2) ability as evidenced by success in prior aca- promise of the ability to develop modes of • C&T 4131 Language and literacy demic work and/or other measures of aca- inquiry suitable to the field’s complexities. in the early childhood demic aptitude; demonstrable potential for curriculum (3) research, field inquiry, or development activi- Early Childhood Policy • C&T 4132 Learning and teaching ties in education; and three years of successful The Doctor of Education (Ed.D.) concentration in the primary reading/ teaching or equivalent experience. All appli- in Early Childhood Policy prepares candidates writing classroom cants are required to submit Graduate Record for leadership positions, college teaching, and (or equivalent) (3) Examination (GRE) or Miller Analogies Test research in early childhood policy. The concen- • HBSS 4116 Health education for (MAT) scores that are no more than five years tration is highly selective, aiming to identify teachers (1) old, and are required to submit a writing sam- • HUDK 4027 Development of and train individuals whose prior education ple. The Department of Curriculum and mathematical thinking (3) and experience, whether or not it has been Teaching evaluates Ed.D. applications twice • Special education elective (2) specifically in the field of early childhood, gives per year.

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All admissions materials must be received by Core Courses: Other courses are selected in consultation the early or final deadlines as advertised by • C&T 5000 Theory and inquiry in with an advisor. the College. For information on application curriculum and teaching deadlines, see the Admissions section of this (6 points fall and 3 points ELEMENTARY INCLUSIVE bulletin. spring, of the first year) • C&T 5513 Seminar in early childhood EDUCATION Degree Requirements: education I (3) • C&T 5514 Seminar in early childhood Acting Program Coordinator: education II, or one addi- Dr. Britt Hamre MASTER OF EDUCATION tional 6000-level research (EARLY CHILDHOOD EDUCATION seminar (3) Program Office: (212) 678-3695 POLICY CONCENTRATION) Email: [email protected] The basic curriculum for the Early Childhood Research Requirements: Website: www.tc.edu/c&t/ChildEdPre Education Policy Concentration consists of • C&T 7500 Dissertation seminar in three course categories which include: curriculum and teaching I (3) Degree Offered: A total of 45 points that must be taken at • HUDM 4122 Probability and ELEMENTARY INCLUSIVE EDUCATION- Teachers College. First, a set of courses in statistical inference (3) INITIAL CERTIFICATION (ELEM-INIT) Curriculum and Teaching will provide the Two (2) research methodology courses rele- Master of Arts (M.A.) foundation for early childhood pedagogy vant to the students’ research interests. and practice (15 points). Second, courses in Program Description: Human Development will provide analytic Students must complete at least two of the This program prepares teachers to teach all policy training and focus (15 points). A third required research core courses prior to children, particularly in urban contexts. The set of course options (15 points) is selected in enrolling in dissertation seminar. The third course of study emphasizes curriculum devel- consultation with an advisor. course may be taken concurrently with Dissertation Seminar. opment for heterogeneous classrooms, critical Departmental Requirements: multiculturalism, teaching for equity and • C&T 4005 Principles of teaching Other courses are selected in consultation social justice, and an inquiry approach to and learning (3) with an advisor. (See Department website teaching and learning. Because the program • C&T 4113 Early childhood methods for further information.) prepares teachers for inclusive classrooms, it is and programs (3) possible to add on an additional 12 points in • C&T 4121 Early childhood teaching DOCTOR OF EDUCATION critical special education and be recommend- strategies within a social (EARLY CHILDHOOD EDUCATION ed for the additional certification: Teaching context (3) POLICY CONCENTRATION) Students with Disabilities. (See next section • C&T 5513 Seminar in early childhood The basic curriculum for Early Childhood for details.) education I (3) Education Policy concentration includes: • C&T 5514 Seminar in early childhood This is a 40-point M.A. initial program for education II (3) or Required Departmental Core: applicants with little or no teaching experi- • C&T 6502 Studies in curriculum • C&T 5000 Theory and inquiry in ence or preparation who are seeking certifica- and teaching (3) curriculum and teaching tion at the elementary level, grades 1-6. The (6 points fall and 3 points M.A. initial program includes a professional Policy Concentration Requirements: spring, of the first year) student-teaching sequence from September • HUDF 4000 Education and through May. public policy (3) Required Research Core: • HUDF 5645 Policy seminar I (3) • C&T 5502 Introduction to qualitative Students may complete the program on a • HUDF 5646 Policy seminar II (3) research in curriculum and full-time or part-time basis; students have • HUDM 4122 Probability and statistical teaching (3) or the option to complete the program with an inference (3) or • HUDF 5645 Policy seminar I (3) accelerated schedule (an academic year plus • C&T 5502 Introduction to qualitative • C&T 7500 Dissertation seminar in preceding and following summer sessions) research in curriculum and or to extend their program over 2-5 years. teaching (3) curriculum and teaching I (3) • HUDM 4122 Probability and statistical Students planning to student teach are • C&T 6408 Advanced internship: Infancy required to file a Declaration of Intention to and early childhood (3) inference (3) • HUDM 5122 Applied regression analysis (3) Student Teach (available from the Program Office) by April 1 prior to the fall term in Electives: which they plan to begin student teaching. Beyond the core courses, students’ programs Required Early Childhood Policy Concentration: A non-refundable deposit of $150.00 is also are individually planned with their advisors, required. Two courses are required to be taken based on their professional goals and interests. • C&T 5513 Seminar in early childhood education I (3) before beginning the professional sequence: C&T 4143 and C&T 4000. DOCTOR OF EDUCATION • C&T 5514 Seminar in early childhood (EARLY CHILDHOOD EDUCATION education II (3) or New York State and the Initial Program SPECIALIZATION AND EARLY CHILDHOOD • C&T 6502 Studies in curriculum require that degree/teacher certification candi- SPECIAL EDUCATION CONCENTRATION) and teaching (3) dates complete a distribution of liberal arts The basic curriculum for Ed.D. students • HUDF 4000 Education and public coursework at either the graduate or under- includes: policy (3) • HUDF 5430 Internship (3) graduate levels. This includes a minimum of

Teachers College Columbia University 2011-2012 91 6 points in each of the following domains: Special Application ELEMENTARY INCLUSIVE English, Mathematics, Social Science, Science, Requirements/Information: EDUCATION AND and two-term length courses in a language All admissions materials must be received by other than English (proven proficiency may the early or final deadlines as advertised by the TEACHING STUDENTS substitute for coursework in language). In College. Those who complete their applications WITH DISABLITIES addition, those seeking New York State certifi- after the early deadline may not have the (DUAL-CERTIFICATE PRESERVICE PROGRAM) cation must demonstrate knowledge of tech- opportunity to begin student teaching in their nology and experience in the arts. first year, even if admitted. For information on Program Coordinators: This requirement can be satisfied by: application deadlines, see the Admissions sec- Dr. Britt Hamre and Professor Celia Oyler 1. Transcript review of coursework taken tion of this bulletin. prior to entering Teachers College; Program Office: (212) 678-3695 2. Elective coursework taken at Teachers Degree Requirements: Email: [email protected] College either as a part of or in addition The basic curriculum for M.A. Elementary Website: www.tc.columbia.edu/C&T/ to the 40 points required for the degree; Preservice students includes: Child-EdPre/index.asp 3. Graduate or undergraduate coursework • The Integrating Core, which includes such taken elsewhere, in consultation with facul- topics as teaching methods, teaching in Degree Offered: ty, while completing the Teachers College urban and culturally diverse settings, curricu- degree; these would be in addition to lum development, multicultural education, ELEMENTARY INCLUSIVE EDUCATION AND Preservice Program degree requirements; alternative models of teaching, and classroom TEACHING STUDENTS WITH DISABILITIES- 4. Successful completion of the College Level management and organization (designated INITIAL DUAL CERTIFICATION (ELEM-DUAL) Examination Program (CLEP) test can be C&T 4123, C&T 4726, and C&T 4124.) Master of Arts (M.A.) substituted for coursework in a second lan- Students complete the Integrating Core con- guage, or in each of the liberal arts subjects. currently with the student teaching semes- Program Description: ters. In addition to the Integrating Core, The dual certification program is designed for Please note that for states other than New which accounts for approximately half of the students who do not hold any teaching certifica- York, requirements for certification may be dif- 40 points required, the following courses are tion. This 52-point M.A. program builds upon ferent. It is up to the student to be aware of required for certification and the master’s the 40-point Elementary Inclusive Program. any additional provisions. Contact the applica- degree: After completing the 40-point program, stu- ble State Education Departments for current • One course in educational foundations dents enroll in a special one semester critical certification requirements. (2-3)*, philosophical, historical, sociological, special education core which offers capstone child development, etc. courses toward the Teaching Students with • C&T 4143, Multicultural social studies in the Disabilities certification (grades 1-6). elementary and middle schools (3) • Two courses in methods of teaching literacy The program prepares teachers for co-teach- (3): C&T 4132 and C&T 4133 to be taken ing, planning differentiated curriculum, work- in conjunction with student teaching ing in diverse cultural contexts, collaborative • One literacy elective team planning, and community-based student • One course in methods of teaching mathe- advocacy and problem-solving. This focus builds matics (3): MSTM 5010, Mathematics in the upon the foundation in equity, social justice, elementary school and multicultural pedagogy from the Elementary • One course in methods of teaching science Inclusive Program. • C&T 4000, Disability in contexts (3) • HBSS 4116, Health education for teachers The requirements for this program are the same for the Elementary Inclusive Program, * Students with appropriate undergraduate with one exception: instead of a literacy elec- courses in these areas may be eligible for a tive, students in the dual certification program waiver of these requirements. Minimum point are required to enroll in an assessment course: requirements for the degree will not be re- C&T 4301. (Please note the requirements and duced. Please consult with faculty. deadlines for the Elementary Inclusive Program • C&T 4000 and C&T 4143 must be taken are the same for the dual certification program.) prior to student teaching. Critical Special Education Core: • C&T 4311 Disability studies practicum: School based (3) • C&T 5080 Access to full participation in schools (3) • C&T 5905 Discourses in disability (3) • C&T 5081 Collaborative communication in cultural contexts (3)

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GIFTED Special Application Program to receive the New York State exten- Requirements/Information: sion in gifted education along with their initial EDUCATION Admission to programs leading to the M.A. elementary education certification by including degree is determined on the basis of academic 12 credits in gifted education in their course Program Coordinator: ability as evidenced by success in prior academic of study. Students who choose this option com- Professor James Borland work and/or other measures of academic aptitude plete an additional semester of student teaching and demonstrable potential for excellence in (3 credits) in a gifted education setting, which Program Office: (212) 678-3765 teaching or development activities in education. can be an inclusive setting, along with three Email: [email protected] The Graduate Record Examination (GRE) or courses in gifted education. This is a 52-point Website: www.tc.edu/c&t/GiftedEd Miller Analogies Test (MAT) is not required for M.A. program. admission to the M.A. programs. The Depart- Degrees Offered: ment of Curriculum and Teaching evaluates Students who are interested in entering this pro- M.A. applications three times per year. For gram can choose this option either when they GIFTED EDUCATION EXTENSION apply for admission to the Elementary Inclusive CERTIFICATION (GIFT-EXT) information on application deadlines, see the Admissions section of this bulletin. Education Program, by designating the extension Master of Arts (M.A.) on their applications, or by informing Professor Borland and Professor Oyler of their intention to ELEMENTARY INCLUSIVE EDUCATION- Professional Certification Program leading to the Extension in Gifted Education pursue the extension once they have matriculat- INITIAL CERTIFICATION WITH GIFTED EXTENSION ed in the Elementary Inclusive Education (ELGF-DUAL) (32 points): Program. Master of Arts (M.A.) The Nature of Giftedness (7-12) Since the extension program combines course Please note: The Ed.D. with a concentration and requirements from the Elementary Inclusive Required Courses: in Gifted Education is available through Curri- Education Program and the Program in Gifted • C&T 4021 Nature and needs of gifted culum and Teaching (see page 87). Education, advisement is provided by the faculty students (2-3) of both programs. Faculty in the Program in • C&T 4026 Exceptionality and intelligence Program Description: Gifted Education advise students on matters (2-3) related to courses in gifted education, student Students who are interested in gifted educa- • C&T 5506 Seminar in gifted education (3) tion have two options on the M.A. level at teaching in gifted education, and the culminating project. Teachers College. Elective Course: • C&T 4025 Educating young potentially If students have any questions about the exten- Those with no background in education can gifted children (2-3) sion program, they should get in touch with obtain the extension in gifted education as Professor Borland at [email protected]. well as certification as an elementary school Teaching Gifted Students (6-8) teacher through the Elementary Inclusive Course Requirements for the 48-credit Education Program with the gifted extension Required Courses: Gifted Education Extension (ELGF-DUAL). This option allows students in • C&T 4023 Differentiated curriculum for the Elementary Inclusive Education Program gifted students (2-3) Foundation and Methods Courses: to receive the New York State certificate • C&T 4022 Instructional models in the edu- • C&T 4000 Disability, exclusion, extension in gifted education along with their cation of gifted students (1-2) and schooling** (3) initial elementary education certification by • C&T 4024 Planning and implementing • C&T 4143 Multicultural social including 12 credits in gifted education in programs for gifted students (3) studies** (3) their course of study. Students who choose this • MSTC 5010 Math methods (3) option complete an additional semester of stu- Out-of-Program Requirements (9-16) • MSTC 4040 Science methods (3) dent teaching (4 credits) in a gifted education Additional courses to be determined in consultation • HBSS 4116 Health education setting, which can be an inclusive setting, with your advisor. for teachers (1) along with three courses in gifted education. • Varies Educational foundations See program description below. Field Placement (3) (philosophy/social science • C&T 4702 Student teaching-giftedness (3) The M.A. certification program in the in education or child • C&T 5302 Advanced practicum- development) (2) Education of Gifted Students (GIFT-EXT) is giftedness (3) designed for students who have graduated Student Teaching Semesters: from an accredited teacher education program Culminating Project (0) and who hold an initial teaching certificate. • C&T 4123 Core: Inclusive curriculum A culminating project, arranged in consultation with and instruction (fall) (3) Graduates of the program are recommended your advisor, that demonstrates your ability to integrate for the New York State certificate extension in • C&T 4123 Core: Inclusive curriculum your theoretical knowledge with practical problems and development (spring) (3) Gifted Education. Thus, completion of this issues in gifted education. program provides students with both certifica- • C&T 4726 Professional lab experience tion in gifted education and knowledge relat- Degree Requirements: (year-long course) Practica and student teaching (8) ing to the nature, needs, and pedagogy of gift- Elementary Inclusive Education Initial • C&T 4702 Student teaching: ed students that contributes to greater effec- Certification with Gifted Extension tiveness as a teacher in a variety of situations. (48 points) Giftedness (3) • C&T 4133/2 Literacy methods (fall and spring) (6) The gifted education extension option allows students in the Elementary Inclusive Education • Varies Literacy elective (2)

Teachers College Columbia University 2011-2012 93 Gifted Education Courses intern in both high-need and state-of-the-art LITERACY SPECIALIST schools, apprentice with mentor teachers, Nine credits from any of the following: (BIRTH–GRADE 6) research staff development and school reform, • C&T 4021 Nature and needs of gifted and participate in any of more than 100 full- students (2-3 credits) Program Coordinators: day conferences offered each year. • C&T 4022 Instructional models in Professors Lucy Calkins and Marjorie Siegel the education of gifted Candidates who wish to research and improve students (1-3 credits) Program Office: (212) 678-3931 or 3401 their own literacy teaching or serve in leader- • C&T 4023 Differentiated curriculum Email: [email protected] or ship positions to help others do the same are for gifted students [email protected] encouraged to apply, as are those who intend (2-3 credits) Website: www.tc.edu/c&t/Literacy to engage in scholarly work and continue their • C&T 4024 Planning and implementing education through the doctoral level. programs for gifted students Degree Offered: (3 credits) Special Application • C&T 4026 Giftedness and intelligence LITERACY SPECIALIST- Requirements/Information: (2-3 credits) INITIAL CERTIFICATION (LITI-INIT) All admissions materials must be received by Master of Arts (M.A.) the early or final deadlines as advertised by Each student’s academic progress is reviewed the College. For information on application by the faculty of the Program in Gifted Educa- Program Description: deadlines, see the Admissions section of this tion and the Elementary Inclusive Program. The M.A. in literacy education is a 32-point bulletin. Students must achieve average grades to con- program leading to New York State certifica- tinue in the program. Specifically, this means tion as a Literacy Specialist. This program is Degree Requirements: that one must have a “B” average in all cours- designed to immerse the literacy educator Students may enroll in the program full-time es to be allowed into student teaching. If a stu- in an intense study of practice, theory, and or part-time. The basic curriculum for M.A. dent receives any course grade of less than a research. The eventual goal is to equip each students includes: “B-,” he or she must meet with faculty. participant to assume a leadership role in liter- Core: Required of all students (23 points) acy education. The program regards the teach- During the Elementary Inclusive Education ing of reading and writing as complex under- • C&T 4138 Teaching literacy in Program student-teaching year, students must takings, and strives to equip its students to achieve a grade of “B-” or better in Core and the early years (2-3) teach well. Students investigate individual lit- must receive a “Pass” on their fall student • C&T 4139 Constructing critical eracy learning, group literacy learning, teacher teaching portfolio in order to continue onto readers (2-3) development, community partnerships, institu- the spring semester. • C&T 4151 Teaching of writing (2-3) tional change and other contemporary and • C&T 4200 Fieldwork in curriculum Culminating Project: political issues facing literacy education. The and teaching (6) The culminating project in the Gifted Educa- program assumes that teachers’ own literacy 3 credits fall; 3 credits spring tion Extension Program in the Elementary work will be a source of knowledge and inspi- • HBSK 4072 Theory and techniques Inclusive Education Program consists of a pro- ration in their teaching. Students write cre- of reading assessment fessional-development portfolio. This portfo- atively as well as professionally, participate in and intervention (3) lio documents a student’s professional growth their own reading clubs, and keep portfolios of • C&T 4140 Literature for younger as an educator over a period of time of his or their own reading and writing development. children (2-3) or her choosing but which must include the peri- The TC faculty in literacy has a long history of • C&T 4141 Literature for older od in which he or she is a student at Teachers social action with areas of special interest that children (2-3) College. The student is responsible for design- include content area literacies, curriculum • C&T 5037 Literacy, culture, and the ing, compiling, managing, and submitting the development in reading and writing, children’s teaching of reading (2-3) portfolio to Professor Borland as a requirement literature, school reform, ethnographic studies for graduation. of literacy, teacher development, process Master’s Action Research Project: approaches to reading and writing, and the Required of all students (1 point) impact of class, race, and gender on literacy • C&T 4502 Master’s project (1) learning. Students participate in challenging courses, engage in readings, learn from men- Completion of Master’s Action torships, and conduct their own action- Research Project research projects in which they demonstrate their abilities to synthesize theory and practice Out of Program Selectives: Required of all and to weave the two throughout their indi- students (4-6 points) To satisfy the college vidual work. breadth requirement, students must complete two Teachers College courses in addition to Teachers College students enrolled in the HBSK 4072, which is part of the core. (A Literacy Specialist program have the opportu- course for this purpose is defined as one in nity to work with the Teachers College Read- which a minimum of 2 points is earned outside ing and Writing Project– a think-tank and pro- the program). fessional development organization that works • A&HE 4052 Adolescents and in field-based ways with schools throughout literature (3) New York City and the nation. Students can

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• A&HL 4001 Sociolinguistics and TEACHING STUDENTS while completing the Teachers College degree; education (3) these would be in addition to Preservice • A&HT 4077 TESOL classroom WITH DISABILITIES: Program degree requirements; 4. Successful practices (3) LEARNING DISABILITIES completion of the College Level Examination Program (CLEP) test can be substituted for • ITSF 4013 Literacy and (GRADES 5-9 OR 7-12) development (2-3) coursework in a second language or in each • ITSF 4015 Introduction to Program Coordinator: of the liberal arts subjects. computers, language, Dr. Britt Hamre and literacy (2-3) (Acting, 2010-2011 School Year) Special Application • ITSF 4028 Teaching literacy in Requirements/Information: bilingual settings (3) Program Office: (212) 678-3695 Acceptance to the program requires strong • MSTU 4049 Technologies and Email: [email protected] academic credentials, articulate and thought- literacies (2-3) ful writing, strong and relevant professional or Website: www.tc.edu/teachingresidents academic references, and a clear fit between Within-Department Selectives: Required program goals and the goals expressed by the of all students (4 points) applicant. At a minimum, applicants should Degree Offered: have a GPA of 3.0 or above and evidence a Students must select at least two courses TEACHING STUDENTS WITH DISABILITIES- commitment to educational equity and diversi- from the following list: LEARNING DISABILITIES (CUIS) ty. We look for prior experience working with • C&T 4858 Institute: Teaching of Master of Arts (M.A.) children and/or youth. reading (3) • C&T 5800 Institute: Teaching of Program Description: Degree Requirements: writing (1, 3, 6) The Teaching Students with Disabilities: Either: Learning Disabilities Program is both a gradu- • A&HH 4076 History of urban education • C&T 4137 Literacy and learning in ate program and a professional course of study. • C&T 4200 Fieldwork in curriculum the content areas (2-3) or This rigorous academic program is designed and teaching • C&T 4842 Institute: Content area primarily for those who have no (or minimal) • C&T 4052 Designing curriculum literacies (2-3) formal preparation or coursework in education and instruction and are beginning their study of teaching. The • C&T 4000 Disability in context program leads to an M.A. degree and New • HBSK 4072 Theory and techniques York State teacher certification. of reading assessment and intervention The M.A. in Teaching Students with Disabili- • C&T 5037 Literacy, culture, and the ties: Learning Disabilities is a 38-point pro- teaching of reading gram leading to New York State certification • C&T 4001 Differentiating instruction for grades 5-9 (Generalist) or 7-12 (Subject in inclusive classrooms Area Specialization). • C&T 5080 Access to full participation in schools This program prepares teachers to teach all • C&T 5081 Collaborative communication children, particularly in urban contexts. The in cultural contexts New York State and the Teaching Students • C&T 4047 Socio-cultural approaches With Disabilities Program require that degree/ to teaching students with teacher certification candidates complete a learning disabilities distribution of liberal arts coursework at either • C&T 4501 Teaching and learning in the the graduate or undergraduate levels. This multicultural classroom includes a minimum of 6 points in each of the • 1 credit workshop on Special Education Policies following domains: English, Mathematics, and Laws Social Science, Science, and two-term length • 1 credit workshop on Assistive Technologies courses in a language other than English • Student teaching/residency (proven proficiency may substitute for course- • Completion of Master’s action research project work in language). In addition, those seeking New York State certification must demonstrate COURSES: knowledge of technology and experience in C&T 4000. Disability in contexts (3) the arts. Inclusive Education Staff. For students preparing to be both general and special-education This requirement can be satisfied by: teachers. Exploration of the historical, legal, 1. Transcript review of coursework taken prior cultural, and social/emotional experiences and to entering Teachers College; representations of the characteristics of people 2. Elective coursework taken at Teachers across the full range of disabilities. The course College either as a part of or in addition to focuses on life contexts, including education, the 38 points required for the degree; family (caregiver), employment, and indepen- 3. Graduate or undergraduate coursework dent living as well as lifespan transitions. It taken elsewhere, in consultation with faculty, draws on a wide range of interdisciplinary scholarship and ways of knowing.

Teachers College Columbia University 2011-2012 95 C&T 4001. Differentiating instruction niques, and meeting the needs of gifted learn- C&T 4080. Risk and resilience in in inclusive classrooms (2-3) ing in the regular classroom. early development (2-3) Inclusive Education Staff. For students prepar- Professor Recchia and Dr. Sall. A first course ing to be both general and special-education C&T 4025. Educating young potentially in child development, pre-birth through age teachers. This course is designed to foster gifted children (2-3) 8, within a family context. Primary focus is on collaborative, problem-solving relationships Dr. Wright. Examination of theories and prac- the impact of risk and disability on develop- among general and special education teachers tices relevant to the education of the young mental outcomes, and those factors that pro- and student families in designing and model- (preschool through second grade) potentially mote resilience in young children, with and ing inclusive pedagogies and practices for gifted child with particular focus on talent without disabilities, and their families. diverse learners. It also overviews the class- development, differentiated curriculum, non- room uses of assistive instructional technolo- traditional identification techniques, at-risk C&T 4083. Working with families of gies and other accommodations in a laboratory children, and parent education. young children with disabilities (2-3) format. Professor Recchia or faculty. This course offers C&T 4029. Creativity: Its nature and current and historical perspectives on the role C&T 4002. Curriculum theory and history nurture (2-3) of families in the lives of young children with (3) Faculty. An examination and critical appraisal special needs, with a focus on family struc- Professor Lesko. The nature and design of of theories of creativity, test development to tures, resources, and concerns. Students will educational activities: theory, research, and measure creativity, and methods designed to explore strategies for facilitating partnerships practice of curriculum design. enhance the creativity of children and adults. between families and professionals that support the developmental and educational needs C&T 4004. School change (3) C&T 4032. Gender, difference, and of young children with disabilities. Professors Hatch or Knight. Major themes curriculum (3) include state of the field regarding school Professor Lesko. This course offers a multifac- C&T 4112. Integrated curriculum in early change, schools as social organizations, the eted, interdisciplinary introduction to thinking childhood education (full-year course) (6) individual in the organization, theories of about school curricula, policies, and practices Professors Genishi, Recchia, Shreyar, Dr. Sall, change, and implementation strategies and as gendered. Gender will not be considered in and faculty. A two-semester course focused processes. isolation but as interwoven and complicated on integrated theories and methods in ECE/ with cultural, racial, religious, class, and sexual ECSE. Will incorporate historical and socio- C&T 4005. Principles of teaching identities, among others. The course materials cultural contexts, emphasis on physical and and learning (3-4) will move beyond the identification of the interpersonal environments in early childhood Faculty. Examination of the relationships problems to examine various efforts to create settings, centrality of play, social studies and among teaching, learning, and assessment; gender-sensitive curricula and programs. science, adapting curricula for full range of teaching as a profession; and schools as com- abilities from infancy through grade 2. plex social organizations. C&T 4047. Socio-cultural approaches to teaching students with learning disabilities C&T 4113. Early childhood methods C&T 4020. The environments of (2-3) and programs (3) school (2-3) Planning and implementing sociocultural, mul- Faculty. Comparative study of traditional, cur- Faculty. Space, objects, and territoriality; ticultural, and inquiry-based procedures for rent, and innovative program models designed school and classroom size; the environment as teaching students with substantial academic for children from birth through 8 years of age. hidden curriculum; risk and stress in school; difficulties and for monitoring that instruction interrelationship of the cognitive, social and in a range of school environments. Emphasis is C&T 4114. Multicultural approaches to physical conditions and outcomes of schools on classroom discourse and includes both oral teaching young children (2-3) and classrooms. and written language instruction. Faculty. Analysis of major curriculum models for learning in young children through use of C&T 4021. Nature and needs of gifted C&T 4051. Supervision for elementary culturally and environmentally-derived con- students (2-3) and secondary schools (2-3) tent. Professor Borland or Dr. Wright. Psychological Faculty. Theory and practice of supervision in factors, personal and social, affecting identifi- elementary and secondary schools. Emphasis is C&T 4117. Play: The roots of competence cation and development of gifted children and on the role of the supervisor in improvement in young children (3) youth; implications for education, counseling of instruction and curriculum development. Faculty. The origins of play and related aspects and guidance. Students practice techniques for improving of development with implications for practice. supervisory skills through role playing, case C&T 4022. Instructional models in studies, and analysis of teaching. Attention C&T 4119. Issues and interdisciplinary the education of gifted students (2-3) given to creating programs for continuous pro- methods for working with parents of young Professor Borland. A review and application of fessional growth of elementary and secondary children (2-3) special instructional systems for educating the school teachers, paraprofessionals, and leader- Dr. Hoffman. Issues such as separation, prob- gifted. Special attention devoted to frame- ship personnel. lematic behaviors, and assessment are exam- works developed by Bloom, Gordon, Parnes, ined in the development of interdisciplinary Renzulli, Stanley, Tannenbaum, and Taylor. C&T 4052. Designing curriculum and strategies for working with parents of young Course also offered as summer workshop instruction (2-3) children, with and without disabilities. C&T 4822. Professors Lesko, Goodwin, Zumwalt, and staff. Sessions are taught by an interdisciplinary Application of models for designing curriculum team of faculty and invited speakers from spe- C&T 4023. Differentiated curriculum and instruction. Students design curriculum in cial education, clinical psychology, early child- for gifted students (2-3) collaborative groups. hood education, psychiatry, pediatrics, and Dr. Wright. This course examines the charac- social work. teristics of appropriate and defensible curricu- C&T 4078. Curriculum and teaching lum for gifted children and youth. Particular in urban areas (2-3) C&T 4121. Early childhood teaching emphasis is placed on instructional strategies, Professor Knight. Analysis of social context and strategies within a social context (2-3) curriculum theories, flexible grouping tech- resources for curriculum and teaching in urban Faculty. Exploration of the teaching strategies areas. used in early childhood education through 96 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM ANDANDTTEACHINGEACHING analysis of the social contexts out of which C&T 4133. Learning and teaching in the development in social studies including a criti- they have arisen. Emphasis on assimilation intermediate reading/writing classroom (3) cal examination of content and methodology, and application of differing strategies through Professors Calkins and Siegel. Permission current practices and issues, state, and profes- workshop format. required. Examines strategies for teaching, sional 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 (2-3) 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 (2-3) writing development, research on writing, cur- in elementary inclusive education (3) Professor Siegel. Introduction to theory, riculum development, methods of teaching Inclusive Education Faculty. 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 (2-3) 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 C&T 4160. Supervision in initial teacher problem solving skills. Special fee: $100. who are English language learners and children education programs (2-3) experiencing difficulty with school literacy. Faculty. Theory and practice of supervision of C&T 4124. Curriculum development Emphasis on alternative models of designing student teachers. This course will help students in elementary inclusive education (3) literacy curricula, selection and use of materi- develop supervisory skills through case studies, Inclusive Education Faculty. Permission als (including technologies), and methods of role playing, and analysis of teaching. required. Continuation and extension of C&T assessing and teaching decoding, spelling, flu- 4123, with an emphasis on curriculum design ency, text use, and comprehension. C&T 4161. The teacher: Socio-historical, issues, standards, and multi-level curriculum cultural contexts of teaching (2-3) development. Students work in teams to C&T 4139. Constructing critical readers Professor Zumwalt or faculty. Exploration of develop multi-grade/age curriculum. (2-3) what it means to be a teacher through analysis Professors Calkins and Siegel. Prerequisite: of historical studies, teacher autobiographies, C&T 4130. Critical perspectives in C&T 4138. Examination of theory and prac- proposals for change, and personal reflection. elementary education (2-3) tice on teaching reading in intermediate grade Focus questions are: What is a good teacher? Professor Zumwalt or faculty. Required for all classrooms. Consideration of curriculum What is a professional teacher? Prerequisite: professional certification M.A. students (ele- design, assessment practices, teaching methods PreK-12 teaching experience. mentary). Co-requisite: C&T 4502 (section and children’s literature. Emphasis on curricu- 1). Examination of issues related to contempo- lar structures and strategies for teaching com- C&T 4200. Fieldwork in curriculum rary elementary education in the United prehension and critical analysis of fiction and and teaching (1-4) States from the perspective of teacher as a nonfiction texts. Faculty. Permission required. Majors work under reflective practitioner and curriculum maker, guidance. Students should have had previous with a focus on teaching for social justice. C&T 4140. Literature for younger coursework with their supervising staff member Designed to complement students’ master’s children (2-3) and should select a problem relating to this action research projects. Faculty. Critical study of literary trends and work. materials for children in prekindergarten, C&T 4131. Language and literacy in kindergarten, and early grades. Consideration C&T 4301. Formal assessment of the early childhood curriculum (3) of developmental issues and reader response exceptional students (2-3) Professor Genishi. Introduction to research theory relating to young children. Faculty. Permission required. Participation in and practices related to early communication educational assessment of referred children. and literacy in early childhood settings (birth C&T 4141. Literature for older Analysis of observational and standardized test through grade 2). Focus will be on children children (2-3) data; formulation of educational enrichments, whose first language is English, as well as Professor Calkins. The course integrates theory accommodations, and modifications. Conducted English language learners, and on curricula and practice for teachers. Topics include writ- in the Dean Hope Center for Educational and and adaptations for full range of learners. ing development, research on writing, models Psychological Services or in appropriate commu- (3 credits toward state literacy requirement). for responding to and evaluating student writ- nity facilities. Course meets double sessions. ing, and classroom methods for teaching the Lab fee: $150. C&T 4132. Learning and teaching in writing process in elementary classrooms. the primary reading/writing classroom (3) C&T 4302. Supervised practicum in the Professors Calkins and Siegel. Permission C&T 4143. Multicultural social studies in educational assessment of young children required. Examines principles of literacy learn- the elementary and middle school (1-3) with exceptionalities (2-3) ing in young children and introduces theories, Inclusive Education Faculty. Permission Dr. Rikhye or faculty. Permission required. practices, and materials for teaching reading/ required. Teaching, learning, and curriculum Prerequisite: C&T 4080. Participation in educa- writing in primary grades. tional assessment of young children with excep- Teachers College Columbia University 2011-2012 97 tionalities. An introduction to formal and informal tion in community, school, and agency pro- shape current policy; current issues in national assessment strategies and their applications to grams and a weekly seminar on campus. educational reform; and the role of the federal work with young children. Analysis of observa- government in shaping educational policy. tional and test data; formulation of educational C&T 4726. Professional laboratory interventions. Lab fee: $150. experiences/student teaching (year-long) C&T 4900. Research and independent in elementary education (4-6) study: Curriculum and teaching (1-8) C&T 4308. Field experiences in early child- Inclusive Education Faculty. Permission Faculty. Master’s degree students undertake hood/early childhood special education (2) required. Students must begin in the fall term. research and independent study under the Professor Recchia or faculty. A practicum for Students engage in an intensive field place- direction of a faculty member. students in the Early Childhood initial certifica- ment under the sponsorship of a classroom tion program that serves as a prerequisite for teacher with supervision shared by the cooper- C&T 5000. Theory and inquiry in student teaching. Field experiences will relate ating teacher and Teachers College staff mem- curriculum and teaching (Total of 9 to work in other courses and be paired with an bers. The experience begins with a three-week points, 6 points fall and 3 points spring) ongoing seminar designed to respond directly practicum period, followed by a ten-week stu- Faculty. Required of and limited to first- to issues as they arise in field placements. dent teaching experience; students spend a year Ed.D. students in the Department of minimum of 3 1/2 days in the classroom each Curriculum and Teaching; must be taken in C&T 4311. Advanced practicum— week. Assignments to classrooms provide an both the fall and spring semesters. Introduction teaching students with disabilities (3) emphasis on education for both younger and to and exploration of important problems and Inclusive Education Faculty. Permission required. older children in a range of urban settings, issues in curriculum and teaching, methods of Part-time practicum in New York City schools, including opportunities in the College’s formulating questions, and modes of inquiry coupled with critical special education core Professional Development Schools. Offered in appropriate to doctoral-level research. classes. Co-requisites: C&T 5080, 5081, and conjunction with C&T 4123 and C&T 4124. 5905. Students applying to student teach must file a C&T 5006. Readiness for school: Declaration of Intention to Student Teach by Pedagogical and political issues (3) C&T 4501. Teaching and learning in the April 15th prior to the fall term. Professor Kagan. Course examines different multicultural classroom (0-2) conceptions of school readiness, focusing on Faculty and staff. Student diversity (character- C&T 4729. Professional laboratory challenges faced by practitioners and policy ized by gender, race, ethnicity, language, special experiences/student teaching (semester- makers. Participants will examine different needs, and sexual orientation) is examined in long) in elementary education (4-6) approaches to the implementation and assess- relation to decisions about methodology, curricu- Inclusive Education Faculty. Permission ment of readiness. lum, instructional materials, student grouping, required. Students engage in an intensive field home-school-community relationships, and placement under the sponsorship of a class- C&T 5023. Giftedness and intelligence: teachers’ professional growth and development. room teacher with supervision shared by the Theoretical approaches (2-3) cooperating teacher and Teachers College staff Professor Borland. Theories of cognition as C&T 4502. Master’s project (0-1) members. The experience begins with a three- they relate to the issues of intelligence and Professors Knight, Lesko, Zumwalt, or faculty. week practicum period, followed by a ten- creativity presented as a basis for conceiving of Permission required. Required for M.A. week student teaching experience; students students as exceptional and for differentiating students in the Curriculum and Teaching spend a minimum of 3 1/2 days in the class- their curriculum. Program. Students work to develop proposals room each week. Assignments to classrooms to initiate required Master’s action research provide an emphasis on education for both C&T 5024. Planning and implementing project. younger and older children in a range of urban programs for gifted students (3) settings, including opportunities in the Professor Borland. Examination of factors C&T 4503. Problems: Curriculum and College’s professional development schools. affecting planning and implementation of pro- teaching—independent study (1-3) Students applying to student teach must file a grams for the gifted, components of gifted pro- Faculty. Permission required. Majors work indi- Declaration of Intention to Student Teach by grams, and systems approach to program plan- vidually or in small groups with a staff member. April 15th prior to the fall term. ning. Students develop written program plans Students should have had previous coursework for specific settings. with their supervising staff member and should C&T 4842. Institute: Content area select a problem relating to this work. literacies (2-3) C&T 5036. Child and family policy (2-3) Professor Siegel. Introduces K-12 teachers to a Professor Kagan. Course provides a foundation C&T 4615. Young children and social toolkit of theories and practices to aid them in of knowledge concerning the role of child and policy: Issues and problems (2-3) rethinking and redesigning literacy practices family perspectives in informing public policy. Dr. Fennimore. Overview of social policy used in teaching mathematics, science, social towards young children as it affects classroom studies, and other content areas. C&T 5037. Literacy, culture and the practice and professional goals. Situations such teaching of reading (2-3) as child abuse, divorce and custody, student C&T 4858 Institute: Teaching of Professor Siegel. Examines current practices classification, and foster care are examined. reading (1 or 3) of reading instruction in light of theory and Professor Calkins. Designed to help teachers research on literacy as a social, cultural, and C&T 4702. Student teaching—giftedness (3) of grades K-8 develop a theoretical framework political practice. Emphasis on intersections Dr. Wright. Observation and student teaching. for the teaching of reading and a repertoire of of class, race/ethnicity, gender, and sexuality Permission required. Course requires 3-5 days a strategies for enhancing students’ independ- as critical axes for understanding culturally- week for participation in community, school, ence and skills as readers. specific language and literacy practices, and and agency programs and a weekly seminar on as a basis for re-imagining reading instruction campus. C&T 4899. Federal Policy Institute (3) rooted in the experiences of students. Professor Kagan. The Federal Policy Institute C&T 4708. Student teaching—early child- (FPI) is designed to give students a first-hand C&T 5042. Special topics in children’s hood (2-3) opportunity to meet with key policy leaders literature (2-3) Dr. Rikhye or faculty. Observation and student around the most crucial, contemporary policy Faculty. Study of specific genres or curricu- teaching. Permission required. This two-course issues. Key themes will include: the enduring lum issues in children’s literature. Topics are sequence requires 3-5 days a week for participa- values of American education and how they 98 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM ANDANDTTEACHINGEACHING announced in course schedules distributed each needs, and the role of transdisciplinary sup- tive research, with focus on case studies in semester. Registration not limited to one term. ports within the context of recent demograph- classrooms and schools. ic, social, political, and economic changes in C&T 5053. Staff development processes our society. Public and private sector responses C&T 5513-C&T 5514. Seminar in early and procedures (3) to newly emerging issues, the dilemmas posed, childhood education (3) Faculty. Concepts and practices related to staff and recommended solutions. Evaluations of Professors Genishi and Recchia. Required of development, professional education, and orga- the adequacy of the responses to the demand all second-year doctoral students in early nizational improvement. Attention given to for child care, and the nature, characteristic, childhood education and early childhood spe- applications of staff development using institu- and quality of the supply. Invited speakers cial education and open to other post-master’s tional cooperation, organizational dynamics, and present perspectives from education, health students with permission. Examination of research on teacher training. Designed for prin- and mental health, government, business, the underlying issues and currents in early child- cipals, supervisors, curriculum directors, and community, advocacy, and communication. hood education, with formulation of initial others concerned with staff and program devel- research plans. opment to deal with change in their own institu- C&T 5114. Development of multicultural tional contexts. curriculum for the early years (2-3) C&T 5515. Infancy research seminar (1-6) Faculty. Exploration of dynamics of curriculum Professor Recchia. Permission required. C&T 5074. Curriculum and teaching development for young children from three Research in infant development is facilitated policy (3) through eight years of age. Participants will and coordinated through exploration of a Faculty and staff. Prerequisite: C&T 4004. design a curriculum using principles of curricu- variety of research methods within a seminar Examination of the theoretical and political lum construction and a multicultural, inclu- format. bases of curriculum and teaching policies and sive philosophy. Prerequisite: C&T 4114 or their influences on school organizations and equivalent. C&T 5800. Institute: Teaching of writing teaching practices. Explores the policy-making (1, 3, or 6) process from policy design through implemen- C&T 5118. Infant and toddler development Professor Calkins. The focus of the institute tation. and practice (2-4) will be on the teaching of writing with the par- Professor Recchia. Permission required. ticipants also working on their own writing. C&T 5080. Access to full participation Theory is related to practice and research with There will be a combination of large group in schools infants, toddlers, and families. Students partic- presentations, small interactive sessions, and Professor Naraian. This course is designed to ipate in classroom practice and meet for week- writing workshops. Separate sections will be offer an in-depth understanding of issues that ly seminar on-site at the Rita Gold Early offered for advanced participants. A partial list frame the participation of students with disabili- Childhood Center. Enrollment is for one or of topics to be covered includes: the central ties in various educational settings. It will criti- two semesters. role of planning and curriculum development cally examine the legal and structural framework in the teaching of writing, methods for holding that regulates the education of students with C&T 5302. Advanced practicum— our students accountable for doing their best disabilities. This course will explore current ped- giftedness (1-6) work, classroom structures that support agogical practices within the field of special edu- Professor Borland and Dr. Wright. Permission inquiry and collaboration, and using literature cation, while it simultaneously seeks to build the required. Guided experiences for advanced to help students craft their writing. The tool-kit of teachers to meet the needs of stu- students in Giftedness. Supervised group field Institute is appropriate for elementary and dents with varying kinds and degrees of educa- visits. Initial internships arranged. Students secondary teachers. tional needs. This will involve a critical exami- submit reports analyzing experiences. nation of classroom structures for participation C&T 5902. Independent study— that have traditionally been made available to C&T 5308. Advanced practicum— giftedness (1-4) students with disabilities as well as the explo- infancy and early childhood (1-6) Professor Borland. Permission required. ration of alternate ones that can facilitate the Professors Genishi, Recchia and faculty. Qualified students work under guidance on learning and development of a diverse student Permission required. Students engage in action practical research problems. Proposed work body. research at their practicum sites. must be outlined prior to registration; final written report required. C&T 5081. Collaborative communication C&T 5321. Practicum in early childhood in cultural contexts (3) education: Curriculum development, C&T 5905. Seminar in disability studies Inclusive Education Faculty. This course is observation, and assessment in early in education (2-4) designed for students taking the Inclusive childhood (3-4) Professor Broderick. Permission required. Elementary Disability Studies Core, as well as for Faculty. Permission required. Supervised pro- Students work in small groups under guidance students in the CUED program with a Disability fessional field experiences in early childhood on practical problems related to teacher-as- Studies Concentration. This course will explore, settings. Emphasis on emerging issues and scholar practitioner, teacher-as-classroom from a disability studies perspective, strategies refinement of practice. researcher, and teacher-as-change agent. for developing effective communication and Emphasis on ethical practices for diverse interpersonal interaction skills appropriate for C&T 5323. Supervision and the organiza- learners. Special fee: $25. both collaborative and consultative relationships tion of programs for families with young in schools. Focus will be on the development of children (3) C&T 5908. Independent study— these skills in interactions with both school pro- Faculty. Prerequisites: C&T 5118. Assessment infancy and early childhood (1-4) fessionals and family members of students. procedures, supervision, and social policy are Professor Recchia and faculty. Permission Particular attention will be paid to the develop- related to the development and administra- required. Qualified students work under guid- ment of these skills in ways that are responsive tion of programs for families with infants and ance on practical research problems. Proposed and relevant to diverse students. toddlers. work on research problems must be outlined prior to registration; final written report C&T 5112. Issues in child care and C&T 5502. Introduction to qualitative required. education: Infancy through school age (2-3) research in curriculum and teaching (2-3) Faculty. An examination of such issues as inclu- Professors Genishi, Knight, and Siegel. sion, equity, effects of welfare reform, training Introductory seminar on methods in qualita-

Teachers College Columbia University 2011-2012 99 C&T 6200. Field study in designing C&T 6508. Advanced seminar— tuition rate for each term. For requirements, curriculum and instruction (1-3) infancy and early childhood (3) see section in catalog on Continuous Registra- Faculty. Permission required. Field experiences Professors Genishi and Recchia. For doctoral tion for Ed.D. degree. in relation to designing, conducting, and eval- students in early childhood, early childhood uating programs in curriculum and instruction. special education, and related fields. Recent Continuing Education developments in theory and research as related C&T 6259-C&T 6260. Fieldwork in to current issues in the field. C&T 4802. Models of curriculum preservice teacher education (1-4) and teaching (non-credit or 1) C&T 6532. Seminar in reading/language Professor Goodwin or Genishi. An institute C&T 6400. Internship program in arts and related research (3) focusing on current issues in curriculum and curriculum research (1-6) Professors Calkins and Siegel. Permission teaching, such as innovative models of teach- Faculty. Permission required. Firsthand experi- required. Open only to advanced master’s ing or curriculum development in specific set- ence in a center where curriculum research is and doctoral students with a specialization in tings. Topics vary and institute may be taken in progress. literacy or a related area who have completed more than once for credit. recent methods courses in literacy. In-depth C&T 6405. Advanced internship— study and discussion of trends and issues in C&T 4822. Instructional models in the edu- learning disabilities (1-6) literacy development and instruction. cation of gifted students (non-credit, 1 or 2) Faculty. Permission required. Postmaster’s Professor Borland. What should gifted stu- level. Intensive professional internship C&T 6533. Advanced study of children’s dents learn? How can we differentiate the cur- designed to meet individual student’s needs. literature (3) riculum for gifted learners in order to meet Students submit reports analyzing experiences. Professor Calkins and faculty. Permission their special needs more effectively? These and required. Issues and problems relating to the other questions will be addressed in this three- C&T 6408. Advanced internship— formulation of knowledge about children’s day workshop devoted to the discussion, infancy and early childhood (1-6) literature. analysis, and evaluation of instructional mod- Professors Kagan and Recchia. Permission els designed or adapted for gifted students. required. Post-master’s level. Intensive profes- C&T 6551. Seminar in supervision and Emphasis will be placed on the principles of sional internship at agency chosen to meet curriculum improvement (3) curricular differentiation and on providing an individual student’s needs. Students submit Faculty. Permission required. Prerequisite: overview of a range of models designed to reports analyzing experiences. C&T 4051, C&T 4005, or equivalent. modify content, enhance the development of Primarily for doctoral students. Intensive study thinking skills, and enhance creativity. C&T 6452-C&T 6453. Internship program of selected problems. Major emphasis on for- in supervision and curriculum improve- mulation of supervision strategies and curricu- C&T 4835. Improving reading instruction ment (2-4) lum change. (non-credit or 1) Faculty. Permission required. Prerequisite: Professor Siegel. An institute focusing on C&T 4160 or C&T 4051. Work with curricu- C&T 6569. Seminar in theory and current issues in reading and related areas. lum leaders in an ongoing program. Fieldwork research in curriculum (1-3) Includes oral and written language develop- involves school system problems and leader- Faculty. Permission required. Critical study of ment and children’s literature. ship processes. classroom environment as a laboratory for • C&T 6452. Professional (2-4) teacher education. C&T 4858. Institute: Teaching of reading • C&T 6453. Initial (2-4) (3) C&T 6900. Directed research and Professor Calkins. Designed to help teachers C&T 6501-C&T 6502. Studies in theory development in curriculum of grades K–8 develop a theoretical framework curriculum and teaching (2-3) and teaching (1-8) for the teaching of reading and a repertoire of Faculty. Permission required. Integrating semi- Faculty. Permission required. strategies of enhancing students’ independ- nar provides an opportunity for students to ence and skills as readers. discuss issues and questions fundamental to C&T 6914-C&T 6915. Advanced studies the field of curriculum and teaching. in early childhood and childhood education C&T 5810. Differential instruction for (1-4) gifted students (non-credit, 1 or 2) C&T 6503. Seminar in field research (1-3) Professors Genishi, Kagan, and Recchia. Professor Borland and Dr. Wright. This three- Faculty. Permission required. Corequisite: Permission required. Identification and theo- day workshop provides participants with the C&T 6200-C&T 6201. Collect and organize retical and empirical investigation of selected opportunity to learn about and discuss new data and report field study findings. Abstract topics, problems, and issues in early childhood challenges and approaches to identifying and generalizations or limited theories as guides to and childhood education. Topics vary. May be educating gifted students. Presentations and practice and further research. taken more than once for credit. discussions will provide the core for each day. Small group work and individual consultations C&T 6506. Advanced seminar— C&T 7500. Dissertation seminar in will also be integrated throughout the three giftedness (2-3) curriculum and teaching (3) days. The emphasis of these sessions will be Professor Borland. For doctoral students in Professors Genishi, Knight, Recchia and on the creation of practical products and Giftedness. Recent developments in theory Zumwalt. Two semesters required of all doctor- practices that can be used in the participants’ and research in gifted education. al candidates in the department unless propos- schools. Schools are also encouraged to send al is defended in the first semester. Develop- both individuals and teams with clearly articu- C&T 6507. Advanced seminar in ment of doctoral dissertations and presenta- lated issues and problems they would like to disability studies (3) tion of proposals for approval. have discussed. Students enrolled for 2 credits Professor Broderick. For doctoral students in will attend additional seminars to be sched- learning disabilities and related fields. Recent C&T 8900. Dissertation advisement in uled during the class. developments in theory and research as relat- curriculum and teaching (0) ed to learning disabilities from psychological, Faculty. Individual advisement on doctoral educational, sociological, and other sources. dissertations. Fee to equal 3 points at current

100 www.tc.columbia.edu General Information: (212) 678-3000 Education Policy and Social Analysis

CHAIR: Jeffrey Henig LOCATION: 212 Zankel Building TELEPHONE NUMBER: (212) 678-3165 FAX: (212) 678-3589 EMAIL: [email protected] WEBSITE: www.tc.edu/epsa

PROGRAMS: DEPARTMENTAL MISSION: ECONOMICS AND EDUCATION 102 The mission of The Department of Education Policy and Social Analysis is to engage in cutting edge research and teaching to address critical problems LEADERSHIP, POLICY, AND affecting education and contribute to informed analysis and action to promote educational POLITICS 104 achievement and equity.

POLITICS AND EDUCATION 107 EPSA starts out with a broad and inclusive view of the kinds of issues that its faculty and students might consider important to address. Explicitly, we are interested in both formal institu- SOCIOLOGY AND tions of schooling and the political, bureaucratic, organizational, economic and social factors EDUCATION 108 that profoundly affect both schools and the broader educational enterprise. We are interested in the role that families, communities, and civil society can play in promoting education outside the school building walls. We have a special interest and capability in addressing issues from pre- K through higher education, in identifying ways in which laws and institutions affect education, and in understanding the growing role of private for-profit and nonprofit organizations in deliv- ering education technologies and services.

Students in this department will develop general skills of policy research and analysis, along with general perspectives on policy development and implementation that are widely applicable to other domains of public policy.

While education is distinct in some ways, many of the ideas and forces that affect it operate across a range of domestic policies. We attend to ways in which education differs from other public services and ways in which education policy may learn from experiences in other policy domains such as health policy. Social analysis grounded in disciplinary studies in sociology, political science, and economics should inform applied policy studies and vice versa.

FACULTY: PROFESSORS: PROFESSOR OF PRACTICE: Thomas Bailey Michael Rebell (Economics and Education) (Law and Education) Jeffrey R. Henig (Politics and Education) ADJUNCT PROFESSORS: Jay P. Heubert Peter W. Cookson, Jr. (Law and Education) (Sociology and Education) Sharon Lynn Kagan Joydeep Roy (Early Childhood Education/ (Economics and Education) Education Policy) Henry Levin ASSOCIATE PROFESSORS: (Economics and Education) Kevin Dougherty Aaron M. Pallas (Education Policy/Higher and (Sociology and Education) Postsecondary Education/ Craig Richards Sociology and Education) (Education Leadership/ Luis Huerta Education Policy) (Education Policy/Sociology Francisco Rivera-Batiz and Education) (Economics and Education) Carolyn Riehl Mun Tsang (Education Policy/Sociology (Economics and Education) and Education) Amy Stuart Wells (Sociology and Education)

Teachers College Columbia University 2011-2012 101 ADJUNCT ASSOCIATE PROFESSORS: ECONOMICS implementation of educational policy. The Janet Alperstein program has a strong emphasis on the finan- (Sociology and Education) AND EDUCATION cial, managerial, and developmental chal- Catherine Guerriero lenges facing educational institutions in devel- (Politics and Education) Program Coordinator: oping countries and economies in transition. Fiona Hollands (Education Policy/ Professor Francisco Rivera-Batiz Sociology and Education) The program can be completed within one Elana Sigall (Law and Education) Program Office: (212) 687-3152 year and is highly focused to accommodate the Email: [email protected] demands of promising professionals and policy- ASSISTANT PROFESSORS: Website: www.tc.edu/epsa/Economics makers. The course of study is designed to Douglas Ready convey the lessons of educational research (Education Policy/Sociology and Education) Degrees Offered: and practice as well as management science Judith Scott-Clayton through the intensive study of actual educa- (Economics and Education) ECONOMICS AND EDUCATION (ECON) tional policy successes and failures. The cur- Master of Arts (M.A.) riculum of the program assumes that students INSTRUCTORS: Master of Education (Ed.M.) possess some measure of intellectual maturity Terrenda White Doctor of Philosophy (Ph.D.) and exposure to the problems of educational (Sociology and Education) policy-making. David Wright (Education Policy option available for (Politics and Education) degree levels above) The program begins in September and concludes in August of the following year. It con- For information about faculty and their scholarly Program Description: sists of two semesters and a summer session. and research interests, please refer to the Faculty Economics is a powerful tool for scholars and section of this bulletin, or visit us at educational practitioners who wish to develop The curriculum of the program aims to: www.tc.edu/faculty. a better understanding of educational institu- • build students’ technical competence in the tions and decisions. The program in Econo- basic tools of educational management and mics and Education at Teachers College was policy making; one of the first of its kind and has maintained • provide the academic and professional envi- its position of leadership in this rapidly grow- ronment for students to apply these skills; ing field. and • educate students about the global educa- Graduates hold teaching positions in univer- tional landscape, including current thinking sity and college faculties, and administrative on educational reform and the financing of or research positions in a variety of settings, education. including foundations, government departments, and international agencies. Increas- In order to achieve these goals, the program ingly, schools and universities are appointing begins in September with an intensive two- economists with a special appreciation of edu- semester session in which students are taught cational goals and procedures to conduct insti- skills that are essential building blocks for tutional research. Some have gone into private their career development. The program is business. skills-oriented and students will be asked to take courses in three topics: economic analysis Students in the program develop an array of and research skills, statistical tools for policy- skills in the application of economic concepts makers, and management skills for educational and theory, in benefit-cost analysis and other policy. In addition to these three topics, stu- evaluative procedures, and in the statistical dents, in collaboration with their faculty advi- treatment of mass data. Within broad college sor, will design their own programs of study in and university guidelines, students may pursue five areas of concentration: individually designed programs that satisfy their unique interests and career objectives. Economic and Financial Policy Analysis in Education: With the help of an academic advisor, students This concentration covers the fundamentals select courses from those offered within the of cost-benefit analysis in education, fiscal program of economics and education and sup- accountability, and the principles and practice plement these with courses outside the depart- of financial educational policy. ment, including courses offered in other schools of Columbia University. Human Capital and Labor Markets: The various impacts of human capital on labor Master of Arts market outcomes are studied in this concen- The objective of the 32-point Program in tration. Methods of estimating rates of return Economics and Education is to equip educa- to education are examined, and case studies tional professionals and policy-makers with on the demand for education are presented. the skills required for the effective design and

102 www.tc.columbia.edu General Information: (212) 678-3000 EDUCATIONORGANIZATIONPOLICY ANDANDSOCIALLEADERSHIPANALYSIS

Education and Economic Development: Special Application EDPE 4097. International and comparative Current trends and challenges facing interna- Requirements/Information: studies in educational finance (3) tional educational development are discussed The GRE General Test is required for the Professor Tsang. Educational finance in international settings. Financing role of interna- in this concentration. It offers a cross-national, Ph.D. program. A strong background in eco- comparative analysis of school finance and the tional development agencies. International nomics is also required. The Ph.D. program and comparative studies in educational role of education on economic development. prefers applicants with a solid background in finance. mathematics. Privatization and the Governance EDPE 4155. Evaluating educational of Educational Systems: Applications are reviewed on an ongoing basis, privatization and school choice (3) This concentration provides a comprehensive and will be reviewed throughout the year. Professor Levin. This course addresses the discussion of alternative governance systems Preference in scholarship awards will be for increasing emphasis on market-type choice in education and their impact on student those applicants who meet the early applica- systems including educational vouchers, for- achievement and other educational outcomes. tion deadline. profit educational firms, and charter schools. Decentralization, school choice, and vouchers It places great emphasis on the theory of emerging empirical evidence underlying are discussed, among others. COURSES: these developments in education. Economics and Finance of Higher Education: EDPE 4050. Economics of education (3) EDPE 5550. Workshop in economics Professors Bailey, Levin and Tsang. Teaches This concentration focuses on the analysis of and education (1-3) the basic economic concepts and methods to higher education institutions and the financ- Professors Bailey, Levin, Rivera-Batiz and be used for further study and analysis of edu- ing of tertiary education, including coverage of Tsang. For doctoral students and others with cational finance, education and inequality, cost recovery in higher education institutions, research projects or potential research projects education, and economic growth, the impact in the field. Participation required for doctoral community colleges, financial aid, and equity of educational policies on education; and out- students writing their dissertation. Students issues. comes, school reform, and school choice. who are beginning to think about their dissertation topic or working on proposals are also A limited number of scholarships are available EDPE 4051. Education and economic encouraged to participate. Faculty members through the Joint Japan/World Bank Graduate development (3) may also be invited from within or outside the Scholarship Program. For information about Professor Rivera-Batiz. This course examines department to present their work. the program, call the Program Coordinator. the links between education and various aspects of economic development. Topics EDPE 5650. Readings in the economics include the impact of human capital accumu- A student may also pursue a Master of Arts of education (3) lation on economic growth, the educational program in Economics and Education, without Faculty. Selected readings in the economics attainment of men and women in developing a concentration in Educational Policy. The of education. Recommended for students with countries, the effects of schooling on labor background in economics or a related disci- student will design that program under the force participation, wages and fertilities, and pline. As the selection of readings differs in guidance of the academic advisor. the issues of school finance and educational different semesters, a student may register for policy in the Third World. Master of Education more than one semester of ITSF 5650. This 60-point program is intended for individ- EDPE 4055. Resource allocation EDPE 6000. Advanced analysis in eco- uals interested in the applications and prac- in education (3) nomics of education (3) Professor Levin. This course reviews the liter- tices in the economics of education. The pro- Professor Levin. The course focuses on the ature on school effectiveness with respect to gram is flexible and is designed by the student, evaluation of state-of-the art research papers the allocation of resources. It addresses and under the guidance of the academic advisor. in the economics of education. The purpose is analyzes education production functions and to provide critical readings and reviews of arti- cost-effectiveness analysis in educational deci- cles and papers across many different methods. Doctor of Philosophy sion-making. This 75-point program is intended for individ- EDPE 6023. Quantitative methods for uals who want to acquire advanced training in EDPE 4057. Economics of urban and causal inference (3) the theory, methods, and practices in the eco- minority education (3) Professor Scott-Clayton. This doctoral course nomics of education. It is a selective program Professor Rivera-Batiz. Policy-oriented covers the design, implementation, and inter- to prepare individuals for leadership roles in approach to the connections between educa- pretation of econometric methods used for tion and the economy in an urban context. teaching, research, or administrative settings. evaluating causal relationships in education Topics include urban industrial restructuring research, reading and discussing applied and socioeconomic trends, equity in school The coursework for this program consists of methodological texts as well as journal articles finance, teacher salaries, public versus private three parts: core courses, courses in research using advanced causal methods. The course roles in education, linkages between schools methods, and courses in a specialized area of covers randomized experiments, natural exper- and the business sector, the economics of dis- iments, differences-in-differences, instrumen- study. The available specialized areas include: crimination, and immigration policy issues. education and economic development, educa- tal variables, regression discontinuity, and propensity score matching. tion and transition to work, economics of EDPE 4058. Economics of higher education higher education, educational finance, eco- (3) EDPE 6050. Education and economic nomic evaluation and cost analysis in educa- Professor Bailey. This course uses theoretical development: Advanced topics (3) tion, economics of urban and minority educa- and empirical economic analysis to analyze Professor Rivera-Batiz. This course provides the behavior of higher education students and tion, economics of educational technology, an advanced discussion of the links between institutions and to study private and public teachers labor markets, and others. education and economic development, includ- policy related to post-secondary education. ing both theoretical frameworks and empirical models.

Teachers College Columbia University 2011-2012 103 EDPE 6052. Labor economics (3) Ed.M. in Education Leadership with a course Professor Scott-Clayton. This course covers LEADERSHIP, POLICY of study in Leadership, Policy, and Politics important concepts in labor economics, with a AND POLITICS (ELPL) focus on how those concepts can be applied The 60-point degree is intended for educators and tested in practice. The course will provide Program Coordinators: and non-educators seeking careers in education an overview of labor market topics such as the Professor Douglas Ready policy in either the private or the public sector. returns to education and training, non-mone- Professor Luis Huerta tary forms of compensation, models of labor The program of study builds on the required migration, and models of imperfect or asym- M.A. course sequence with additional work in metric information about skills. For each topic, Program Office: (212) 678-3751 a policy area relevant to the student’s interests. we will examine influential papers and the Email: [email protected] Up to 30 points of eligible coursework from empirical methods they use. The course is Website: www.tc.edu/epsa/lpp another graduate institution or program may intended for doctoral students and will count be applied to the Ed.M. degree. towards the Labor Economics requirement for Degrees Offered: the Economics of Education Ph.D. program. Ed.D. in Education Leadership with a course LEADERSHIP, POLICY AND POLITICS (ELPL) of study in Leadership, Policy, and Politics EDPE 6151. Advanced microeconomics Master of Arts (M.A.) (ELPL)(not accepting applications for Master of Education (Ed.M.) with applications to education (3) 2012-2013) Professor Rivera-Batiz. A doctoral-level survey Doctor of Education (Ed.D.) The 90-point degree in Leadership, Policy and of microeconomic theory with applications of relevance to the economics of education. Politics, intended for aspiring experts in the Includes the theory of the firm and its implica- Program Description: political, economic, or legal analysis of educations regarding factor demands, educational The course of study in Leadership, Policy, and tional issues, emphasizing the practice of educa- production functions, and the demand for Politics prepares students for such positions as tion leadership as policy analysts, researchers, or education. Consumer theory and the theory policy analyst, policy advocate, and educational advisors. The program anticipates strong com- of labor supply. Human capital externalities. researcher. It develops students’ skills in the mitments to education from applicants, and pre- Intertemporal decision-making. Public finance political, economic, and legal analysis of edu- pares candidates to excel in the integration of and local public goods. cation policy issues, while focusing on the role theory and practice. It requires the completion of leadership. Students are required to explore of the Leadership, Policy, and Politics master’s (For out-of-department courses, please check the one policy topic in depth as part of a field degree core curriculum, a substantial method- appropriate department for course descriptions.) experience. Coursework includes a research ological strand, and a two-part (theory and prac- • HUDM 5122. Applied regression methods sequence suitable to the require- tice) advancement to candidacy process before analysis (3) ments of education policy professionals and students may begin a research dissertation. experience writing policy briefs for a variety of Applicants experienced in the practice of educa- • ORLA 5020. Information systems audiences. Doctoral students complete the tion are expected to focus on developing their for decision making in learning master’s-level core courses, a two-part skills in policy analysis, while those with policy- organizations (3) advancement to candidacy process, and a related experience are expected to develop a research dissertation. Coursework beyond the solid understanding of the unique ways that • ORLH 4031. Financial administration core is chosen individually in conjunction with schools function and are governed. Up to 40 of higher education institutions (3) a faculty advisor. Students in the Leadership, points of acceptable credit may be transferred Policy, and Politics concentration may take from another graduate institution with an advi- See also in the Columbia University Bulletin: coursework leading to the M.A., Ed.M., or sor’s approval, and required coursework may be Econ G6215, Macroeconomic analysis; Econ Ed.D., and to the Ph.D. in Education completed on a full- or part-time basis. G6211-G6212, Microeconomic analysis; Econ Leadership. Most coursework is offered during G6411-G6412, Introduction to econometrics; the school year. Contact Professor Luis Huerta For the Ph.D. in Education Leadership with a con- Econ G6451-G6452, Economics of labor and at [email protected] or Professor Doug centration in Leadership, Policy and Politics, see the population; Econ W4228, The urban econo- Ready at [email protected]. For individual degree description listed in the Department of Organization my; Econ W4328, Economic development; program planners and special applications go and Leadership. Econ W4410, Mathematical methods for to www.tc.edu/epsa/LPP. economists; Econ W4460, Health economics. NON-DEGREE PROGRAMS M.A. in Education Leadership with a course In addition to the degree programs previously of study in Leadership, Policy, and Politics described, the Department of Education Policy (ELPL) and Social Analysis offers several professional This 33-point degree is intended for educators development opportunities to both first-time and non-educators considering entry level students and to alumni interested in continuing positions in education policy or management their graduate education. These are listed below. who do not want building-level certification. The policy and politics concentration requires School Law Institute a sequence of courses including introduction For over 20 years, this five-day program has to economic, political, and legal policy per- offered public- and charter-school educators spectives, education leadership, and a research (administrators, teachers, guidance counselors, methods sequence. Students also complete a etc.), policy analysts, policymakers, union reps, policy analysis project. Degree requirements advocates and others the tools they need to may be completed in one year of intensive address important current issues of law, policy, study or on a part-time basis.

104 www.tc.columbia.edu General Information: (212) 678-3000 EDUCATIONORGANIZATIONPOLICY ANDANDSOCIALLEADERSHIPANALYSIS research, and practice. Available for 3 graduate useful in their work as education policy makers schools; church-state issues (prayer, vouchers, credits or on a non-credit basis, nationally emi- or analysts, academic researchers, and practi- evolution); free-speech rights of students, nent faculty members use lectures, discussions tioners. teachers, and extracurricular groups; who con- and simulations to explore such issues as char- trols the curriculum; the school’s authority to ter schools, fiscal equity and educational ade- EDPA 4025. Higher education policy (3) make and enforce rules governing student and Professor Dougherty. An introduction to the staff conduct on and off school grounds; the quacy; safety and order (harassment, child higher education policy making process. Main duty to protect the safety of students and oth- abuse, tort liability, search and seizure, and topics: the general nature of policy making ers; child abuse; search and seizure; and due cyber-bullying); race, poverty, and education; with examples and readings from higher edu- process. The course draws on the multidiscipli- NCLB and Race to the Top; the rights and cation; key actors, institutional structures and nary perspectives of law, policy, research, and needs of students with disabilities and English- processes in the federal, state, and local higher educational practice. language learners; and promoting diversity in education policy arenas; and the origins and education after Parents Involved. For more consequences of key policy enactments affect- EDPA 4899. Federal Policy Institute (3) information, visit www.tc.edu/schoollaw or con- ing college access and success, instruction, Professor Kagan. The Federal Policy Institute tact Professor Jay Heubert at [email protected]. performance accountability, and the economic (FPI) is designed to give students a first-hand development role of higher education. opportunity to meet with key policy leaders Concurrent Programs in around the most crucial, contemporary policy EDPA 4042. The role of the state in educa- issues. Key themes will include the enduring Education and Law tion governance, policy, and practice (3) values of American education and how they The Education Policy and Social Analysis Faculty. The impact of state authority on local shape current policy; current issues in national Department and Columbia Law School offer schools and school districts, seen through case educational reform; and the role of the federal courses that prepare students for positions studies of contemporary educational issues. government in shaping educational policy. that require knowledge and expertise in educa- Roles, relationships, trends, and the political tion law. There are at present no formal joint- context of policy making at the state level. EDPA 4900. Research and independent degree programs between Teachers College and study in education policy (1-8) Columbia Law School, but students admitted to EDPA 4046. School finance: Policy and Faculty. For students wishing to pursue inde- both schools may be eligible (through ad hoc practice (3) pendent study and/or research on topics not Professor Richards. Examination of the judicial covered in regular courses. Requires faculty arrangements) to pursue education and law and legislative involvement in school finance member’s approval of a study plan, reading list, degrees concurrently. For information, contact reform, taxation, and the equity and efficiency and final paper or other products or projects. Professor Jay Heubert at (212) 678-3775. of local, state, and federal finance policies and Permission required from individual faculty. systems. COURSES: EDPA 5002. Data analysis for policy and EDPA 4047. Politics and public policy (3) decision making II (3) Before selecting courses, students should Faculty. What are the relative roles of research Professor Ready. This is an intermediate-level consult: (1) the Degree Requirements of the and politics in determining public policy? One course in non-experimental quantitative College describing the requirements of each tradition considers public policy from the per- research methods, especially those related to degree; (2) the requirements of the Leadership, spective of rational decision-making and con- education policy. The class examines such top- Policy, and Politics Program as described in the siders research to be a source of objective ics as factor analysis, modeling non-linear rela- enlightenment. A second tradition considers tionships and interactions using regression, Program Study Guide at www.tc.edu/epsa, and public policy as the outcome of battles among analyses of change, logistic and multinomial (3) their faculty advisors. organized interests and portrays research as a logistic regression, missing data analyses, and weapon exploited by the powerful to further fixed effects models. Prerequisite: students EDPA 4002. Data analysis for policy and their own ends. This course addresses these should have completed at least one graduate- decision making I (3) and other issues as they relate to each of the level course in applied statistics or data analy- Professor Ready. This is an introductory course stages in the policy process and as manifested sis (e.g., ORLA 4002). in quantitative research methods that focus on in contemporary education policy debates such non-experimental designs and the analysis of as that around school choice. EDPA 5016. Educational equality: large-scale longitudinal datasets, especially The role of law (3) those related to education policy. Students EDPA 4048. Education policy analysis Professors Heubert and Sigall. Historically, become familiar with the logic of inferential and implementation (3) many barriers to educational equality – and statistics and the application of basic analytic Professor Huerta. Explores the issues of policy many important efforts to overcome such bar- techniques. No prior knowledge of statistics or (or reform) implementation in schools and riers – have involved the law. This course quantitative methods is required. districts by focusing on the political reactions examines major efforts to use law to attack and organizational buffers to policy change discrimination and to ensure high-quality edu- EDPA 4013. Education policy and the and the ways that policies become adapted cation for all children. Topics include: address- management of instruction (3) and changed to fit locally defined problems. ing racial segregation and concentrated pover- Professor Riehl. This course explores current Distinctions between implementation issues ty; the standards movement and high-stakes ideas about desirable goals for student learning in bottom-up and top-down policy change testing; the right to an adequate education; and development in K-12 education and will are explored. sex and gender discrimination; harassment; use a backward-mapping approach to consider services for English-language learners; special how curriculum and instruction; classroom and EDPA 4086. Law and education: education; and affirmative action. The course school environments; organizational strategies; Regulation, religion, free speech, and safety draws on the multidisciplinary perspectives of leadership practices; and local, state, and feder- (3) law, policy, research, and educational practice. al education policies can facilitate progress Professors Heubert and Sigall. This survey towards those goals. The course is intended to course focuses on legal issues that arise in pub- help students develop and articulate ambitious lic and private schools. Topics include govern- theories of action for school improvement and mental regulation of public and private the management of instruction that can be

Teachers College Columbia University 2011-2012 105 EDPA 5086. Education policy making framing the field and in so doing will present for continual school reform. Issues of race, and the courts (3) the most critical issues that require policy religion, class, and language—which are inti- Professor Rebell. Beginning with the school attention. Building on this background, the mately tied to these tensions—are woven into desegregation decrees issued by the federal second semester will address steps that have the readings, discussions, and coursework. courts in the wake of Brown v. Board of been taken to ameliorate these issues, focusing Permission of the instructor is required. Education, the federal and state courts have heavily on research. By design, then, the first been called upon to consider a range of assert- semester will present an array of issues and EDPA 6641. Advanced topics in research ed educational rights and to oversee far-reach- perspectives in order to provide the conceptu- methods and design (1-4) ing institutional reforms that bear little rela- al foundation for an exploration of salient Faculty. This course provides students the tionship to traditional judicial remedies. This strategies to address them in the second opportunity to explore advanced topics in course will examine the legal and political jus- semester. By looking at early childhood devel- research design and analytic methods, espe- tifications for the courts’ role in making educa- opment and learning from this stance, stu- cially as they relate to studies of educational tional policy and reforming public institutions, dents will not only be exposed to diverse ideas contexts and policies. as well as the courts’ capacity to undertake about the content but will also be armed to these functions. The course will give particular address pressing challenges the field faces with EDPA 6900. Directed research and study attention to school desegregation and special them all in mind. (The second semester course in education policy (1-8) education cases in the federal courts and edu- is HUDK 6013, taught by Professor Jeanne Faculty. For students wishing to pursue inde- cation adequacy litigations in the state courts, Brooks-Gunn, is in the Department of Human pendent study or original research as they pre- including the recent decisions of the New York Development.) pare for their doctoral certification examina- State Court of Appeals in CFE v. State of New tion and/or dissertation proposal. Permission York. EDPA 6027 International perspectives required from individual faculty. on early childhood policy (3) EDPA 5515. Master’s seminar in leadership, Professor Kagan. Looks at early childhood EDPA 7500. Dissertation seminar in policy, and politics (3) education policy through an international education policy (3) Professor Huerta. This seminar is designed to lens, addressing often neglected but highly Faculty. This course provides students the give students the opportunity to demonstrate a salient policy questions, including the follow- opportunity to discuss topics related to the theoretical and analytical understanding of the ing: What have been the real effects of the preparation of their dissertation proposal in a practical problems inherent in conducting poli- Millennium Development Goals and the seminar format. Students present their ideas cy research for education clients. Policy analy- Education for All goals on education systems and writing for feedback from the instructor sis requires its practitioners to evaluate avail- in general, and on early childhood education and other students. Students may enroll in able information, to weigh the possible impacts in particular? How have poverty, gender, and this seminar once. Permission of the instructor of alternative policies; to understand political, the needs of marginalized populations/cultures is required. legal, and/or economic ramifications; and to shaped early childhood policy in diverse coun- produce plans for action that are organization- tries? What are the unique policy properties EDPA 7501. Dissertation research seminar ally feasible and publicly valuable. that must be considered when developing (3) policies for young children and their families? Faculty. This course provides students the EDPA 5541. Federal politics, federal To what extent do the policy contexts of opportunity to discuss their dissertation pro- policies, and administrators (3) nations differ and how do these differences posal in a seminar format, with support and Faculty. The course will begin with a theoreti- impact early childhood policies directly? To feedback from the instructor and other stu- cal discussion of the meaning of “equal educa- what extent can lessons learned in one con- dents. Students are eligible to enroll in this tional opportunity” from a variety of philosoph- text be faithfully transported across national seminar after enrolling in ORLA 7500 and ical, economic, educational, and political per- boundaries? before their dissertation proposal has been spectives. We will then review the egalitarian approved. Students may enroll in this course concepts reflected in Congressional statutes, EDPA 6030. Institutional theory: once. Permission of the instructor is required. administrative regulations, and court decrees Sociological perspectives on institutional in such areas as school desegregation, bilingual change in education(3) EDPA 8900. Dissertation advisement in education, and special education and the Professor Huerta. An introduction to organiza- education policy (0) extent to which these legal mandates have, in tional theory as it applies to a variety of insti- Faculty. Individual advisement on the doctoral practice, advanced educational opportunity. tutions with particular attention to the poten- dissertation. Students register for this in the tial of educational activities as a force in for- first semester after their dissertation proposal EDPA 5880B. School Law Institute (3) mal organizations. has been approved and continue registering Professors Heubert, Rebell, and a national in this (or in another course, with sponsor faculty. Explore important, timely issues of edu- EDPA 6542. Social and political history approval) until the dissertation is completed. cation law, including issues of race and poverty of American education reform (3-4) Requires ongoing consultation between the in education; serving English-language learn- Faculty. Over the past century, educators have student and dissertation sponsor. The fee ers; the legal rights of students with disabilities; experienced wave after wave of reforms equals three points at the current tuition rate the right to an adequate education; and issues intended to address the latest education “cri- for each term. Permission required from indi- of safety and order (harassment, child abuse, sis.” This perpetual cycle of school improve- vidual faculty. tort liability, search and seizure, and cyber-bul- ment stems in part from the competing and lying). For more information, see page 200, often contradictory demands placed upon pub- visithttp://www.tc.edu/schoollaw, and/or con- lic education. In response, school improve- tact Professor Jay Heubert at [email protected]. ment efforts have alternated between a focus on equity and excellence, progressive and tra- EDPA 6013. Early childhood development ditional pedagogical approaches, centralized and education: Integrating research and and decentralized governance, and private policy perspectives (3) rights versus public needs. Students in this Professor Kagan. First section of a two-semes- course will explore the social and political ter course with students participating in both roots of these pendulum swings and examine semesters. Focuses on diverse perspectives the historical forces that fuel America’s desire

106 www.tc.columbia.edu General Information: (212) 678-3000 EDUCATIONORGANIZATIONPOLICY ANDANDSOCIALLEADERSHIPANALYSIS

POLITICS grams of study. Depending on their interests, Ed.D. DOCTORAL (90 POINTS) students AND EDUCATION students with a master’s degree in Politics and complete a core of coursework at a level of Education conduct research in think-tanks and sophistication commensurate with doctoral Program Coordinator: education policy shops, teach politics, history study. They also must meet the program Professor Jeffrey Henig or civics in secondary school, or hold public requirements for advancement to candidacy office or other leadership positions in educa- and complete a research dissertation. Program Office: (212) 678-3751 tional settings as diverse as private and public Email: [email protected] schools, corporations, citizen groups, and foun- Ph.D. (75 POINTS) students also demon- Website: www.tc.edu/epsa/Politics dations. Doctoral recipients in Politics and strate command of two research tools, selected Education teach in colleges and universities, from the following list: (1) a reading knowl- Degrees Offered: conduct research in think-tanks and research edge of a foreign language, (2) a reading POLITICS AND EDUCATION (POLC) centers, and advise public officials. Ph.D. stu- knowledge of a second foreign language, (3) an dents are expected to master the discipline of approved two-course sequence in quantitative Master of Arts (M.A.) analysis, (4) an approved two-course sequence Master of Education (Ed.M.) political science in addition to the specialty of in formal modeling, or (5) a comparable level Doctor of Education (Ed.D.) politics in education. Doctor of Philosophy (Ph.D.) of proficiency in a comparable research tool Special Application approved by the College. Ph.D. students may Program Description: Requirements/Information: be required to take as many as 12 points of The Politics and Education program serves stu- All applicants are required to submit GRE coursework at Columbia University in the dents who wish to study the ways in which gov- General Test scores. Doctoral applications Political Science Department. ernance institutions, political ideologies, and must include three letters of reference, competing interests (both within and outside of which focus on academic skills and potential. COURSES: the education community) influence the con- Doctoral applications received after the early Politics and Education students take courses tent, form, and functioning of schooling. deadline as advertised by the College will be in a number of related programs and depart- Schools represent a powerful instrument for considered for admission, but not scholarship ments. These courses, on such topics as law shaping the development of future generations aid, on a space-available basis. Master’s appli- and education, economics and education, and of citizens and workers as well as an important cations that are complete and have been political policy analysis are listed elsewhere. source of jobs and investment in many commu- received by the Admissions Office by the early Further information on these courses can be nities. How do societies handle conflicting deadline will be considered for both admission found on the program website www.tc.edu/ visions of what schools should and should not and any available scholarship aid. All complete epsa/Politics/. be doing, and what are the specific changes in applications received by the final deadline for political and governance processes that might the master’s program will be considered for Courses specifically linked to the program facilitate better decision-making and policy admission only. include: implementation? Students will study in depth the ways power and politics affect and are Degree Requirements: EDPP 4040. American politics affected by such issues as reform and innova- For further information on specific program and education (3) tion, centralization and decentralization within requirements consult the program website at Faculty. Introduction to the basic analytical federal systems of governance, privatization and www.tc.edu/epsa/Politics. categories of political science as they apply to school choice, race and ethnicity, poverty and the politics of education, including the influ- inequality, professionalization and bureaucrati- Newly admitted students are asked to partici- ence of federal, state, and local governments in zation, testing and accountability. school policy-making, decentralization, school pate in a set of core political science and gen- finance, and desegregation. eral foundation courses in education. Each stu- Faculty contributing to the program are drawn dent will also complete methodological require- EDPP 4042. Comparative politics from throughout the College and possess ments including but not limited to statistics, and education (3) research and teaching interests in urban, subur- qualitative, and quantitative methods. After Faculty. The politics of education in settings ban, state, and federal levels of school gover- completing the core, each student is expected outside the U.S. Topics include the role of nance, as well as in cross-national and other to focus his or her studies on a set of political education in political development, political comparative settings. The balance of control debates in education or a particular political socialization, and student politics. and cooperation, coalition building and compe- arena. EDPP 4043. Political thought tition, resistance and bargaining in each of and education (3) these settings, as well as the central roles of MASTER OF ARTS (M.A., 32 POINTS) Faculty. Study of the educational imperatives power and agency in the political science disci- AND MASTER OF EDUCATION (Ed.M., inherent in the classics of Western political pline, inform the perspectives of faculty and 60 POINTS) students follow a core program thought. students in this program. of coursework and other learning experiences developed by the Politics faculty and individu- Intermediate In addition to courses listed within the Politics ally adjusted in consultation with an assigned EDPP 5041. Politics of centralization and Education program, the Department of advisor. Up to 30 points of transfer credit are and decentralization (3) Education Policy and Social Analysis, Teachers accepted towards an Ed.M. but only upon Professor Henig. Analyzes the political under- College and the Departments of Political approval of an assigned faculty advisor after pinnings and consequences of centralization Science and School of International and Public the student is admitted. Under College policy, versus decentralization at various levels of gov- Affairs at Columbia University are all resources no transfer credits are accepted for M.A. ernance with special but not exclusive atten- available to students as they develop their pro- students. tion to educational decision-making.

Teachers College Columbia University 2011-2012 107 EDPP 5042. Urban politics and SOCIOLOGY The program in Sociology and Education also education (3) offers a Policy Studies Concentration for stu- Professor Henig. Politics in the nation’s largest AND EDUCATION dents in the M.A. and Ed.M. programs. For cities with a particular focus on educational more information on this concentration, politics and policy. Program Coordinator: which is open to students throughout Teachers Professor Aaron M. Pallas EDPP 5044. Modern political theory College, please contact Professor Aaron Pallas. and education (3) Program Office: (212) 678-3165 Faculty. Explores a number of educational Degree Programs policy issues from the perspective of contem- Email: [email protected] The graduate program in Sociology and porary political theory. Website: www.tc.edu/epsa/Sociology Education offers four degree programs: the M.A., the Ed.M., the Ed.D., and the Ph.D. EDPP 5045. Race, ethnicity, and Degrees Offered: Each program is designed to meet the needs of U.S. educational policy (3) students with a particular combination of prior Faculty. Examination of the impact of race and SOCIOLOGY AND EDUCATION (SOCL) ethnicity on the formation and implementa- experience and career objectives. The M.A., Master of Arts (M.A.)* tion of policies such as desegregation, affirma- Ed.M., and Ed.D. programs may be completed tive action, bilingual education, and choice. Master of Education (Ed.M.)* on a part-time basis with classes offered in the Doctor of Education (Ed.D.) evening hours. The Ph.D. program requires EDPP 5046. Education and politics Doctor of Philosophy (Ph.D.) full-time study. Although students from all of in Western thought (3) *Policy Studies in Sociology concentration the degree programs in sociology and educa- Faculty. Study in historical perspective of the available tion are prepared to assume positions in edu- interactions between technological innovation and education. cational institutions, the program does not Program Description: offer teacher certification. Certification pro- The sociological study of education began at Advanced grams are available in other departments at Teachers College in the first decade of the Teachers College. EDPP 5640. Colloquium on the politics twentieth century. Sociology was established as of education (3) the first social science discipline providing a Master of Arts Faculty. Continuous participation required of basic framework for the study of education, The Master of Arts program in sociology and doctoral students until their dissertation pro- complementing the long-established reliance education (with a policy concentration option) posals are accepted. A critical review of impor- on psychology. Over this period, the Sociology provides an introduction to the application of tant works in politics and education, discus- and Education Program has applied research sociological perspectives to contemporary edu- sions with invited guests, presentations of findings to education and has examined basic work in progress. cational policy issues. The program provides issues in education from a sociological per- coverage of the core principles and methods of EDPP 5642. Colloquium in political spective. Although the program’s theory and sociology as they are applied to policy research economy and education (3) research have emphasized schools and col- and analysis. Students completing this pro- Faculty. Political and economic perspectives leges, attention also has been given to educa- gram are prepared to assume positions as gen- on contemporary problems of public policy tion in other contexts. eral analysts in a variety of organizations and education. devoted to applied educational research, poli- The faculty for Sociology and Education cy making, advocacy, consulting, and direct EDPP 6540. Seminar in politics of includes sociologists from other programs at education (3) educational service. the College and the Department of Sociology Faculty/staff. Permission required. Selected topics in the politics of education. of the Graduate School of Arts and Sciences. Master of Education Faculty strengths are in education and social The Master of Education in sociology and Individualized Studies stratification; the social organization and education (with a policy concentration option) design of schools, classrooms, and other learn- is an advanced master’s degree pursued by stu- EDPP 6900. Research and independent ing environments; urban education; school dents who already possess a master’s degree in study (1-3) desegregation and school choice; education a substantive area of education or by students Faculty/staff. Permission required. and the life course; and the social analysis of without a prior master’s degree who want an education policy. The program provides train- opportunity to combine study in sociology and EDPP 6940. Studies in politics and ing and hands-on experience in evaluation education (1-6) education with another area in education. The Faculty. methods and both quantitative and qualitative program involves study of sociological perspec- research methods. tives and methods in the context of contem- EDPP 7503. Dissertation seminar (1-3) porary educational policy issues. Current sub- Faculty. Permission required. Development The curriculum of the Sociology and Educa- stantive areas that can be combined with of doctoral dissertation proposals. tion program emphasizes issues in urban edu- study in sociology and policy include evalua- cation, including the social organization of tion and institutional analysis, human devel- EDPP 8900. Dissertation advisement (0) urban schools and school systems, and the suc- opment, technology, curriculum, administra- Faculty. Individual advisement on doctoral cess or failure of urban schools in meeting the dissertations. Fee to equal 3 points at current tion, and foundations. Students completing tuition rate for each term. For requirements, educational needs of the diverse populations this program are prepared to assume positions see section in catalog on Continuous Registra- they serve. The program faculty are actively as specialists in a variety of organizations tion for Ed.D./Ph.D. degrees. engaged in the analysis and evaluation of edu- devoted to applied educational research, poli- cational policies and programs designed to cy making, advocacy, consulting, and manage- serve educationally disadvantaged populations. ment of educational activities.

108 www.tc.columbia.edu General Information: (212) 678-3000 EDUCATIONORGANIZATIONPOLICY ANDANDSOCIALLEADERSHIPANALYSIS

Doctor of Philosophy • EDPS 6525 Seminar in sociology For the policy option: The Doctor of Philosophy in Education of education (3) • EDPA 4899 Federal Policy Institute (3) (Ph.D.) program is designed for students with • ITSF 5023 The family as educator (3) (recommended) substantial background and interest in the dis- • ITSF 5026 The family and television (3) cipline of sociology and its application to edu- • ITSF 5120 Education in community Culminating Experience (0-3 points): cation. The Ph.D. is a highly specialized degree settings: Museums (2-3) • Master’s comprehensive examination, or with few electives and requires substantial • ITSF 6520 Seminar in families and • Master’s essay and EDPS 6021, Social coursework to be done in daytime classes at communities as educator research methods: Reporting (1 point in the Graduate School of Arts and Sciences at (1-3) fall; 2 points in spring) Columbia University. This program, therefore, • ORLA 4010 Introduction of organiza- requires full-time study. Students completing tional change theory in MASTER OF EDUCATION-60 POINTS this program are prepared to assume positions education (3) Sociology Core Courses (12 points) in college and university programs focused on from among the following: sociological research in the field of education. For the policy option only, the following courses may • EDPS 4000 Education and public be taken: policy (3) (required for Doctor of Education • ITSF 5120 Education in community the policy option) The Doctor of Education (Ed.D.) program settings (3) • HUDK 4011 Sociology of online is designed to provide broad training in the • EDPA 6030 Institutional theory: learning (3) social sciences, education, and educational Sociological perspectives • EDPS 4021 Sociology of education (3) policy. The program prepares students for posi- on institutional change in • EDPS 4022 Sociology of urban tions in teaching, research, and policy through education (3) education (3) interdisciplinary study grounded in the socio- Or other approved courses. • EDPS 4024 Social stratification logical perspective. All coursework is available and education (3) at Teachers College, and both part-time and Research Methods (6 points): • EDPS 4027 Sociology of classrooms (3) full-time study is possible. Students completing • HUDM 4122 Probability and statistical • EDPS 4028 Sociology of the life course (3) this program are prepared to assume positions inference (3) • EDPS 4029 Sociology of schools (3) in college and university programs in education • HUDK 4031 Sociology of evaluation (3) as well as leadership positions in a variety of And an approved course in qualitative meth- • EDPS 4032 Gender, difference, and organizations devoted to applied educational ods, including one or more of the following: curriculum (3) research, policy making, advocacy, consulting, • C&T 5502 Introduction to qualitative • EDPS 5022 Sociological analysis of and management of educational activities. research in curriculum and educational systems (3) teaching (3) • HUDK 5621 Technology and society (3) Special Application • ITSF 5000 Methods of inquiry: • EDPS 6525 Seminar in sociology Requirements/Information: Ethnography and partici- of education (3) The GRE General Test is required for all doc- pant observation (3) • ITSF 5023 The family as educator (3) toral applicants, and doctoral applications are • ITSF 5001 Ethnography and partici- • ITSF 5026 The family and television (3) reviewed for fall term only. pant observation: Field- • ITSF 5120 Education in community work, analysis, reporting settings: Museums (2-3) Degree Requirements: (3) • ITSF 6520 Seminar in families and com- • ITSF 5007 Race, class, and schooling: munities as educator (1-3) MASTER OF ARTS-32 POINTS Ethnographic approaches • ORLA 4010 Introduction of organizational Sociology Core Courses (12 points) (3) change theory in education from among the following: (3) • EDPS 4000 Education and public Policy Sequence (6 points; or 9 points For the policy option only, the following courses may policy (3) (required for with policy option): be taken: the policy option) • EDPS 5645 Policy seminar I (3), and • ITSF 5120 Education in community • HUDK 4011 Sociology of online • EDPS 5646 Policy seminar II (3) settings (3) learning (3) For the policy option, both of the above courses plus • EDPA 6030 Institutional theory: • EDPS 4021 Sociology of education (3) an approved content-driven policy course. See the Sociological perspectives • EDPS 4022 Sociology of urban Teachers College Office of Policy and Research web- on institutional change in education (3) site for more information. education (3) • EDPS 4024 Social stratification and education (3) Colloquia (3 points): Research Methods (9 points): • EDPS 4027 Sociology of classrooms (3) • EDPS 4620 Introductory colloquium in • HUDM 4122 Probability and statistical • EDPS 4028 Sociology of the life course (3) sociology and education (2-3) inference (3) • EDPS 4029 Sociology of schools (3) or • HUDM 5122 Applied regression analysis (3) • HUDK 4031 Sociology of evaluation (3) • HUDK 5100 Supervised research and • An approved course in qualitative methods (3) • EDPS 4032 Gender, difference, and practice (1-6) curriculum (3) Concentration (9 points): • EDPS 5022 Sociological analysis of Electives (3-5 points; or 0-3 points Courses in Sociology of Education or an addi- educational systems (3) with policy option): tional area of concentration, selected in consul- • HUDK 5621 Technology and society (3) Selected in consultation with an advisor. tation with an advisor.

Teachers College Columbia University 2011-2012 109 For the policy option, the following Policy Ph.D. students also pursue a minimum of 12 EDPS 4021. Sociology of education (3) Sequence replaces the above concentra- points in core classes in the sociology of edu- Professor Pallas. A broad analysis of education tion: cation and 6 points in seminars and colloquia using basic sociological concepts, including • EDPS 5645 Policy seminar I (3), and designed to prepare students for dissertation schools as organizations, socialization, stratification, and ethnic relations. • EDPS 5646 Policy seminar II (3), and research. The balance of the 75-point minimum is earned through elective courses select- • An approved content-driven policy course EDPS 4022. Sociology of urban education (3) ed in collaboration with the student’s advisor. Professor Wells. Analysis of urban schools and Electives (30 points): districts within the context of urban social and Selected in consultation with an advisor from DOCTOR OF EDUCATION-90 POINTS political systems. offerings at Teachers College or other schools The coursework for the Ed.D., which totals a of Columbia University. minimum of 90 points, has seven components: EDPS 4024. Social stratification and basic social research design and methods, education (3) Culminating Experience (0-3 points): advanced social research design and methods, Faculty. An examination of the link between education and social inequality in Western • Master’s comprehensive examination, or social theory, core coursework in the sociology societies, questioning whether schools are a • Master’s essay and EDPS 6021, Social research of education, seminars and colloquia, course- mechanism of social mobility, enabling poor methods: Reporting (1 point in fall; 2 points in work in the social context of teaching and and disadvantaged children to get ahead in spring) learning, and elective courses. All of the life, or whether schools perpetuate the hard- required coursework is offered at Teachers ships faced by poor and minority populations. Breadth Requirement: College. Topics include the importance of quantity and To satisfy College requirements, all students quality of schooling for adult success; the ways must complete a minimum of three Teachers Basic social research design and methods in which race/ethnicity, sex, and social class background structure students’ educational College courses (a course for this purpose (12 points) involves coursework in research experiences; the role of tracking and ability design, probability and statistics, applied regres- is one in which at least 2 points are earned) grouping within schools; and the link between outside of EDPS. sion analysis, and qualitative research methods. schooling and the economy. Courses in advanced social research design and DOCTOR OF PHILOSOPHY-75 POINTS methods (minimum 6 points) build on these EDPS 4027. Sociology of classrooms (3) The coursework for the Ph.D., which totals a basic courses in the quantitative and/or quali- Faculty/staff. An examination of sociolo- minimum of 75 points, has seven components: tative domains. Social theory courses (3 points) gical research on the structure and operation social theory, basic social research design and draw from sociology and other social sciences. of classrooms. Particular attention to the processes of stratification, socialization, legitima- methods, advanced social research design and Ed.D. students also pursue a minimum of 15 tion, and social organization. methods, foundational coursework in sociolo- points in core classes in the sociology of educa- gy, core coursework in the sociology of education and 6 points in seminars and colloquia EDPS 4028. Sociology of the life course (3) tion, seminars and colloquia, and elective designed to prepare students for dissertation Professor Pallas. Sociologists define the life courses. The required coursework is offered at research. course of individuals by when, and in what Teachers College and in the Sociology Depart- order, people assume key social roles, such as ment in Columbia’s Graduate School of Arts One of the hallmarks of the Ed.D. curriculum becoming an adult or moving from the work- and Sciences. With advisor permission, stu- is a 9-point concentration in the social context force to retirement. This course looks at the dents may pursue courses in other professional of teaching and learning, which draws on sociology of the life course. Focusing on how historical and societal factors combine with schools at the University or through the Inter- courses in Education Policy and Social Analysis, Curriculum and Teaching, and the personal characteristics of individuals to University Doctoral Consortium. (Please refer produce unique life course patterns. to the Inter-University Doctoral Consortium International and Transcultural Studies. All students take at least one course in Develop- section of this bulletin for participating EDPS 4029. Sociology of schools (3) schools.) mental Psychology and Cognitive Studies in Faculty/staff. An examination of sociolo- Education. The balance of the 90-point mini- gical research on the structure and operation Social theory (6 points) includes coursework mum is earned through elective courses select- of schools. Particular attention to the pro- in classical and contemporary sociological ed in collaboration with the student’s advisor. cesses of socialization, stratification, and legiti- theory. mation as well as social organization and the Policy Studies in Sociology Concentration Option: sociology of school curriculum. Basic social research design and methods • EDPS 4000 Education and public policy (3) EDPS 4030. Sociology of educational (12 points) involves coursework in research processes in formal organizations (3) • EDPS 5645 Policy seminar I (3) design, probability and statistics, applied Faculty. An introduction to organizational the- regression analysis, and qualitative research • EDPS 5646 Policy seminar II (3) ory as it applies to a variety of institutions with methods. Courses in advanced social research • Approved content-driven policy course (3) particular attention to the potential of educa- design and methods (minimum 6 points) build tional activities as a force in formal organiza- on these basic courses in the quantitative COURSES: tions. and/or qualitative domains. Students also EDPS 4000. Education and public policy (3) enroll in at least one 3-point course offered by EDPS 4032. Gender, difference, Professor Wells. Examination of the federal role and curriculum (2-3) the Graduate School of Arts and Sciences at in k-12 educational policy over the course of Dr. Alperstein. A study of the extent and Columbia or a Consortium institution in each the 20th century and its impact on states and causes of gender inequality in society and the of the areas of social stratification/inequality, districts. ways in which schools work both to reduce social organization, and social change. and exacerbate inequality.

110 www.tc.columbia.edu General Information: (212) 678-3000 EDUCATIONORGANIZATIONPOLICY ANDANDSOCIALLEADERSHIPANALYSIS

EDPS 4620. Introductory colloquium Individualized Studies in sociology of education (2-3) Professor Pallas. Permission required. Intensive EDPS 4903. Research and independent readings and discussions of basic literature in study (1-3) sociology of education, with attention to com- Faculty. Permission required. mon issues and research strategies. EDPS 6903. Research and independent EDPS 5020. Methods of social research: study (1-9) Survey methods (3) Faculty. Permission required. Professor Pallas. Relationship between research problem and study design, choice of popula- EDPS 6920. Studies in sociology tion, sampling methods, instrument construc- and education (1-8) tion, interviewing, data processing, and analysis. EDPS 7503. Dissertation seminar (0-3) EDPS 5022. Sociological analysis Faculty. Permission required. Required of of educational systems (2-3) doctoral students in the semester following Faculty. Analysis of local and national educa- successful completion of certification exam- tion systems through application and adapta- inations. tion of organization theory, with special attention to problems of innovation. EDPS 8903. Dissertation advisement (0) Faculty. Individual advisement on doctoral EDPS 5430. Internship (1-6) dissertations. Fee to equal 3 points at current Faculty. Permission required. Supervised expe- tuition rate for each term. For requirements, rience in diverse settings designed to develop see section in catalog on Registration for skills in policy-related research, development, Ed.D./Ph.D. degrees. planning, and evaluation. Advanced students may register for intensive EDPS 5620. Advanced colloquium in individual study of some aspect of their special- sociology of education (1-3) ization. Registration is only by permission of Professor Wells. This course is designed to the instructor under whose guidance the work enhance student knowledge of social theory in will be undertaken. Times for individual con- sociological research. Particular attention is ferences will be arranged. Enrollment may be devoted to deductive models of explanation for 1 or more points each term, and registra- and their use in the construction of theory and tion is not limited to one or two terms. its application as a basis for empirical inquiry.

EDPS 5645. Policy seminar I (3) Professor Pallas. Conceptualization and identification of social and educational problems that can be subjected to policy interventions. Design and evaluation of alternative policy choices. Effective strategies for presenting policy analysis to multiple audiences.

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

EDPS 6021. Social research methods: Reporting (1-2) Faculty. Students wishing to complete a master’s essay or thesis instead of taking the master’s exam will design a study, collect and analyze data and write an extensive paper.

EDPS 6525. Seminar in sociology of education (1-3) Faculty. A seminar for doctoral students to further their professional development and to prepare for doctoral research.

Teachers College Columbia University 2011-2012 111 112 www.tc.columbia.edu General Information: (212) 678-3000 Health and Behavior Studies

CHAIR: Professor Stephen Peverly 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 is PSYCHOLOGY 115 The mission of the Department of Health and Behavior Studies to improve health, learning, and social well-being in schools and other settings and throughout Reading Specialist the lifespan. This mission is achieved by: School Psychology *Generating the applied research on the behavioral and social determinants of health and learn- HEALTH STUDIES 120 ing that provides the evidence base to inform the design, implementation, and evaluation of Diabetes Education and Management interventions in schools and other community settings that can improve health and mitigate learning and other disabilities. Health Education Nursing Education *Preparing practitioners, scholars, and leaders who can help people to realize their full potential, make informed decisions, and attain the best possible quality of life. NUTRITION 127 Nutrition Education Thus, the department is committed to the professional preparation of those who will serve Nutrition and Public Health diverse at-risk or high-needs populations by conducting socially consequential and policy- Community Nutrition Education relevant research and fostering interdisciplinary collaboration in practice to address problems *Applied Physiology and Nutrition in society that no single disciplinary approach can achieve. Behavioral Nutrition

SPECIAL EDUCATION 134 The programs in the Department fall into the following categories: Applied Behavior Analysis Deaf and Hard of Hearing Applied Educational Psychology Guidance and Rehabilitation This area of study includes the following programs: Reading Specialist and School Psychology. Instructional Practice in Such study prepares students to serve as educators, scientists, and service providers in a variety Special Education of settings, including universities, schools, psychoeducational clinics, hospital-based child study Intellectual Disability/Autism clinics, and community agencies. Physical Disabilities Severe or Multiple Disabilities Health Studies and Nutrition These areas of study include the following programs: Diabetes Education and Management, TEACHING OF Health Education, Nursing Education, and Nutrition (Applied Physiology and Nutrition, AMERICAN SIGN LANGUAGE Community Nutrition Education, Nutrition and Public Health, Nutrition Education, and AS A FOREIGN LANGUAGE 143 Behavioral Nutrition). Students in Nutrition may also complete a Dietetic Internship option accredited by the American Dietetic Association. These programs prepare students to serve in * Offered jointly with the Department of leadership roles in community-based organizations, government agencies, corporations, health Biobehavioral Sciences. care settings, fitness centers, sports organizations and educational settings. Current knowledge in behavioral science and education is integrated with field-based applications for health promotion and disease prevention.

Special Education Among the programs included in Special Education are Applied Behavior Analysis, Deaf and Hard of Hearing, Guidance and Rehabilitation, Instructional Practice, Intellectual Disability/ Autism, Physical Disabilities, and Severe or Multiple Disabilities. These programs prepare students 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, evaluation, 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 2011-2012 113 FACULTY: ASSISTANT PROFESSORS: INSTRUCTORS: Hsu-Min Chiang (Special Education) Toby Amidor (Nutrition) PROFESSORS: Jessica Singer Dudek Young Seh Bae (Special Education) John P. Allegrante (Health Education) (General and Special Education) David Cohen (Special Education: Charles E. Basch (Health Education) Melissa Scollan-Koliopoulos (Diabetes Blindness and Visual Impairment) Marla R. Brassard (School Psychology) Education and Management) Christina Costa (Nutrition) Isobel R. Contento (Nutrition) Mary Anne Gray (Reading Specialist) R. Douglas Greer LECTURERS: Leah Greenberg (Special Education) (General and Special Education: Gardith Marcelin (School Psychology) Ann-Maria Gropp (Reading Specialist) Applied Behavior Analysis) Jennifer Mascolo (School Psychology) Maria Hartman (Special Education) Linda Hickson Susan Garni Masullo (Reading Specialist) Kate MacKenzie (Nutrition) (Special Education: Russell Rosen (Special Education: Tara Malka (Special Education) Intellectual Disability/Autism) ASL as a Foreign Language) Sarah Mallory (Special Education) Kathleen A. O’Connell Emily Shamash (Special Education) Shelley Mesznik (Nutrition) (Nursing Education) Lora A. Sporny (Nutrition) Giani Pedulla (Special Education: Dolores Perin (Reading Specialist) Blindness and Visual Impairment) Stephen T. Peverly (School Psychology) ADJUNCT ASSISTANT PROFESSORS: Mary Ellen Rooney (Special Education: Philip A. Saigh (School Psychology) Ara Bahadourian (Special Education) Intellectual Disability/Autism) Barbara C. Wallace (Health Education) Evan Berk (Nutrition) Michelle Saunders (Special Education: Bonnie Bernstein (Nutrition) Blindness and Visual Impairment) ADJUNCT PROFESSORS: Suhong Chen (School Psychology) Lynn Settlow (Reading Specialist) Ann E. Boehm (School Psychology) Jeanne Coleman (Health Education) Michelle Veyvoda (Special Education) Robert E. Fullilove, III (Health Education) Jo Ann Delgado (Special Education) Joan Gussow (Nutrition) Grant Gautreaux (Special Education) RESEARCH PROFESSOR: Ray Marks (Health Education) Miriam Goldstein (Reading Specialist) Inga Dora Sigfusdottir (Health Education) John T. Pinto (Nutrition) Michelle Greenwald (School Psychology) Susan Hall (School Psychology) For information about faculty and their scholarly ASSOCIATE PROFESSORS: Margot Hodes (Health Education) and research interests, please refer to the Faculty Robert E. Kretschmer Jennifer Hope (School Psychology) section of this bulletin, or visit us at (Special Education: Deaf and Hard of Hearing) L.P. Johnson (Health Education) www.tc.edu/faculty. Randi Wolf (Nutrition) Richard Keller (Special Education) William Kernan (Health Education) VISITING ASSOCIATE PROFESSORS: Ishita Khemka (Special Education: C. Ronald MacKenzie (Health Education) Intellectual Disability/Autism) Elizabeth A. Walker (Health Education) Maya Korin (Health Education) Michael Koski (School Psychology) ADJUNCT ASSOCIATE PROFESSORS: Erin Rivelis (School Psychology) Caroline Camuñas (Nursing Education) Dimitra Robokos (Reading Specialist) Jane K. Dickinson (Diabetes Education James Sumowski (School Psychology) and Management) Rebecca Urciuoli (Reading Specialist) Maria Dolores Cox (Special Education) Mary Margaret Whelley (School Psychology) Pamela Koch (Nutrition) Elizabeth Zachry (Reading Specialist) Noelle Regina Leonard (School Psychology) Susan Lipkowitz (Special Education) Toni Liquori (Nutrition) Araxi Pasagian Macaulay (Health Education) Jose Eduardo Nanin (Health Education) Christine E. Pawelski (Special Education) Margaret G.E. Peterson (Health Education) Lesley Rennis (Health Education) Karen Reznik Dolins (Nutrition) Katherine Roberts (Health Education)

114 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 (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 socio-economic status. • HBSK 4077 Adult basic literacy (3) or • HBSK 5099 Writing interventions • Research focus: Emphasis on evidence-based READING theory and practice (3) (scientifically based) intervention strategies SPECIALIST (Choose HBSK 5099 or 4077) for struggling readers. • HBSK 5098 Diagnosis of reading Program Coordinator: • Lifespan perspective: Students learn to and writing disabilities Professor Dolores Perin deliver assessment and intervention to indi- (HBSK 4072 prerequisite) (3) viduals from preschool emergent literacy • HBSK 5373 Practicum in literacy Program Office: (212) 678-3942 through adolescence and adulthood. assessment and intervention I Email: [email protected] Students learn to develop content-area (HBSK 4072 prerequisite or literacy interventions. Adults include adult corequisite) (3) Website: www.tc.columbia.edu/hbs/ literacy students and college dyslexics. It • HBSK 5376 Practicum in literacy ReadingSpecialist/ is never too late to improve literacy skills. assessment and intervention II (HBSK 4072 and HBSK 5373 Degree Offered: • Clinical experience: Students take practica in a clinic at Teachers College prerequisite) (3) READING SPECIALIST- where they deliver services to struggling • HBSK 5377 Practicum in literacy INITIAL CERTIFICATION (READ-INIT) assessment and intervention III readers of all ages, who come from low- (HBSK 5376 prerequisite) (3) Master of Arts (M.A.) income households. • HBSK 5580 Seminar in consultation and • School experience: One practicum may be evaluation in reading (to be Program Description: taken at the student’s own school or an- taken during the final spring The Reading Specialist M.A. program provides other selected school. of the program) (3) students with a broad foundation in applied • Professional development focus: Preparation • HUDK 5090 Psychology of language and educational psychology as it relates to literacy for professional development in advanced reading (2-3) or acquisition and concentrated preparation in seminar as well as in graduate assistantship. • HUDK 4022 Developmental psychology: assessment and intervention in reading and • Full-time students (four courses in each aca- Childhood (2-3) or writing difficulties. The program provides demic semester and summer courses) can • HUDK 4023 Developmental psychology: experience in working with child, adolescent, complete the program in one calendar year. Adolescence (2-3) and adult learners. • A&HT 5000 Advanced topics in Special Application TESOL (2-3) or • A&HL 4106 Text and textuality (3) or Key program characteristics are: Requirements/Information: • A&HT 4185 Pedagogical approaches in • Preparation for two New York State Students who apply to the Program must pos- the content areas for teachers certifications: Teacher of Literacy, Birth-6 sess an undergraduate degree in a field rele- of K-12 ESL (3) or and Teacher of Literacy, 5-12. vant to literacy. Applicants are reviewed based • BBSN 4199 Issues: Neuroscience in • Preparation to work with children, adoles- on their undergraduate and any other academ- education (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 FAQ available at www.tc.edu/hbs/Reading- and writing to struggling readers both of the M.A. requirements must enter the pro- 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 under the supervision of an advisor. • Assessment and intervention focus: MASTER OF ARTS Students learn to deploy a battery of class- The Master of Arts consists of 34 points (mini- COURSES: room-based and standardized assessment mum 12 courses: 10 required, 2 elective) and See courses in Reading Specialist and School measures to identify strengths and weak- can be pursued either part-time or full-time. Psychology programs. nesses of individual students and groups Completion of a Master’s Integrative Project and then to develop an intervention plan is required for graduation. based on the assessment findings.

Teachers College Columbia University 2011-2012 115 SCHOOL logical Association (APA), and the program has available to spend a minimum of one full day not accepted applications or admitted students to per week for practica in their first year and PSYCHOLOGY the Ed.D. program in many years. two full days per week for fieldwork in their second year. Internships are full-time. Program Coordinators: Program Goals: Professor Marla Brassard (Ph.D.) Goal 1: Have a sound theoretical foundation Suggested sequence of courses by year Professor Philip Saigh (Ed.M.) in cognitive and developmental psychology; and semester: Program Office: (212) 678-3942 access and diagnose learning, behavior, and Email: [email protected] social-emotional problems and strengths; and First Year: Email: [email protected] plan, implement, and evaluate effectiveness Fall • HBSK 4025 Professional and ethical Website: www.tc.edu/hbs/SchoolPsych of psychological and educational prevention and intervention programs that promote functions of school Degrees Offered: cognitive, behavioral, and social-emotional psychologists growth of children and families. • HBSK 4072 Theory and techniques APPLIED DEVELOPMENTAL AND LEARNING of reading assessment PSYCHOLOGY- SCHOOL PSYCHOLOGY (SPSM) and intervention Goal 2: Effectively participate in their commu- Master of Education (Ed.M.) • HBSK 4073 Childhood disorders, or nity by promoting cognitive, behavioral, and • HBSK 5031 Family as a context for SCHOOL PSYCHOLOGY (SPSD) social-emotional, and educational growth of child development children and families. • HBSK 5320 Individual psychological Doctor of Philosophy (Ph.D.)* testing I Program Description: Goal 3: Understand and respect individual • HBSK 5378 Practicum in psycho- differences and differences in culture, race/ educational assessment of Both our master’s and doctoral programs are ethnicity, gender, socioeconomic status, and school subject difficulties fully approved by the National Association of sexual orientation and work effectively in School Psychologists (NASP). Our Ph.D. pro- multicultural and pluralistic social contexts. Spring gram is also fully approved by the American • HBSK 4073 Childhood disorders, or Psychological Association (APA). These pro- • HBSK 5031 Family as a context for Goal 4: Have a breadth of knowledge and grams focus on the application of cognitive and child development variety of skills to plan and conduct psycho- developmental psychology to the promotion of • HBSK 5321 Individual psychological logical and educational research and evalua- competence in learning and mental health in testing II tion programs. schools and other educational contexts. Course- • HBSK 6380 Practicum in psycho- work provides students with a strong foundation educational assessment Goal 5: Be actively involved in the profession with culturally diverse in the theory and research of cognitive and dev- and committed to professional ethics and stan- students elopmental psychology and its application to: dards and to life-long learning. • HBSS 6100 Measurement and (a) the instruction and learning of school-related program evaluation subjects, particularly reading and (b) the under- • Course on multicultural school psychology standing and treatment of mental health prob- Special Application lems. Practica and internship experiences provide Instructions/Information: The GRE General Test and an academic writing Summer students with the opportunity to apply this • ORL 5362 Group dynamics: sample (a paper from an undergraduate or prior knowledge directly to their work with clients. A systems perspective graduate class) are required for applicants to • HBSK 6584 Seminar: School psychology Clients are seen in a variety of contexts, includ- the Ed.M. and Ph.D. degrees. consultation ing our collaborating schools (we provide school psychological services to children and youth in Degree Requirements: Second Year: several schools that serve children from racially, Fall ethnically, and linguistically diverse low, and mid- MASTER OF EDUCATION • HBSK 5085* Observing and assessing dle income environments). Faculty research, all Our National Association of School preschool children of which is cognitively and/or developmentally Psychologists (NASP)-approved Master of • HBSK 5050 Therapeutic interventions for school psychologists oriented, provides yet another vehicle for stu- Education program requires 69 points of coursework. The course of study stresses a • HBSK 5070 Neural bases for language dents (doctoral primarily) to develop and apply and cognitive development their knowledge. firm grounding in the core areas of psychology, especially cognitive psychology, as well as in • HBSK 5280 Fieldwork in school psychological services the tools traditionally used by school psychol- The overall goal of the program is to educate • HBSK 6382 Advanced practicum in school psychologists who can promote the cog- ogists to apply their knowledge and skills to psychoeducational inter- nitive, behavioral, and social growth and devel- school settings. Completion of the Ed.M. pro- ventions in schools opment of children and families from diverse gram in School Psychology can lead to certifi- Spring linguistic, cultural or racial backgrounds. cation as a school psychologist in New York • CCPJ 6362 Group practicum State. • HBSK 4074* Development of reading comprehension strategies *In addition to the Ph.D., the program in School Ed.M. students should plan on three years and study skills Psychology also has a New York State Department of full-time attendance, including summers. • HBSK 5051 Child-adolescent PTSD and related disorders of Education registered Ed.D. option. However, that Although part-time attendance is possible, full-time attendance leads to a richer educa- • HBSK 5280 Fieldwork in school degree is not accredited by the American Psycho- psychological services tional experience. Ed.M. students must be

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

• HBSK 6383 Neuropsychological • HUDM 5122 Applied regression analysis Summer assessment of children • ORL 5362 Group dynamics: • CCPX 6020 History and systems of and adults A systems perspective psychology, or • HBSK 5096 The psychology of memory Summer Summer • HBSK 5096 The psychology of memory • HUDM 5123 Linear models and Fourth Year: • HUDM 4122 Probability and statistical experimental design Fall inference • HBSK 6584 Seminar: School psychology • HBSK 7503 Dissertation seminar: consultation. Schooling and reading** Third Year: • HBSK 5271 Supervised externship in • HBSK 5480 School psychologist internship Second Year: psychoeducational practice (full-time placement) Fall • HBSK 5050 Therapueutic interventions Spring *Take HBSK 5085 if you are interested in for school psychologists • HBSK 8902 Dissertation advisement: • HBSK 5070 Neural bases for language working with young children; take HBSK 4074 Schooling and reading and cognitive develop- • HBSK 5271 Supervised externship in if you are interested in late elementary/middle ment psychoeducational practice school and high school populations. • HBSK 5280 Fieldwork in school psychological services Fifth Year: DOCTORAL PROGRAM • HBSK 6382 Advanced practicum in • HBSK 6480 School psychologist Our American Psychological Association psychoeducational inter- internship (APA)- and National Association of School ventions in schools • HBSK 8902 Dissertation advisement: Psychologists (NASP)- approved doctoral pro- • HBSK 6570- Research in applied Schooling and reading gram (Ph.D.) requires a minimum of 90 points. HBSK 6578 educational psychology Students may have to complete courses in • ORLJ 5040 Research methods in * Includes a lab that is not part of the scheduled social psychology addition to those included in the curriculum if time for the course. Lab times are usually decided their advisor deems it necessary (e.g., an extra on a group by group basis once lab supervisors are Spring assigned (HBSK 5321 is an exception with a statistics course). Attainment of the doctoral • CCPJ 6362 Group practicum scheduled lab). degree prepares students for certification as a • HBSK 5031 Family as a context for ** If the student has a proposal hearing after one school psychologist and licensure as a psychol- child development semester of HBSK 7503, s/he must enroll in ogist. On average, doctoral students should • HBSK 5280 Fieldwork in school HBSK 8900. HBSK 7503 cannot be taken more plan on five years of full-time attendance, psychological services than twice. including summers. This includes three years • HBSK 6383 Neuropsychological of coursework, a two-semester externship in assessment of children There are many opportunities for fieldwork the third year, a full-year internship during the and adults* and internship experiences in the New York fifth year, and a dissertation. • HBSK 6570- Research in applied City area including public schools, residential HBSK 6578 educational psychology schools, and hospitals. • Course on multicultural school psychology Suggested sequence of courses by year and semester: COURSES: Summer (Reading Specialist and School Psychology • CCPX 6020 History and systems programs) First Year: of psychology, or Fall • HBSK 5096 The psychology of memory HBSK 4025. Professional and ethical • HBSK 4025 Professional and ethical • HUDM 5059 Psychological measurement functions of school psychologists (3) functions of school Professor Peverly. Permission required. psychologists Third Year: Overview of issues associated with the school • HBSK 4072 Theory and techniques Fall psychologist’s roles within educational settings of reading assessment • HBSK 5085 Observing and assessing including assessment, intervention, and con- and intervention preschool children sultation. Education and disability law and • HBSK 5320 Individual psychological • HBSK 5271 Supervised externship in ethics are stressed. testing I* psychoeducational practice • HBSK 5378 Practicum in psycho- • HBSK 6570- Research in applied HBSK 4072. Theory and techniques of educational assessment of HBSK 6578 educational psychology reading assessment and intervention (3) school subject difficulties* • ORLJ 5540 Proseminar in social and Professor Perin and Dr. Masullo. Overview • HBSK 6570- Research in applied organizational psychology of theories, assessment, and intervention HBSK 6578 educational psychology techniques for reading and writing across • HUDM 4122 Probability and Spring the lifespan. Both typical development and statistical inference • HBSK 4074 Development of reading literacy difficulty are addressed. Materials Spring comprehension strategies fee: $50. • HBSK 4073 Childhood disorders* and study skills • HBSK 5321 Individual psychological • HBSK 5051 Child-adolescent PTSD HBSK 4073. Childhood disorders (3) testing II* and related disorders Professor Saigh. Permission required. Informa- • HBSK 6380 Practicum in psycho- • HBSK 5271 Supervised externship in tion involving the symptoms, life-course, educational assessment psychoeducational practice prevalence, and etiology of a number of psy- with culturally diverse • HBSK 5273 Supervised experience in chiatric disorders that are manifested in child- students supervision hood and adolescence is presented. Informa- • HBSK 6570- Research in applied • HBSK 6570- Research in applied tion involving assessment and treatment is also HBSK 6578 educational psychology* HBSK 6578 educational psychology* considered. This course considers psycho-edu-

Teachers College Columbia University 2011-2012 117 cational assessment, diagnosis, and treatment HBSK 5070. Neural bases for language colleges, and adult education programs, of child and adolescent disorders. A testing lab and cognitive development (3) under faculty supervision. The field is included. Materials fee: $75. Dr. Sumowski. Permission required. Examina- experience provides an opportunity to tion of neural mechanisms involved in lan- understand both practical and theo- HBSK 4074. Development of reading com- guage, reading, and the acquisition of academic retical aspects of pressing questions prehension strategies and study skills (3) skills. Particular attention is paid to language concerning literacy acquisition across Professor Peverly. Reading and study skills: disorders, variations in cerebral organization, the lifespan. Practical procedures based on research find- and hemisphere specialization. ings appropriate for teachers, counselors, and • HBSK 5273. Supervised experience others. Discussion focuses on students in the HBSK 5085. Observing and assessing in supervision (1-2) middle elementary grades through young adult- preschool children (3) Professor Brassard. Advanced doctoral hood. Professor Boehm. Overview of assessment pro- students are supervised in their super- cedures used with preschool and kindergarten- vision of the comprehensive psycho- HBSK 4077. Adult basic literacy (3) age children including review of related tests, educational assessments with clients in Professor Perin. An examination of the learning the development of observation procedures, the Center for Educational and Psycho- of reading and writing by adults who have not and the development of screening programs. logical Services performed by first-year achieved full literacy. Populations discussed Materials fee: $75. school psychology students enrolled in include adults with learning disabilities, adult HBSK 6380. basic education students, community college HBSK 5096. The psychology of memory (3) continuing education and developmental edu- Professor Peverly. An analysis of perspectives HBSK 5280. Fieldwork in school cation students, immigrants and others who on human memory with particular attention psychological services (2) have limited English language proficiency, stu- to knowledge, attention, strategic processes, Drs. Mascolo, Hope, Marcelin, and dents in correctional settings, and participants meta-cognition, transfer, and context. The Greenwald. Permission required. Limited to in adult literacy programs outside of the U.S. application of this information to practice is second-year students in School Psychology. stressed. Must be taken concurrently with HBSK 6382- HBSK 4903. Research-independent study HBSK 6383. Supervised school-based experi- in reading (1-3) HBSK 5098. Diagnosis of reading and ence in psychoeducational practice (two Faculty. Permission required. Individualized writing disabilities (3) days per week for the entire academic year). research and fieldwork projects in literacy Faculty. Prerequisites: HBSK 4072. Presents Includes university-based supervision. Super- assessment and intervention. theories and practices of diagnosing dyslexia visory fee: $100 per semester. and other disorders of literacy. Students learn HBSK 5031. Family as a context for to administer, score, and interpret a test battery HBSK 5320-HBSK 5321. Individual child development (3) and to formulate a diagnosis. Materials fee: psychological testing (3) Professor Brassard. Prerequisite: Any introduc- $50. Professor Brassard. Permission required. This is tory developmental psychology course. Exam- a year-long course open to Ed.M. and doctoral ines theories of family functioning and empiri- HBSK 5099. Writing interventions theory students in School Psychology. Background, cal evidence of family processes that mediate and practice (3) administration, and interpretation of major child and adolescent development outcomes. Professor Perin. This is a literacy course that psychological tests from both nomothetic and Emphasis on family factors associated with applies research on cognitive, linguistic, affec- ideographic perspectives. Both courses cover children’s cognitive, emotional, and academic tive, social, and cultural processes underlying the administration of major cognitive and per- development, including home-school collab- writing performance to the development of writ- sonality measures and the interpretation and oration and social functioning within cultural ing interventions. Writing is discussed within a integration of data into case reports. Lecture contexts. Materials fee: $10. larger context of reading comprehension and plus lab/supervisory section. Supervisory fee: subject-matter knowledge. Students learn to $100; materials fee: $50 per term. HBSK 5050. Therapeutic interventions evaluate and design content area writing inter- for school psychologists (3) ventions for both typically developing and spe- • HBSK 5320. Individual psycho- Professor Saigh. Permission required. This cial-needs populations of differing ages in vari- logical testing I (3) course is intended to provide school psychology ous educational settings. • HBSK 5321. Individual psycho- students with information about applied behav- logical testing II (3) ior analysis, behavior therapy, and cognitive- HBSK 5271-HBSK 5273. Supervised behavior therapy. Information pertaining to fieldwork in remedial reading and school HBSK 5373. Practicum in literacy behavioral assessment, single-case research difficulties assessment and intervention I (3) designs and behavioral and cognitive-behav- Faculty. Permission required. Faculty. Prerequisite or corequisite: HBSK ioral approaches to the treatment of childhood 4072, grade of B or better. This is the first of disorders and problems is considered. Informa- • HBSK 5271. Supervised externship three practica that provide experience in the tion involving treatment efficacy is a major in psychoeducational practice (1-3) assessment and instruction of literacy skill focus of the course. Materials fee: $100 Dr. Hall. Supervised experience including phonemic awareness, decoding, in a school, hospital, or community word recognition, vocabulary, fluency, spelling, HBSK 5051. Child-adolescent PTSD clinic focusing on psychoeducational expressive writing, and reading comprehension. and related disorders (3) assessment, counseling, remediation, Students receive clinical practice in administer- Professor Saigh. Permission required. This course and consultation. Prerequisite: HBSK ing, scoring, and interpreting a classroom test- presents information about the history, epidemi- 5280. Supervisory fee: $100. based battery and providing an instructional ology, etiology, assessment, prevention, and cog- intervention to a client with literacy difficulty. nitive-behavioral treatment of child-adolescent • HBSK 5272. Supervised field At this level, students work with children in post-traumatic stress disorder (PTSD) and relat- placement in reading (1-3) early childhood and elementary education. All ed internalizing disorders. Analogue diagnostic Professor Perin. Students conduct work is conducted in a clinical setting under and treatment training is provided. Materials fee: projects in a variety of field sites, the guidance of a supervisor and the course $100. including K-12 schools, community instructor. Besides assessment and intervention, students learn to conduct intake interviews and

118 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES client conferences, conceptualize individuals’ of intervention procedures. Students work with • HBSK 6578. Research: Family learning patterns, interact with parents and clients in the Dean Hope Center. Additional and school violence (1-3) other family members, follow ethical guidelines supervisory session required. Supervisory fee: Professor Brassard. appropriate for the profession, prepare regular $100. Materials fee: $50. documentation, and write case reports to pro- HBSK 6584. Seminar: School psychology fessional standard. Materials fee: $100. HBSK 6382. Advanced practicum in psy- consultation (3) choeducational interventions in schools Dr. Mascolo. In this course, students develop HBSK 5376. Practicum in literacy (3) and practice basic skills in school consultation assessment and intervention II (3) Dr. Marcelin. Permission required. Concurrent and counseling. Through readings, discussions, Faculty. Prerequisite or corequisite: HBSK registration in HBSK 5280 required for all presentations, and role plays, students demon- 4072, HBSK 5373, grade of B+ or better. School Psychology students. Cognitive-behav- strate an understanding of counseling theories Students work in a clinical setting to provide ioral interventions with children, adolescents, and approaches, approaches to consultation, as assessment and interventions within the con- and their families. Special fee: $150. well as practices consistent with professional text of a diagnostic teaching model for an indi- ethics and legal standards. Students reflect on vidual with literacy difficulties. Clinical work is HBSK 6383. Neuropsychological their own cultural background and acquire conducted under the guidance of a supervisor assessment of children and adults (3) knowledge relevant to cross-cultural consulta- and the course instructor. Professional guide- Dr. Whelley. Permission required. tions. lines, practices, and writing continue to be Prerequisites: HBSK 5320 and either BBSN emphasized. Materials fee: $100. 5033 or BBSN 5070. Analysis, administration, HBSK 6903. Research-independent and interpretation of special procedures used study in reading (1-3) HBSK 5377. Practicum in literacy to assess brain damage/dysfunction in adults Faculty. Permission required. Advanced stu- assessment and intervention III (2-3) and children. Special fee: $150. dents work with professor on research projects Dr. Masullo. Prerequisite: HBSK 5376, related to literacy skills across the lifespan. grade of B+ or better. Students gain literacy HBSK 5480-HBSK 6480. School assessment and intervention experience work- psychologist internship (0-3) HBSK 7503. Dissertation seminar: ing with small groups of learners in a school- Dr. Hall. Permission required. Limited to Schooling and reading (1-3) based setting. The practicum focuses on the Ed.M. or doctoral students in school psychol- Faculty. Permission required. full developmental range from early childhood ogy. Supervised experience in the delivery of through adolescent and adult literacy, including psychological services in approved and appro- HBSK 8902. Dissertation advisement: content-area reading and writing. Students priate agencies, institutions, and schools. Schooling and reading (0) have opportunities to work with classroom Faculty. Permission required. Individual advise- teachers, literacy teachers, and other school HBSK 6570-HBSK 6578. Research ment on doctoral dissertations. Fee to equal 3 personnel while continuing to adhere to profes- in applied educational psychology (0-3) points at current tuition rate for each term. For sional ethical guidelines and standards in their Faculty. Permission required. Prerequisite: more information please see section on contin- assessment, teaching, and preparation of familiarity with statistical procedures and uous registration for Ed.D. degree. reports. Materials fee: $100. research design. Students participate in ongoing research or other special projects under HBSK 5378. Practicum in psychoeducational the direction of a faculty member. assessment of school subject difficulties (3) Dr. Mascolo. Covers the assessment of academ- • HBSK 6570. Neurosciences and ic skills, especially reading and cognitive func- education (0-3) tioning. The administration, scoring, and mean- Dr. Salzinger. ingful interpretation of test performance are addressed. Students work in pairs with client. • HBSK 6571. Cognitive processes and strategies in young children (0-3) HBSK 5580. Seminar in consultation Faculty. and evaluation in reading (3) Professor Perin and Dr. Masullo. Current • HBSK 6572. Post-traumatic stress topics in literacy and schooling; professional disorder (0-3) issues; evaluation of intervention programs Professor Saigh. and research; preparation for integrative project requirement. • HBSK 6573. Text comprehension (0-3) HBSK 6320. Practicum in college Faculty. instruction (1-3) Faculty. Permission required. Supervised expe- • HBSK 6574. Cognitive processes rience in preparation of instructional materials related to studying (0-3) and in assessment of student performance at Professor Peverly. the college and university level. • HBSK 6575. Risk and resilience HBSK 6380. Practicum in psycho- (0-3) educational assessment with culturally diverse students (3) • HBSK 6576. Acquisition of Drs. Mascolo, Rivelis, and Hall. Permission reading and writing ability (0-3) required. Supervised experience in psychoedu- Professor Perin. cational assessment, including observation, interviewing, and testing of children and youth • HBSK 6577. Psychoeducational from culturally diverse backgrounds; integra- aspects of deafness (0-3) tion and interpretation of data. Consideration Professor Kretschmer.

Teachers College Columbia University 2011-2012 119 HEALTH STUDIES 2. Preparation in one of the areas eligible Degree Requirements: to take the Certified Diabetes Educator The Master of Science in Diabetes Education The Health Studies area of study includes Certification Examination, including clini- and Management requires satisfactory comple- the following programs: Diabetes Education cal psychologist; registered nurse; occupa- tion of 36 course points and a Masters Integra- and Management, Health Education and tional therapist; optometrist; pharmacist; tive Project. The program may be pursued full- Nursing Education. physical therapist; physician (M.D. or time or part-time, but part-time students are D.O.); podiatrist holding a current, active, encouraged to take at least 6 credits per semes- DIABETES EDUCATION unrestricted license from the United States ter to ensure timely completion of the program. or its territories; dietitian holding active AND MANAGEMENT registration with the Commission on Required Diabetes Related Core Courses Dietetic Registration; physician assistant Program Coordinator: (16 points): holding active registration with the • HBSD 4110 Behavior change strategies Jane K. Dickinson, RN, PhD, CDE National Commission on Certification of for diabetes prevention and Physician Assistants; or exercise physiolo- control (3) Program Office: (646) 389-6242 gist holding active certification as an • HBSD 4120 Pathophysiology of diabetes Email: [email protected] American College of Sports Medicine and its complications (3) Website: www.tc.edu/hbs/diabetes • HBSD 4130 Assessment of the person Registered Clinical Exercise Physiologist® with diabetes (3) 3. Academic qualifications consistent with Degree Offered: • HBSD 4140 Preventive and therapeutic graduate school, including undergraduate interventions in diabetes DIABETES EDUCATION AND MANAGEMENT and/or graduate GPA of at least 3.0 on a management (4) (DEDM) 4.0 scale. • HBSD 4150 Diabetes self-management Master of Science (M.S.) 4. If an applicant’s native language is not education (DSME) programs: English, or if an applicant received his/her Development, implementa- Program Description: baccalaureate degree from an institution tion, and evaluation (3) The Diabetes Education and Management where English is not the official language Program is an interdisciplinary 36-credit of instruction, he/she must submit official Additional Required Core Courses Master of Science degree — the first of its scores from an accepted English proficiency (8-9 points): • HBSS 5110 Determinants of health kind. We will equip clinicians and care man- exam. This requirement is in effect regardless of where the applicant received a prior behavior (3) agers with a greater understanding of how • HBSS 5040 Research methods in health graduate degree (if any). diabetes develops and evolves across different and behavior studies I (3) populations; how to help patients manage 5. Admission to the Diabetes Education and • Multicultural Requirement: Choose at least one of treatment of their illness; how to develop, Management Masters degree program is the following; both may be taken in which case implement, and evaluate diabetes self-care based upon several criteria including ade- one will satisfy an elective requirement in Health management programs; and how to conduct quacy and relevance of academic prepara- Behavior and Nutrition: advocacy at the national, state, and local tion; evidence of registration, licensure, or • HBSS 6510 Research seminar in health levels. The program is offered entirely online. certification in one of the fields mentioned education (3) above; relevance of prior professional expe- • HBSS 4141 Health and illness in cross- cultural perspective (2-3) Program requirements include coursework and rience and related activities; and potential a culminating project in which students will to benefit from additional professional preparation in diabetes education and Elective Courses demonstrate their integration of the content (for a total of 11-12 points): they have learned. In addition to courses with management. content specific to diabetes, the program Health Behavior and Nutrition Courses includes courses currently offered through To be considered for admission to the Diabetes Education and Management Program, appli- (3-9 credits): the Health Education, Nutrition Education, Choose at least one from the following: cants must submit the following to the Nursing Education, Human Development, • HBSS 4001 Health provider communi- and Adult Learning and Leadership programs Teachers College Office of Admission: cations (3) of Teachers College. • HBSS 4118 Principles of health-related • Online application behavior and social change: Special Application • Official transcripts from undergraduate Initiation to maintenance (3) Requirements/Information: and graduate programs • HBSS 5116 Social relations, emotions, Applications for admission to the M.S. degree • Copies of registration, licensure, or certifi- and health (3) program are accepted and reviewed on a rolling cation in clinical psychology, nursing • HBSV 4000 Introduction to nutrition: Facts, fallacies, and trends (3) basis. The Program Coordinator will arrange a (registered nurses only), occupational ther- phone interview once all application materials apy, optometry, pharmacy, physical therapy, Education and Human Development are on file. Applicants must be admitted and medicine, osteopathy, podiatry, dietetics, (2-9 credits): enrolled in order to apply for a Teachers College physician assistant, or exercise physiology • Two or three letters of recommendation Choose at least one from the following: scholarship. The program’s scholarship applica- • ORLD 4050 Introduction to adult and • Written personal essay of a few pages that tion deadline is April 20. continuing education (3) includes your interest in diabetes, your • ORLD 4051 How adults learn (3) Admission Requirements include: experience as a diabetes educator, if any, 1. Bacclaureate Degree in relevant field from and your career goals regionally accredited higher education • Resumé institution

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

• ORLD 4827 Fostering transformative HEALTH Diabetes Research and Training Center at learning (3) the Albert Einstein College of Medicine. All • HUDK 4029 Human cognition and EDUCATION have multi-institutional collaborative efforts learning (3) involving faculty from the Program in Health Program Coordinator: • HUDK 4023 Developmental psychology: Education at Teachers College. Adolescence (2-3) Professor Barbara Wallace The program prepares graduates who will COURSES: Program Office: (212) 678-6607 assume positions of leadership and service as Email: [email protected] professional health educators in a variety of HBSD 4110. Behavior change strategies Website: www.tc.edu/hbs/HealthEd for diabetes prevention and control (3) practice, research, and policy-making settings. Graduates of the program take positions as Professor Scollan-Koliopoulos. This course cov- Degrees Offered: ers the complexity of the diabetes epidemic leaders in health promotion and disease pre- and the etiology, consequences, and treatment HEALTH EDUCATION (HLTH) vention programs of voluntary health agencies, of diabetes. Biological, psychosocial, behavioral, Master of Arts (M.A.) hospitals and other health care organizations, environmental, and economic perspectives on Master of Science (M.S.) universities, business and industry, and health- the etiology and consequences of diabetes will Doctor of Education (Ed.D.) related governmental agencies in the United be emphasized. A special emphasis will be States and in other countries. placed on theoretical and evidence-based behavior strategies to prevent diabetes and to Program Description: promote the health of those already diagnosed. The Program in Health Education at Teachers Each degree program has some flexibility in College has had a long history in preparing order to accommodate differences in previous HBSD 4120. Pathophysiology of diabetes health education specialists. Health education professional preparation, interests, and profes- and its complications (3) is a professional field that has expanded rapidly, sional career objectives of students. In general, Professor Dickinson. This course covers the primarily because of national policy that has the programs of study emphasize the develop- physiology of normal energy metabolism and emphasized health promotion and disease pre- ment of competencies in assessing individual the pathophysiology of energy metabolism as vention. Its goal is to facilitate voluntary health- and community need for health education; seen in metabolic syndrome, the progression to related behavioral and social change through planning effective health education programs; type 2 diabetes, overt type 2 diabetes, as well as implementing health education programs; coor- type 1, gestational, and drug-induced diabetes. the application of principles of behavioral and dinating the provision of health education serv- Comorbid conditions and acute and chronic social sciences. complications of diabetes and hyperglycemia ices; acting as a resource person in health edu- will be addressed. As such, health education is concerned with cation; communicating health and health edu- motivating and enabling individuals and groups cational needs, concerns, and resources; evalu- HBSD 4130. Assessment of the person to assume responsibility for their health by ating the effectiveness of health education pro- with diabetes (3) learning and adopting behaviors and supporting grams; and conducting research in health edu- Professor Dickinson. This course teaches the social policies that can promote and maintain cation. clinician how to conduct a diabetes-focused health. assessment of the person with diabetes, with Students at both the master’s and doctoral lev- consideration for family dynamics and support. els are encouraged to become actively involved Emphasis is placed on cognitive, behavioral, The program at Teachers College is grounded in and affective assessments, as well as select ele- the belief that community-level structures and in departmental, college, and university func- ments of the clinical assessment, i.e., the assess- organizations play a key role in determining the tions that facilitate interaction with faculty and ment of the “whole” person with diabetes. The health of the people. It offers courses in which other students and that have the potential to findings from the assessment are then used as students learn to analyze and understand and enrich the student’s intellectual and profession- the basis for goal-setting. thus become able to influence community struc- al growth. They are expected to undertake the tures that either enhance or undercut health- complex and challenging tasks associated with HBSD 4140. Preventive and therapeutic promoting individual behaviors. graduate study and other related learning expe- interventions in diabetes management (4) riences in such a manner as to demonstrate Professor Dickinson. This course covers the spe- their intellectual discipline. Such discipline cific components of multimodal therapies used In addition to Health Education courses, stu- includes integrity, creativity, and innovation, to treat diabetes and associated comorbidities, dents are encouraged to pursue interdiscipli- as well as to prevent the acute and chronic nary study and research throughout Teachers as well as the student’s abilities to conceptual- complications of diabetes, referencing evidence- College, as well as other divisions of Columbia ize at a high level, think critically, communicate based clinical practice guidelines whenever pos- University such as the School of Public Health effectively both orally and in writing, and pro- sible. The major elements of, indications for, and the Graduate School of Arts and Sciences. vide leadership. rationales for, and complications of current The Center for Health Promotion at Teachers therapeutic regimens will be explored. College, which involves students and faculty, Students also are expected to demonstrate the provides opportunities to take part in ongoing ability to appreciate, relate to, and communi- HBSD 4150. Diabetes self-management research projects in health promotion and cate with ethnically, racially, and linguistically education (DSME) programs: Develop- diverse individuals and groups of people who ment, implementation, and evaluation (3) disease prevention. possess different personal, social, and cultural Professor Dickinson. This course provides specific guidance regarding implementation of the Students also may participate in research histories than their own. They are also encour- National Standards for Diabetes Self Manage- being conducted in the Research Division aged to develop a strong sense of professional ment Education (ADA, 2007) to create Dia- at the Hospital for Special Surgery, the identity and commitment to professional affairs betes Self-Management Education (DSME) Department of Medicine at the Weill Medical in health education. This might take the form programs that will fulfill ADA recognition or College of Cornell University, or with the of active membership in appropriate national, AADE accreditation requirements.

Teachers College Columbia University 2011-2012 121 regional, or local professional organizations, credit is granted for work completed at other • HBSS 5112 Social marketing and health participation in professional meetings, present- institutions. communications (3) ing an abstract or a paper at a professional • HBSS 5113 Community health meeting, or serving on a professional commit- The program of study includes required and analysis and intervention (3) tee. elective courses in several areas. The exact • HBSS 5115 Assessment and counseling for health promotion (3) program and sequence of study are determined • HBSS 5116 Social relations, Completion of the M.A. degree program by the student’s previous academic prepara- emotions, and health (3) makes graduates eligible to qualify for certi- tion, professional experience, and professional • HBSS 5408 Practicum in individual fication as a Certified Health Education career objectives. Programs of study typically health advisement (3) Specialist through the National Commission exceed the minimum College requirement of • HBSS 5410 Practicum in health for Health Education Credentialing, Inc. 32 points. Selection of courses that fulfill an education (1-6) Specific information regarding each program area requirement in the program of study list- • HBSS 6100 Measurement and program and its degree requirements can be obtained ed below is guided by individual needs of the evaluation (3) by writing to the program coordinator, student and is not limited to those courses • HBSS 6145 Health psychology (3) Professor John P. Allegrante. that are listed. It should be noted that the • HBSV 4000 Introduction to nutrition: Facts, fallacies, and trends (3) point requirements indicated for each area of Special Application • HBSV 4010 Food, nutrition, and study given below are minimum requirements. behavior (3) Requirements/Information: • HBSV 4011 Women and weight, The deadlines for application for admission MAJOR (21 POINTS) eating problems to the M.A. and M.S. degree programs are Required Core Courses (12 points): and body image (2) January 15 (early deadline) and April 2 (final • HBSS 4100 Behavioral and social • HBSV 4013 Nutritional ecology (3) deadline), with ongoing review of applications. science foundations of The application deadline for admission to the health education (3) Broad and Basic Areas of Professional Ed.D. degree program is January 15. • HBSS 4102 Principles of epidemiology Scholarship and Practice (6-9 points): in health promotion (3) • One course in learning theory pertaining to • HBSS 4118 Principles of health-related Admissions to the M.A., M.S., and Ed.D. behavior and social change: a population group of interest, such as the degree programs is based upon several criteria Initiation to maintenance (3) child, adolescent, adult, or older adult. including adequacy and relevance of under- • HBSS 5110 Determinants of health • One course in communications, computing, graduate preparation, relevance of prior pro- behavior (3) or instructional technology and media. fessional experience and related activities, and • One required course in research methods, potential to benefit from additional profession- Elective Courses (9 points): evaluation, measurement, or statistics. al preparation in health education. In general, • HBSS 4001 Health provider commun- applicants who present strong undergraduate ications (3) • HBSS 5040 Research methods in academic preparation in the behavioral and • HBSS 4110 Health promotion for health and behavior social sciences, education, nursing, public children and adolescents (3) studies I (3)* health, social work, or allied health professions • HBSS 4111 Addictions and *Substitutions may be permissible with are given priority consideration for admission dependencies (3) approval from a Health Education advisor. • HBSS 4112 Social policy and to the program. Applicants to the Ed.D. prevention (3) Essay or Integrative Project degree program are required to submit a writ- • HBSS 4113 Human sexuality ing sample at the time of application (prefer- In order to broaden the student’s background education (3) in education, a formal essay or integrative ably a course paper, master’s thesis, or pub- • HBSS 4114 Health promotion for project is required. lished article). multicultural populations (3) • HBSS 4115 Health promotion for Degree Requirements: aging adults (3) MASTER OF SCIENCE • HBSS 4116 Health education for The Master of Science degree requires a mini- MASTER OF ARTS teachers (1-3) mum of 60 points and an essay or project. The The minimum College requirements for the • HBSS 4117 HIV/AIDS epidemiology College requires that a minimum of 30 points Master of Arts degree in Health Education and education (3) and formal essay or 32 points with an integra- include satisfactory completion of a program • HBSS 4120 Topics in health tive project be completed under the auspices of no less than 30 points of coursework and education (2-3) of Teachers College, including 18 points that a formal essay or 32 points with an acceptable • HBSS 4121 Death education (3) must be earned in Teachers College courses. • HBSS 4122 Women’s health (3) departmental integrative project. At least In order to broaden the student’s background • HBSS 4123 Violence and its prevention (3) in education, no fewer than three Teachers 20 points must be earned in Teachers College • HBSS 4130 Alcohol and health (3) courses. In order to broaden the student’s • HBSS 4140 Developing workplace health College courses from outside the major depart- background in education, no fewer than three promotion programs (3) ment, each for a minimum of 2 points, must be Teachers College courses from outside the • HBSS 4141 Health and illness in cross- taken. The remaining coursework may be major department, each for a minimum of 2 cultural perspective (3) completed at Teachers College or in other points, must be taken. The remaining course- • HBSS 4901 Research and independent graduate divisions of the University. work may be completed at Teachers College or study in health education in other graduate divisions of the University, (1-4) Although no transfer credit toward the Master but no more than 12 points from other facul- • HBSS 5000 Health promotion in higher of Science is granted for work completed at education (3) ties of the University will be credited toward other institutions, a maximum of 30 semester • HBSS 5111 Planning health education the minimum point requirement. No transfer programs (3)

122 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES hours (or 28 points if a formal essay is not sub- • Measurement and evaluation MAJOR (50 POINTS) mitted) of graduate credit may be used from (Required 2-3 points) Introductory Core Courses other recognized institutions to reduce the * Substitutions may be permissible with an (Required 9 points): degree requirement. Applicants who have approval from a Health Education advisor. • HBSS 4100 Behavioral and social completed the Master of Arts (M.A.) degree science foundations of in Health Education through Teachers DOCTOR OF EDUCATION health education (3) College, which is applicable to the M.S. The Doctor of Education degree requires a • HBSS 4102 Principles of epidemiology in health promotion (3) degree, must offer a minimum of 45 points of minimum of 90 post-baccalaureate points and • HBSS 4118 Principles of health-related the preparation and defense of a dissertation. the required 60 points under Teachers College behavior and social change: registration. Up to 45 graduate-level points taken at other Initiation to maintenance (3) institutions may be transferred toward doctoral The program of study for the Master of requirements. Candidates for the Ed.D. degree Advanced Core Courses Science degree in Health Education includes are also expected to demonstrate satisfactory (Required 15 points): required and elective courses in several areas. performance on a departmental certification • HBSS 5110 Determinants of health The exact program and sequence of study is examination and to prepare and defend an behavior (3) determined by the previous academic prepara- acceptable dissertation project. In addition to • HBSS 5111 Planning health education tion, professional experience, and professional the College requirements, all candidates for programs (3) career objectives of the student. Selection of the Ed.D. degree in Health Education must • HBSS 5112 Social marketing and courses that fulfill an area requirement in the have fulfilled the equivalent of the require- health communications (3) • HBSS 6100 Measurement and program program of study listed below is guided by ments for the Master of Arts (M.A.) degree evaluation (3) in health education. individual needs of the student and is not lim- • HBSS 6145 Health psychology (3) ited to those courses that are listed. It should For those students entering the doctoral probe noted that the point requirements indicat- Elective Courses (21 points): gram with only a baccalaureate degree, the ed for each area of study given below are mini- (See M.A. list for course selection) mum requirements. M.A. degree must be completed first. Those applicants who, at the time of admission to Research Seminar and Preparation the program, do not present the equivalent of MAJOR (36 POINTS) of the Dissertation (5 points): Introductory Core Courses (9 points): a master’s thesis are required to prepare and • HBSS 6510 Research seminar in • HBSS 4100 Behavioral and social present an acceptable essay or pre-doctoral health education (3) science foundations of project prior to or during the term in which • HBSS 7501 Dissertation seminar in health education (3) 60 points of applicable graduate study have health education (2) • HBSS 4102 Principles of epidemiology been completed. • HBSS 8900 Dissertation advisement in health promotion (3) in health education (0) • HBSS 4118 Principles of health-related The program of study for the Doctor of Edu- behavior and social change: Initiation to maintenance (3) cation degree in Health Education includes Broad and Basic Areas of Scholarship required courses, coursework in required areas, and Practice (27-30 points): • Nature of education, persons, and Advanced Core Courses and elective courses. The exact program and sequence of study is determined by the previ- learning processes (required 6-9 points) (Required 15 points): • Communications, computing, and • HBSS 5110 Determinants of health ous academic preparation, professional experience, and professional career objectives of the instructional technology and media behavior (3) (required 2-3 points) student. Programs of study typically exceed the • HBSS 5111 Planning health • Methods of evaluation and research education programs (3) minimum College requirement of 90 points, (required 17-18 points) • HBSS 5112 Social marketing and with most candidates offering between 90-120 • General research methods health communications (3) points for the degree. Selection of courses that (required 6 points) • HBSS 6100 Measurement and fulfill an area requirement in the program of • Statistics (required 6 points) program evaluation (3) study listed below is guided by individual • Measurement and evaluation • HBSS 6145 Health psychology (3) needs of the student and is not limited to (required 5-6 points) • Elective Courses (12 points) those courses that are listed. (See M.A. elective list for course selection) COURSES: • Essay or Integrative Project A student who presents evidence of proficiency in those required courses or in an area of Introductory Courses Broad and Basic Areas of Professional coursework required for the program may, at Scholarship and Practice (18 points): the discretion of the major advisor and upon HBSS 4001. Health provider communica- • Nature of education, persons and tions (3) learning processes (required 6 points) approval of the department chairman, select and substitute courses that represent more Dr. Marks. Emphasizes and reviews the impor- • Communications, computing, and tance of effective communications and health advanced study in the area in which the stu- instructional technology and media literacy in promoting health of diverse com- (required 2-3 points) dent has demonstrated competence or addi- munities. Effective communication strategies • Methods of evaluation and research tional preparation in other areas in which and approaches that foster self-management (required 9 points) the student’s preparation is less extensive. and health status are covered. • General research methods It should be noted that the point requirements (required HBSS 5040, 3 points)* indicated for each area of study given below • Statistics (required 3 points) are minimum requirements.

Teachers College Columbia University 2011-2012 123 HBSS 4100. Behavioral and social science HBSS 4117. HIV/AIDS epidemiology HBSS 4141. Health and illness in cross- foundations of health education (3) and education (3) cultural perspective (2-3) Professor Allegrante. Determinants of health; Faculty. The role of schools, parents, and com- Faculty. Examination of the role of healing and relationship between health and human behav- munities in educating youth about AIDS and medicine, both historically, and cross-cultural- ior; the role of health education as a strategy human sexuality; review of methods and ly and of the utility of considering cultural in health promotion and disease prevention; resource materials for providing such educa- practices and beliefs when designing health selected issues and problems. tion; consideration of controversial issues sur- education programs. rounding these topics. HBSS 4102. Principles of epidemiology Intermediate and Advanced Courses in health promotion (3) HBSS 4118. Principles of health-related Professor Basch. Principles and methods of behavior and social change: Initiation to HBSS 5000. Health promotion in higher epidemiologic investigation; application of maintenance (3) education (3) epidemiology to prevention and control of Professor Wallace. Theory and techniques for Dr. Kernan. This course will explore the com- disease, using health education. initiating and maintaining change for a variety plex issues and challenges facing those working of addictive and problem behaviors, includ- to enhance the quality of student health and HBSS 4110. Health promotion for ing a focus on integrating relapse prevention, student learning at college and universities. children and adolescents (3) stages of change, and motivational interview- Faculty. Basic topics in promoting child and ing. Attention is also paid to facilitating social HBSS 5110. Determinants of health adolescent health; relationships between change in varied organizational settings. behavior (3) school, family, and community in promoting Professor Allegrante. Theory-based analysis of the health status of school-age children. HBSS 4120. Topics in health education the cultural, social-psychological, and social- (2-3) structural determinants of health-related HBSS 4111. Addictions and dependencies (3) Faculty. Review and synthesis of current behaviors; implications for planned change at Professor Wallace. Social-psychological, cultur- knowledge on a selected topic related to individual, small-group, and community levels. al, clinical, and pharmacological factors associ- health, such as teenage suicide, child abuse, ated with the use of psychoactive drugs and violence, teenage pregnancy, and mental HBSS 5111. Planning health education other compulsive behaviors. health. programs (3) Professor Basch. Process of developing social, HBSS 4112. Social policy and prevention (3) HBSS 4121. Death education (3) epidemiological, behavioral, and educational Professor Allegrante. Analysis of current Dr. Coleman. Designed to increase aware- diagnoses; principles of planning, implementing, national health policy, its social, economic, and ness/insight of the multidimensional aspects and evaluating health education interventions. political determinants, and implications for of death, dying, and bereavement. Gain skills health education. as health care professionals in dealing with HBSS 5112. Social marketing and health death, its causes, treatment of life-threatening communications (3) HBSS 4113. Human sexuality education (3) illness, including AIDS, suicide, and violent Faculty. Principles and theories of marketing Faculty. Explore human sexuality from a variety death. Explore customs across cultures, after- and communication applied to health education. Practice in developing and evaluating of perspectives; explore students’ own attitudes life beliefs, near-death experiences, and ethical health communications. about human sexuality and how they affect issues. them personally and professionally; examine HBSS 5113. Community health analysis methods of teaching and designing sexuality HBSS 4122. Women’s health (3) and intervention (3) education programs. Faculty. Explore biologic and environmental Faculty. Survey and analysis of concepts, issues, influences on women’s health risks and dis- HBSS 4114. Health promotion for multi- strategies, and methods relevant to community ease. Additionally, students will acquire health analysis and intervention. cultural populations (3) knowledge to evaluate clinical studies in the Professor Wallace. Health status, needs, and literature and gain basic understanding of the problems of multicultural populations in urban HBSS 5115. Assessment and counseling process of planning and developing women’s for health promotion (3) environments and sensitivity to these issues in health promotion programs. effective programs. Professor Wallace. Assessment of clients’ health-compromising behaviors to reduce HBSS 4123. Violence and its prevention (3) HBSS 4115. Health promotion for aging relapse and facilitate referrals to mental health Professor Wallace. This course covers the staff; interventions for motivational counseling, adults (3) nature and prevention of invisible and covert, Dr. Marks. Changes in aspects of health during psychoeducational group, and focus group for- as well as visible and overt violence, including mats are covered. the middle and later years; recent develop- intrapersonal, interpersonal, family, communi- ments in the field of gerontology as well as leg- ty, gang, school, societal, and international HBSS 5116. Social relations, emotions, islation and community organization designed manifestations. to meet health needs of aging persons. and health (3) Faculty. Covers theory and research on the HBSS 4130. Alcohol and health (3) effects of social relationships and emotions on HBSS 4116. Health education for teachers Professor Wallace. Background and theory (1-3) health. Reviews and evaluates the use of social related to alcohol use and misuse; health and support and expressive writing interventions Dr. Roberts. As part of teacher certification in social consequences of alcohol misuse; consid- New York and other states, students must be for treating chronic health problems, such as eration of special populations, such as children heart disease, cancer, and arthritis, or acute trained in the following health areas: reporting of alcoholics; review of alternative approaches child abuse, instruction in alcohol and other illnesses, such as upper respiratory infections. to prevention and treatment. drugs, and school violence prevention. This Also considers the role of emergent technolo- course satisfies these requirements and reviews gies in supportive-expressive therapies. HBSS 4140. Developing workplace theory and research on children’s health and health promotion programs (3) health behavior change. Students will learn how HBSS 5408. Practicum in individual health Professor Allegrante. Provides a comprehen- to develop health-related lesson plans and how advisement (3) sive step-by-step process to designing, imple- to identify, prevent, or intervene on behalf of Faculty. Individual and small group practice in menting, and evaluating health promotion children at risk or presenting with social-emo- the application of basic principles of counseling programs at the workplace. tional or physical health problems. in the area of health problems.

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HBSS 5410. Practicum in health education HBSS 6901. Research and independent NURSING (1-6) study in health education (1-6) Faculty. Permission required. Advance registra- Faculty. Permission required. Open to matri- EDUCATION tion required in the semester prior to taking culated doctoral students. Research and inde- the course. Intensive field experience in a com- pendent study under faculty direction. Propo- Program Coordinator: munity setting. Essay required at end of field sals must have prior approval of a faculty Professor Kathleen A. O’Connell experience. member. Program Office: (212) 678-3120 HBSS 5710. Supervised teaching in health HBSS 7501. Dissertation seminar in Email: [email protected] education (1-6) health education (2) Website: www.tc.edu/hbs/NurseEd Faculty. Permission required. Advance registra- Faculty. Permission required. Open to certified tion required in the semester prior to taking the doctoral candidates only. Development and course. Supervised health teaching in a school. presentation of doctoral dissertation proposals. Degree Offered: Essay required at end of teaching experience. NURSING EDUCATION- PROFESSORIAL ROLE HBSS 8900. Dissertation advisement in (NURS) HBSS 6100. Measurement and program health education (0) evaluation (3) Faculty. Permission required. Individual Doctor of Education (Ed.D.)* Professor Basch. Theory, methods, and prob- advisement on doctoral dissertations. Fee to This program is currently not accepting appli- lems of measurement and evaluation; standards equal 3 points at current tuition rate for cations for admission. For information about for evaluation of health, education, and related each term. the program please call the Office of social programs; skills in critical evaluation of Admission at (212) 678-3710. research and evaluation reports. Program Description: HBSS 6145. Health psychology (3) Teachers College was the first academic setting Professor O’Connell. Topics include social to educate nurses. Nursing education began learning theory, attribution, and attitudes as at Teachers College in 1899. The Nursing they apply to health promotion, disease prevention, reactions to illness, and adherence Education Program has a long and disting- to treatment regimens. uished tradition of commitment to the education of nurses who have diverse roles in aca- Seminars and Research demic and community settings in the United States and abroad. Current placement of the HBSS 4901. Research and independent program within the Department of Health and study in health education (1-4) Behavior Studies ensures education with an Faculty. Permission required. Research and interdisciplinary approach to problems in nurs- independent study under faculty direction. ing, health, and society. Proposals must have prior approval of a faculty member. This program is designed for: (1) Nurse practitioners with master’s degrees HBSS 5040. Research methods in health who want to take the lead in developing inno- and behavior studies I (3) vative interventions for improving health Professor O’Connell. Introduction to research, behavior outcomes in primary care; study designs, and data collection methods in research in health and behavior studies, (2) Nurse educators with master’s degrees who including nursing, nutrition, and health edu- want to gain more expertise in all aspects of cation with emphasis on reading and under- education, including gaining the research skills standing research literature. that all faculty of the 21st century will be expected to have; and (3) Clinical specialists HBSS 5510. Seminar in health with master’s degrees who want to improve education (3) their effectiveness in helping patients with Faculty. Current problems, issues, and trends chronic illness achieve maximal functioning. in health education. The purpose of this program is to give stu- HBSS 6500. Research grant writing for health and behavior studies (3) dents who are registered nurses with master’s Professor O’Connell. Techniques of research degrees in nursing doctoral-level education grant preparation with emphasis on National aimed at understanding and changing health Institutes of Health grants will be covered. behavior. It is well established that over 50% of Students will prepare an actual grant. In addi- mortality of U.S. citizens can be attributed to tion, funding agencies, the budgeting process, lifestyle. With the globalization of the market- building research teams, the review process, place and of epidemics of infectious diseases, responding to reviewers, and resubmitting lifestyle and health behavior also significantly grants will be covered. affect the health and well-being of much of the world’s population. Graduates of this program HBSS 6510. Research seminar in health education (2-3) will be prepared to design interventions and Faculty. Permission required. Review of conduct research on health behavior, health research literature, methods, and problems in education, and health promotion. In addition, health education. graduates of the program will be conversant

Teachers College Columbia University 2011-2012 125 with theory and current trends in nursing so consistent with the program and with advisor Research that they can use nursing knowledge and approval. Nine points in addition to those • HBSS 5040 Research methods in expertise to improve the health and well being points required of all students must be taken in health and behavior of the citizens of the United States and of the the functional area. Points will be allotted as studies I (3) global community. follows: • HBSN 5043 Research methods in Nursing 42 points health and behavior studies II (3) To ensure that knowledge in nursing and Health and Behavior 12 points • HBSN 6540 Seminar on dissertation in health behavior and health promotion is Research 18 points design development (3) passed on to the next generation of nurses, Education 6 points Emphasis area 9 points • HBSN 6541 Advanced seminar on graduates of this program will also be prepared Elective 3 points dissertation design to engage in educationally sound programs for Total 90 points development (3) nursing students and for clients. Graduates of • HBSN 7500 Dissertation seminar (3) the program will thus be able to take their Nursing Courses • HBSN 8900 Dissertation place among distinguished nursing leaders who • HBS 5551 Bioethics (3) advisement (0) carry out cutting-edge research and engage in • HBSS 6500 Research grant writing innovative strategies for teaching clients to for health and behavior Additional statistics and research methods modify their health behavior. studies (3) courses from Department of Human • HBSN 6501 Seminar in professional Development: HUDM 4122 and HUDM 5122 In order to build on previous work done by nursing (1) or equivalents required. nurses and other investigators in the health • HBSN 6503 Advanced topics in behavior arena, students will attain a back- theories of nursing (3) COURSES: • HBSN 6600 Colloquium in nursing ground in the study of nursing theory, nursing theory (3) General Nursing Courses research, and professional issues affecting the • HBSN 6908 Independent study in nursing profession. In addition, students will professional nursing (1-3) Nursing domain courses deal with theory, pro- gain expertise in managing health behavior • HBSN 6909 Independent study in fessionalization, research, issues, and trends. change and in using research and statistical nursing theory (1-3) They are also open to interested students, approaches. Study of methods and approaches • HBSN 6940 Independent study in nurses or non-nurses, from other departments to teaching clients and to teaching nursing nursing research (1-3) and include coursework in nursing theory, pro- students at undergraduate and graduate levels fessional nursing, and nursing research. will be included as an integral part of the Health and Behavior Studies Courses preparation of nurse scholars. Students also • HBSS 4102 Principles of epidemiology Nursing Theory are expected to demonstrate the ability to in health promotion (3) appreciate, relate to, and communicate with • HBSS 4114 Health promotion for HBS 5551. Bioethics (3) multicultural populations (3) ethnically, racially, and linguistically diverse Dr. Camuñas. Review of bioethical issues in • HBSS 4115 Health promotion for society, health care, and health care delivery. individuals who possess different personal, aging adults (3) social, and cultural histories than their own. • HBSS 4118 Relapse prevention for HBSN 5005. Interdisciplinary theory problem behaviors (3) in nursing (3) Special Application • HBSS 5110 Determinants of health Professor O’Connell. Prerequisites: HBSS Requirements/Information: behavior (3) 5110, HBSN 6503, HBSS 5040, or equivalents. In addition to the requirements for admission • HBSS 5112 Social marketing and Evaluation of utility of theories and models to Teachers College, an applicant for the health communications (3) from nursing and related disciplines Doctor of Education degree in Nursing must • HBSS 5113 Community health analy- in posing research problems in nursing. be a registered nurse in any U.S. state or in sis and intervention (3) • HBSS 5115 Assessment and counsel- Canada and hold a baccalaureate degree and HBSN 5040. Research methods in health ing for health promotion (3) a master’s degree. Applicants are required to and behavior studies I (3) • HBSS 6145 Health psychology (3) Professor O’Connell. Introduction to research, take the Graduate Record Examination (GRE) • HBSV 4011 Women and weight, eating study designs, and data collection methods in and provide a writing sample (a course paper, problems and body image (2) research in health and behavior studies includ- master’s thesis, published paper, or other • HBSV 5013 Strategies for nutrition ing nursing, nutrition, and health education scholarly writing). The personal statement education and health with emphasis on reading and understanding should include the research interest area of behavior change (3) research literature. the applicant. • HBSV 5015 Nutritional epidemiology (3) HBSS 6500. Research grant writing Degree Requirements: Nursing Education for health and behavior studies (3) The Doctor of Education program in Nursing (Courses may also be selected from the courses Professor O’Connell. Techniques of research Education requires a minimum of 90 points focused on adult education in the Department of grant preparation with emphasis on National Institutes of Health grants will be covered. beyond the baccalaureate degree. Up to 38 Organization and Leadership and appropriate Students will prepare an actual grant. In addi- graduate-level points taken at another institu- education courses in other departments) • HBSN 6530 Seminar on curriculum tion, funding agencies, the budgeting process, tion may be transferred toward doctoral building research teams, the review process, requirements. For all students, the program in nursing education (3) • HBSN 6635 Colloquium in nursing responding to reviewers, and resubmitting includes coursework in four areas: nursing, education (3) grants will be covered. health behavior, research, and education. In • HBSN 6930 Independent study in addition, students choose a functional empha- nursing education (1-3) sis area in research, education, or another area

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

HBSN 6503. Advanced topics in theories HBSN 6541. Advanced seminar on nursing (3) dissertation design development (3) NUTRITION Dr. Camuñas. Examination of current issues, Faculty. Permission required. Prerequisite: utility, and applications of nursing theories. HBSN 6540 and certification. Focus on ad- The Program in Nutrition offers degrees in Critical analyses of selected theories. vanced aspects of research design and method. the following areas: Nutrition Education; Nutrition and Public Health; Community HBSN 6600. Colloquium in nursing HBSN 6940. Independent study in Nutrition Education; Applied Physiology and theory (3) nursing research (1-6) Nutrition; Behavioral Nutrition. (Note that a Professor O’Connell. Prerequisites: two courses Faculty. Permission required. Allows student title change is pending for the Applied in nursing theory. Examination of a selected to contract with individual faculty member Physiology and Nutrition program. The pro- nursing theory or theory problem in depth. for research-related work in a defined area gram will be renamed as Nutrition and Course may be repeated for credit if different of study. Physical Activity.) topics are covered. HBSN 7500. Dissertation seminar in Program Coordinator: HBSN 6909. Independent study in nursing (3) Professor Isobel R. Contento nursing theory (1-6) Faculty. Permission required. Prerequisite: Faculty. Permission required. Individual guided HBSN 6540 and certification. The depart- Program Office: (212) 678-3950 learning experience in a selected nursing theo- mental examination, involving presentation Email: [email protected] ry or theory problem. Topic agreed upon bet- of dissertation proposal for faculty approval. Website: www.tc.columbia.edu/hbs/Nutrition ween student and faculty. This course is required of all certified doctoral candidates and may be taken only once. Degrees Offered: Professional Nursing HBSN 8900. Dissertation advisement NUTRITION EDUCATION (NUTR) HBSN 6501. Seminar in professional in nursing (0) Master of Science (M.S.) nursing (1) Faculty. Individual advisement on doctoral Doctor of Education (Ed.D.) Professor O’Connell. Examination of selected dissertation following completion of all course- professional nursing problems or domains. work. Fee to equal 3 points at current tuition NUTRITION AND PUBLIC HEALTH (NUTH) rate for each term. See catalog on continuous Master of Science (M.S.) HBSN 6908. Independent study in registration requirements for Ed.D. degree. Doctor of Education (Ed.D.) professional nursing (1-6) Faculty. Permission required. Individual guided Nursing Education COMMUNITY NUTRITION EDUCATION learning experience at the doctoral level in a (NUTC) selected aspect of professional nursing. Topic HBSN 6530. Seminar on curriculum Master of Education (Ed.M.) agreed upon between student and faculty. in nursing education (3) Faculty. Permission required. Open only to doc- APPLIED PHYSIOLOGY AND NUTRITION Nursing Research toral candidates. Intensive study of selected issues and/or designs in nursing curricula. (APPN) HBSS 5040. Research methods in health Master of Science (M.S.) and behavior studies I (3) HBSN 6635. Colloquium in nursing Professor O’Connell. Introduction to research, education (3) BEHAVIORAL NUTRITION (NUBH) study designs, and data collection methods Faculty. Prerequisite: Determined by instructor Doctor of Philosophy (Ph.D.) in research in health and behavior studies, based on topic selected. Examination of select- including nursing, nutrition, and health educa- ed problems in nursing education practice and Program Description: administration. Course may be repeated for tion with emphasis on reading and understand- There is an increased awareness that the qua- credit if different topic covered. ing research literature. lity of the diets that people habitually consume contributes to the quality of their lives. Since HBSN 5043. Research methods in health HBSN 6930. Independent study in and behavior studies II (3) nursing education (1-6) its founding in 1909, the Program in Nutrition Professor O’Connell. Prerequisites: HBSS 5040, Faculty. Permission required. Individual guided at Teachers College has been a leader in devel- HUDM 4122, or equivalents. Builds on intro- learning experience at the doctoral level in a oping strategies for promoting health through ductory research methods course to enhance selected aspect of nursing education. Topic encouraging dietary change. ability to design research, interpret findings and agreed upon between student and faculty. statistical analyses, and critique research reports. Current academic initiatives and research focus on analyzing and facilitating change in HBSN 6540. Seminar on dissertation individuals and communities and on ways of design development (3) modifying both personal choice and the food Faculty. Permission required. Prerequisites: system within which such choices are made. HBSN 5043, HBSN 6503, HBSN 5005, statis- In particular, faculty and students are engaged tics, and certification. Required of all doctoral candidates. Group critique of dissertation pro- in a number of food and nutrition-related posals; focus on beginning- to intermediate- demonstrations and research projects includ- level aspects of analysis of theory and research ing the cognitive and psychosocial factors design. This course may be repeated as often as influencing food choice in children, adoles- necessary until the student is ready for the cents, and adults; characteristics of the dietary departmental examination. Once HBSN 6540 change process; nutritional epidemiology; is taken, continuous fall/spring enrollment in issues in clinical nutrition, exercise, and nutri- the course is required until the semester during tion; food and environment education in which the departmental examination is held. schools; food policy; and social, economic,

Teachers College Columbia University 2011-2012 127 and technological factors affecting the long- experiences in community nutrition, plann- The GRE General Test is required for all term sustainability of the food system. ing, and teaching of nutrition sessions to degrees. A writing sample is required for doc- Building on its rich history, the Teachers selected audiences in the community, food toral applicants, preferably a master’s thesis, College program aims to prepare graduates to education and gardening projects in schools, course paper, or published article. take positions of leadership and service in dietary analyses, and online computer activi- nutrition counseling and education in health ties. Supervised practicum is included in the For full admittance, applicants must also pro- promotion and disease prevention programs, Applied Physiology and Nutrition degree. Stu- vide evidence of completion of prerequisite health agencies, hospitals, private practice, dents are welcome to participate in research courses, including introductory nutrition, media organizations, and the workplace; to and demonstration projects within the Program statistics, general and organic chemistry with in Nutrition. These include food and environ- serve as teachers, faculty, or resource special- labs, biochemistry (requiring organic chemistry mental education programs designed for chil- ists in schools and universities; to fill a variety as a prerequisite), and two semesters of human dren, parents and teachers, childhood obesity of planning, instructional, and administrative physiology with labs. Introductory nutrition, prevention, and fruit and vegetable promotion roles in community and public health agen- in urban communities. In particular, the Center biochemistry, and human physiology must cies; to work in organizations that promote for Food and Environment (www.tc.edu/cfe) have been taken within five years with a grade policy and systems change; or to serve as conducts activities within the research, educa- of B or better. Courses in food science and in researchers in a variety of areas related to tion, and policy arenas. Because of Teachers food management and a course in microbiolo- behavioral aspects of diet, nutrition education, College’s location in New York City, there are gy are also required for students wishing to nutritional epidemiology, public health nutri- also virtually unlimited opportunities for stu- become registered dietitians. tion, nutrition and exercise, and sustainability dents to become involved in a variety of food/ of the food system. nutrition-related activities. The faculty and Students in Nutrition may also complete a staff can arrange for students who have credit Dietetic Internship option accredited by the The program provides students a thorough hours available to receive credit for such activi- Commission on Dietetic Registration. Appli- grounding in nutrition science, nutrition edu- ties where appropriate. cants who wish to complete the Dietetic cation, and nutrition in clinical and public Internship (DI) option must submit an appli- health settings. In addition, the program em- Dietetic Internship Program cation through the centralized dietetic intern- phasizes the development of competencies in: For students interested in professional certi- ship application system (DICAS). Applica- fication as Registered Dietitians (R.D.), the tions are due February 15th each year for a • Designing and implementing nutrition Department sponsors a Dietetic Internship September start date. The DI program partici- education with individuals, groups, and Program accredited by the Commission on pates in the computer matching system for communities; Dietetic Registration. Students may begin the dietetic internship through D & D Digital • Facilitating healthful and ecologically internship in September each year. systems. (See Nutrition website for more infor- sustainable food choices; mation). Applicants to the DI must apply and • Conducting clinical assessments and nutri- The Internship is designed to bridge a stu- be fully admitted to the M.S. program. For stu- tion counseling; dent’s academic education and professional dents who do not have a bachelor’s degree • Designing and implementing public health career and thus focuses on developing practi- that satisfies DPD, the needed coursework can nutrition assessments and programs; tioner skills. The Internship sequence of be completed through a combination of under- • Understanding and applying principles courses (HBSV 5241-HBSV 5244) is offered graduate courses and master’s courses. Our of nutritional epidemiology; on a near full-time basis requiring eleven academic program advisor will work with stu- • Applying nutrition science and exercise months to complete. Students may complete dents to develop an integrated plan of study science principles to recreational and com- the requirements for the Dietetic Internship and to facilitate the process. petitive athletes; Program concurrently while completing the • Thinking critically and independently; requirements for the M.S. degree programs in Admission to the doctoral programs is based • Acting collaboratively and effectively with Nutrition. Students must satisfy all academic upon the applicant’s academic and work others in organizations and communities requirements for the degree award and the record. Normally a student will be formally on important issues related to food, nutri- Dietetic Internship. Our CADE didactic pro- admitted to the doctoral program only after tion, and sustainability of the food system; gram advisor will work with students to devel- completion of coursework equivalent to the • Conducting food and nutrition-related op an integrated plan of study and to facilitate 40-50 point Master of Science degrees or the research. the process. Students who successfully com- 60-point Master of Education degree. plete the Dietetic Internship are then eligible Because of the breadth of its aims, the program to take the registered dietitian certification Degree Requirements: has long admitted academically qualified stu- examination. dents with undergraduate degrees in fields MASTER OF SCIENCE other than nutrition or the related sciences (so Students may enroll for all degree programs The major program emphases are in the fields long as they can meet the science prerequi- on a full-time or part-time basis. of Nutrition Education, Nutrition and Public sites), since such students often bring valuable Health, and Applied Physiology and Nutrition. skills and attitudes to the graduate study of Special Application Students in all three M.S. programs may quali- nutrition. Requirements/Information: fy for the Dietetic Internship through course- The Nutrition Program has ongoing admis- work for the M.S. degrees and the completion The program puts a heavy emphasis on provid- sions, and will review applications throughout of additional academic prerequisites and ing students with practical experiences in addi- the year. Preference in scholarship awards will requirements specifically for the Dietetic tion to traditional classroom lectures and dis- be for those applicants who meet the College Internship. All three M.S. Nutrition degrees cussions. Among the course-related education- early deadline of February 1st. require the following core courses: al experiences available to students are field • HBSV 4010 Food, nutrition, and behavior 128 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

• HBSV 4013 Nutritional ecology Nutrition and Public Health: Doctoral Degrees • HBSV 4014 Community nutrition The Program in Nutrition and Public Health The Program in Nutrition offers the Doctor • HBSV 5010 Advanced nutrition I is an approved program of the Association of Education (Ed.D.) and the Doctor of Philo- • HBSV 5011 Advanced nutrition II of Faculties of Graduate Programs in Public sophy (Ph.D.) degrees. • HBSV 5013 Strategies for nutrition Health Nutrition. Coursework for the 41 to education and health 47-point Master of Science degree conforms Doctor of Education (Ed.D.) behavior change • HBSV 5014 Analysis of the current to the recommendations of that association, The Doctor of Education is offered in two literature and research so that the degree is equivalent to one offered areas of specialization: Nutrition Education in nutrition by a school of public health. and Nutrition and Public Health. • HBSV 5015 Nutritional epidemiology • HBSV 5033- Nutrition care process In addition to the core in nutrition science With the increasing appreciation of the impor- HBSV 5034 and medical nutrition and the behavioral sciences, coursework is tance of nutrition for health promotion and therapy I and II required in epidemiology, program planning, disease prevention and the widespread interest • HBSV 5036 Nutrition counseling and public health policy. Students are required in the safety and sustainability of the food sys- • HBSV 5231 or Extended fieldwork in to take HBSV 5018 unless previously taken. tem, there is a need for highly qualified nutri- 5232 or 5233 nutrition and education, Other courses in public health are selected to tion professionals who are able to develop nutrition and public health, or applied physiology complement the student’s previous academic appropriate policies and programs. The two and nutrition background and work experiences and to take doctoral specializations prepare graduates for • BBSR 5582 Research design in into account the student’s interests and career a variety of leadership positions in policy-mak- movement sciences goals. ing, education, and administration in schools and education, or and colleges/universities, in media organiza- • HBSS 5040 Research methods in The Nutrition and Public Health major pre- tions, hospitals, the workplace, and in govern- health and behavior pares graduates to take leadership roles in ment, community and public health, and other studies I, or government, community, and public health service agencies as well as serve as faculty • HBSS 6100 Measurement and agencies, carrying out a variety of planning, members in colleges and universities. The program evaluation instructional, and administrative tasks related program’s goal is to turn out graduates capable to health promotion and disease prevention. of (a) initiating needed action and responding As noted above, all three Master of Science These include community and individual positively and creatively to the clearly inevit- programs require a block of supervised field- nutritional assessment and evaluation; pro- able changes of the coming decades in the work as well as a substantial integrative depart- gram planning and management; coalition physical, intellectual, and political environmental project or thesis. Fieldwork can take building; and participation in multidisciplinary ments in which the food, health, and educa- place in the New York City area, in other parts teams to provide programs to meet public tional systems operate and (b) conducting of the United States, or in an international set- health needs or improve the sustainability research and evaluation studies using appro- ting, depending on the interests of the student. of food systems. priate designs and data collection and analysis The Dietetic Internship may satisfy the field- methods. work experience requirement. Students must Applied Physiology and Nutrition: also submit a portfolio of their work. The Program in Nutrition and the Program The Nutrition Education specialization focuses in Applied Physiology offer a joint course of on leadership roles in many settings, such as Nutrition Education: study leading to a 54 to 57-point Master of colleges and universities, health promotion Students working toward the 41 to 47-point Science degree in Applied Physiology and and disease prevention programs, voluntary Master of Science degree in Nutrition Nutrition (APN). In addition to the core health agencies, government and international Education have the option of electing courses courses in nutrition, students are required to agencies, businesses, hospitals, and food advo- that will especially prepare them to conduct take a core of courses in applied physiology cacy organizations, where they work with indi- individual and group counseling and patient (see section below on APN for more details). viduals, groups and communities, and serve as education or to provide food and nutrition The program prepares students to provide faculty members, program developers, and education in community, school, work site, individual counseling and group education evaluation and research specialists. health care, or mass media settings. in nutrition and exercise and to design and implement exercise and nutrition programs The Nutrition and Public Health specializa- In addition to the core curriculum in nutrition in weight control centers, work sites, fitness tion focuses on leadership roles in colleges and science, the behavioral aspects of diet, and centers, with Olympic, professional, collegiate, universities, and in government, community, nutrition education, students are required to or high school athletic teams as well as health health care, and public health agencies, carry- take HBSV 5018, Nutrition and human devel- centers, community centers, and hospitals. ing out a variety of tasks related to health pro- opment, and HBSV 5513, Seminar in nutrition motion and disease prevention. These include education. They are also required to take at Community Nutrition Education: community and individual nutritional assess- least two electives from a variety of other disci- The program of study for the 60-point Master ment and evaluation; program planning and plines in keeping with their own goals and of Education degree in Community Nutrition management; coalition building; participation their area of specialization. The degree con- Education includes additional coursework in multidisciplinary health teams to provide forms to the guidelines for the training of in advanced nutrition and permits stronger programs to meet public needs; and conduct- Nutrition Education Specialists set forth by emphases in the behavioral sciences, commu- ing research and evaluation studies. the Society for Nutrition Education. nity assessment and planning, and education. A community-based, research, or other inte- Admissions Requirements grative project is required. Admission to the Ed.D. program involves completing the application form available

Teachers College Columbia University 2011-2012 129 online, including all regular procedures such as • methodological considerations in the design Students will be expected to take courses in transcripts from all institutions attended, 3 let- and evaluation of interventions. the following categories: ters of recommendations, GRE scores, person- I. Core courses: 33 points al statement, and a writing sample, which can There are three specializations: II. Courses to develop depth within each be a thesis or substantial paper. Behavioral Nutrition specialization: 15-21 points Nutritional Epidemiology III. Research preparation: 21-27 points Program of Study Nutrition and Physical Activity The general requirements for the Doctor of The graduates from this program will be lead- The specific courses selected will depend on the Education include a minimum of 90 graduate ers who will assume professorial and research student’s particular background, interests and credits, of which at least 45 must be taken roles in universities and colleges within depart- goals. In consultation with a faculty advisor, stu- under Teachers College registration. Overall, ments of nutrition epidemiology, foods and dents should develop a program plan early in students will be expected to develop compe- nutrition, and physical activity, as well as their course of study to provide a rational basis tence in nutrition science, behavioral science, assume research roles in centers for research for their course selection. methods of empirical research and data analy- on behavioral aspects of obesity, chronic dis- sis, critical thinking and analysis, and broad ease prevention, and health promotion. Thus, Research Training and Apprenticeship areas of scholarship, in addition to developing the program aims to prepare researchers with The primary modality for training for Ph.D. special skills and knowledge appropriate to basic and applied behavioral skills within an students is working with their sponsor in some their chosen degree in nutrition education or educational context. ongoing research project: Students will work public health nutrition. Students will also be closely with one faculty member on an ongoing research project to gain practical experience in expected to pass a certification examination, Admission Requirements the development of study instruments, inter- usually after the completion of 60 points and Admission to the Ph.D. program involves vention protocols, data collection, data man- Research Seminar in Nutrition (HBSV 6550- completing the application form available agement and analysis, manuscript preparation 6551), and to conduct original research that online or through the Admission Office, and submission, and presentation of results at culminates in the production of a dissertation. including all regular procedures such as tran- relevant scientific meetings. During their first scripts from all institutions attended, 3 letters year after completing basic core coursework, Students will be expected to take courses in of recommendations, and writing sample, students will also participate in two semester- which can be a thesis, substantial paper, or the following categories: long part-time internships with other Columbia I. Major field and specialization: 50-60 points published article. research labs to gain additional research per- II. Research and evaluation: 12-18 points spectives. (Contact the Program in Nutrition III. Broad and basic areas of professional The student should have a master’s degree in office for more detailed descriptions of the scholarship: 15-24 points nutrition or a closely related discipline from Ph.D. requirements.) an accredited institution, along with the nec- The specific courses selected will depend on essary prerequisite undergraduate courses in COURSES: the student’s particular background, interests general, organic and biochemistry, nutrition and goals. In consultation with a faculty advi- and statistics, and human physiology. Admis- HBSV 4000. Introduction to nutrition: sor, students should develop a program plan sions will be based on grades, GRE scores, let- Facts, fallacies, and trends (3) early in their course of study to provide a ters of recommendation, personal statement, Dr. Sporny. (Course is offered to non-majors rational basis for their course selection. and an appropriate match between the appli- and to those desiring admission to the Program (Contact the Program in Nutrition office for cant’s interests, the research work of the Ph.D. in Nutrition and to the Dietetic Internship more detailed descriptions of the doctoral faculty, and funding availability. The student Program.) The course provides an overview of degree requirements.) should normally have scores of 600 or above the science of nutrition and its relationship to on each of the quantitative and verbal compo- health promotion and disease prevention. The Doctor of Philosophy (Ph.D.) nents of the general GRE test and 5 or 6 on primary focus is on the essential macro- and The increasing prevalence of chronic disease the analytical component. The student will micronutrients - their chemical structures, food sources, digestion and absorption, metabolism, and obesity worldwide has added urgency to generally be expected to be full-time and storage, and excretion. Students analyze the the need for qualified researchers trained in to work on on-going research projects of nutritional quality of their own food intake and understanding the complex interaction of biol- the faculty. develop the knowledge and skills to estimate ogy, environment, and personal behavior, as their daily caloric requirements and nutrient well as skilled in the development of interven- Program of Study needs using tools such as Dietary Reference tions to potentially attenuate the rapidly rising The general requirements for the Doctor of Intakes, MyPlate and Dietary Guidelines for rates of obesity and chronic diseases such as Philosophy include a minimum of 75 graduate Americans. diabetes in both adults and children. credits, of which at least 45 must be taken under Teachers College registration. HBSV 4010. Food, nutrition, and The program prepares scholars to conduct behavior (3) Professor Contento. For nonmajors and research on the critical issues related to: For the Ph.D., total classroom course require- majors. A study of physiological, psychological, • determinants of health behaviors related ment is 45-51 credits, including prior master’s and socio-cultural factors that affect eating to nutrition and to physical activity; degree work, and 24-30 credits (advanced top- behaviors and the development of individual • relationships among food and nutrition- ical seminars, research seminar and disserta- and cultural food patterns. Topics include the related behaviors and health outcomes tion advisement) devoted to research-related chemical senses, why we like sweet, salt, and using techniques of behavioral epidemiology; courses and activities. Students will also be fat; self-regulation of what and how much we • design and implementation of theory-based expected to pass a certification examination eat; effect of early experiences with food; food behavioral nutrition and physical activity and an advanced seminar, and to write a dis- and mood; interaction of food and culture interventions sertation. through history; eating, cooking, and time use

130 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES trends; meat meanings; psychosocial and cultur- hydrates, lipids and lipid metabolism, and studies. The Nutrition Care Process, which al factors in food choice. proteins; regulation of intake and impact includes nutrition screening, assessment, diagno- on health and disease. sis, intervention, monitoring and evaluation, is HBSV 4011. Women and weight, eating the tool through which students learn evidence- problems and body image (2) HBSV 5011. Advanced nutrition II (3) based adaptation of diets and lifestyles in the Dr. Bernstein and Faculty. An intense, two-week Dr. Pinto. In-depth review of current knowl- therapeutic management of disease. All the short course held in the summer. This course for edge and research on the biochemical and while, the course provides a medical vocabulary students and practitioners examines the psycho- physiological aspects of vitamins, minerals, that enables students to communicate with logical, sociological, physiological, and nutrition- and phytonutrients; applications to diet. members of a healthcare team. al issues related to weight, eating disorders, body image and cultural messages as they relate to HBSV 5013. Strategies for nutrition HBSV 5036. Nutrition counseling (2) women. Potential interventions are also exam- education and health behavior change (3) Ms. Mesznik. This course focuses on providing ined. The issues will be discussed using case Professor Contento. Understanding and applica- students an understanding of client-centered material, films, and the current research litera- tion of theoretical frameworks from the behav- counseling models and practicing a variety of ture. Taught by a licensed psychologist and a ioral sciences and education to design and deliv- essential skills: nonverbal, active listening, nutritionist. er food and nutrition education and physical goal assessment, motivational interviewing, activity, promotion to various groups and to and group counseling. Special fee: $10. HBSV 4013. Nutritional ecology (2-3) facilitate the adoption of healthful behaviors. Dr. Liquori and Professor Gussow. A course for Includes both didactic and field practice com- HBSV 5231-HBSV 5233. Extended field- nonmajors and majors. Nutrition and food as ponents. work in nutrition and education, nutrition viewed from a global, ecological perspective. and public health, and applied physiology Topics include food/population problems and HBSV 5014. Analysis of current literature and nutrition food aid, food product development and promo- and research in nutrition (3) Dr. Sporny. A block of supervised field experi- tion here and abroad, energy and food relation- Professor Wolf. Critical examination and eval- ence required of all degrees. Fieldwork is taken ships, food safety and the changing American uation of current controversies and issues in near completion of coursework. diet, organic agriculture and natural food, nutrition and food. Topics are reviewed and dis- biotechnology, and other topics as appropriate. cussed in depth. Students learn how to analyze the medical and layperson literature concerning HBSV 4014. Community nutrition (2) such topics as dietary fat and disease, calcium Ms. MacKenzie. This course provides an and osteoporosis, fruit/vegetables and cancer, understanding of where and how food and weight loss regimens, supplements and alterna- nutrition services are delivered to further the tive therapies. national goal of healthy people in healthy communities and of the roles of nutrition profes- HBSV 5015. Nutritional epidemiology (3) sionals in providing these services. Nutrition Professor Wolf. Study of methods for assessing services, both private and government-spon- food and nutrient intake, energy expenditure, sored, will be the primary focus. The course and body composition and for evaluating nutri- includes 35-40 hours of concurrent field expe- tional status of individuals and communities rience. Nutrition students only. from clinical assessments, dietary intakes, and behavioral evaluation. HBSV 4150. Sports nutrition (3) Dr. Dolins. For nonmajors only. A practical HBSV 5018. Nutrition and human course designed to assist health professionals development (3) give the most accurate and up-to-date infor- Dr. Sporny. This course examines the physio- mation to active people to help them improve health and performance. Integration of princi- logic changes and nutritional needs during ples of nutrition and exercise physiology and pregnancy, fetal development, infancy, child- application to exercising individuals. Topics for hood, and adolescence. Special attention is paid discussion include energy expenditure, fuel to promoting positive pregnancy outcomes for substrate metabolism, specific nutrient needs, both mother and baby, fetal metabolic program- hydration, and weight issues for exercising ming, breast feeding versus formula feeding, individuals and athletes. introduction of solid foods to infants, preventing and managing food allergies, coping with picky HBSV 4902. Research and independent eating, maintaining a healthy feeding relation- study in nutrition education (1-8) ship between caregiver and child, promoting Faculty. Permission required. Master’s degree nutritional health in children and adolescents, students undertake research and independent and preventing health and dietary problems study under the direction of a faculty member. (including eating disorders) in children and adolescents. Intermediate and Advanced Courses HBSV 5033 and HBSV 5034. Nutrition HBSV 5000. Topics in nutrition I (1-3) care process and medical nutrition therapy Faculty. Review and synthesis of current I and II (3 each) knowledge on a selected topic related to Dr. Sporny. Through this 2-course sequence, food and nutrition. students gain the knowledge, professional attitudes and skills required to effectively assess and HBSV 5010. Advanced nutrition I (3) manage the nutritional needs of acutely, critical- Dr. Berk. In-depth review of current knowl- ly, and chronically ill individuals. Pathophysio- edge and research on biochemical and physiology of disease and resultant nutritional implica- logical aspects of energy metabolism, carbo- tions are examined through a variety of case

Teachers College Columbia University 2011-2012 131 • HBSV 5231. Nutrition and study. (See also section on the interdisciplinary APPLIED PHYSIOLOGY public health (3) Applied Physiology and Nutrition degree program in this catalog.) AND NUTRITION • HBSV 5232. Nutrition and education (2) HBSV 5902. Guided study in nutrition Program Coordinators: (1-4) Professor Isobel R. Contento (Nutrition) • HBSV 5233. Applied physiology Faculty. Permission required. Opportunity for Professor Carol Garber (Applied Physiology) and nutrition (2) advanced students to investigate areas of special interest in nutrition. Program Office: (212) 678-3950 HBSV 5241-5244. Dietetic internship Email: [email protected] in nutrition HBSV 6500-HBSV 6501. Seminar in Website: www.tc.edu/hbs/nutrition Ms. Costa. Internship in service settings in nutrition (3 per section) metropolitan New York, Rockland and West- Professors Contento and Wolf. For doctoral chester counties, and Southern Connecticut. and other advanced students. Evaluative dis- Degree Offered: It includes experiences in clinical nutrition, cussion of current literature on specific nutri- APPLIED PHYSIOLOGY AND NUTRITION community nutrition, food service manage- tion and food-related topics. ment, and research in dietetics. Cumulative (APPN) experience totals 1088 hours. Malpractice/per- HBSV 6550-HBSV 6551. Research Master of Science (M.S.) sonal liability insurance, health insurance, lab seminar in nutrition (2-3) coat, and physical exam required. Professors Contento and Wolf. Required of all Program Description: Ed.M. and Ed.D. candidates. Discussion of cur- The Program in Nutrition and the Program • HBSV 5241. Dietetic internship - rent research issues and student projects. Stu- in Applied Physiology (in the Department of Module I (3) dents may register for more than one semester. Ms. Costa. Special fee: Biobehavorial Sciences) offer a joint 53 to $150. 57- point Master of Science degree program. HBSV 6902. Research and independent study in nutrition (1-4) • HBSV 5242. Dietetic internship - There are two main rationales for this pro- Professors Contento and Wolf. Permission Module II (3) gram. First, both disciplines are concerned required. Open to matriculated doctoral stu- Ms. Costa. Special fee: with the theory of energy intake, transforma- $150. dents. Research and independent study under faculty direction. tion, and liberation. Second, there are many practical problems that can be more satisfac- • HBSV 5243. Research and independ- torily addressed by attending to both nutrition ent practice (2) HBSV 7502. Dissertation seminar in and exercise than by attending to either one Dr. Koch. Special fee: $20. nutrition (2-3) Professors Contento and Wolf. Development alone. Most prominent are health problems • HBSV 5244. Internship in food service of doctoral dissertations and presentation of such as obesity, cardiovascular disease, dia- (2) plans for approval. betes, and osteoporosis. Ms. Amidor. Special fee: $20. HBSV 8900. Dissertation advisement in Health professionals and educators need to nutrition (0) know how these two aspects of lifestyle inter- HBSV 5314. Practicum in sports nutrition Faculty. Advisement on doctoral dissertations. act in children and adults to enhance health Fee to equal 3 points at current tuition rate (1) and prevent disease. Another application is for each term. For requirements, see catalog Dr. Dolins. This course will provide a practical to sports performance, physical fitness, and on continuous registration for Ed.D. degree. venue for students to apply the knowledge ergonomics. Coaches, athletes, teachers, and gained through their academic coursework to work physiologists can profit from an under- the real-life situation of individuals and teams in standing of how nutrition and exercise interact various sports. to influence work capacity. To be effective in HBSV 5333. Practicum in community applying these concepts, professionals must be service (1-2) aware of appropriate educational and behav- Dr. Koch. Practical experiences in community, ioral change theory and strategies. food, and nutrition programs. The program prepares students to: HBSV 5513. Seminar in nutrition • Provide individual counseling and group education: Theory and applications (2) instruction in nutrition and exercise. Professor Contento. An in-depth examination • Design, implement, and evaluate exercise of the use of current theories and research in and nutrition programs in schools, weight the design, implementation, and evaluation of control centers, work sites, recreational nutrition education interventions. Course is agencies, sports teams, health centers, and designed to supplement topics covered in HBSV hospitals. 5013. Required of nutrition education master’s and doctoral students. Students may register for • Evaluate and apply research. more than one semester. Special Application HBSV 5593. Nutrition for exercise Requirements/Information: and sport (3) This program has ongoing admissions and Dr. Dolins. Discussions of interactions between will review applications throughout the year. exercise and nutrition as applied to health and Preference in scholarship awards will be for fitness. Controversial topics emphasized. Majors those applicants who meet the College in either applied physiology or nutrition are early deadline. eligible to enroll during their second year of

132 www.tc.columbia.edu General Information: (212) 678-3000 HEALTH AND BEHAVIOR STUDIES

The GRE General Test is required. Acceptable • HBSV 4010 Food, nutrition, and behavior substitutes to the GRE are: GMAT, MCAT • HBSV 4013 Nutritional ecology and DAT. Prerequisites for admission include • HBSV 4014 Community nutrition a strong academic background, including at • HBSV 5010-5011 Advanced nutrition I and II least one course each in statistics, general and • HBSV 5013 Strategies for nutrition organic chemistry, introduction to nutrition, education and health human physiology, and biochemistry (the lat- behavior change ter three taken within the last five years, in • HBSV 5014 Analysis of current literature which grades of B or better were earned). The and research in nutrition biochemistry course must have at least a one- • HBSV 5015 Nutritional epidemiology semester course in organic chemistry as a pre- • HBSV 5033-5034 Nutrition care process and requisite. medical nutrition therapy I and II Degree Requirements: • HBSV 5036 Nutrition counseling Students take a set of core courses in both • HBSV 5314 Practicum in sports nutrition nutrition and applied physiology. While the • HBSV 5233 Extended fieldwork in applied program provides a solid foundation in the physiology and nutrition scientific basis of nutrition and exercise, it also • HBSV 5593 Nutrition for exercise emphasizes practical applications in all cours- and sport es. The applied physiology lab courses provide hands-on experience in physiological measurement techniques. The interviewing and assessment courses provide firsthand experience in the collection of nutritional data. Courses in behavioral or educational methods provide insight into how applications are made in clinical or educational settings.

Students participate in fieldwork in some setting that provides services/education in both exercise and sports nutrition, such as work site fitness programs, health promotion projects, sports teams, 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.

The Program in Nutrition offers a Dietetic Internship. Students may work concurrently on the requirements for the M.S. degree and the Dietetic Internship. Students must satisfy all academic requirements for the degree award and the Dietetic Internship. Our ADA didactic program advisor will work with students to develop an integrated plan of study and to facilitate the process.

Core Requirements for all M.S. Applied Physiology and Nutrition Majors: • BBSR 4095-4195 Applied physiology I and lab I • BBS 5060 Neuromuscular responses and adaptation to exercise • BBS 5068 Brain and behavior I • BBSR 5095 Exercise and health • BBSR 5194 Applied physiology lab II • HBSS 5040 Research methods in health and behavior studies I or • BBSR 5582 Research design in the movement sciences

Teachers College Columbia University 2011-2012 133 Special Education Website: www.tc.edu/hbs/SpecialEd Program Office: (212) 678-3880

APPLIED BEHAVIOR ANALYSIS INTELLECTUAL DISABILITY/AUTISM Program Coordinator: Program Coordinator: Professor R. Douglas Greer Email: [email protected] Professor Linda Hickson Email: [email protected] Degrees Offered: Degrees Offered: APPLIED BEHAVIOR ANALYSIS- DUAL CERTIFICATION INTELLECTUAL DISABILITY/AUTISM (ITDS) (BIRTH TO GRADE 6) (ABAS-DUAL) Doctor of Education (Ed.D.) Master of Arts (M.A.) Doctor of Philosophy (Ph.D.) APPLIED BEHAVIOR ANALYSIS (ABAS) INTELLECTUAL DISABILITY/AUTISM AND CHILDHOOD Doctor of Philosophy (Ph.D.) EDUCATION-INITIAL DUAL CERTIFICATION (ITDS-DUAL) Master of Arts (M.A.) DEAF AND HARD OF HEARING INTELLECTUAL DISABILITY/AUTISM AND EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION Program Coordinator: (ITDE-DUAL) Professor Robert Kretschmer Email: [email protected] Master of Education (Ed.M.) Degrees Offered: INTELLECTUAL DISABILITY/AUTISM AND CHILDHOOD HEARING IMPAIRMENT (DHEA) EDUCATION- INITIAL DUAL CERTIFICATION (ITDC-DUAL) Master of Education (Ed.M.) Master of Education (Ed.M.) Doctor of Education (Ed.D.) INTELLECTUAL DISABILITY/AUTISM AND CHILDHOOD HEARING IMPAIRMENT- INITIAL CERTIFICATION (DHEA-INIT) EDUCATION- TRANSITIONAL B CERTIFICATION (ITDC-TRAN) Master of Arts (M.A.) HEARING IMPAIRMENT/EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION (DHEI-DUAL) INTELLECTUAL DISABILITY/AUTISM ADOLESCENCE- INITIAL CERTIFICATION (ITDA-IN) HEARING IMPAIRMENT/CHILDHOOD EDUCATION- Master of Arts (M.A.) INITIAL DUAL CERTIFICATION (DHCI-DUAL)

HEARING IMPAIRMENT AND READING SPECIALIST- PHYSICAL DISABILITIES (PDIS) INITIAL DUAL CERTIFICATION (DHRI-DUAL) Program Coordinator: HEARING IMPAIRMENT/ADOLESCENCE EDUCATION: Professor Robert Kretschmer English, Social Studies, Mathematics, Biology, Physics, Earth Science (DHAE-DUAL) Degrees Offered: Master of Education (Ed.M.) Doctor of Philosophy (Ph.D.)

GUIDANCE AND REHABILITATION (HABL) SEVERE OR MULTIPLE DISABILITIES- ANNOTATION (MULT-ANOT) Program Coordinator: Program Coordinator: Professor Linda Hickson Email: [email protected] Professor Linda Hickson Email: [email protected] Degree Offered: Degree Offered: Master of Arts (M.A.) Master of Arts (M.A.)

INSTRUCTIONAL PRACTICE IN SPECIAL EDUCATION (INST) Program Coordinator: All faculty Email: [email protected] Degree Offered: Master of Education (Ed.M.)

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

Program Description: The Dean Hope Center provides learner-cen- latter is an advanced certification recognizing The special education programs at Teachers tered demonstrations of assessments and eval- criterion-referenced expertise in applied be- College build upon a more than 80-year tradi- uations, instructional practices, and follow-up havior analysis and applications with children tion of leading the field of special education in evaluations that promote student-directed and youth. Doctoral students who hold the policy, practice, and research for individuals learning and performance across settings and CABAS® Master Teacher Rank complete with disabilities across the age span. time. Special education students work in col- requirements for and are eligible to submit for laboration with students from school psycholo- CABAS® Board Certification as Assistant, Students who earn M.A., Ed.M., Ed.D., gy, speech pathology, health, and nutrition, Associate, and Senior Behavior Analyst Ranks. and Ph.D. degrees in special education from as well as clinical and counseling psychology Teachers College assume leadership and schol- programs. The Center provides opportunities Doctoral and post-doctoral students with arly positions at all levels of professional activ- for practicum experience and research-based Behavior Analyst Ranks are eligible for ity including public and private schools, com- demonstrations of effective practice. The CABAS® Board Certification based on their munity and national service agencies, hospital Center has an extensive remediation and research publication record (i.e., Assistant, and rehabilitation programs, colleges and uni- testing library, testing rooms, observation Associate, and Senior Research Scientist). versities, research centers, and local, state, and rooms, and audio and video recording capa- federal education agencies. bilities available for graduate student use. Financial assistance is available to students admitted to the Applied Behavior Analysis The graduate coursework, independent stud- The Center for Opportunities and Outcomes program in the form of paid internships at ies, research projects, and dissertations draw for People with Disabilities provides support for the CABAS® Professional Teaching Schools. from the following five areas: research, evaluation, and demonstration efforts Some international internships and training • Special education foundations. Includes aimed at increasing opportunities for individu- opportunities are available at our CABAS® coursework on theories of process and als with special needs to become fully included sites in Europe. Faculty members, students, and models of practice, cognitive structure and members of society. The Center provides CABAS® school professionals associated with process, behavioral selectionism and com- opportunities for students to participate in the Program in Applied Behavior Analysis are plex behavior, disability constructs, equity research and evaluation projects in such areas published in numerous journals. and excellence in public policy, psycho- as ethnic and cultural differences; language linguistics and verbal behavior, and family and communication; motivation and verbal The Department maintains close working rela- studies and child development. behavior; systems of schooling and models tionships with a wide network of public and • Service delivery systems. Includes ad- of service delivery; inclusion and its social private schools, agencies, and clinical facilities. ministration and supervision, pedagogy, impact; families and siblings; cognition, per- Students may participate in field-based activi- enrichment and acceleration, inter- sonality, problem solving, and self-regulated ties ranging from the Very Special Arts Festi- disciplinary programming, community- thinking; reading, literacy, and the arts; deci- val hosted by the New York City Department based systems change, infancy/early child- sion-making and abuse prevention; personnel of Education and Teachers College to school- hood intervention, elementary education, preparation; social justice and social policy; based practica in a variety of settings. transition and rehabilitation, urban educa- and self-determination and independence. tion, and technology. Financial Aid • Exceptionality areas. Provides coursework Students enrolled in the Program in Applied In addition to College-wide financial aid, in behavioral disorders (e.g., autism, emo- Behavior Analysis complete their M.A. and instructional, research, and administrative tional disturbance), blindness and visual Ph.D. internships in schools that meet the internships may be available through the impairment, deafness and hearing impair- research-based and professional accreditation Program in Special Education. The Depart- ment, intellectual disability/autism, physical standards for the designation of CABAS® ment collaborates with schools and agencies in disabilities, and multiple handicapping con- Professional Teaching Schools (e.g., Harlem the metropolitan area to provide internships. ditions including intellectual disability/ Children’s Zone Promise Academy Schools When funds are available, federal traineeships autism coupled with sensory and/or physical and Gems Early Intervention, The Fred S. and assistantships are awarded by the program disabilities. Keller School, for typically developing chil- to qualified students. In order to be eligible for dren and children with autism spectrum dis- • Assessment and intervention strategies. a federal traineeship, an applicant must be a orders 16 months to age 5, Hillcrest School Includes management of social and unsocial United States citizen and be fully admitted to K-2, Alexander Hamilton School grades 3-5 behavior, communication and language, a degree program. mobility, mathematics, reading, problem Rockland County district-based classes summer placements in The Jigsaw CABAS® in solving, visual skills and visual perceptual Students are encouraged to apply for all types Guildford, England. See www.CABAS.com. processing, and self-regulation. of financial aid for which they are eligible. Paid • Research and evaluation. Includes applied internships are available for some students who Applied Behavior Analysis students do intern- behavior analysis, experimental research have been admitted to the Program in Applied ships simultaneously with their coursework at with individuals, group experimental design, Behavior Analysis. The New York City Depart- the university. They spend their days in our program evaluation, ethnography, and post- ment of Education has, for a number of years, professional teaching schools and the evenings positivistic inquiry. provided full scholarships for anyone interested in classes at the university. The internships are in becoming a teacher for individuals who are coordinated closely with the university course- In addition to lectures and seminars in the deaf or hard of hearing. preceding five areas of study, students partici- work in behavior analysis. pate in special projects and complete practi- Endowed fellowships and research assistant- Students in the M.A. program also complete cum assignments in a variety of settings, which ships are available to students who are prepar- include the following: requirements for and are eligible to apply for CABAS® Board Certification for Teacher I, ing for careers in the education of people with Teacher II, and Master Teacher Ranks. The intellectual disability/autism.

Teachers College Columbia University 2011-2012 135 Special Application who are deaf or hard of hearing and with indi- Master’s options in the Program in the Requirements/Information: viduals with hearing. Education of the Deaf and Hard of All applicants: Interviews are required Hearing (M.A./Ed.M.) for applicants to the Deaf and Hard of Two additional options are available: one that The Master of Education (Ed.M.) program in Hearing, and Intellectual Disability/Autism certifies students to teach individuals who Education of the Deaf and Hard of Hearing, programs. Other program coordinators may are deaf or hard of hearing K-12 primarily which includes an en passant M.A., is designed arrange for applicants to have an admissions in the capacity of an itinerant teacher not to meet the needs of individuals seeking initial interview. responsible for subject matter and another as certification in the education of individuals a reading specialist. Both programs are a mini- who are d/Deaf or hard of hearing. The pro- M.A. applicants: Experience in special mum of 60 points in length. The first option gram has two options: 1) a course of study that education is not a prerequisite for acceptance. leads to certification as a teacher of the deaf leads to pre-K-12 certification as an educator and hard of hearing, K-12, whereas, the sec- of individuals who are d/Deaf or hard of hear- Doctoral applicants: Submit an academic ond option leads to certification as a teacher ing and 2) a course of study that leads to certi- or professional writing sample. of the deaf and hard of hearing and as a read- fication as an educator of individuals who are ing specialist. Admission to the second option, d/Deaf or hard of hearing and focuses on a spe- Degree Requirements: i.e, the teacher of the deaf and hard of hearing cific age group and/or content domain. The Students may enroll in either M.A. programs or and as a reading specialist, requires prior certi- first option prepares students to become certi- Ed.M. programs designed to prepare them for fication in regular education. fied teachers of individuals who are d/Deaf or positions as teachers and clinicians who serve hard of hearing throughout the entire school individuals with a full range of abilities and The actual number of credits required may age span from preschool to high school (N-12) disabilities in a wide array of settings based in vary slightly depending upon the individual’s or within a specific age range or content schools, communities, and agencies. They spe- background and the particular area of dual domain, for students who already hold a regular cialize in serving individuals with disabilities at certification the person is interested in obtain- education certificate. Students who pursue this specific age levels, from one or more of the ing. Individuals who matriculate into the pro- option typically function as teachers within above service delivery categories. gram and are already certified in regular edu- resource rooms, itinerant teachers, or classroom cation will be expected to complete the 45 consultant teachers. This option also permits Students who gain admission work with a facul- point core program in the Education of the those individuals who are already certified as ty advisor to design a program that meets their Deaf and Hard of Hearing, which leads to an regular education preschool or elementary interests and fulfills the requirements for a M.A. degree. They also have the option to school teachers or teachers of content material at the middle and secondary levels to teach degree in special education with related New take additional coursework in another area of students who are d/Deaf and hard of hearing at York State teacher certification. Candidates for special education, in the reading specialist pro- a specific age level or content domain. If an the M.A. degree must complete supervised gram, or another area in order to obtain addi- applicant is interested in teaching in an inclu- practica requirements arranged on the Teachers tional certification and to obtain an Ed.M. sion class, a self-contained classroom, a school College campus and in schools and agencies in degree. These individuals will be expected to for the d/Deaf or hard of hearing, or a specific the City. They also must complete an integra- complete two full-time student teaching expe- content domain but is not yet certified in regu- tive project or, in the case of the Intellectual riences with deaf or hard of hearing individuals lar education, that applicant will need to pur- Disability/Autism Programs, complete a com- and to fulfill additional student teaching or sue the second program option. The second prehensive examination in addition to the inte- practicum requirements that are needed to option leads to dual certification, in early child- grative project, prior to award of the degree. In obtain the additional certification. hood regular education, regular elementary designated programs, master’s degree course- education, or a subject domain (i.e., English, All programs noted above also lead to Council work also fulfills the requirements for New York mathematics, social studies, or an area of sci- on the Education of the Deaf (CED) certifica- State Certification as a Teacher of Students ence) in addition to certification as a teacher tion. Once the student is admitted to the pro- with Disabilities, Teacher of the Deaf and Hard of the d/Deaf or hard of hearing. of Hearing, or General Education Teacher at a gram in the Education of the Deaf and Hard of Hearing, the application is then forwarded specific age level. All program options require a minimum of to the pertinent area of dual certification, e.g., 60 credits and take approximately two years Curriculum and Teaching, etc., for review. In order to meet New York State Certification to complete. Individualized programs can be Although admission to the second area of cer- requirements, which are reciprocal with developed for individuals with previous aca- tification is not guaranteed upon admission numerous states throughout the country, the demic background in regular education or in into the Program in the Education of the preservice preparation in the Education of the the education of individuals who are d/Deaf or Deaf and Hard of Hearing, the probabilities Deaf and Hard of Hearing is a two-year, mini- hard of hearing and may lead to additional cer- are quite high that such acceptance will be mum 60-point program that leads to dual certification. With advisor’s approval, coursework obtained since similar standards are used by tification in the education of individuals who taken at the undergraduate level or elsewhere the programs involved in the dual certification are deaf or hard of hearing and regular educa- that fulfills any of the certification requirements programs. If for some reason a student were tion either at the preschool, elementary, or may result in a waiver of such coursework at not admitted to the area of secondary certifi- secondary level in the areas of mathematics, Teachers College. However, even with a waiver, cation, the student would still be eligible for physics, chemistry, biology, environmental the program would still require completion of the K-12 stand-alone program in the Educa- sciences, social studies, or English education. 60 credits. They will earn a Master of Education (Ed.M.) tion of the Deaf and Hard of Hearing that leads to state certification, CED certification, degree upon completion of the program and Breadth Requirements: and the M.A. and Ed.M. degrees, assuming all may be eligible for an M.A. degree. These In order to broaden the student’s background other requirements are met. individuals will be expected to have student in education, three Teachers College courses teaching experiences with both individuals outside the Teachers College major department

136 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES must be completed (in this case, a course is One additional master’s-level programs in the • HBSE 4046 Curricular and pedagogical defined as one for which at least two points Intellectual Disability/Autism program area operations for teaching are earned). These should be selected from leads to New York State Transitional B certifi- advanced functional aca- the following areas: cation: Master of Arts (M.A.) degree program demic literacy (4th grade • Age-appropriate developmental in the Teaching of Students with Intellectual through early middle school) psychology course Disability/Autism at the Childhood level • HBSE 4704 Observation and student • Educational foundations course (grades 1-6). This 36-point degree program is teaching in special education: Applied behavioral analysis • Health requirement restricted to students who have been admitted and behavioral disorders • Technology requirement to the Peace Corps Fellows Program, and it (3 or more terms) requires participation in the pre-service sum- Master’s options in Intellectual mer component and in other activities associ- Breadth Requirement: Disability/Autism (M.A. and Ed.M.) ated with the Peace Corps Fellows Program. (For the list of required courses, contact the For individuals with an interest in the Intel- An additional track of the M.A. Program in program coordinator or the special education lectual Disability/Autism program area, four Intellectual Disability/Autism is available secretary.) In order to broaden the student’s master’s-level program options leading to through the Teaching Residents at Teachers background in education, three Teachers initial New York State teacher certification College program (HYPERLINK “http://www. College courses outside the Teachers College are available: (1) Master of Arts (M.A.) tc.edu/teachingresidents” www.tc.edu/teachin- major program (in this case, a course is defined Degree Program in the Teaching of Students gresidents). To qualify for this option, appli- as one for which at least two points are with Intellectual Disability/Autism at the cants must be admitted to both the M.A. earned), must be completed. Adolescence Level — for individuals who are Program at the adolescence level (ITDA-IN) Specialization Requirements, seeking initial certification as a teacher of stu- and to the Teaching Residents at Teachers Deaf and Hard of Hearing: dents with disabilities at the adolescence/gen- College program. The program requires partici- • HBSE 4070 Psychosocial and cultural eralist (grades 7-12) level. This 38-point full- pation in intensive summer components and aspects of people who time program typically requires a year and a an ongoing integrating seminar, as well as a full are d/Deaf or hard of hearing half to complete. (2) Master of Arts (M.A.), school year residency in a high-need New York (2 terms) Degree Program in the Teaching of Students City school. In addition, students that com- • HBSE 4071 Special methods: Methods with Intellectual Disability/Autism and Stu- plete this program are required to teach in a of teaching reading and dents without Disabilities at the Childhood high-need New York City school for three writing to individuals who Level — for individuals who are seeking initial additional years. Please refer to “Teaching are d/Deaf or hard of hear- dual certification as a teacher of students with Residents at Teachers College.” ing; and language, reading, and writing instruc- and without disabilities at the childhood/ele- tion in the content areas mentary (grades 1-6) level. This integrated Core Departmental Requirements for for individuals who are 43-point full-time program typically requires Special Education M.A. Students: d/Deaf or hard of hearing a year and a half to complete; (3) Master of • HBSE 4002 Instruction and curriculum • HBSE 4072 Development of language Education (Ed.M.), degree program in the for students with and of individuals who are Teaching of Students with Intellectual Disa- without disabilities d/Deaf or hard of hearing bility/Autism and Elementary/Childhood — • HBSE 4015 Applied behavior analysis I • HBSE 4073 Audiological principles for individuals who are seeking initial dual cer- • HBSE 4079 Language development and the teaching of speech tification as a teacher of students with and and rehabilitation: The and listening skills to indi- without disabilities at the childhood (elemen- foundations viduals who are d/Deaf • HBSE 4082 Assessment and evalua- tary) level (grades 1-6). This 60-point full- and hard of hearing tion of infants, children, time program typically requires two years to • HBSE 4074 Linguistics of American and youth with exception- Sign Language complete; (4) Master of Education (Ed.M.), alities (Prerequisite for • HBSE 4077 Seminar in teacher-as- Degree Program in the Teaching of Students HBSE 4300) with Intellectual Disability/Autism and Early • HBSE 4300 Practicum in assessment researcher Childhood Education — for individuals who and evaluation of individuals • HBSE 4079 Language development are seeking initial dual certification as a with exceptionalities (required and rehabilitation: The teacher of students with and without disabili- for majors in BVIM, ITDS foundations ties at the early childhood level (birth through and PDIS) • HBSE 4300 Practicum in assessment and grade 2). This 60-point full-time program typi- evaluation of individuals with cally requires two years to complete. All four Specialization Requirements, exceptionalities programs prepare preservice teachers to work Applied Behavior Analysis: • HBSE 4707 Observation and student with students disabilities in inclusive and spe- • HBSE 4015 Applied behavior analysis I teaching in special educa- cialized settings. Through coursework and • HBSE 4016 Applied behavior analysis II tion: Deaf and hard of • HBSE 4017 Applied behavior analysis III: practicum experiences, the programs foster the hearing (two terms) School-wide systems applica- • HBSE 4871 American Sign Language I acquisition of the broad-based knowledge and tions skills needed to provide effective educational • HBSE 4044 Curricular and pedagogical • HBSE 4872 American Sign Language II programs for students with the full range of foundations for teaching • Area specialization courses in deaf learning and behavior characteristics. In addi- pre-listening through early and hard of hearing (15+ points) tion, the programs provide specialized prepara- academic literacy tion in working with children with and with- • HBSE 4045 Curricular and pedagogical For those individuals who matriculate into out Intellectual Disability/Autism at specific operations for teaching the the Program in the Education of the Deaf and age levels. foundations of functional Hard of Hearing and are not yet certified in academic literacy a common branch area in regular education,

Teachers College Columbia University 2011-2012 137 the students will complete a 60-point program New York State certification, that recognizes • HBSE 5909 Problems in special education: leading to dual certification and an Ed.M. in additional pedagogical knowledge, skills, and Guidance, rehabilitation, and education at the preschool, elementary, or sec- experiences in the teaching of students with career education ondary level in mathematics, physics, chem- severe or multiple disabilities. istry, biology, environmental sciences, social MASTER OF EDUCATION studies, or English education. Required Department Courses: Instructional Practice in • HBSE 4001 Teaching students with Special Education disabilities in the general Breadth Requirements: education classroom Students interested in advanced study in selected In order to broaden the student’s background • HBSE 4002 Instruction and curriculum in education, three Teachers College courses areas of special education may seek the Ed.M., for students with and which represents a broadening and refinement outside the Teachers College major depart- without disabilities of knowledge and skills in areas such as those ment must be completed (in this case, a • HBSE 4005 Application of technology listed above. Award of the Ed.M. requires satis- course is defined as one for which at least in special education factory completion of a special project reflecting two points are earned). These courses should • HBSE 4006 Working with families of the attainment of advanced professional compe- be selected from the following areas: children with disabilities tencies. • Age-appropriate developmental • HBSE 4010 Nature and needs of persons psychology course with intellectual disability/ autism Instructional Practice in • Educational foundations course • HBSE 4011 Education of students with Special Education • Health requirement intellectual disability/autism • Technology requirement • HBSE 4015 Applied behavior analysis I Core Requirements: • Reading course • HBSE 4082 Assessment and evalua- • HBSE 5010 Study of the philosophic tion of infants, children, and foundations of special Specialization Requirements, youth with exceptionalities education Intellectual Disability/Autism: • HBSE 4701 Observation and student • HBSE 6010 Advanced study of problems • HBSE 4000 Introduction to special teaching in special education: and issues in special education education Intellectual disability/autism • HBSE 4001 Teaching students with • HBSE 4880 Opportunities and outcomes Specialization Requirements: disabilities in the general for people with disabilities - Annual conference Students work in collaboration with a faculty education classroom advisor to select coursework that builds upon • HBSE 4005 Applications of technology MASTER OF ARTS their previous professional experiences and in special education Guidance and Rehabilitation • HBSE 4006 Working with families of increases their current repertoire of skills and knowledge. children with disabilities The M.A. in Guidance and Rehabilitation, • HBSE 4010 Nature and needs of persons which does not lead to New York State Non-Department Courses Required: with intellectual disability/ teacher certification, is available to interested autism students with a broad range of career goals. • HUDM 4122 Probability and statistical • HBSE 4011 Education of persons with inference intellectual disability/autism Required Department Courses: • HUDM 5122 Applied regression analysis • HBSE 4700 Field observation in special • HBSE 4010 Nature and needs of education: Pre-student persons with intellectual Non-Department Courses Required: disability/autism teaching • HUDM 4122 Probability and statistical • HBSE 4011 Education of persons with • HBSE 4701 Observation and student inference intellectual disability/autism • HUDM 5122 Applied regression analysis teaching in special education: • HBSE 4015 Applied behavior analysis I Intellectual disability/autism • HBSE 4060 Psychosocial implications DOCTOR OF EDUCATION (two terms) of vision loss on people • HBSE 4880 Opportunities and out- EXCEPTIONALITY FOCUS AREAS: with blindness and visual Deaf and Hard of Hearing comes for people with impairment and their families disabilities - Annual • HBSE 4070 Psychosocial and cultural Intellectual Disability/Autism conference aspects of people who are deaf and hard of hearing MASTER OF ARTS • HBSE 4071 Special methods: Methods PROFESSIONAL SPECIALIZATION AREAS: Severe or Multiple Disabilities of teaching reading and Academic Cognate writing to individuals who Instructional Leadership A Master of Arts (M.A.) Program in the are d/Deaf or hard of hearing Research and Evaluation Teaching of Students with Severe or Multiple • HBSE 4082 Assessment and evalua- Disabilities is available for individuals who tion of infants, children, Students of exceptional ability who are inter- already hold New York State initial certifica- and youth with exception- ested in and committed to contributing to tion in the teaching of students with disabilities alities special education through leadership and • HBSE 4880 Opportunities and outcomes at the early childhood, childhood, middle scholarly work may apply for the Ed.D. degree, childhood, or adolescence age levels; in teach- for people with disabilities - which represents the highest level of achieve- ing of students who are blind or visually Annual conference impaired, deaf or hard of hearing, or who have • HBSE 5309 Advanced practicum in spe- ment in the profession. The doctoral program speech and language disabilities. This 32-point cial education: Rehabilitation prepares graduates to assume leadership roles M.A. program in the Teaching of Students of persons with developmental in teacher education programs in colleges and with Severe or Multiple Disabilities leads to a disabilities universities in this country and in other coun- recommendation for an annotation to their

138 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES tries, to administer special education programs • HBSE 6507 Advanced seminar in special program coordinator or by consulting the in schools and agencies, and to conduct re- education: Deaf and hard of schedule of classes which is published each search in special education and related ser- hearing semester by the College. vices. • 15 points of work in linguistics and proficiency in two forms of research methodology Foundations, Exceptionalities, Students may focus their work and course of and Methods study by exceptionality focus and by profes- Specialization Requirements, sional specialization. Intellectual Disability/Autism: HBSE 4000. Introduction to special • HBSE 5301 Advanced practicum in education (2-3) Professor Chiang and Drs. Lipkowitz, Shamash, DOCTOR OF PHILOSOPHY special education: Intellectual disability/autism and Bae. Offered all terms. Enrollment limited EXCEPTIONALITY FOCUS AREAS: to 25 students. Emphasis is placed on the iden- Applied Behavior Analysis • HBSE 5901 Problems in special education: Intellectual disability/autism tification of characteristics of individuals with Intellectual Disability/Autism • HBSE 6401 Advanced internship in disabilities and the impact of the characteris- Physical Disabilities special education: Intellectual tics on the learner and family members of the (including Deaf and Hard disability/autism learner. The course is a study of the nature, of Hearing) • HBSE 6501 Advanced seminar in psychosocial, and educational needs of individ- special education: Intellectual uals across the lifespan with physical, mental, Research and Evaluation Emphasis: disability/autism emotional, or sensory impairments. Particular Students with excellent potential as research- attention is placed on the way these special education programs fit, or should fit, into ers and theoreticians who are interested in Specialization Requirements, Physical Disabilities: ongoing work in schools. Totally online ver- scholarly careers in special education, educa- sions of this course are available for non- • HBSE 6403 Advanced internship tion, and related social sciences may apply for HBSE majors in spring and summer A and B in special education: the Ph.D. degree program, which represents terms. Special fee: $25. the highest level of achievement in the Arts Physical disabilities and Sciences. This degree program is adminis- HBSE 4001. Teaching students with tered jointly by Teachers College and the Specialization Requirements, disabilities in the general education graduate faculty of Columbia University. Applied Behavior Analysis: classroom (2-3) Prospective students may obtain information Students accepted for the Ph.D. or Ed.D. Faculty. Problems of educational assessment, on program offerings by contacting the pro- Programs in Applied Behavior Analysis must curriculum and teaching, organization, and guidance of students with physical, cognitive, gram office. complete the core M.A. program requirements in behavior analysis including the internship affective, and sensory disabilities. Materials fee: $15 Department Courses Required for All requirement. Student Majors in Degree Program • HBSE 5304 Advanced practicum in HBSE 4002. Instruction and curriculum for special education: students with and without disabilities (2-3) Core Requirements for all Ed.D. and Behavioral disorders Professor Chiang. Curriculum development Ph.D. Special Education majors: • HBSE 5904 Problems in special education: and research-validated methods of instructing • HBSE 5010 Study of the philosophic Applied behavior analysis students with and without disabilities from foundations of special and behavioral disorders early childhood through adolescence, including education • HBSE 6008 Behaviorism and the methods of teaching reading and mathematics • HBSE 6001 Research in special science of behavior and methods of enrichment and remediation. education: Research and • HBSE 6015 The verbal behavior model: Materials fee: $10. experimental design Individual educational • HBSE 6003 Research in special education: programming HBSE 4005. Applications of technology Qualitative approaches • HBSE 6031 Single-case experimental in special education (2) • HBSE 6005 Research in special education: design in education, medicine, Dr. Pawelski. This course is intended to pro- Single-case experimental and therapy vide preservice and in-service special education designs • HBSE 6504 Advanced seminar in special teachers with basic information on assistive • HBSE 6010 Advanced study of problems education: Applied behavior and instructional technology appropriate for and issues in special education analysis and behavioral dis- use with infants, children and youths who • HBSE 7500 Dissertation seminar in orders (taken each year until require special education and related services. special education approval of dissertation topic) Materials fee: $25. • HBSE 8901-8907 Dissertation advisement in special education Non-Department Courses Required for HBSE 4006. Working with families of children with disabilities (2-3) All Student Majors in Degree Program: Ms. Malka. Current and historical perspectives Specialization Requirements, • HUDM 4122 Probability and statistical Deaf and Hard of Hearing: on parent involvement in the special education inference and empowerment of infants, children, and • HBSE 5307 Advanced practicum in • HUDM 5122 Applied regression analysis special education: Deaf and youth with exceptionalities and their families. hard of hearing Emphasis on strategies and materials to facili- COURSES: • HBSE 5907 Problems in special education: tate a continuum of parent and family partici- Deaf and hard of hearing pation to strengthen the relationships between • HBSE 6070 Psychology of deafness A complete listing of the course offerings in home, school, and the community. Students • HBSE 6407 Advanced internship in Special Education appears below. Courses are trained in conflict resolution and must per- special education: Deaf required for degree programs generally are form a minimum of 15 hours of respite to a and hard of hearing given one or more times each year. Specific family with a child with an exceptionality. details regarding scheduled times for particular Special fee: $15. courses may be obtained by contacting the

Teachers College Columbia University 2011-2012 139 HBSE 4008. Disability: Reconsidered HBSE 4044. Curricular and pedagogical HBSE 4074. Linguistics of American and reconstructed (2-3) foundations for teaching pre-listening Sign Language (2-3) Faculty. The course introduces students to through early academic literacy (2) Professor Kretschmer. An in-depth study of the the study of disability as social construct Professor Ross. Pedagogical and curricular design phonology, morphology, syntax, and pragmatics framed within a reconstructivistic context that repertoires for realizing state educational objec- of American Sign Language. Aspects challenges current theoretical and practical tives for children from pre-listener to early read- of the psycho- and socio-linguistics of this approaches and incorporates individual, inter- er skills (NYSED Standards, English Excellence language are covered. personal, educational, and organizational perin Education Standards, and CABAS® spectives. Special fee: $10. Standards Preschool through Kindergarten). HBSE 4077. Seminar in teacher-as- Permission required for non-majors. researcher (2) HBSE 4010. Nature and needs of persons Professor Kretschmer. Students are oriented with intellectual disability/autism (2-3) HBSE 4045. Curricular and pedagogical to the role of teacher-as-researcher, in terms Professor Hickson. Characteristics of persons operations for teaching the foundations of of classroom-based inquiry, and they begin manifesting different degrees of intellectual functional academic literacy (2) designing their master’s projects. Additionally, disability/autism and other developmental dis- Professor Ross. Pedagogical and curricular students are expected to translate basic abilities from early childhood through adoles- repertoires for realizing state educational research in the area of language acquisition, cence. The course emphasizes implications objectives for children with early to advanced reading, syntax, semantics, discourse processes, for educational programming, curriculum, and self-editing and self-management repertoires and/or pragmatics into classroom pedagogy and instruction. Materials fee: $10. (grades 1 through 3). Materials fee: $10. research. Permission required for non-majors. HBSE 4011. Education of persons with HBSE 4079. Language development and intellectual disability/autism (2-3) HBSE 4046. Curricular and pedagogical rehabilitation: The foundations (2) Professor Chiang. Curriculum development operations for teaching advanced functional Professor Kretschmer. Course designed to and research-validated methods of instructing academic literacy (4th grade through early establish a firm foundation in generative syn- students with intellectual disability/autism middle school) (2) tax, semantics, and pragmatics as it relates to and other developmental disabilities from early Professor Ross. Pedagogical and curricular language development and rehabilitation. childhood through adolescence across ability repertoires for realizing state educational Materials fee: $10. levels. Materials fee: $20. objectives for children with early to advanced self-editing and self-management repertoires HBSE 4082. Assessment and evaluation of HBSE 4015. Applied behavior analysis I (grades 4 through middle school). Permission infants, children, and youth with exception- (2-3) required for non-majors. alities (2-3) Professor Greer. Basic applications for learners Dr. Cox. Enrollment limited to 20 per term. without reading or writing repertoires. Strategic HBSE 4070. Psychosocial and cultural An in-depth study of theoretical principles of applications of the science of behavior to aspects of people who are d/Deaf or hard measurement, assessment, and evaluation nec- instruction, management, curriculum-based of hearing (2) essary for appropriate identification of needs as assessment, isolation of locus of learning/behav- Professor Rosen. Introduction to the education related to implementation of educational plans ior problems, and measurably effective instruc- of children, youth, and adults who are deaf or for infants, children, and youth with disabili- tional practices. hard of hearing; historical development; psy- ties. Applications of assessment data in instruc- chosocial and cultural aspects; problems and tional programs for children with disabilities. HBSE 4016. Applied behavior analysis II issues of the field. Materials fee: $10. Students complete approximately 50 hours of (3) assessments and evaluations of infants, chil- Professor Greer. Prerequisite: HBSE 4015. HBSE 4071. Special methods: Methods of dren, youths, and young adults with disabili- Advanced applications to learners with writ- teaching reading and writing to individuals ties, as part of the course, through work in the ing, reading, and self-editing repertoires. who are d/Deaf or hard of hearing (2-3) Dean Hope Center and the Harlem Tutoring Teaching operations and curricula designed to Ms. Hartman. Study of special methods of Program. Special fee: $150. Students partici- teach academic literacy, self-management, and teaching in programs for children and youth pate in an additional, weekly lab session. problem solving. Data-based applications who are deaf or hard of hearing at nursery, ele- required. Special fee: $15. mentary, and secondary levels, with particular HBSE 4083. Theory and techniques for attention to the development of language educating infants, children, and youth with HBSE 4017. Applied behavior analysis III: within the language arts subject areas. sensory impairments (2-3) School-wide systems applications (3) Materials fee: $10. Faculty. Discussion of diagnostic theories for Professor Greer. Applications of behavior teaching infants, children, and youth with mul- analysis to the schooling system that incor- HBSE 4072. Development of language for tiple sensory impairments; sensory motor, cog- porates educating and working with families, individuals who are d/Deaf or hard of hear- nitive, language, and adaptive skills develop- providing classroom and school leadership, ing (2-3) ment delays. Particular emphasis is focused coordinating support personnel efforts across Ms. Hartman. Language development of deaf on designing curriculum that is applicable and the school and home, and the development of or hard of hearing individuals at different mat- appropriate for promoting literacy, communica- learner independence through advanced scien- urational levels. Prerequisite: HBSE 4079 or tion, and mathematical skills for these unique tifically based pedagogy and functional cur- equivalent. populations given their mode and codes of riculum design, including computer-based learning. Students complete assignments utiliz- instruction. HBSE 4073. Audiological principles and ing the various team approaches, including the teaching of speech and listening skills familial involvement. Materials fee: $30. HBSE 4031. Education of students with to individuals who are d/Deaf or hard of physical disabilities (2-3) hearing (2-3) HBSE 4092. Introduction to foundations Dr. Pawelski. Curriculum development and Ms. Veyvoda. Development of speech in chil- of special education opportunity (2-3) research-validated methods of instructing stu- dren who are deaf or hard of hearing, methods Faculty. Theory and practice in the rehabilita- dents with physical disabilities from early of teaching speech to children who are deaf or tion and redress of human relationships affect- childhood through adolescence in regular hard of hearing, development of educational ing people with disabilities across the lifespan. classes, special classes, hospitals, and home programs for the maximum utilization of resid- Materials fee: $10. instruction. ual hearing. Lab required. Materials fee: $10.

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

HBSE 4300. Practicum in assessment HBSE 4881. Opportunities and outcomes • HBSE 5309. Rehabilitation of per- and evaluation of individuals with for people with disabilities- colloquium (0-1) sons with developmental disabilities exceptionalities (2-3) Professor Hickson. Biweekly research collo- (1-6) Dr. Cox. Supervisors affiliated with the Dean quia sponsored by the Center for Opportuni- Professor Hickson. Hope Center. Permission required. Prerequi- ties and Outcomes for People with Disabilities site: HBSE 4082. Participation in interdiscipli- provides a forum for the presentation and • HBSE 5310. Policy and nary, psychoeducational assessment of excep- discussion of research findings by Center administration (1-6) tional children. Analysis of observational and researchers and their colleagues from the field. Dr. Kelly. Letter grade (6 points for test data; formulation of educational programs full-year continuous enrollment for exceptional learners. Conducted in the HBSE 4901. Research and independent required). Dean Hope Center or in appropriate commu- study: Special education (1-6) nity facilities. Course meets the equivalent of Faculty. Permission required. • HBSE 5312. Research (1-6) one full day a week. Supervisory fee: $100 and Faculty. lab fee: $150. (Plus additional lab time). HBSE 5010. Study of the philosophic foundations of special education (3) • HBSE 5314. Behavior analysis HBSE 4700-HBSE 4711. Observation and Professor Kretschmer. Permission required. For and instruction (1-6) student teaching in special education post-master’s and advanced master’s students Professor Greer. Faculty. Permission required. Course requires in the Department of Health and Behavior 3-5 days a week for participation in communi- Studies in special education. Overview of HBSE 5901-HBSE 5915. Problems in ty, school, and agency programs and a weekly major philosophic orientation within social sci- special education seminar on campus. ences and special education. Special fee: $10. Permission required. Qualified students work individually or in small groups under guidance • HBSE 4700. Field observation in HBSE 5062. Orientation and mobility (2-3) on practical research problems. Proposed work special education: Pre-student Ms. Saunders. Blindness and Visual Impair- must be outlined prior to registration; final teaching (2-3) ment majors must enroll for 3 points. Princi- written report required. ples and practices of orientation and mobility • HBSE 4701. Intellectual disability/ with primary emphasis on training for people • HBSE 5901. Intellectual disability/ autism (3) with blindness and visual impairments. Devel- autism (1-4) opment of self-concept, environmental aware- Professor Hickson. • HBSE 4703. Physical disabilities (3) ness, and orientation to the environment from infancy through adolescence. Study of validat- • HBSE 5904. Applied behavior analy- • HBSE 4704. Applied behavioral ed mobility techniques. Practice of techniques ses and behavioral disorders (1-4) analysis and behavioral disorders (2-3) under conditions simulating blindness; obser- Professor Greer. vations and practice in preparing and present- • HBSE 4706. Blindness and visual ing material. Materials fee: $40. • HBSE 5907. Deaf and hard of impairment (1 or 3) Special fee: $20 hearing (1-4) HBSE 5063. Technological aids and assist- Professor Kretschmer. • HBSE 4707. Deaf and hard ive devices in the education of toddlers, of hearing (2 or 4) children, and youth with disabilities (2-3) • HBSE 5909. Guidance, rehabilita- Dr. Gardner. Technological aids and devices tion, and career education (1-4) • HBSE 4709. Rehabilitation (3) used in the education of toddlers, children, Professors Hickson. and youth with disabilities, including those • HBSE 4710. Intellectual disability/ with cognitive-based disabilities, sensory • HBSE 5910. Policy and admin- sensory impairment (3) impairments, and multiple handicapping con- istration (1-4) ditions. Field trips, demonstrations, and labo- Faculty. • HBSE 4711. ASL and Deaf ratory sessions. Laboratory fee: $150. community and culture (3) • HBSE 5912. Research (1-4) HBSE 5301-5414. Advanced practica Faculty. HBSE 4871. American Sign Language I in special education (1-2) Permission required. Guided experiences • HBSE 5914. Behavior analysis (1-4) Faculty. A course designed to develop begin- in selected special education programs for Professor Greer. ning receptive and expressive skills in advanced students. Weekly seminar meetings. American Sign Language. Supervised group field visits. Preservice intern- • HBSE 5915. Supervision and admin- ships arranged. Students submit reports analyz- istration of special education and HBSE 4872. American Sign Language II ing experiences. human resource agencies through (1-2) organizational behavior analysis (1-4) Faculty. A course designed to develop inter- • HBSE 5301. Intellectual Professor Greer. mediate receptive and expressive skills in disability/autism (1-6) American Sign Language. Professor Hickson. HBSE 6001, 6003, 6005. Research in special education Faculty. Permission required. Prerequisites: HBSE 4880. Opportunities and outcomes • HBSE 5304. Behavioral disorders HUDM 4122 and HUDM 4123. Instruction for people with disabilities- Annual (1-6) in the development, conduct, and reporting conference (1-2) Professor Greer. of research. Student research studies. All Professor Hickson and Dr. Pawelski. Research doctoral students in Special Education in conference sponsored by the Center for • HBSE 5307. Deaf and hard Health and Behavior Studies must take all Opportunities and Outcomes for People with of hearing (1-6) courses in this sequence which are as follows: Disabilities provides a forum for the presenta- Professor Kretschmer. HBSE 6001(2) - Research and experimental tion and discussion of research findings by design, HBSE 6003(2) Qualitative approaches, Center researchers and their colleagues from and HBSE 6005(2) Single case experimental the field. designs. Special fee: $30 per course.

Teachers College Columbia University 2011-2012 141 HBSE 6002. Administration of special chosen to meet individual student’s needs. HBSE 8901-HBSE 8907. Dissertation education programs (2-3) Students submit reports analyzing experiences. advisement in special education (0) Faculty. For post-master’s special educators. Advisement on doctoral dissertations. Fee to Prerequisite: basic courses in school adminis- • HBSE 6401. Intellectual equal 3 points at current tuition rate for each tration and experience in special education. disability/autism (1-6) term. For requirements, see catalog on contin- Foundations of leadership and management Professor Hickson. uous registration for Ed.D./Ph.D. degrees. of special education programs. • HBSE 6403. Physical disabilities (1-6) • HBSE 8901. Intellectual disability/ HBSE 6004. Public policy and administra- Professor Kretschmer. autism (0) tion in special education (3) Professor Hickson. Faculty. Provides analytic perspective to assess • HBSE 6404. Behavioral disorders (1-6) special education policies and practices within Professor Greer. • HBSE 8903. Physical disabilities (0) the social and economic contexts that affect Faculty. immediate and long-term expectations, oppor- • HBSE 6407. Deaf and hard of tunities, and outcomes for persons with dis- hearing (1-6) • HBSE 8904. Behavioral disorders (0) abilities. Professor Kretschmer. Professor Greer.

HBSE 6008. Behaviorism and the science • HBSE 6409. Guidance, rehabilita- • HBSE 8907. Deaf and hard of of behavior (3) tion, and career education (1-6) hearing (0) Professor Greer. Permission required (for Ph.D. Professors Hickson. Professor Kretschmer. students in Applied Behavior Analysis and Behavior Disorders). A survey comparing and • HBSE 6410. Policy and administra- contrasting the various behaviorisms includ- tion (1-3) ing: methodological behaviorism, paradigmatic Dr. Kelly. (4 points for full-year contin- behaviorism, interbehaviorism, social behav- uous enrollment required) iorism, radical behaviorism, behavior selection, and the relationship of these to pragmatism, • HBSE 6412. Research (1-6) natural selection, positivism, and their histori- Professor Hickson. cal roots of behavior selection and natural selection in the Scottish enlightenment. HBSE 6501-HBSE 6510. Advanced seminars in special education. HBSE 6010. Advanced study of problems Permission required. For doctoral students in and issues in special education (3) special education and related fields. Recent Professor Cummins. Permission required. developments in theory and research as related Required of doctoral students in Special to the specialization from psychological, educa- Education in the Department of Health and tional, sociological, and/or medical sources. Behavior Studies. Design and appraisal of current practices and policies in the education • HBSE 6501. Intellectual disability/ of exceptional children and adults. autism (1-3) Professor Hickson. HBSE 6015. The verbal behavior model: Individual educational programming (3) • HBSE 6504. Applied behavior Professor Greer. Prerequisites: HBSE 4015 and analysis and behavioral disorders (3) HBSE 4043. Students will master Skinner’s Professor Greer. model of communicative behavior, the associated literature, and major theoretical papers. • HBSE 6507. Deaf and hard of hear Research and data-based schooling applica- ing (2) tions of the model will be made to pedagogy Professor Kretschmer. and curriculum. • HBSE 6509. Guidance, rehabilitation, HBSE 6031. Single-case experimental and career education (1-6) design in education, medicine, and therapy Professor Hickson. (3) Professor Greer. Permission required. Course • HBSE 6510. Policy and administra- covers inter-subject and intra-subject designs, tion (3) repeated measurement, generality, relevant Faculty. statistical techniques, direct and systematic replication, and selection of group or single • HBSE 6901. Research and independ- case designs. Offered once every three years. ent study: Special education (1-8) Faculty. Permission required. HBSE 6070. Psychology of deafness (2) Professor Kretschmer. Permission required. HBSE 7500. Dissertation seminar in Effects of deafness on intellectual and person- special education (2-3) ality development. Social psychology of deaf- Faculty (fall). Permission required. Only ness. Implications for education. advanced doctoral students in special education programs are eligible. Prerequisites: HBSE 5010, HBSE 6401-HBSE 6412. Advanced HBSE 6001, and HBSE 6010. Development of internships in special education. doctoral dissertations and presentation of plans Permission required. Post-master’s level. for approval. Special fee: $10. Intensive in-service internship at agency

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

TEACHING OF investigatory, cultural, and problem-solving pare an M.A. Project. As for the final master’s event with learners who typically have hearing, research paper, it will be completed during the AMERICAN SIGN are in regular education programs and possess final student teaching placement. The topics LANGUAGE (ASL) AS A a wide range of cognitive, social, and academic will be decided upon jointly by the student and FOREIGN LANGUAGE abilities and diverse cultural backgrounds. They the program coordinators, with input from the will be able to consume, apply, and generate master cooperating teacher, and should arise Program Coordinator: research on the instructional process as pre- out of some classroom concern. Students who Professor Russell S. Rosen sented formally within journals and texts successfully complete the master’s program and on the teaching of ASL and other second lan- meet all of the requirements for state certifica- Program Office: (212) 678-3813 TTY or guages, communication skills, Deaf studies, cur- tion will be recommended to the New York (212) 678-3880 V riculum design, and the cognitive, social and State Education Department for certification Email: [email protected] affective development of the learner. as a Teacher of American Sign Language. They Website: www.tc.edu/hbs/ASL will also be able to obtain a national certificate Special Application from the American Sign Language Teachers Degree Offered: Requirements/Information: Association. The M.A. program in the Teaching of TEACHING OF AMERICAN SIGN LANGUAGE American Sign Language has ongoing admis- COURSES REQUIRED: (ASL) AS A FOREIGN LANGUAGE- sions, and applications are received and INITIAL CERTIFICATION (ASLN-INIT) reviewed throughout the year. Preference in Foundation (13 points): Master of Arts (M.A.) scholarship awards will be for those applicants who meet the College early deadline. Curriculum Design: Program Description: • C&T 4052 Designing curriculum In addition to general College admission The M.A. program in the Teaching of Ameri- and instruction (2) requirements, the Program has two additional can Sign Language (ASL) as a Foreign Langu- requirements: demonstrated proficiency in age provides students with foundations in lin- Pedagogy: American Sign Language and an interview guistics and applied linguistics; anthropology; • C&T 4005 Principles of teaching with the program coordinators. Proficiency in sociolinguistics; social and cognitive psycholo- and learning (3 or 4) ASL at the Advanced Level is required for gy; academic assessment, second language graduation; students need to bring documenta- instructional design, curriculum development, Learning Process: tion such as SCPI and ASLPI. Students who and assessment; and research methodology, as • HUDK 4029 Human cognition and are not proficient in ASL at this level as meas- learning (3) they pertain to the language, community, and ured by nationally recognized assessments may culture of persons who are Deaf or hard of need to take additional conversational ASL Anthropological Foundations: hearing. courses. An interview may be scheduled by • ITSF 4010 Cultural and social bases contacting the program coordinator. of education (3) ASL is a naturally developing language of or Deaf and many hard of hearing people in the Degree Requirements: • ITSF 5003 Communication and United States, possessing a linguistic system culture (3) The Master of Arts program in the Teaching with its own phonological, morphological, syn- • A&HH 4070 History of education in of ASL consists of a minimum of 45 points tactic, and discourse structures that are dis- the United States (3) distributed in the following manner: 13 points tinct from English language. ASL users have • ITSF 4011 Social context of of coursework on professional foundations, developed a literary tradition in oratory, folk- education (3) 30 points of coursework and practica experi- lore, and performance art, all recorded either ences in the area of ASL and Deaf studies, and Learner Characteristics: in print or in permanent media like film and 2 points of electives. Students not proficient • HUDK 4023 Developmental psychology: video. The American Deaf community of perin ASL will be expected to take additional Adolescence (3) sons, groups, and organizations provides the coursework to develop the necessary level of basis for cultural identity and group cohesion proficiency expected. Specialization (32 points): for about one million Deaf, hard of hearing, and hearing individuals, who share a set of The students will enroll in two semesters of Deaf Community and Culture (8): characteristics that bind them together, such • HBSE 4070 Psychosocial and cultural student teaching and practicum experience as knowledge of ASL and traditions for social aspects of people who are associated with coursework. Students will par- behavior. deaf or hard of hearing, ticipate in introductory field observations and (two terms) student teaching for five days weekly with 400 ASL has been afforded the status of a foreign • HBSE 4075-4078 Selected topics in ASL hours of practicum experiences, divisible into language, and it can be pedagogically appro- and Deaf community and two semesters, with 100 hours of observation culture (two terms) ached with individuals unfamiliar with it in and 100 hours of student teaching each semes- a manner similar to other foreign languages. ter. Before student teaching, students need to Language and Communication (8): Students in the program will be practiced in take a sign competency assessment test and • A&HL 4087 Introduction to second curriculum design and execution in general attain an advanced rating. language acquisition and the curriculum principles found in • HBSE 4074 Linguistics of American Modern Languages for Communication as a In addition, the students would need to iden- Sign Language model. Students will be prepared to become tify pertinent issues of ASL teaching and/or • HBSE 4079 Language development professionals who approach the profession of and rehabilitation: deaf studies, embark on a review of literature, teaching ASL as a foreign language in a highly The foundations formulate research questions and hypotheses, scholarly manner and as a contextualized, conduct data collection and analysis, and pre- Teachers College Columbia University 2011-2012 143 • HBSE 4871-4872 American Sign HBSE 4307. Assessment in American Language I & II Sign Language and Deaf community and culture (3) Curriculum and Instruction (5): Professor Rosen. Models of assessment in • HBSE 4076 Methods and materials in American Sign Language and Deaf community teaching ASL and Deaf and culture will be discussed and evaluated. community and culture Students will select appropriate assessment • HBSE 4077 Seminar in teacher-as- procedures based on reasons for assessment researcher and will construct a complete plan for assessment. Assessment (3): • HBSE 4307 Assessment in ASL and Deaf community and culture

Student Teaching/Practica (6): • HBSE 4711 Observation and student teaching in special education: ASL and Deaf community and culture of ASL (two terms)

Electives (2): • A&HE 4050 Literature and teaching or • MSTU 5191 Educational video production

COURSES:

Other courses in the Program are described elsewhere. The following are courses specific to the Program.

HBSE 4075. Selected topics: Deaf and ASL arts and literature (2) Professor Rosen. This course is a study of the deaf experience as presented in artistic and literary works by deaf and hard of hearing individuals. Principles of literary analysis and criticism will be presented. Students will analyze the works using principles of literary theory and criticism. Offered on alternate years.

HBSE 4076. Methods and materials in teaching ASL and Deaf community and culture (3) Professor Rosen. Current theories and approaches in curriculum design and instructional methods in second language acquisition and the teaching and learning of American Sign Language and Deaf community and culture will be discussed. Materials on American Sign Language and American Deaf community and culture will be introduced. Students will develop curriculum and instructional methods to apply current approaches to classroom practice.

HBSE 4078. Selected topics: Second language acquisition of ASL (2) Professor Rosen. This course deals with the acquisition of ASL by second language learners. Theories and methods in second language acquisition will be given. Studies in the second language acquisition of ASL will be discussed. Students will conduct research on the SLA of ASL. Offered on alternate years.

144 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 146 standing of human development in families, schools, and institutions across the lifespan. The Educational Psychology: department provides social scientists and educators with theories, empirical methods, and ana- Cognitive, Behavioral and lytical tools for understanding and conducting research in human development and cognition Developmental Analysis and for helping solve educational and psychological problems. Cognitive Studies in Education

DEVELOPMENTAL FACULTY: PSYCHOLOGY 151 Psychology: Developmental PROFESSORS: ADJUNCT ASSOCIATE PROFESSORS: Developmental Psychology John B. Black Joseph R. Lao (Cognitive Studies in Education/ (Developmental Psychology) MEASUREMENT, EVALUATION, Instructional Technology and Media) Mercè Pujol AND STATISTICS 155 Jeanne Brooks-Gunn (Cognitive Studies in Education) Applied Statistics (Developmental Psychology) Measurement and Evaluation James E. Corter ASSISTANT PROFESSOR: (Measurement, Evaluation, and Elizabeth Tipton Statistics/Cognitive Studies in Education) (Measurement, Evaluation, and Statistics) Herbert P. Ginsburg (Developmental Psychology/ LECTURER: Cognitive Studies in Education) Anastasios Markitsis Deanna Kuhn (Measurement, Evaluation, and Statistics) (Developmental Psychology/ Cognitive Studies in Education) ADJUNCT ASSISTANT PROFESSORS: Suniya S. Luthar Nabeel Ahmad (Developmental Psychology/ (Cognitive Studies in Education) Clinical Psychology) Michael J. Dean Gary Natriello (Measurement, Evaluation, and Statistics) (Cognitive Studies in Education/ David Guralnick Developmental Psychology) (Cognitive Studies in Education) Barbara G. Tversky Alyse C. Hachey (Cognitive Studies in Education) (Cognitive Studies in Education) Joanna P. Williams Michael Hanchett Hanson (Cognitive Studies in Education) (Developmental Psychology/ Cognitive Studies in Education) ADJUNCT PROFESSORS: William E. Hixson Hugh F. Cline (Cognitive Studies in Education) (Sociology and Education) Susan Jang Judith Miller (Cognitive Studies in Education) (Developmental Psychology) YoungKoung Kim (Measurement, Evaluation, and Statistics) ASSOCIATE PROFESSORS: Sari Locker Lawrence T. DeCarlo (Developmental Psychology) (Measurement, Evaluation, and Dominic Mentor Statistics/Cognitive Studies in Education) (Cognitive Studies in Education) Peter Gordon David E. Shaenfield (Developmental Psychology/ (Cognitive Studies in Education) Speech-Language Pathology) Lisa Tsuei Matthew S. Johnson (Cognitive Studies in Education) (Measurement, Evaluation, and Statistics) Doris C. Zahner Young-Sun Lee (Measurement, Evaluation, and Statistics) (Measurement, Evaluation, and Statistics) For information about faculty and their scholarly and research interests, please refer to the Faculty section of this bulletin, or visit us at www.tc.edu/faculty.

Teachers College Columbia University 2011-2012 145 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 concentrations: Cognition and Learning, learning disabilities, adult literacy, learning Program Coordinator: Intelligent Technologies, Reading Research, from text and educational policy issues. The Professor John B. Black Cognitive Studies of Educational Practice, or culminating experience for master’s students Creativity and Cognition. Students beyond is an empirical study in the area of reading. Program Office: (212) 678-4190 the M.A. level take more advanced courses, Email: [email protected] including a statistics sequence. • Concentration in Cognitive Studies Website: www.tc.edu/hud/Cognition 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- plete a substantive project as a culminating COGNITIVE STUDIES IN EDUCATION (COGN) ing and learning involved in educational experience for that degree. Choice of activities. Students will learn about cogni- Master of Arts (M.A.) advanced courses and research seminars tive processes involved in both formal and Doctor of Education (Ed.D.) should be shaped by the students’ area of con- informal education and how they are influ- Doctor of Philosophy (Ph.D.) 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 practice. Students address the connections statistical inference (3) • HUDM 5122 Applied regression analysis (3) between written and oral language and

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• 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 2011-2012 147 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— • MSTU 4031 Programming I (4) and reading (2-3) an empirical study of cognition in a classroom • MSTU 4083 Instructional design of • HBSK 5096 The psychology of memory (3) setting. 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)

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• 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 2011-2012 149 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, validity. 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) Focuses on the case study method for under- Faculty. Enrollment limited. Systematic Dr. Hanson. Major theories and contemporary standing the principles and concepts underly- approaches to instructional design in schools research in creative work, emphasizing case ing creative individuals and their products. and corporate settings. Theoretical and empiri- studies of exceptional and historically influen- cal bases. Analysis of case-based examples. tial individuals. HUDK 6095. Critical review of current Materials fee: $25. journals in psychology (3) HUDK 5023. Cognitive development (3) Professor Williams. Limited to candidates in HUDK 5324. Research work practicum Professor Kuhn. Theory and research on the psychology; others by permission. Critical (2-3) development of cognitive processes across the review of current journals in psychology and Faculty. Students learn research skills by parti- lifespan. education, analysis of articles, discussion of cipating actively in an ongoing faculty research HUDK 5025. Spatial thinking (3) general trends in current theoretical and project. Professor Tversky. Analyzes research on how research literature, and guidance in preparing people learn, mentally represent, mentally manuscripts for publication in peer-reviewed HUDK 6522. Seminar in cognitive transform, describe, and act on the spaces they journals. processes (2-3) encounter. Mental models of and transforma- Faculty. Permission required. Advanced dis- tions of space underlie the way people think See also: cussion of topics in cognitive psychology and about abstract domains, so thought about HBSK 5096. The psychology of memory (3) their implications for instruction. space has implications for thought in general. Professor Peverly. See the Department of Implications for education and HCI are con- Health and Behavior Studies for course HUDK 6523. Seminar in cognitive sidered. description. development (3) Professor Kuhn. Permission required. Advanced HUDK 5030. Visual explanations (3) MSTU 4133. Cognition and computers (3) topics in research and theory in cognitive Professor Tversky. Surveys production and See the Department of Mathematics, Science, development. comprehension of visualizations ranging and Technology for course description. from ancient cave paintings and petroglyphs to diagrams, charts, graphs, comics, picture books, photographs, gesture, and film to

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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- • MSTU 4008. Information technology HBSK 4074. Development of reading 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 requirements, 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 2011-2012 151 The course of study has these main com- Degree Requirements: Special Research Project: The special research ponents: project is a research paper written under the • A basic course in methods of research. MASTER OF ARTS-32 POINTS supervision of a faculty advisor. The project can • Required courses in cognitive development, Core Courses (five courses, 15 points): be an empirical research study, an evaluation of personality development in atypical popula- M.A. students take five core courses. an educational program, or a research review article. tions, and social and personality develop- • HUD 4120 Methods of empirical research ment. (must be with Developmental Psychology Faculty) (3) • A basic course in statistics. DEVELOPMENTAL • Research practicum. • HUDK 5023 Cognitive development (3) • HUDK 5040 Development and psycho- • Electives in developmental psychology plus PSYCHOLOGY pathology: Atypical contexts relevant electives offered by other Teachers and populations (2-3) Program Coordinator: College and Columbia University programs. Professor Jeanne Brooks-Gunn • A special project. Either one of the following two courses: • HUDK 5121 Personality development and Program Office: (212) 678-4190 Students completing the M.A. degree accept socialization in childhood (2-3) Email: [email protected] positions in research laboratories or field set- or Website: www.tc.edu/hud/DevPsych tings, biomedical institutions, educational • HUDK 5029 Personality development and child care agencies, foundations, public and socialization across Degree Offered: policy settings, state and local governments, the lifespan (2-3) DEVELOPMENTAL PSYCHOLOGY (DEVD) community programs, and as instructors in For the fifth course, there are several options: Doctor of Philosophy (Ph.D.) community colleges, or they go on to pursue • HUDK 4027 Development of mathe- more advanced degrees in particular areas of matical thinking (3) Program Description: specialization. • HUDK 4029 Human cognition and The 75-point doctoral degree prepares students learning (2-3) for faculty positions in colleges, graduate schools Students may elect, but are not required, to • HUDK 4080 Educational psychology (3) of education, and universities, and for positions concentrate study in one of the following areas: • HUDK 5024 Language development (2-3) as research associates in research laboratories, • HUDK 5025 Spatial thinking (3) biomedical schools, foundations, public policy, • Risk, Resilience, and Prevention: This con- • HUDK 5030 Visual explanations (3) and arts and sciences, as well as policy research centration brings knowledge of developmen- • HUDK 6620 Special topics in develop- firms, governmental agencies, and NPOs. tal psychology to future work relating to mental psychology (3) Throughout their program, doctoral candidates competence and maladjustment among at- • BBS 5068-5069 Brain and behavior I and II work in a close apprentice relationship with a risk children and families. Diverse areas are (1-2 each) faculty advisor of their choice. The Ph.D. degree considered, ranging from intellectual gifted- requires completion of 75 points with an empiri- ness/mental retardation and academic Specialized Courses (two courses, 6 points): cal research dissertation. achievement to child poverty, cross-cultural Two courses in developmental psychology taken for 3 points each: differences, resilience, and different The aim of instruction at the doctoral level is to • HUDK 5324 Research work practicum (2-3) domains of psychopathology. produce a psychologist who can make a sound or • HUDK 6539 Research practicum in edu- and innovative research contribution to the • Developmental Psychology for Educators: cational psychology, cogni- study of human development, who is concerned This concentration helps to promote an tion, and learning (1-3) with the relationship between development and understanding of development in varying Plus one additional course in developmental psy- education, and who is equipped to teach about social contexts and cultures, ethnic and chology such matters. Students acquire the conceptual racial groups, and social classes. It focuses background and methodological skills necessary on how knowledge about development, Breadth Courses (two courses, 4-6 points): for faculty positions in colleges and universities thinking, and learning can be applied to Three Teachers College courses outside of develop- or for positions as associates and consultants in educational practice and to educational mental psychology taken for 2-3 points each. research laboratories, biomedical schools, and policy. other applied settings. Statistics Course (one course, 3 points): • Creativity and Cognition: Focusing on the • HUDM 4120 Basic concepts in statistics While consultation between student and faculty importance, development, and influence of (if no undergraduate statistics)(3) advisor is considered to be the best way to decide creativity, this concentration is designed for or which steps should be taken towards these goals, • HUDM 4122 Probability and statistical those interested in creative problem-solving there are specific requirements for all students in inference (3) and multi-modal thinking as it affects the Developmental Psychology that serve to define classroom, curriculum development, com- or • HUDM 5122 Applied regression analysis (3) the character of the program and to ensure that munity organizations, therapeutic settings, all students have a common experience and and business. Elective Course: acquire a common level of expertise in dealing One course selected in consultation with an with the core issues in the field. Special Application advisor. Requirements/Information: The courses offered through the program provide Applicants who have undergraduate degrees in Note: In consultation with an advisor and with content in the research and theoretical literature fields other than psychology will be considered permission of the supervising faculty member, a relating to all phases of the psychology of human for admission to the M.A. program, as well as relevant independent study may be taken. development. All age groups are covered, from those whose previous training is in psychology. infancy through childhood, adolescence to adult-

152 www.tc.columbia.edu General Information: (212) 678-3000 HHUMANUMAN DDEVELOPMENTEVELOPMENT hood, and later life. Coursework in developmen- Core Courses (12 points): Usually taken • HUDK 5121 Personality development tal psychology can be supplemented by courses during the first year of study: and socialization in child- in the other psychology programs at Teachers • HUDK 6010 Developmental research hood (2-3) College as well as by courses in the social sci- methods (3) • HUDK 5125 Cross-cultural develop- ences, linguistics, and other fields offered at • HUDK 6520 Seminar in social and mental psychology (2-3) • HUDK 6036 Child and family policy I (3) Teachers College and the graduate faculty of emotional development through childhood • HBSK 5031 Family as a context for Columbia University (including the Columbia child development (3) University College of Physicians and Surgeons). and adolescence (3) • HUDK 6523 Seminar in cognitive • ORLJ 5017 Small group intervention: The doctoral program is focused primarily development (3) Theory and method (2-3) on training in the conduct of empirical (e.g., • HUDK 6529 Seminar in risk, resilience, • ORLJ 5106 Psychological aspects of experimental, observational, and interview) and developmental organizations (2-3) research. Other types of research (theoretical, psychology (3) • ORLJ 5540 Proseminar in social and descriptive, and historical) may be undertaken organizational psychology in special circumstances of student and advisor Specialized Courses (Approximately (3) competence. 21 points): 4. Measurement Selected in consultation with an advisor. Special Application • HUDM 5059 Psychological measure- Requirements/Information: ment (3) Methodology Courses (12 points): • HUDM 6051 Psychometric theory I (3) This program accepts applications for fall sem- Beginning in first year of study: • HUDM 6055 Latent structure analysis ester only. GRE is required; Subject Test in • HUDM 4122 Probability and statistical (3) Psychology is optional. Admission to the pro- inference (3) gram is highly competitive. Primary emphasis • HUDM 5122 Applied regression analysis Proseminar Requirement (6 points): (3) in evaluating applicants is given to prior Taken over four semesters: • HUDM 5123 Linear models and experi- achievements and recommendations, particu- • HUDK 6620 Special topics in developmental design (3) larly as evidence of a self-motivated research mental psychology (1-3) • HUDM 6122 Multivariate analysis I (3) involvement. Non-departmental Courses (Minimum Breadth Courses: (One course in each area Previous work in psychology is highly desirable of 8 points): for a minimum of 2 points each; total of 11-12 but there are no fixed course requirements. At least three courses outside the department points): Expertise in a related field, such as linguistics, selected in consultation with an advisor. philosophy, anthropology, or biology, may quali- 1. Biological Basis of Behavior fy a student as well. At least one year of full- • BBS 5068 Brain and behavior I (1-2) Other Requirements: time study in residence, i.e., two semesters of • BBS 5069 Brain and behavior II (1-2) • HUDK 6901 Advanced research and 12 or more points per semester, is required. • MSTC 5000 Neurocognitive models of independent study information processing (1-3 points) Degree Requirements: (1-3) • HUDK 7501 Dissertation seminar The 75-point course of study has four compo- (1-3 points) • Service as a teaching assistant for two nents: 2. Cognitive Basis of Behavior Master’s-level Developmental Psychology • Breadth Requirement. Students choose four • HUDK 4015 Psychology of thinking courses courses, with at least one chosen from each (2-3) • Supervision of Master’s of the following areas: Biological Basis of • HUDK 4029 Human cognition and student’s special projects Behavior, Cognitive Basis of Behavior, Social/ learning (3) • Enrollment in research practica Cultural Factors and Individual Differences, • HUDK 5023 Cognitive development (3) • Successful completion of certification and Measurement. • HUDK 5024 Language development examination (2-3) • Approved theoretical paper (concomitant • Doctoral Requirements. Students are • HUDK 5025 Spatial thinking (3) with enrollment in HUDK 6901) required to take advanced courses in Devel- • HUDK 5030 Visual explanations (3) • Approved empirical paper opmental Psychology as well as proseminar • HUDK 5090 Psychology of language • Approved doctoral dissertation (HUDK 6620, Special topics in develop- and reading (2-3) mental psychology). • CCPX 5020 Emotion, culture, and health (3) COURSES: • Methodology. All students are required to • HBSK 5096 The psychology of memory take the four-course statistics sequence. (3) HUD 4120. Methods of empirical research Students are required to take a special certi- (2-3) fication examination in research method- 3. Social Cultural Factors and Individual Faculty. An introduction to basic concepts and issues in measurement. Descriptive statistics, ology. Students, in consultation with their Differences scales of measurement, norms, reliability, validi- advisor, should also enroll in the necessary • HUDK 5029 Personality development ty. Advantages and limitations of measurement advanced coursework to prepare for both and socialization across the techniques are discussed and illustrated. the certification examination and their own lifespan (2-3) research work. • HUDK 5040 Development and psycho- HUDK 4021. Developmental psychology: pathology: Atypical Infancy (2-3) • Qualifying Paper. Students are required to contexts and populations Dr. Lao. Review of research and theory in early write both a theoretical and an empirical (2-3) paper to qualify for dissertation status. perceptual, cognitive, and social/emotional development, with particular attention to the

Teachers College Columbia University 2011-2012 153 interaction of biological and environmental guage in infancy and emphasizing acquisition and methodological problems specific factors in early life. of the forms of language in relation to their to cross-cultural research. content and use. HUDK 4022. Developmental psychology: HUDK 5324. Research work practicum Childhood (2-3) HUDK 5027. Moral development (2-3) (2-3) Faculty. Children’s cognition, perception, rep- Dr. Lao. Prerequisite: HUDK 4020, HUDK Faculty. Students learn research skills by resentation, language, affect, personality, and 4023, HUDK 4024, or equivalent. Investiga- participating actively in an ongoing faculty sexuality. Family structure and school as they tion of the major theoretical and empirical research project. influence these aspects of childhood. approaches to the study of how morality develops with particular emphasis on the behavior- HUDK 6010. Developmental research HUDK 4023. Developmental psychology: ist, cognitive, psychoanalytic, and sociopoliti- methods (3) Adolescence (2-3) cal approaches. Faculty. Advanced survey of both new and Dr. Locker. Theoretical and empirical studies classical methods for conducting research of personality and social development process- HUDK 5028. Spiritual development across designed to answer developmental questions. es in adolescence. An ecological systems the lifespan (3) approach is emphasized. Dr. Miller. This course concentrates on the HUDK 6013. Early childhood development role of spirituality on human development and education: Integrating research and pol- HUDK 4024. Developmental psychology: using a multidisciplinary focus. Spiritual tradi- icy perspectives (3) Adulthood and the lifespan (2-3) tions are examined using stage theory and par- Professor Brooks-Gunn. Two-semester course Dr. Miller. Theories of adult development, allel theories from other fields. taught by Human Development and Educa- with an emphasis on the historical transformational Policy and Social Analysis faculty. Links tion of adult roles, and the significance of mar- HUDK 5029. Personality development research and policy perspectives on early riage, family, child rearing, work, and social and socialization across the lifespan (2-3) childhood, with a focus on contemporary chal- class in adulthood socialization. Dr. Miller. Theory and research regarding the lenges in the field. interaction between naturally developing per- HUDK 4027. Development of mathematical sonality structures and socialization processes HUDK 6036-HUDK 6037. Child and thinking (3) throughout life. family policy I and II (3) Professor Ginsburg. The development of infor- Professor Brooks-Gunn. Prerequisites: Any mal and formal mathematical thinking from HUDK 5040. Development and psycho- two of the following: HUDF 4000; HUDF infancy through childhood with implications pathology: Atypical contexts and 4024; HUDK 4021; HUDK 4022; C&T 4113; for education. populations (2-3) C&T 5113. Provides a multi-disciplinary per- Professor Luthar. Using contemporary research spective on child and family policy. Also pro- HUDK 4030. Cognitive clinical interview (3) as the basis, the focus is on the interface vides a foundation of knowledge concerning Professor Ginsburg. Introduction to the cogni- between classical developmental psychology the role of child and family perspectives in tive clinical interview and exploration of how theories and patterns of development identi- informing policy. it has and can be used in psychological and fied in atypical contexts (e.g., poverty) and educational research and assessment. among atypical populations (e.g., resilient HUDK 6520. Seminar in social and youth). Implications for interventions and emotional development through childhood HUDK 4820. Education for thinking: policy are also discussed. and adolescence (2-3) Goals and methods for the middle school (1) Professor Brooks-Gunn. Permission required. Professor Kuhn. Identifies and examines skills of HUDK 5120. Development of creativity: How people become socialized and how argument, analysis, and inference that are cen- The case study method (3) psychology deals with the process in terms tral to critical thinking, reviews research on Dr. Hanson. HUDK 5020 recommended. of developmental concepts. how they develop with practice during late Focuses on the case study method for under- childhood and early adolescent years, and illus- standing the principles and concepts underly- HUDK 6523. Seminar in cognitive trates methods that support their development, ing creative individuals and their products. development (2-3) suitable for use in classrooms from middle ele- Professor Kuhn. Permission required. mentary through junior high school years. HUDK 5121. Personality development Advanced topics in research and theory in and socialization in childhood (2-3) cognitive development. HUDK 5020. The development of Professor Brooks-Gunn. Prerequisite: HUDK creativity (2-3) 4022 or equivalent. Contemporary theory and HUDK 6524. Seminar in cross-cultural Dr. Hanson. Major theories and contemporary research on children’s adaptation to develop- developmental psychology (2-3) research in creative work, emphasizing case mental tasks of childhood. Comparison of typi- Faculty. Permission required. Students partici- studies of exceptional and historically influen- cal and atypical pathways in social-personality pate in ongoing research. tial individuals. development. Analysis of the logic and method of empirical studies of development. HUDK 6529. Seminar in risk, resilience, HUDK 5022. Emotional development (2-3) and developmental psychology (2-3) Faculty. Theory and research in the develop- HUDK 5123. Psychological development Professor Luthar. Permission required. ment of emotional experience and expression. of women (3) Students participate in ongoing research. Faculty. Theoretical and empirical issues con- HUDK 5023. Cognitive development (3) cerning women’s psychosocial development, HUDK 6620. Special topics in develop- Professor Kuhn. Theory and research on the viewed in the context of modern feminist mental psychology (1-3) development of cognitive processes across the thought. Faculty. Permission required. Topics to be lifespan. announced. HUDK 5125. Cross-cultural developmental HUDK 5024. Language development (2-3) psychology (2-3) Professor Gordon. Survey of research and the- Faculty. Survey of psychological studies of ory in the development of language, beginning development in different cultures, with with communication and the origins of lan- emphasis on perceptual and cognitive issues

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Independent Study and Research training for a number of positions in applied gram evaluation, and quantitative analysis of research settings, testing organizations, and educational and psychological data. Some Students may register for intensive individual business organizations. In addition to the satis- graduates pursue careers as college professors study of a topic of special interest. Registration factory completion of coursework, an integrative teaching measurement, evaluation, and statis- in independent study is by permission of the project is required. tics. Some are employed in city or state instructor under whose guidance the work will departments of education in the planning and be undertaken. Credit may range from 1 to 3 Special Application supervision of testing programs and research points each term except for HUDK 8900. Requirements/Information: and evaluation projects. Others work for test (Dissertation hours for individual consultation GRE General Test is required for the M.S. in publishers, licensure and certification boards, are to be arranged.) Applied Statistics. Background in calculus is and government agencies in the construction also required. of tests or in the management of large-scale HUDK 4901. Research and independent testing programs. Still others work in applied study (1-3) Degree Requirements: measurement, evaluation, research design, and Faculty. Permission required. statistics in a variety of social science, health HUDK 6901. Advanced research and MASTER OF SCIENCE-32 POINTS care, business, and industrial settings. independent study (1-3) Applied Statistics (27 points): Faculty. Permission required. • HUDM 4122 Probability and statistical The Ed.M. in Measurement and Evaluation is inference (3) a two-year master’s degree. It provides training HUDK 7501. Dissertation seminar • HUDM 5122 Applied regression analysis (3) for a number of positions in educational (1-3) • HUDM 5123 Linear models and research bureaus and testing organizations. Faculty. Permission required. Development of experimental design (3) 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) Faculty. Individual advisement on doctoral • HUDM 6122 Multivariate analysis I (3) dissertation. Fee to equal 3 points at current • HUDM 6123 Multivariate analysis II (3) A doctorate is required for most college teach- tuition rate for each term. See the section on • W 4105 Probability (3)* ing positions and for positions of professional Continuous Registration for Ed.D./Ph.D. • W 4107 Statistical inference (3)* 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 technical skills who wish to focus on theoretical EVALUATION, AND Electives (5 points): STATISTICS Selected in consultation with an advisor and within the areas of management science, eco- The Measurement, Evaluation, and Statistics nomics, public health, computer science, psy- area of study includes the following programs: chology, sociology, or research methods in any Applied Statistics; Measurement and Evaluation. general area.

Program Coordinators: Breadth Requirement (4-6 points): Matthew S. Johnson At least two courses (for a minimum of 2 points (Applied Statistics) each) must be taken at Teachers College from outside the department. Program Office: (212) 678-4150 Email: [email protected] Culminating Experience: Special project. Website: www.tc.edu/hud/Measurement

Lawrence T. DeCarlo MEASUREMENT (Measurement and Evaluation) AND EVALUATION Program Office: (212) 678-4150 Email: [email protected] Degrees Offered: Website: www.tc.edu/hud/Measurement MEASUREMENT AND EVALUATION (MEAS) Master of Education (Ed.M.) APPLIED STATISTICS Doctor of Education (Ed.D.) Doctor of Philosophy (Ph.D.) Degree Offered: APPLIED STATISTICS (STAT) Program Descriptions: The Ed.D. and Ph.D. programs in Measure- Master of Science (M.S.) ment and Evaluation are designed to prepare Program Description: graduates for careers in a wide range of educational settings. Graduates acquire specialized The M.S. in Applied Statistics requires at least knowledge and skills in test theory, test and one year of study. This master’s degree provides instrument development and validation, pro-

Teachers College Columbia University 2011-2012 155 issues in measurement and evaluation or who • HUDM 6030 Multilevel and longitudinal • HUDM 4122 Probability and statistical have a strong background in a substantive data analysis (3) inference (3) area of psychology in which they wish to fur- • HUDM 6122 Multivariate analysis I (3) • HUDM 5122 Applied regression analysis (3) ther the development and application of meas- • HUDM 5123 Linear models and urement techniques. Psychology (12 points): experimental design (3) Taken in one or more of the following areas: • HUDM 6026 Statistical treatment of The Ed.D. is appropriate for individuals who Developmental psychology, cognitive studies, mass data (3) wish to focus on the application of measure- counseling psychology, organizational psycho- • HUDM 6122-6123 Multivariate analysis I and II ment and evaluation techniques in education, logy, or social psychology. (3 each) psychology, and business and industry. Both • HUDM 7500 Dissertation seminar (1-3 doctoral degrees are accepted as qualification Research Methods (6 points): each for two semesters) for faculty positions in schools of education in • HUD 4120 Methods of empirical • HUDM 8900 Dissertation advisement (0) the United States. research (3) • W4105 Probability (3)* • HUDM 5250 Research practicum • W4107 Statistical inference (3)* Special Application in measurement Requirements/Information: and evaluation (0-4) *These courses are taken at the Graduate GRE General Test is required for all programs School of Arts and Sciences at Columbia in Measurement and Evaluation. Some prepa- Other Aspects in Education University. ration in college-level mathematics or statis- (6-9 points): tics coursework is required for doctoral study. To satisfy college requirements, all students Psychology (minimum of 15 points): must complete a minimum of three Teachers In consultation with an advisor, a group of Degree Requirements: College courses (a course for this purpose is courses aimed at substantive preparation in one in which at least 2 points are earned) out- the field of psychology. MASTER OF EDUCATION-60 POINTS side of HUDM: One course in foundations of Measurement and Evaluation education and two courses in curriculum and Non-department Requirement Core Courses (12 points): teaching and/or educational leadership. (7 points): • HUDM 5059 Psychological measurement Courses in the social sciences, curriculum (3) Electives: and teaching, and educational leadership • HUDM 6051-6052 Psychometric theory I and II Chosen in consultation with an advisor and selected in consultation with an advisor from (3 each) designed to strengthen and broaden the stu- offerings at Teachers College and other • HUDM 6055 Latent structure analysis (3) dent’s professional preparation. branches of Columbia University.

And at least 6 points selected from the follow- Culminating Experience: A supervised project. Special Requirements: The first two years ing or other courses selected in consultation require full-time study. An empirical paper with an advisor: DOCTOR OF PHILOSOPHY-75 POINTS and a research paper, certification examina- • P8582 Program evaluation Measurement and Evaluation tion, and completion of an approved doctoral design for health policy Core Courses (21 points): dissertation, are also required. and management (3) • HUDM 5059 Psychological measurement (3) at Mailman School • HUDM 5124 Multidimensional scaling DOCTOR OF EDUCATION-90 POINTS of Public Health and clustering (3) Measurement and Evaluation • P8640 Methods in program • HUDM 5250 Research practicum in Core Courses (18 points): evaluation (3) measurement and evaluation • HUDM 5059 Psychological measurement (3) at Mailman School (0-4) • HUDM 5250 Research practicum in of Public Health • HUDM 6030 Multilevel and longitudinal measurement and • P8705 Evaluation of health data analysis (3) evaluation (0-4) programs (3) • HUDM 6051-6052 Psychometric theory I and II • HUDM 6030 Multilevel and longitudinal at Mailman School (3 each) analysis (3) of Public Health • HUDM 6055 Latent structure analysis (3) • HUDM 6051-6052 Psychometric theory • T6416 Program evaluation I and II (3 each) in social services (3) at And at least 3 points selected from the following • HUDM 6055 Latent structure analysis (3) School of Social Work or other courses selected in consultation with an • ORLH 5533 Advanced professional advisor: And at least 9 points selected from the following seminar: Faculty evaluation • HUDM 5058 Choice and decision or other courses selected in consultation with an and development program- making (3) advisor: ming (2-3) • HUDM 6552 Seminar: Selected topics • HUDM 5058 Choice and decision in measurement theory (3) making (3) Quantitative Methods (15 points): • HUDM 6552 Seminar: Selected topics in • HUDM 4122 Probability and statistical Quantitative Methods and Research measurement theory (3) inference (3) Design (29 points): • HUDM 5122 Applied regression analysis (3) • HUD 4120 Methods of empirical • HUDM 5123 Linear models and research (3) experimental design (3)

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

And at least one evaluation course selected from the open to nonmajors as well as majors. Many HUDM 5058. Choice and decision making (3) following: 5000-level offerings are also open to non- Professor Corter. Prerequisite: HUDM 4122 • P8582 Program evaluation majors with appropriate backgrounds; 6000- or equivalent. Surveys quantitative models of design for health policy level courses are usually limited to majors with individual decision making, from the intro- and management (3) advanced standing in the program. See listings duction of the notion of “utility” by Daniel below for prerequisites and limitations on Bernoulli through current models such as at Mailman School enrollment. In addition to the courses listed Tversky and Kahneman’s “Prospect Theory.” of Public Health below, students should consult the offerings of The focus is on psychological or descriptive • P8640 Methods in program other programs in psychology, many of which models of how people make decisions, evaluation (3) are required or recommended in the program although methods of rational decision analysis at Mailman School guides obtainable from the department office. are briefly discussed. of Public Health • P8705 Evaluation of health Measurement and Evaluation HUDM 5059. Psychological measurement (3) programs (3) Professor DeCarlo. Open to doctoral and Ed.M. students in psychology; others only by at Mailman School HUD 4120. Methods of empirical research (3) permission. A previous course in statistics or of Public Health Faculty. An introduction to the methods of measurement is recommended. An in-depth • T6414 Program evaluation scientific inquiry, research planning, and tech- examination of measurement and associated niques of making observations and analyzing in social services (3) at techniques, norms, classical test theory, reli- and presenting data. School of Social Work ability, validity, item response theory, issues, and applications. Quantitative Methods and Research HUDM 4050. Introduction to measurement (2-3) HUDM 5250. Research practicum in Design (27 points): Professor DeCarlo. An introduction to basic measurement and evaluation (0-4) • HUDM 4122 Probability and statistical concepts and issues in measurement. Descrip- Faculty. Permission required. Students enrolled inference (3) tive statistics, scales of measurement, norms, are expected to spend a semester involved in • HUDM 5122 Applied regression analysis (3) reliability, validity. Advantages and limitations a research project, either assisting a faculty • HUDM 5123 Linear models and of measurement techniques are discussed and member or in an applied setting. A formal experimental design (3) illustrated. report will be submitted. • HUDM 5124 Multidimensional scaling and clustering (3) HUDM 6030. Multilevel and longitudinal • HUDM 6026 Statistical treatment of data analysis (3) mass data (3) Professor DeCarlo. Prerequisite: HUDM 5122. • HUDM 6122 Multivariate analysis I (3) Multilevel models include a broad range of • P8120 Analysis of categorical models called by various names, such as ran- data (3) at dom effects models, multi-level models, and Mailman School of growth curve models. This course introduces Public Health the background and computer skills needed to understand and utilize these models. • HUDM 7500 Dissertation seminar (1-3 each for two semesters) HUDM 6051-HUDM 6052. Psychometric • HUDM 8900 Dissertation advisement (0) theory I and II (3 each) Professor Lee. Permission required. Prerequi- Psychology (minimum of 18 points): sites: HUDM 5059, HUDM 5122, or equiva- In consultation with an advisor, a group of lents. Psychometric theory underlying test courses aimed at substantive preparation in construction; classical test theory, item the field of psychology. response theory, and applications.

Related Courses (minimum of 6 points): HUDM 6055. Latent structure analysis (3) Professor DeCarlo. Permission required. Selected in consultation with an advisor from Prerequisite: HUDM 5122. Recommended: the areas of curriculum development, guid- HUDM 6122. Study of latent structure analy- ance, applied human development, supervi- sis, including measurement models for latent sion, and administration. traits and latent classes, path analysis, factor analysis, structural equations, and categorical Electives (maximum of 10 points): data analysis. Selected to meet special interests and needs. HUDM 6552. Seminar: Selected topics Special Requirements: The first two years in measurement theory (3) require full-time study. An empirical paper Faculty. Prerequisites: HUDM 6051 and HUDM 6122. One or more topics of current and a research paper, certification examina- interest examined in depth. tion, and completion of an approved doctoral dissertation, are also required. Statistics COURSES: HUDM 4120. Basic concepts in statistics (3) Faculty. Descriptive statistics including organ- Courses at the 4000 level usually do not izing, summarizing, reporting, and interpreting require permission of the instructor and are data. Understanding relationships expressed by

Teachers College Columbia University 2011-2012 157 cross-tabulation, breakdown, and scatterdia- statistical analysis, including canonical analy- grams. Designed as a one-semester introduc- sis, MANOVA, factor analysis, and categorical tion to statistical methods. Will include read- data analysis. ing journal articles. Independent Study and Research HUDM 4122. Probability and statistical Students may register for intensive individual inference (3) study of a topic of special interest. Registration Faculty. Prerequisite: HUDM 4120 in independent study is by permission of the or undergraduate statistics course. Elementary probability theory; random variables and instructor under whose guidance the work will probability distributions; sampling distribu- be undertaken. Credit may range from 1 to 3 tions; estimation theory and hypothesis testing points each term except for HUDM 8900 using binomial, normal, T, chi square, and F (Dissertation Advisement), and registration is distributions. not limited to one term. Hours for individual conferences are to be arranged. HUDM 5122. Applied regression analysis (3) Faculty. Prerequisite: HUDM 4122 or permis- HUDM 4901. Research and independent sion of instructor. Least squares estimation the- study: Measurement and evaluation (1-3) ory. Traditional simple and multiple regression Faculty. Permission required. models and polynomial regression models, with grouping variables including one-way HUDM 4902. Research and independent ANOVA, two-way ANOVA, and analysis of study: Applied statistics (1-3) covariance. Lab devoted to applications of Faculty. Permission required. SPSS regression program. Lab fee: $50. HUDM 6900. Advanced research and HUDM 5123. Linear models and exper- independent study (1-3) imental design (3) Faculty. Permission required. Faculty. Prerequisite: HUDM 5122. Analysis of variance models including within subject HUDM 7500. Dissertation seminar (1-3) designs, mixed models, blocking, Latin Square, Faculty. Permission required. Development of path analysis, and models with categorical doctoral dissertations and presentation of dependent variables. Lab devoted to computer plans for approval. Registration limited to two applications. Lab fee: $50. terms.

HUDM 5124. Multidimensional scaling HUDM 8900. Dissertation advisement (0) and clustering (3) Faculty. Individual advisement on doctoral Professor Corter. Permission required. dissertation. Fee to equal 3 points at current Prerequisites: HUDM 4122 and HUDM 5122 tuition rate for each term. See section in cata- or equivalent. Methods of analyzing proximity log on Continuous Registration for Ed.D./ data (similarities, correlations, etc.), including Ph.D. degrees. multidimensional scaling, which represents similarities among items by plotting the items into a geometric space, and cluster analysis for grouping items.

HUDM 6026. Statistical treatment of mass data (3) Professor Johnson. Prerequisite: HUDM 5123 or equivalent. Examines problems involved in preparing and analyzing large data sets. Includes a survey of data manipulation and statistical tools in SAS (Statistical Analysis System). Optional topics: introduction to numerical methods and survey of “data mining” tools.

HUDM 6122. Multivariate analysis I (3) Professor Johnson. Permission required. Prerequisite: HUDM 5122 or equivalent; HUDM 5123 is recommended. An introduction to multivariate statistical analysis, including matrix algebra, general linear hypothesis and application, profile analysis, principal components analysis, discriminant analysis, and classification methods.

HUDM 6123. Multivariate analysis II (3) Faculty. Permission required. Prerequisite: HUDM 6122. A continuation of multivariate

158 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 160 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.

INTERNATIONAL AND COMPARATIVE New technologies have led to a rapidly increasing flow of people, information, goods, and EDUCATION PROGRAMS 163 services within and across national boundaries. As these boundaries become more permeable, Comparative and modern societies are characterized by greater diversification of people and resources. Such International Education diversification introduces complex forces that can be best understood as transcultural. As International Educational Development individual and institutional identities increasingly reflect diverse cultural traditions and values, a major challenge to education is to promote new ways of understanding and negotiating these identities.

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 and Comparative and International Education emphasize research on the social, cultural, economic, and political aspects of global processes. The program in International Educational Development prepares 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, and language and literacy. Students can concentrate within the department in such areas as African education, family and community education, international humanitarian issues, international educational policy studies, language, literacy, technology, and peace education. We work with other departments at the College to provide our students additional concentrations in such areas as adult education, conflict resolution, curriculum and teaching, educational 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 (e.g., economics, 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 2011-2012 159 FACULTY: ANTHROPOLOGY chological anthropology—all from a strong PROFESSORS: cross-cultural and comparative perspective. Methodological emphasis is placed on inten- George C. Bond The Anthropology area of study includes (Anthropology and Education sive and systematic ethnography. The faculty the following programs: Anthropology and and Applied Anthropology) has a distinguished record of publications and Education, and Applied Anthropology. Lambros Comitas research projects, most of which has been (Anthropology and Education and Applied Anthropology) conducted in the United States, Africa, the Charles C. Harrington ANTHROPOLOGY Caribbean, South America, and Europe. (Anthropology and Education AND EDUCATION and Applied Anthropology) Anthropology and Education Jo Anne Kleifgen The program in Anthropology and Education (Comparative and International Program Coordinator: Education; International Professor Lambros Comitas offers a disciplinary approach that carefully Educational Development) explores and contributes to the analysis and Hope Jensen Leichter Program Office: (212) 678-3309 understanding of educational processes in (Comparative and International Education; schools and classrooms, in families, on street International Educational Development) Email: [email protected] Gita Steiner-Khamsi Website: www.tc.edu/its/Anthro corners, in community centers, in churches (Comparative and International Education; and in all settings where education may pro- International Educational Development) Degrees Offered: ceed. The department houses the largest group Mun C. Tsang of anthropologists of education to be found in (Economics and Education, EPSA; ANTHROPOLOGY AND EDUCATION (ANTH) any university in the world. Comparative and International Education; International Educational Development) Master of Arts (M.A.) Hervé Varenne Master of Education (Ed.M.) Applied Anthropology (a joint program) (Anthropology and Education Doctor of Education (Ed.D.) In 1968, Teachers College and the Graduate and Applied Anthropology) Doctor of Philosophy (Ph.D.) School of Arts and Sciences of Columbia ASSOCIATE PROFESSORS: University initiated and implemented a joint Lesley Bartlett program of Applied Anthropology. This joint (Comparative and International Education; APPLIED venture trains graduate students registered at International Educational Development) ANTHROPOLOGY either graduate school. By this agreement, all Regina Cortina applied anthropological training at Columbia (Comparative and International Education; Program Coordinator: International Educational Development) University is administered through Teachers Professor Lambros Comitas College. The joint program offers a course of ASSISTANT PROFESSORS: study and thorough training in applied anthro- Adrianna Abdenur Program Office: (212) 678-3309 pology that is certified by both institutions, (Comparative and International Education; Email: [email protected] and capitalizes on the strength of the univer- International Educational Development) Website: www.tc.edu/its/Anthro Monisha Bajaj sity’s faculty. (Comparative and International Education; International Educational Development) Degree Offered: This program focuses on the complex issues involved in applying anthropological knowl- ADJUNCT ASSISTANT PROFESSORS: APPLIED ANTHROPOLOGY (ANTA) Mary Mendenhall edge and approaches to matters of policy con- Moira Wilkinson Doctor of Philosophy (Ph.D.) cern in medicine, psychiatry, psychoanalysis, Portia Williams economic and community development, edu- Program Descriptions: cation, businesses and corporations, institu- LECTURERS: Teachers College has been a pioneer in both tional programs, and ecological and environ- Carine Allaf Catalina Crespo-Sancho Anthropology and Education and Applied mental change. Kimberly Foulds Anthropology. These two programs function as one entity and provide a unique research and Resources VISITING PROFESSOR: training experience for a very select group of Both the Anthropology and Education and the Mark Ginsburg students. This highly personal academic envi- Applied Anthropology programs are conduct- (Comparative and International Education; International Educational Development) ronment within the larger university complex ed in collaboration with the Department of maximizes the interaction between students and Anthropology at Columbia University, POSTDOCS: faculty while offering a variety of scholarly and Graduate School of Arts and Sciences, the Arshad Ali professional resources. School of International and Public Affairs, Zeena Zakharia and other professional schools and institutions INSTRUCTOR: Both programs prepare students to enter current of the University (School of Public Health, Andrew Shiotani research and policy conversations about educa- Lamont-Doherty Laboratory, for example). tion and the application of anthropology to For information about faculty and their scholarly and In addition, our location in New York City research interests, please refer to the Faculty section other fields. The programs are built on the of this bulletin, or visit us at www.tc.edu/faculty. premise that one can apply anthropology only to allows students easy access to a myriad of the extent that one has been rigorously trained prestigious academic and research institu- in the theory and methodology of the discipline. tions and provides a natural laboratory for student research on ethnicity, migration, Theoretical emphasis is given to social and and urban life. Students may take courses political processes, cultural theory, and psy- through the Inter-University Doctoral

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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 30-33 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 15 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, of points) in anthropology offered through the the student is regarded as having attained the which 40 points must be Anthropology courses. Department. The program should include at expected competencies of the program. An least one colloquium or seminar level course; overall grade average of B+ is expected. In These courses prepare students with the requi- three courses (6-9 points) in the fields founda- addition, students must complete a set of site knowledge of epistemological, theoretical, tional to anthropology (economics, history, written examinations on topics relevant to methodological, ethnographic, and substantive linguistics, philosophy, psychology, sociology); Anthropology and Education and to Applied areas of anthropology. They aim to develop and four other courses (11-14 points) that Anthropology. competency in the discipline, while addressing directly contribute to the emerging profession- the specific intellectual interests of the student. al interest of the candidate. The M.A. program Dissertation Requirements requires an integrative project in addition to After passing the written certification exami- At least 15 points of the anthropology require- the 32-point program. nation, the candidate prepares a dissertation ments must be taken within the TC program. proposal to be defended in oral examination. A minimum of 25 points of the 40 points To satisfy college breadth requirements, mas- One or two years of anthropological field required in anthropology must be taken at ters students must complete three Teachers research is required for the collection of Teachers College, or in other faculties of original field data based on the dissertation College courses (for this purpose a course is Columbia University. Up to 15 points in research proposal. defined as one in which at least 2 points are anthropology courses may be taken at other earned) outside the major program. graduate institutions which are members of the DOCTOR OF EDUCATION Inter-University Doctoral Consortium, to satisfy MASTER OF EDUCATION A minimum of 90 points of acceptable grad- major course requirements. The Master of Education degree program is uate credit is required for the Doctor of flexible, allowing students to address various Education (Ed.D.), a minimum of 45 points Within the major course requirements, 21 professional concerns, satisfy diverse academic must be completed through Teachers College points in required course must be taken: the needs, and enhance professional skills. registration. Forty-two points of major courses four-semester sequence of colloquia and sum- are required. These courses prepare students

Teachers College Columbia University 2011-2012 161 mer field research (a minimum of 12 points); Within the major course requirements, multicultural classrooms, and to the relevance an additional theory course outside of the 27 points in required courses must be taken: of psychological anthropology to educational first semester colloquium (3 points); and two the four-semester sequence of colloquia and issues. Four-point enrollment requires atten- ethnography courses , one within and one summer field research (a minimum of 12 dance at film showings before or after class outside of one’s interest (6 points). points); an additional theory course outside and additional discussion sessions held at hours to be arranged. of the first semester colloquium (3 points); Fifteen points in research methods and statisti- two ethnography courses, one within and ITSF 4014. Urban situations and education cal courses are also required. The remaining 15 one outside of one’s interest (6 points); and (3-4) points of electives are used to increase compe- two sub-discipline courses (6 points), one in Professor Bond. An introduction to the tence in comparative, regional, or international linguistics and one from either archaeology anthropological study of the sociocultural pat- studies, or to enhance technical skills used in or physical anthropology. terns of populations residing in urban settings, conjunction with but outside the major course with emphasis on domestic, ethnic, class, and of study. At least three of these courses (8-9 Fifteen points in research methods and statis- educational relationships. points) must be taken in fields foundational to tical courses are also required. The remaining anthropology (economics, history, linguistics, 15 points of electives are used to increase ITSF 4016. Culture and society in Africa (3) Professor Bond. A general survey of sub- philosophy, psychology, sociology.) Of the 75 competence in comparative, regional, or inter- Saharan Africa, using contributions from theo- graduate points required for the degree, a mini- national studies, or to enhance technical skills retical approaches to anthropological research mum of 45 must be taken for an evaluative used in conjunction with but outside the in the area. Emphasis on socioeconomic, ideo- letter grade. major course of study. At least three of these logical and religious, educational, and political courses (8-9 points) must be taken in fields analysis of African communities. Foreign Language Requirement foundational to anthropology (economics, his- Each candidate must satisfy the foreign lan- tory, linguistics, philosophy, psychology, sociol- ITSF 4017. Anthropological perspectives guage requirement by demonstrating proficien- ogy). Of the 75 graduate points required for on homelessness and social control (3) cy in two scholarly languages, or one scholarly the degree, a minimum of 45 must be taken Faculty. Theoretical and ethnographic analyses language and one field language, or one schol- for an evaluative letter grade. of contemporary forms of social exclusion in arly language and a two-semester sequence of urban settings. Emphasis on the interaction between institutional arrangements and the prescribed statistics courses. Foreign Language Requirement experience of homelessness. Each candidate must satisfy the foreign lan- APPLIED ANTHROPOLOGY guage requirement by demonstrating proficien- ITSF 4018. Anthropology and development DOCTOR OF PHILOSOPHY cy in two scholarly languages, or one scholarly in Africa (3) Each student, in collaboration with an advisor, language and one field language, or one schol- Professor Bond. This seminar considers issues develops a program of study in anthropology arly language and a two-semester sequence of and problems of development in sub-Saharan designed to establish a high level of compet- prescribed statistics courses. Africa. It examines specific development proj- ency. A minimum of 75 points of acceptable ects from different theoretical and empirical graduate credit is required for the Doctor of COURSES: perspectives. Philosophy. Introductory Courses ITSF 4026. Technology and culture (3) Professor Varenne. An exploration of the Of these 75 points, a maximum of 45 points impact of technology broadly defined upon can be completed through another faculty of ITSF 4010. Cultural and social bases of education (3-4) cultural evolution as currently discussed in Columbia University, or a maximum of 30 Professor Comitas. Analyses of basic anthropo- anthropology and related disciplines. Special points may be transferred in courses from logical concepts, with particular reference to fee: $30. Also listed as MSTU 4028. other recognized graduate schools. Forty to the sociocultural context of education and the forty-five points of major courses are required, role of educational institutions in community, Intermediate Courses of which 40 points must be Anthropology national, and regional development. Four- courses. point enrollment requires attendance at film ITSF 5011. Process and change in Africa (3) showings before or after class and at discussion Professor Bond. Anthropological studies of These courses prepare students with the requi- sessions held at hours to be arranged. social systems, cultural change, and develop- site knowledge of epistemological, theoretical, ment. Special emphasis on the role of politics, methodological, ethnographic, and substan- ITSF 4011. Social context of education religion, economics, and education in change tive areas of anthropology. They aim to devel- (3-4) processes. Professor Bond. The exploration of anthropo- op competency in the discipline, while address- logical and social science concepts for the ITSF 5012. Culture and society in ing the specific intellectual interests of the stu- analysis of educational, cultural, and social the Caribbean (3) dent. institutions, organizations, and processes of Professor Comitas. Detailed survey, utilizing different peoples of the world. Four-point contributions from theoretical approaches to At least 15 points of the anthropology require- enrollment requires attendance at film show- anthropological research in the area. Emphasis ments must be taken within the TC program. ings before or after class and additional discus- on socioeconomics, community studies, and A minimum of 25 points of the 40 points sion sessions held at hours to be arranged. sociopolitical analyses. required in anthropology must be taken at Teachers College, or in other faculties of ITSF 4012. Cross-cultural studies ITSF 5013. Psychological anthropology (3) Columbia University. Up to 15 points in of learning (3-4) Professor Harrington. The concepts, theories, Professor Harrington. Analyses of basic and methods of psychological anthropology. anthropology courses may be taken at other anthropological concepts, with particular ref- Cross-cultural studies of learning processes. graduate institutions which are members of erence to the influence of cultures and subcul- Emphasis on recent work in the field, prob- the Inter-University Doctoral Consortium, tures on the learning process, to education in to satisfy major course requirements. 162 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL lems of cross-cultural methodology, and the Research Seminars NTERNATIONAL AND study of socialization. I ITSF 6510. Education and cultural COMPARATIVE EDUCATION ITSF 5015. Political anthropology: production (3) PROGRAMS Labor, race, and belief (3) Professor Varenne. Seminar reviewing theoret- Professor Bond. This course considers the the- ical developments in culture theory as it focus- The two international education programs provide ories and concepts used by anthropologists and es on education as the foundation of cultural advanced preparation for professional careers in a other social scientists in the analysis of politi- production. wide range of teaching, policy and evaluation, cal behavior and institutions. It emphasizes the administrative, and research roles. Students may comparative study of political systems, move- ITSF 6511. Seminar in psychological combine their studies with other areas of concen- ments, and processes within the context of anthropology (3) tration offered throughout the College. rural and urban situations. Professor Harrington. Permission required. Prerequisite: ITSF 5013. A research seminar ITSF 5016. Ethnography of education (3) focusing on current issues in psychological Program Coordinator: Professor Varenne. Introduction to the ethno- anthropology. Professor Regina Cortina graphic investigation of educative institutions (villages, neighborhoods, families, peer groups, ITSF 6512. Social theory and structure (3) Program Office: (212) 678-3184 schools, etc.) and to the policy issues it Professor Bond. Investigation of issues and Email: [email protected] addresses. problems in social theory through the analysis Website: http://www.tc.edu/its/CIE&IED of relevant literature in the social sciences. ITSF 5018. Drugs and society (3) Teachers College offers two programs in Professor Comitas. Utilizing theoretical and ITSF 6513. Topics in anthropology and methodological perspectives from social and education: Exploration of a selected topic international education: cultural anthropology, this course is designed in anthropology (1-4) to explore the contextual dimensions of illicit Faculty. Permission required. Topics vary each COMPARATIVE AND INTERNATIONAL drug use as well as other drug-related issues. semester and may include any of the following: EDUCATION, AND INTERNATIONAL A comparative, cross-cultural approach will Cultural analysis, social structure, religion and EDUCATIONAL DEVELOPMENT be utilized and case material drawn from tradi- politics in contemporary Africa, resilience in tional as well as modern settings. at-risk populations, anthropology and the law, Prospective students should visit the website and world ethnography. and email the program assistant, for more ITSF 5020. Practicum in anthropological information ([email protected]). field techniques (3) ITSF 6517. Peasants, politics and Professor Comitas. For anthropologists and development in Africa (3) Description of the Two Programs: non-anthropologists contemplating independ- Professor Bond. The purpose of this seminar is In 1899, Teachers College became the first gradu- ent, qualitative research, this course provides to explore the theoretical and empirical para- ate institution in the United States to develop a hands-on experience in techniques for gener- digms that anthropologists and other social program in comparative education. The Program ating, recording, and managing anthropological scientists have used to represent and analyze faculty were co-founders of the Comparative and data in the field. African peoples. International Education Society in 1956 and edit- Colloquia ITSF 6911. Workgroup in psychological ed the Society’s journal, Comparative Education anthropology (0-1) Review, for many years. ITSF 5610. First-year colloquium in Professor Harrington. This workgroup meets applied anthropology (3) every other week to discuss current issues in In the 1960s, Teachers College also became Professors Bond and Varenne. Permission psychological anthropology. It also discusses instrumental in the study of the international required. This is a year-long critical review of and reviews current research and proposals for development of education, founding the program important works in anthropology and educa- research of workgroup members, including in International Educational Development. The tion and applied anthropology. During the faculty, alumni, and doctoral students concen- faculty of the programs continue to be active in spring semester, students present proposals for trating in psychological anthropology. conducting research and participating in educa- their summer fieldwork before the members of tional activities around the world. both programs. Required of, and open only to, Individualized Studies first-year doctoral students. Meets concurrent- Graduates of the programs are found in numerous ly with ITSF 5611 during the spring semester. Advanced students may register for intensive positions, including academic research and teach- individual study of some aspect of their con- ITSF 5611. Second-year colloquium in centration. Registration is only by permission ing, educational planning, project design and eval- anthropological method (3) of the instructor under whose guidance the uation, program management in foundations, non- Professors Comitas and Harrington. Permission work will be undertaken. Times for individual governmental organizations, governmental organi- required. This is a year-long review of the conferences will be arranged. Enrollment may zations, businesses and corporations, and private methods of field research and data analysis in be for 1 or more points each term, and regis- and public educational institutions. anthropology, with special reference to educa- tration is not limited to one or two terms. tional systems and processes. Network analysis, The primary distinction between the two programs systematic observation, quantification proce- ITSF 4900. Research independent study is the area of concentration leading at the doctoral dures, participant observation, ethnographic anthropology and education (1-8) level to the Ph.D. for Comparative and Interna- interview, use of film and videotape, cross-cul- tional Education students and to the Ed.D. for tural survey techniques, and testing and exper- ITSF 6900. Research independent study imental design. During the spring semester, anthropology and education (1-8) International Educational Development students: students report on their completed summer Students applying for Comparative and Interna- fieldwork before the members of both pro- ITSF 6910. Studies in anthropology and tional Education need to select a discipline focus grams. Required of, and open only to, second- education (1-8) year doctoral students. Meets concurrently with ITSF 5610 during the spring semester. Teachers College Columbia University 2011-2012 163 (anthropology, economics, history, sociology, philos- tributes to the analysis and understanding of INTERNATIONAL ophy, or political science), whereas students in educational processes in schools and classrooms, EDUCATIONAL International Educational Development select in families, on street corners, in community cen- DEVELOPMENT a concentration within the field of education (for ters, in churches and in all settings where educa- example, African Education, Bilingual/Bicultural tion may proceed. In addition, the concentration Degrees Offered: Education, Finance and Planning, International offers coursework in the application of anthropo- Education Policy Studies, etc.). Approximately logical knowledge and approaches to matters of INTERNATIONAL EDUCATIONAL one-third of the courses are to be taken in the area policy concern in ecological and environmental DEVELOPMENT (INTL) of concentration. The courses offered in concen- change, economic and community development, Master of Arts (M.A.) trations vary each academic year. A few concen- education, immigration, institutional programs, Master of Education (Ed.M.) tra-tions are not available at the doctoral level, literacy, psychiatry, and psychoanalysis. Doctor of Education (Ed.D.) as noted in their description below. The list of courses offered in anthropology can Up to 30 graduate-level credits can be trans- Students in both international education probe found under the degree programs, listed in ferred into the Ed.M. and 45 credits into the grams are encouraged to select a geographical this section of the catalog. Ed.D. degree programs. area of specialty. Geographical areas currently represented by faculty in the Department of Areas of concentrations offered outside the Areas of concentrations offered inside the International and Transcultural Studies are: Department of International and Transcultural Department of International and Transcultural Africa, the Caribbean, Central Asia, East Asia, Studies: Studies: Europe, Latin America, the Middle East, South • Economics • African Education Asia, and the U.S. (for a transcultural/immigration • History • Family and Community Education focus). Most area studies courses are available at • Philosophy • Finance and Planning the School of International and Public Affairs • Political Science • International Education Policy Studies and in discipline-based departments at Columbia • Sociology • International Humanitarian Issues University to which students in international • Language, Literacy and Technology education have access. The courses for these areas of concentration in • Latin American and Latino Education the Comparative and International Education • Peace Education Applications are reviewed once a year to begin in program—offered outside the department—can the fall semester only. The deadlines for applica- be found under the respective degree programs, The following presents a description of con- tions are in December or January depending on listed in other sections of the catalog. centrations in International Educational the degree program. Development. The Ph.D. program in Comparative and International Education includes a foreign lan- African Education COMPARATIVE AND guage requirement as well as comprehensive The concentration in African Education reflects INTERNATIONAL training in research methods and data analysis. the growing demand within schools and other EDUCATION Ph.D. students are expected to take some of public agencies for persons knowledgeable about the courses in their discipline at the Graduate Degrees Offered: the diverse institutions and historical processes School of Arts and Sciences, Columbia that have shaped the African continent and its University. COMPARATIVE AND INTERNATIONAL educational systems. There is also an unprece- EDUCATION (COMP) dented need for educators and policy makers who understand the fundamental changes in African Master of Arts (M.A.) education stemming from decentralization, Master of Education (Ed.M.) democratization, and privatization as well as reli- Doctor of Philosophy (Ph.D.) gious and political movements on the continent. The concentration provides students with a Up to 30 graduate-level credits can be transferred foundation in African studies through courses on into the Ed.M. and Ph.D. degree cultural and social relations in African communi- programs. ties, demographic changes on the continent, and comparative studies of education in specific Areas of concentrations offered inside the African countries. Those who select this concen- Department of International and Transcultural tration will be prepared for further academic Studies: studies as well as for professional careers in teach- • Anthropology ing, policy-making, and international development. Through courses offered at Teachers The following presents a description of concentra- College, the School of International and Public tions in Comparative and International Education Affairs, the Mailman School of Public Health, offered in the department. and other Columbia-affiliated institutions, students will examine the multiple dimensions of Anthropology African studies as they relate to the cultural, eco- The concentration in Anthropology offers a disci- nomic, social, and political dimensions of educa- plinary approach that carefully explores and con- tion in Africa and the African Diaspora.

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

Teachers College Columbia University 2011-2012 165 Concentration in Latin American between language and technology may focus on Special Application and Latino Education areas such as language and the Internet, multi- Requirements/Information: Latin American and Latino Education (LALE) is modal discourses and literacies, and the design Applicants to the master’s and doctoral degree in an interdisciplinary concentration focused on edu- and evaluation of multimedia materials. the international education programs should indi- cation across the Americas. Responding to the cate their area of concentration and a geographi- importance of the Latin American and Caribbean In addition to the courses listed under this con- cal area or transcultural topic of interest on their region as well as the growing number of immi- centration, students can select relevant courses application for admission. These concentrations grants from that region to the United States, this from Anthropology within this department, from are not binding, and enrolled students are at liber- concentration provides students with a founda- other departments such as Mathematics, Science ty to change their concentration and specialty at tion in Latin American/Latino studies through and Technology, and Arts and Humanities as well the beginning of their studies. courses that consider topics such as: the impact of as from the larger university. economic processes on education in the region; Applicants to the Ed.M., Ph.D., and Ed.D. language 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 applicants must submit an academic writing sam- academic achievement; gender and social change; and Hervé Varenne. ple and should arrange if possible for an interview educational access and quality; teacher prepara- prior to applying. Applicants for the Ph.D. pro- tion and curricular development; patterns of Peace Education gram in Comparative and International Education migration within and between countries in the In recognition of the unprecedented dimensions are expected to have already completed some Western hemisphere; intercultural education; and of issues of security, war and peace, human rights coursework in the discipline they select as their the impact of international and bilateral educa- and global justice, and sustainable development concentration. tional policies and institutions on educational pol- in a world of violent conflict, the department has icy and practice in the region. Students are also developed a concentration in Peace Education. Application deadlines: encouraged to pursue relevant coursework at the Peace Education is primarily concerned with M.A., Ed.M.: January 15 School of International and Public Affairs, the addressing direct and structural violence through Ed.D.: January 2 Mailman School of Public Health, and other the transformation of pedagogy, curriculum, and Ph.D.: December 15 Columbia-affiliated institutions to examine the policy related to education in both formal and non- variety of linguistic, cultural, social, political, and formal contexts. Through the concentration, stu- Degree Requirements: economic processes that shape education across dents are provided with a conceptual understand- The programs are designed to provide students the Americas. ing of issues related to peace and human rights as with challenging coursework related to interna- well as practical skills in curriculum development. tional and transcultural dimensions of education. Faculty affiliated with the concentration: Students are required to take two core courses in Requirements include work in four areas: a core Regina Cortina (liaison), Lesley Bartlett, Lambros Peace Education and, in addition, can select cours- curriculum, a concentration that is either a disci- Comitas, Jo Anne Kleifgen and Hope Leichter. es related to peace, security, conflict resolution, pline (for Comparative and International Edu- human rights, and global justice offered through- cation) or a professional field of education (for Language, Literacy and Technology out the College and within other programs at International Educational Development), trans- This concentration systematically brings together Columbia University, Jewish Theological Seminary, cultural or geographically related study, and social studies of language from three interrelated and Union Theological Seminary. elective credits. vantage points: • Discourse Studies Faculty affiliated with the program: The program arrangements are designed to be as • Literacy Studies Monisha Bajaj (liaison) and Lesley Bartlett. flexible as possible so that previous educational • Multimodal Discourse and Literacies and professional experiences and the future career Areas of concentrations offered outside the goals of the student may be taken into account in We are concerned with educational problems Department of International and Transcultural the choice of appropriate coursework. Each stu- faced by immigrant families and by speakers of Studies: dent is expected to assume major responsibility for minority languages and varieties; with the devel- • Adult Education formulating, in cooperation with the academic opment of cross-national computer-mediated- • Conflict Resolution advisor, a plan of study that will best meet the communication skills; with the design of com- • Curriculum and Teaching general program requirements in a way most computer-supported learning materials for language • Educational Leadership patible with her/his own professional goals. Keep and literacy; and with bringing knowledge about • Higher Education in mind that degrees are offered only by program, human communication to bear on problems of • Organizational and Social Psychology that is, applicants need to specify to which of the understanding within and across groups such as (only at M.A. and Ed.M. level) two international education programs they are families, community, workplace, national, and applying. international entities. The courses for these areas of concentrations in the International Educational Development MASTER OF ARTS (32 POINTS) Students specializing in this field may focus on program—offered outside the department—can Core Courses: 6 points, (ITSF 4090 or ITSF 4091 areas such as the teaching of English in inter- be found under the respective degree programs, and a second course: ITSF 4090, ITSF 4091, ITSF national settings, the education of speakers of listed in the catalog. Note that any program 4025, or ITSF 4051) minority languages and language varieties, litera- offered at Teachers College qualifies, in principle, • Concentration Courses: cy practices around the world, the development as an area of concentration for the International 12 points (in an academic discipline for of literacy in the first and second language, and Educational Development program. Comparative and International Education language policy and planning in the U.S. and or in a professional field of education for abroad. Those interested in the relationship International Educational Development, as listed in the Program Description above)

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• Transcultural/geographical area studies: Core Courses General Courses 6 points • Electives: 8 points ITSF 4025. Languages, society and Note that general courses are not offered • Each M.A. candidate must complete a schools (3) every year. special integrative project, demonstrating Faculty. This course studies the role that lan- the ability to integrate, synthesize, and apply guages play in different societal contexts. It ITSF 4005. Education in emergencies and examines the language policies of different soci- reconstruction (3) what has been learned in the program of eties and looks at how these policies are enact- Faculty. This course provides students with a study. ed or not in different institutional contexts by comprehensive introduction to the growing diverse speakers. In doing so, the course pays and increasingly complex field of education in MASTER OF EDUCATION (60 POINTS) attention to diverse language ideologies as well emergencies, one which encompasses crises Core Courses: 9 points (ITSF 4090 or ITSF 4091 as to the relationship between language and caused by natural disasters and armed conflict and a second course: ITSF 4090, ITSF 4091, identity. Languages and literacies in schools, and which spans the relief-development spec- ITSF 4025, or ITSF 4051, and one especially educational language policy in multi- trum. additional department course) lingual contexts, receive special consideration. • Concentration Courses: ITSF 4013. Literacy and development (3) 18 points (in an academic discipline for ITSF 4090. Issues and institutions in Professor Bartlett. This course examines Comparative and International Education international educational development (3) common assumptions about the relationship Professors Bajaj, Bartlett, and Steiner-Khamsi. between literacy and cognitive and/or social, or in a professional concentration for This course explores theoretical approaches to political and/or economic development. International Educational Development, the study of education in international develop- as listed in the Program Description above) ment and uses these approaches to consider cur- ITSF 4014. Urban situations and education • Transcultural/geographical area studies: rent topics and debates in the fields of interna- (3-4) 18 points tional and comparative education. This course Professor Bond. See course description under • Electives: 15 points also introduces students to institutions involved Anthropology course listing. • Ed.M. degree candidates must complete a with educational development in diverse global special integrative project designed to illumi- settings, such as the United Nations and the ITSF 4015. Introduction to computers, nate a major aspect of the program of study. World Bank. This course is also offered at the language and literacy (2-3) doctoral level (ITSF 6581). Professor Kleifgen. Sociocultural implications DOCTOR OF EDUCATION (90 POINTS) of computer use in education; viability of soft- ITSF 4091. Comparative education (3) ware use in the light of language learning the- (International Educational Development only) Professors Bajaj, Bartlett, Cortina, and Steiner- ories; evaluation of electronic materials for use Core Courses: 12 points. (ITSF 6580, Khamsi. Introduction to theories in compara- by bilingual, ESL, and native- and foreign- ITSF 6581 and two additional ITSF courses) tive education, cross-national comparative language learners. Materials fee: $20. • Courses in a field of professional analysis, educational indicator research, educa- concentration: 27 points tional transfer and borrowing, and the relation ITSF 4018. Anthropology and development • Transcultural/geographical area studies: between culture and education. This course is in Africa (3) 27 points also offered at the doctoral level (ITSF 6580). Professor Bond. See course description under • Electives: 24 points Anthropology course listing.

DOCTOR OF PHILOSOPHY (75 POINTS) ITSF 4025. Languages, society, and schools (Comparative and International Education only) (3) Faculty. This course studies the role that lan- Core Courses: 9 points. (ITSF 6580 and guages play in different societal contexts. It ITSF 6581 and one other ITSF course) examines the language policies of different • Courses in an allied discipline: 30 points societies and looks at how these policies are • Transcultural/geographical area studies: enacted or not in different institutional con- 18 points texts by diverse speakers. In doing so, the • Electives: 18 points course pays attention to diverse language ideologies as well as to the relationship between For further program information, contact the language and identity. Languages and literacies Programs in International Education, Teachers in schools, especially educational language College, Columbia University, Box 55, New York, policy in multilingual contexts, receive special consideration. N.Y. 10027, call (212) 678-3184 or email [email protected]. ITSF 4034. Dynamics of family interaction (3) COURSES: Professor Varenne. An introduction to commu- For courses in the concentrations of the nication patterns inside families, with a special Comparative and International Education pro- emphasis on both their complexity at the inter- gram and in out-of-department concentrations of personal level and their simplicity within the both international education programs, please social structure of a community. Class time is check the appropriate programs and departments dominated by cross-cultural data on family for course descriptions. structure and videotape analyses of communication patterns within American families.

Teachers College Columbia University 2011-2012 167 ITSF 4054. Education and strategic planning ITSF 4190. Communicative practices: ITSF 5001. Ethnography and participant (3) Intercultural perspectives (2-3) observation: Fieldwork, analysis, Faculty. Educational planning within the con- Professor Kleifgen. A topical course exploring reporting (3) text of national economic planning; the meth- language as situated social practice and focusing Professor Varenne. Permission required. ods, assumptions, validity, and usefulness of the on communication within and across national ITSF 5000 or equivalent required. See course major approaches; examples mainly from the boundaries. Domains examined include school- description under departmental course listing. less developed countries. ing, work, community, and the public arena. Both spoken and written modes are considered. ITSF 5002. Ethnography and participant ITSF 4092. Qualitative research and observation: Comparative and quantitative evaluation in international education (3 or 5) ITSF 4195. Academic literacies (2-3) analysis (3) Professor Steiner-Khamsi. The study of qualita- Faculty. This course is designed to help stu- Professor Harrington. Permission required. tive methodologies appropriate to various kinds dents develop the professional knowledge and ITSF 5000 or equivalent required. See course of educational programs, issues, and problems in skills necessary for effective communication description under departmental course listing. diverse research settings. through such genres as research projects, conference presentations, contributions to jour- ITSF 5003. Communication and culture (3) ITSF 4093. International educational nals, grant proposals, and evaluation reports. Professor Varenne. Introduction to major theo- development: Curriculum and pedagogy (3) ries of human communication and culture as Faculty. This course explores the problems, ITSF 4603. Human and social dimensions they relate and build on each other. issues, and approaches in the development of of peace (3) curricula, preparation of instructional materials, Professor Bajaj. This course focuses on issues ITSF 5005. Interdisciplinary study of and training of educators internationally. of human rights, global ethics, and various the family (3) aspects of structural and cultural violence. Professor Varenne. Critical examination of the ITSF 4094. Educational planning in Students are introduced to examples of nonvi- interaction of internal and external forces and international educational development (1-3) olent social movements and reflect on the their effects upon individuals and families, Faculty. Point allocation to be determined by process of peaceful transformation. Another drawing upon perspectives of various social topic each time course is offered. Topic courses course in human rights may be substituted for science disciplines. explore issues related to the socioeconomic and the concentration in peace education. cultural context of educational planning and ITSF 5006. International educational policy policy studies. They consider the relation to spe- ITSF 4611. Education for global security (3) studies (3) cific issues of various approaches to planning Not offered every year. Professor Steiner-Khamsi. This course helps stu- and their attendant outcomes. Topics vary and Faculty. Explores issues of peace and violence dents to understand the rationale and to apply may include any of the following, Education in from various perspectives, among them global the techniques underlying education sector the Middle East, Educational Development in security culture and militarism. Emphasizes strategies of low-income governments. the Muslim World, Emergency Education, alternative security systems such as disarma- Gender, Education, and International Develop- ment, international and gender justice, eco- ITSF 5007. Race, class, and schooling: ment, Human Rights, International Education logical and human security. Not offered every Ethnographic approaches (3) Policy, and Education in Post-Conflict Settings. year. Professor Bartlett. This course examines the role of schooling in the formation of race and ITSF 4096. Strategic planning and organiza- ITSF 4613. Fundamental concepts in class structures across the Americas, including tional change in international and national peace education (3) Not offered every year. Latin America, the Caribbean, and the United settings (3) Professor Bajaj. This course provides a ground- States. Professor Steiner-Khamsi. The seminar uses the- ing in the theory, pedagogy, and practice of ories and methods of social network analysis for peace education. It draws from the interna- ITSF 5008. Gender, education, and examining regional and global policy networks. tional literature of the field as it has been international development (3) Besides reading and discussing sociological texts developed over the past three decades, and Professor Cortina. In this seminar students will and policy studies literature, we will conduct reviews teaching practices relevant to various be introduced to education and social issues in collaborative empirical analyses of policy net- cultures and learning settings. Not offered Latin America and the Caribbean since the works and policy entrepreneurs. Willingness to every year. consolidation of national systems of public edu- conduct empirical research (content and refer- cation during the twentieth century. ence analyses) is a condition for participating in ITSF 4614. International organizations, this seminar. civil society, and peace education (3) ITSF 5023. The family as educator (3) Not offered every year. Professor Leichter. Permission required. Analysis ITSF 4098. Educational development Faculty. This course reviews and assesses the of the family as educator and its interrelations and policies in China (3) work of the world organization and how it with schools and other educational institutions. Professor Tsang. Historical and national devel- facilitates the learning necessary to an inte- Emphasis on inquiry deriving from educational opment contexts of educational development in grated global society. The area of emphasis practice and behavioral science theory. China. Key policy issues in education by level and problem of focus vary from semester to and across levels. semester. Not offered every year. ITSF 5026. The family and television (3) Professor Leichter. Permission required. An ITSF 4160. Human rights education in ITSF 5000. Methods of inquiry: Ethnography analysis of the impact of television on the family’s Africa: Politics, policies, and pedagogies (3) and participant observation (3) educative functions, with special attention to Faculty. Students examine the historical condi- Professor Harrington. See course description the process by which the family mediates tions that give rise to human rights violations under departmental course listing. television. and the efforts to protect rights through policy and education. They explore different ITSF 5033. African diasporic languages approaches to human rights education, apply and education (2-3) them to case studies of specific African coun- Professor Kleifgen. Explores language, literacy tries, and develop human rights education and educational development associated with curricula. speakers of African and Creole languages and

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

African American English. It addresses theoreti- ITSF 5580. Postcolonial studies of methods and theories in the field of interna- cal and pedagogical concerns and their political education (2-3) tional and comparative education. consequences in these language communities. Professor Steiner-Khamsi. Prerequisites or corequisites: ITSF 4090 and ITSF 4091. This ITSF 6581. Advanced seminar in ITSF 5090. Education and demographic course explores the impact of missionary, colo- international education II (3) change (3) nial education, and neo-colonial education on Professors Bajaj, Bartlett, Cortina, and Steiner- Faculty. This course examines the relationship school reform both in dependent countries and Khamsi. This course will focus on issues, insti- between education and demographic change in former colonial countries. tutions, and applications in the practice of in international educational development. It international and comparative education. focuses on historical and cultural changes in ITSF 5590. Education and the development the areas of fertility, migration, mortality, and of nations (3) ITSF 6590. Doctoral seminar in inter- sustainable development. Professors Bajaj. Prerequisites: ITSF 4090/6580 national and transcultural studies (1-3) or ITSF 4091/6581. This seminar explores the Faculty. Permission required. Presentation ITSF 5094. Reading development policy politics of education in international and tran- of research in progress and examination of through practice (3) scultural contexts. Course topics include educa- professional roles. Faculty. This intensive field-based course pro- tional equity and quality as well as the role of vides students with a unique opportunity to international donors in transplanting particular DEPARTMENTAL COURSES engage in qualitative analyses of educational “best practice” or reform packages from one policy, pedagogy, and practice. Qualitative tech- national context to another. niques, through the methods of interviewing, ITSF 4060. Latinos in urban schools (3) observing, and document analysis, are employed ITSF 5691. Colloquium on international Faculty. Students will be introduced to theo- to explore the meanings that policies hold for education and the United Nations—Goals and ries and research explaining why Latinos in different groups of actors, including policymak- content: Major world developments and their the United States are least likely of all major ers, educators, activists, parents, and children. implications for education (3) social groups to be enrolled in school and, as Policies are then contrasted to practices in a Professor Steiner-Khamsi. The course presents adults, are most likely to lack a high school wide variety of settings. Through this course, the history as well as the current strategies and diploma. The course will explore the students will gain a greater understanding of the initiatives of various international organizations. racial/ethnic differences that exist between assumptions about economic, political, and edu- The general introduction attempts to highlight, and within recent immigrant groups, drawing cational development underlying national and from a critical perspective, the logic of donors especially on research that shows the diversity international policy as well as local practice. and the rationale for external assistance. of cultural backgrounds within Latino sub- The goals of the course are to expand students’ Several trends will be analyzed in greater detail: groups. Topics will include assimilation of new skills in the area of policy analysis and to knowledge banks, demands for good gover- immigrants, educational achievement and per- enhance their awareness of the complexity of nance, post Cold War studies, south-south sistence in school, language and schooling, the policy implementation at the local level. transfer, and the War on Terror and U.S. assis- interplay of race and gender and class with tance. To enable a comparative perspective, educational attainment, and transitional communities. ITSF 5120-ITSF 5121. Education in international organizations discussed in this community settings (2-3) course are not restricted to U.N. organizations ITSF 4195. Academic literacies (2-3) Professor Leichter. Permission required. A review but also include development banks, interna- Faculty. This course is designed to help stu- and an analysis of educational issues and opportu- tional NGOs, bilateral assistance programs as dents develop the professional knowledge and nities in various community settings. Special fee: well as other international organizations. A few skills necessary for effective communication $5. representatives of international organizations through such genres as research projects, con- • ITSF 5120. Museums (2-3) are invited as guest speakers. ference presentations, contributions to journals, grant proposals, and evaluation reports. • ITSF 5121. Community centers (2-3) ITSF 5692. Colloquium on international education and the United Nations—Theory ITSF 4600. Group studies in educational ITSF 5500. Education across the Americas and teaching techniques: New trends in issues (1-3) (3) international education (3) Faculty. Permission required. Opportunity for Professor Cortina. In this course students will be Faculty. Permission required. Enrollment limit- groups to organize colloquia, seminars, or prac- introduced to education and social issues in Latin ed. Through class interchange and use of tica, with faculty sponsorship, for the study of America and the Caribbean since the consolida- United Nations human and material resources, specific educational issues, problems, or poli- tion of national systems of public education during participants develop innovative teaching mate- cies, and for the development of particular the twentieth century. rials suitable for their own educational systems. skills, in accordance with emerging social situations and urgent common concerns. Students ITSF 5519. Research in language ITSF 6125. Research issues in wishing to engage in such studies must present and literacy I (2-3) communicative practices (2-3) a plan and secure the sponsorship of a faculty Faculty. Research in such areas as spatial, tem- Professor Kleifgen. A critical review of selected member of the department who will serve as poral, textual, and social deixis in language, research directions and paradigms for the advisor. Registration and evaluation procedures with particular attention to culturally variant analysis of spoken and written communication. will be worked out and carried through with norms and their implications for educational this advisor. practice. Materials fee: $20. ITSF 6520. Seminar in families and communities as educators (1-3) ITSF 5000. Methods of inquiry: ITSF 5520. Research in language Professor Leichter. Permission required. Ethnography and participant observation (3) and literacy II (2-3) A research seminar in the family and the Professor Harrington. The methods of the Faculty. Research in the varieties of language community as educational systems. behavioral and social sciences as they relate used in literate expression, with particular to ethnography and participant observation. attention to culturally variant norms and their ITSF 6580. Advanced seminar in Emphasis on the role of theory, characteristics implications for educational practice. Materials international education I (3) and relative efficiencies of various research fee: $20. Professors Bajaj, Bartlett, Cortina, and Steiner- Khamsi. This course will focus on the history, techniques, and the importance of integrated research design.

Teachers College Columbia University 2011-2012 169 ITSF 5001. Ethnography and participant ITSF 6950. Studies in economics observation: Fieldwork, analysis, reporting and education (1-8) (3) Professor Varenne. Permission required. ITSF 6990. Studies in international ITSF 5000 or equivalent required. Emphasis on educational development (1-8) the issues arising out of ethnographic research as they arise during a pilot project from entry ITSF 6991. Studies in comparative into the field to the writing of the results. education (1-8)

ITSF 5002. Ethnography and participant observation: Comparative and quantitative analysis (3) Professor Harrington. Permission required. ITSF 5000 or equivalent required. Issues of comparative and quantitative analysis of data generated by ethnographic/participant observation inquiries.

ITSF 5430. Internship (1-6) Faculty. Permission required. Supervised experiences in diverse settings designed to develop skills in research, development, planning, and evaluation.

ITSF 6200. Field research outside the United States (0) Faculty. Permission required. Required of doctoral students when choice of doctoral research necessitates data generation in other countries. One year of field experience under supervision in approved geographical and institutional site. Students secure approval of department chair and principal advisor in advance and render periodic reports.

ITSF 7500. Dissertation seminar in international and transcultural studies (0-3) Faculty. Permission required. Proposal writing. Required of doctoral students in the semester following successful completion of certification examinations.

ITSF 8900. Dissertation advisement in international and transcultural studies (0) Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.

In each of the areas within the department, advanced students may register for intensive individual study of some aspect of their concentration. Registration is only by permission of the instructor under whose guidance the work will be undertaken. Times for individual conferences will be arranged. Enrollment may be for 1 or more points each term, and registration is not limited to one or two terms.

See courses below:

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

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

170 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 173 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 181 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 186 in each area.

The Department incorporates the programs in three areas: Mathematics Education; Science Education; and Communication, 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 environment and the link between science and society; the use of computers, computer modeling, and instrumentation in mathematics and science instruction. These scholars have extensive international 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 information and communication technologies in education across subject domains. The programs prepare candidates for leadership roles in integrating digital technologies into education and society, and for entry into creative work in the educational uses of new media. CCTE doctoral programs 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 educators to seek new solutions to established problems. Graduate study in CCTE is tightly integrated 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 extensive international experience and also links the College to ongoing university initiatives in communication and information technologies. Faculty and students of this program examine technology 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 program includes areas such as literacy, teacher education, game theory, technology design, and culture.

Each program has a unique focus or perspective, but the faculty share common scholarly perspectives, 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 2011-2012 171 FACULTY: ADJUNCT ASSOCIATE PROFESSORS: INSTRUCTORS: Fernand Brunschwig Paul Acquaro PROFESSORS: (Science Education) (Communication, Computing, O. Roger Anderson Donald Fulton and Technology in Education) (Science Education) (Science Education) Don Buckley John Black (Communication, Computing, (Communication, Computing, and Technology ASSISTANT PROFESSORS: and Technology in Education) in Education; Cognitive Studies in Education) Christopher Emdin Shawna Bú Shell Herbert Ginsburg (Science Education) (Communication, Computing, (Mathematics Education; Developmental Joey Lee and Technology in Education) Psychology; Cognitive Studies in Education) (Communication, Computing, Thomas A. Covotsos Charles K. Kinzer and Technology in Education) (Science Education) (Communication, Computing, Sandra Okita Cameron Fadjo and Technology in Education) (Communication, Computing, (Communication, Computing, Jo Anne Kleifgen and Technology in Education) and Technology in Education) (Communication, Computing, and Greg Hallman Technology in Education; International ADJUNCT ASSISTANT PROFESSORS: (Communication, Computing, Educational Development; Comparative Nabeel Ahmad and Technology in Education) (Communication, Computing, and International Education) Daniel Hoffman Bruce R. Vogeli and Technology in Education) (Communication, Computing, (Mathematics Education) Janell Catlin and Technology in Education) (Science Education) VISITING PROFESSORS: Jin Kuwata Thomas Chandler Daniel Goroff (Communication, Computing, (Communication, Computing, (Mathematics Education) and Technology in Education) and Technology in Education) Neil Grabois Dominic Mentor Judith Cramer-Fendelman (Mathematics Education) (Communication, Computing, (Communication, Computing, Henry Landau and Technology in Education) and Technology in Education) Thomas Tavares (Mathematics Education) Amanda Gunning Joseph Malkevitch (Communication, Computing, (Science Education) and Technology in Education) (Mathematics Education) Angela Kelly Henry O. Pollak Lance Vikaros (Science Education) (Communication, Computing, (Mathematics Education) Maritza Macdonald J. Philip Smith and Technology in Education) (Science Education) (Mathematics Education) Meghan Marrero For information about faculty and their scholarly ADJUNCT PROFESSORS: (Science Education) and research interests, please refer to the Faculty J. Peter Garrity Lawrence Nartey section of this bulletin or visit us at www.tc.edu/ (Mathematics Education) (Mathematics Education) faculty. Susan Lowes Robin Stern (Communication, Computing, (Communication, Computing, and Technology in Education) and Technology in Education) Renhong Wang ASSOCIATE PROFESSORS: (Science Education) Alexander Karp (Mathematics Education) SENIOR LECTURER: Xiaodong Lin Howard Budin (Communication, Computing, (Communication, Computing, and Technology in Education) and Technology in Education) Ellen Meier LECTURERS: (Communication, Computing, Yoo Kyung Chang and Technology in Education) (Communication, Computing, Felicia Moore Mensah and Technology in Education) (Science Education) Frank Moretti Ann Rivet (Communication, Computing, (Science Education) Erica Walker and Technology in Education) Jessica Riccio (Mathematics Education) Lalitha Vasudevan (Science Education) Stuart Weinberg (Communication, Computing, (Mathematics Education) and Technology in Education)

172 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY

COMMUNICATION, Program Description: Communication Technologies or ICTs into Communication, Computing, and Technology pedagogy and research. COMPUTING, AND in Education (CCTE) provides a cluster of • As digital information and communication TECHNOLOGY IN degree programs for students who seek to technologies become more accessible, the sep- EDUCATION develop leadership capacities in the use of aration of schools and higher education into information and communication technologies two, largely distinct, educational cultures will markedly diminish. Program Coordinator: in education and society. The program applies • Campuses will remain important foci of Professor Charles Kinzer to all subject areas and serves students, staff, and faculty members who share a commit- intellectual activity, while participation in Program Office: (212) 678-3344 ment as educators to use digital technologies them will become more flexible via networks Fax: (212) 678-8227 to improve education at all levels. Work supporting asynchronous, distributed involve- Email: [email protected] through CCTE should move simultaneously ment. Website: www.tc.edu/mst/CCTE toward two poles of understanding and prac- • Specialists in education will need to work tice: toward a comprehensive understanding closely with scholars, scientists, and profession- The Communication, Computing, and of the cultural and historical implications of als to embed powerful learning experiences in Technology in Education area of study includes new technologies for education and life, and digital technology for advancing knowledge. the following programs: Communication; toward purposefully selecting and shaping the • Increasingly, educators will de-emphasize Computing in Education; Instructional uses of new media in educational practice at imparting a static stock of information and Technology and Media; and Technology all levels and subject areas. ideas and will instead seek to enable all people Specialist. to contribute to the advancement of knowl- Communication, Computing, and Technology edge. in Education aims to prepare students to deal • Demand for highly skilled educators will COMMUNICATION with both present and future implications of increase and preparing them will largely be a new media and to play a constructive role in field-based engagement in situations where Degrees Offered: shaping the educational response to innova- students interact with new knowledge COMMUNICATION (TECM) tions in information and communication tech- resources. nologies. The CCTE Program encompasses the • Schools and other educational institutions Master of Arts (M.A.) use of new media broadly in modern educa- will increase in public importance, and the Master of Education (Ed.M.) tional and public service arenas, including educating professions will increasingly become Doctor of Education (Ed.D.) video, computer-based media, digital and non- high-tech and high-prestige professions. digital game-based learning, and the role of • Changes in information, games, and commu- COMPUTING communication and media in society from an nication technologies will resuscitate the pro- IN EDUCATION historical and modern perspective. gressive movement in education, enabling it to be both broadly egalitarian and intellectually Degrees Offered: CCTE’s programs deal with the many ways in rigorous. COMPUTING IN EDUCATION (TECP) which material culture changes and shapes Communication, Computing, and Technology Master of Arts (M.A.) educational practice. Listed are current assumptions about the long-term effects that in Education aims to prepare students to deal COMPUTING IN EDUCATION- innovations in information, communication, with both present and future implications of ONLINE (TECD) and game technologies are having on educa- new media and to play a constructive role in Master of Arts (M.A.) tion and culture. Work through CCTE should shaping the educational response to innovations in information and communication INSTRUCTIONAL lead faculty and students to study, criticize, develop, and extend propositions such as technologies including mobile devices and TECHNOLOGY these: augmented reality and cloud computing. AND MEDIA • With emerging intellectual demands and Although these concerns are common to all conditions, activities contributing to the cre- three programs, each has distinct nuances Degrees Offered: ation of knowledge will increase in relative with respect to methods and purpose: INSTRUCTIONAL TECHNOLOGY value, while those devoted solely to its dis- • Communication relies primarily on social AND MEDIA (TEIT) semination will decrease. science inquiry to understand, interpret, and Master of Arts (M.A.) • When changes in information and commu- shape how information and communication Master of Education (Ed.M.) nication technologies transform the ways peo- technologies influence culture and education, Doctor of Education (Ed.D.) ple create, disseminate, and apply knowledge, including areas such as literacy and teacher deep changes in educational practices occur. education. TECHNOLOGY • Educational institutions, including schools • Computing in Education works with com- of education, will undergo prolonged change puter information systems to facilitate the SPECIALIST and significant transformation, occasioned by effective extension of digital technologies into Degree Offered: changes in the media of intellectual produc- educational practice. This strand includes tion. within it an online masters program that can TECHNOLOGY SPECIALIST- be completed by students who live too far K-12 INITIAL CERTIFICATION (TETS-INIT) • Literacy practices will become more central away to attend classes during the regular aca- Master of Arts (M.A.) to active participation in information networks and modern life. demic year. TECHNOLOGY SPECIALIST- Track II: • Preservice education will need to focus more • Instructional Technology and Media concen- K-12 INITIAL CERTIFICATION (TETT-INIT) trates on the creation and application of inno- Master of Arts (M.A.) on the active integration of Information

Teachers College Columbia University 2011-2012 173 vative technologies, guided by a research tradi- • Use anthropological and linguistic methods to develop the skills needed to make full use of tion grounded in pedagogy and cognitive sci- to study how the diverse forms of communica- the new opportunities in distance and distrib- ence, in order to make new media work as tion, literacy, information processing, and cog- uted learning. powerful tools for study and teaching. nition condition educational practice; • Explore the effects of media, including In recent years, students in the program have Across the three programs, students and facul- games, on social relations, and develop strate- made four questions paramount: ty members engage in research, development, gies for using information and communications • Which emerging technologies hold greatest theory, and application. All three programs put technologies to improve conditions of educa- promise for enriching learning experiences a high priority on group work; fieldwork and tion and life. throughout the educational enterprise? internships; and planning, implementing, and • What pedagogical strategies should design- completing innovative projects. Schools, com- In the course of completing a degree, students ers embody in instructional materials, includ- puter companies, businesses, and other agen- should expect to attend closely to both techni- ing those based on multimedia and those cies are normally partners in projects, provid- cal artifacts and human activity: that is, both reflected in gaming environments? ing environments, materials, personnel, or to material systems of communication in which • How should educators deploy, manage, and opportunities for carrying them out. The technologies are the primary interest and to evaluate information and communication Institute for Learning Technologies (www.ilt. interpersonal, direct communication dynamics technologies in classrooms for optimal educa- columbia.edu), the Center for Technology and in which unmediated face-to-face exchanges tional effect? School Change (www.tc.columbia.edu/ctsc/), are the subject of inquiry. A major theme for • What principles of design and practice and the Columbia Center for New Media continuous reflection should be the diverse should educators incorporate into distributed Teaching and Learning (www.ccnmtl.colum- ways in which the modes of communication educational courses and programs? bia.edu) work closely with CCTE faculty mem- condition meanings that are actually and bers and students and provide a wide range of potentially communicated—whether in face- Participants in the three CCTE program areas internship and fieldwork opportunities. The to-face conversation, through distance learning share a basic conviction that good design in resources of the Games Research Lab are also technologies, or through societies that are cre- educative matters starts with careful atten- available to students and faculty in CCTE ated in virtual worlds. tion to the needs and characteristics of the (www.tc.edu/academic/mst/ccte/Games individuals that the design will serve. For Researchlab). Short video segments of several Computing in Education example, the ability to understand the indi- CCTE faculty members and students talking Students who complete the master’s program vidual through empirical research and about their courses and interests are found in Computing in Education take positions in: empathic engagement will make the design of through the CCTE program website • Schools, as computer coordinators or instructional technology not only technically (www.tc.edu/mst/ccte). teachers using advanced technologies in proficient but educationally valuable as well. the classroom; In all, this attention to the individual in soci- Communication • New media companies, developing software ety and culture defines the technological The program in Communication prepares and multimedia applications for education, humanism we seek through all components of students for various roles: training, and gaming environments; and the programs in CCTE—a humanism that • Teaching and research positions in higher • Academic computer centers, corporate combines the use of sophisticated technology education; information services, and in education depart- with humane commitments for guiding pur- • Working in schools using information and ments at the federal, state, and local levels, poses. communication technologies to improve managing the integration of information and educational practice; communication technologies into schools. Special Degree Cohorts: • Conducting formative and evaluative research in the areas of educational media and Instructional Technology and Media The Intensive Master’s Program information technologies, in and out of school Students who have earned degrees in in Computing in Education settings and across subject areas; Instructional Technology and Media find posi- This track is designed primarily for those • Designing innovations in the use of new tions in education, government, and industry. teachers who live too far from Manhattan to media for educational purposes; and Some continue to work within formal educa- attend courses during the regular academic • Working in business and government set- tion, as teachers, researchers, or administrators year and want an on-campus experience for tings to design and implement corporate com- on the elementary, secondary, or college level. coursework taken in the summer. Students in munication programs. Others work in training and development this program attend intensive four-week ses- departments in business or government agen- sions at Teachers College, usually in July, and The program uses methods of the social cies. An increasing number work as independ- do the remainder of their credit work through sciences, encompassing both qualitative and ent professionals in a variety of settings such independent study and/or online courses dur- quantitative approaches to the study of com- as educational service, production consulting, ing the regular academic year. The degree can munication and education. It asks in particular and publishing. Still others have established be obtained in two summers and the interven- how education and other social systems themselves as researchers, designers, and pro- ing academic year, but can also be done over change under the impact of new media. ducers for innovative multimedia projects. a longer period of time. Faculty members and students pursue three broad areas of inquiry, enabling them to: The World Wide Web and related technolo- Students in the Intensive Program concen- • Reflect on the historical effects of media and gies have lowered the costs of distance learn- trate in the area of Teaching and Learning on the cultural uses of developments such as ing programs greatly while increasing their with Technology or Technology Leadership. face-to-face speech, writing, printing, photog- flexibility. Through Instructional Technology Courses in the program focus on using tech- raphy, film, radio, television, computers, and and Media, faculty members and students join nology in schools, programming and hyper- networked multimedia;

174 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY media development, theories of cognition and Special Application Requirements: (212) 678-3344. Degrees represent advanced learning, and theories of school change and Masters (M.A. and Ed.M.) applicants are levels of mastery in rigorous scholarship and dis- leadership. The Intensive Program accepts reviewed on an ongoing basis. For scholarship ciplined practice. In developing a program, stu- approximately 20 new students per summer; awards, applicants who meet the early dead- dents should find ways to meet the intrinsic more than 300 students have completed the lines receive preference (January 15 for sum- demands of the field. program. mer and fall and November 1 for spring) with the most aid going to doctoral students who MASTER OF ARTS For more information, write Dr. Howard Budin meet the Ed.D. January 2 early deadline. (32 POINTS REQUIRED) at [email protected], call (212) 678-3773, All applicants should consult the Admissions To earn the Master of Arts (M.A.), students or visit http://www.tc.columbia.edu/mst/oice/. Office (www.tc.columbia.edu/admissions/) for must satisfactorily complete 32 points of additional application information. coursework (36 points for the Technology Online Master’s Program in Specialist) and an integrative project. In Computing in Education Doctoral (Ed.D.) applicants are required to CCTE programs, the M.A. degree serves two The program in Computing in Education in- submit a writing sample, prior transcripts, main functions: a mark of entry-level profes- cludes a strand in which all coursework is con- letters of recommendation, a personal state- sional qualifications in the fields covered and a ducted online. The online program is designed ment, and results from the GRE General Test grounding for further, more advanced special- for teachers and others who work with schools (a TOEFL test score is required of internation- ization in the field. and offers the same kinds of courses as the al students). They are also strongly encouraged Intensive Master’s program, but without the to arrange for an interview. In making financial Master of Arts (M.A.) programs are offered on-campus, face-to-face class experience. aid decisions, CCTE reviews doctoral applica- in Communication, Computing in Education, Participants take about ten courses online, tions once a year in late February with the and Instructional Technology and Media. which use video conferencing, discussion expectation that doctoral students will start In each of these M.A. programs, students boards, and other means of online communi- during summer or fall sessions. Consequently, must take coursework totaling at least 32 cation. Besides these courses, students have doctoral candidates are encouraged to meet points. The following are required of all the opportunity to work on an independent the January 2nd early deadline. There is no M.A. students: project and to attend three-day workshops at guarantee of progression from a masters pro- Teachers College in the summers. Like the gram to a doctoral program within CCTE. Core Seminar (1 point) Intensive Program, students will concentrate In addition to academic criteria, CCTE takes • MSTU 4000 Core seminar in commu- in Teaching and Learning with Technology or into account the relevance of its resources to nication, computing and technology Technology Leadership. All online courses are a prospective student’s professional goals as open to all CCTE students. For more informa- described in the personal statement when Foundational Knowledge. At least three areas tion, write Dr. Howard Budin at making admission decisions. must be represented (9 points, minimum) [email protected], call (212) 678-3773, or Cognitive Issues and Technology visit http://www.tc.columbia.edu/mst/oice/. Financial Aid and Other Assistance • MSTU 4133 Cognition and computers In addition to college-wide financial aid oppor- Social Issues and Technology Technology Specialist tunities and student services, the faculty mem- • MSTU 4020 Social and communicative An M.A. program leading to a New York State bers of CCTE are committed to generating an aspects of the Internet teaching license for “Technology Specialist K- increasing range of opportunities for remunera- • MSTU 4005 Equity, ethical, and social 12” prepares candidates to become technology tive work that will integrate well into our pro- issues in educational tech- coordinators in schools. Student teaching and gram of studies. Essentially, such opportunities nology fieldwork are required. The program is avail- are of three types: assistantships in research Cultural Issues and Technology able to those with or without initial teaching and development projects; instructorships to • MSTU 4028 Technology & inquiry licenses who have some knowledge and expe- teach basic courses in the field; and internships • MSTU 5002 Culture, media & education rience in using technology in teaching. For fur- in industry, government, and education. The Educational Practice and Design ther information, contact Dr. Ellen Meier at, precise opportunities that exist in these areas • MSTU 4050 Online schools and (212) 678-3829; [email protected]. continually change as projects here and else- online schooling K-12 where begin, proceed, and culminate. To find • MSTU 4083 Instructional design of Technology Specialist - Track II out more about these opportunities, students educational technology This is a Master of Arts degree program lead- should consult individual faculty. • MSTU 4001 Technology and ing to an initial teaching certificate as a school change Technology Specialist K-12. It is intended for Degree Requirements: those already holding New York State certifi- The college-wide degree requirements are Outside-the-Program Courses (6 points, cation in another content area. Program goals stated in the Degree Requirements section of minimum) include preparing individuals to use technolo- this bulletin. The following steps specific to All students (at both master’s and doctoral gy as a set of tools with students, to work Communication, Computing and Technology levels) must complete a minimum of three effectively with teachers to help them learn to in Education amplify the college-wide require- courses, each for at least 2 credits, at use technology and design, and implement ments and should serve as an aid for structur- Teachers College outside of the Communica- curriculum in which technology is well inte- ing an individualized program of study based on tion, Computing and Technology in Educa- grated. Completing the program requires 38 previous experience, professional goals, and tion Program (that is, courses with a prefix Teachers College points, as well as, 100 hours interests. Enrolled students can obtain further other than MSTU). of fieldwork and 40 days of student teaching. information about requirements and the academic calendar from the program office at

Teachers College Columbia University 2011-2012 175 Integrative M.A. Project • At least six points of additional MSTU Social Issues and Technology The Integrative M.A. Project can be either courses • MSTU 4020 Social and communicative an individual project or part of a larger pro- • Other courses chosen in consultation aspects of the Internet ject involving several students. For students with an advisor • MSTU 4005 Equity, ethical, and social completing only the M.A. degree, this project issues in educational tech- should be related to their career goals and Candidates for the M.A. degree are expected nology should provide tangible evidence of their to culminate their work with an integrative Cultural Issues and Technology skills and strengths. project. Such a project might be a review essay • MSTU 4028 Technology & inquiry in which they give a thorough, well written • MSTU 5002 Culture, media & education summation of current research and develop- Note: No more than 3 points of “skills” courses Educational Practice and Design ment work in an area of their choice within may be counted toward the M.A., although stu- • MSTU 4050 Online schools and the broad field of Information and Commun- dents are encouraged to take additional skills online schooling K-12 ications Technologies in Education or a multi- courses that further their interests and goals. • MSTU 4083 Instructional design of media instructional application. In addition, “Skills” courses include the following (this is a educational technology because experientially grounded learning is sample list): • MSTU 4001 Technology and invaluable preparation for professional prac- • MSTU 4029 Managing educational school change technology resources tice, students are strongly advised to take • Topical courses (MSTU 5199 and MSTU fieldwork or internships as an integral part of their master’s program. All students (at both master’s and doctoral lev- 5814) offered on the following topics: els) must complete a minimum of three courses, Database-driven website development; each for at least 2 credits, at Teachers College MASTER OF EDUCATION director; 3-D modeling; flash communica- outside of the Communication, Computing and (60 POINTS REQUIRED) tion server; Adobe InDesign; digital video; Technology in Education Program (that is, cours- An Ed.M. degree represents roughly the equiv- GIS in curriculum; creating dynamic web- es with a prefix other than MSTU). Suggested: alent of two years of full-time study. It serves sites. HUDM 4120, Basic concepts in statistics, for some to mark progress toward a doctorate and/or ITSF 5000, Methods of inquiry: Additional Requirements for M.A. students and for others to initiate intermediate profes- Ethnography and participant observation, in Communication (TECM) sional qualifications for students who have and/or other basic research/inquiry course • MSTU 4016 The history of communi- previously completed a master’s degree at without an MSTU prefix. cation Teachers College or another institution. Up • At least nine points of additional MSTU to 30 points of graduate credit earned else- courses where may be counted toward the minimum Integrative Ed.M. Project • Other courses chosen in consultation with 60-point requirement. Ed.M. candidates who The Integrative Ed.M. Project is a research an advisor have completed an M.A. in CCTE, or an or development project that should result equivalent program, should select further from independent effort equivalent to that Additional Requirements for M.A. students courses to broaden and deepen their mastery of a 3-point course. Like the M.A. integra- in Computing in Education and Technology of the field. Those who are transferring a sig- tive project, it should provide tangible evi- Specialist (TECP, TECD, TETS-INIT, TETT- nificant number of points from a different dence of a student’s skills and strengths and INIT) specialty toward the Ed.M. should include a should represent the student’s interests as well • At least nine points of MSTU courses or selection of CCTE core program courses in display the specialized skills developed for other courses with the faculty advisor’s their remaining coursework. In addition to the degree. approval (MSTU 5031, Object-oriented completing the minimum course require- Theory and Programming II is recom- ments and developing a skill specialization, Note: No more than 6 points of “skills” mended). In particular, M.A. students candidates for the Ed.M. degree culminate courses may be counted toward the Ed.M., in the Intensive Masters Program, the their work through a research or develop- although students are encouraged to take addi- Educational Technology Program, or ment project submitted to the faculty. tional skills courses that further their interests completing the Computing in Education and goals. “Skills” courses include the follow- degree through the completely online Master of Education (Ed.M.) programs are ing (this is a sample list): option have a slightly more constrained offered in Communication and Instructional • MSTU 4029 Managing educational set of courses available to meet program Technology and Media. In each of these Ed.M. technology resources requirements and should work closely programs, students must take coursework • Topical courses (MSTU 5199 and MSTU with their respective advisor. totaling at least 60 points. The following are 5814) offered on the following topics: required of all Ed.M. students: Database-driven website development; Additional Requirements for M.A. students director; 3-D modeling; flash communica- in Instructional Technology and Media (TEIT) Core Seminar (1 point) tion server; Adobe InDesign; digital video; • MSTU 4083 Instructional design of • MSTU 4000 Core seminar in communi- GIS in curriculum; creating dynamic web- educational technology cation, computing and sites. (counts toward the Founda- technology tional Knowledge area) Additional Requirements for Ed.M. students • Two programming courses. This requirement Foundational Knowledge. At least three areas in Communication (TECM) can be met by taking the two-course Object- must be represented (9 points, minimum) • MSTU 4016 The history of communi- Oriented programming sequence, the two- Cognitive Issues and Technology cation course Interactive Media programming • MSTU 4133 Cognition and computers • MSTU 5606 Readings in communica- sequence, or one course from each sequence. tion theory and social thought I

176 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY

• At least 15 points of additional MSTU early in their program, encouraging sustained • ITSF 5001 Ethnography and partici- courses consideration of a dissertation area and tailor- pant observation: • Other courses chosen in consultation ing course selection to support dissertation Fieldwork, analysis, with an advisor work. The doctorate represents the highest reporting level of educational preparation achievable in Research/Research Design Applied to Technology Additional Requirements for Ed.M. students the field. To complete it well, students should (3 points) in Instructional Technology and Media (TEIT) meet all requirements in an intellectual spirit • MSTU 5001 Assessing the impact of • MSTU 4083 Instructional design of edu- consonant with this status. Doctor of Education technology in schools cational technology (counts (Ed.D.) programs are offered in both Communi- • MSTU 5025 Research technology in toward the Foundational cation and Instructional Technology and Media. educational environment Knowledge area) In each of these Ed.D. programs, students must Additional, non-introductory quantitative, • Two programming courses. This requirement take coursework totaling at least 90 points. The qualitative, or other non-introductory research can be met by taking the two-course Object- following are required of all Ed.D. students: methodology class (3 points). Oriented programming sequence, the two- The following are examples of what is avail- course Interactive Media programming Core Seminar and Doctoral Colloquium able. Students should familiarize themselves sequence, or one course from each sequence. (3 points) One-point registration for MSTU 4000. with the full range of courses that are offered • At least 15 points of additional MSTU Ed.D. students must take MSTU 6600 for and choose a class that is relevant to their discourses a total of two points after taking MSTU sertation work, in consultation with their • Other courses chosen in consultation 4000. After two points of registration in faculty advisor. with an advisor MSTU 6600, students must register for • A&HE 6151 Narrative research in Students accepted for a doctoral program should MSTU 6600 for zero points each semester English education earn the Ed.M. as an integral part of their doc- until graduation. • A&HL 4104 Discourse analysis toral work. However, the Ed.M. can be far Foundational Knowledge • HUDM 5122 Applied regression analysis more than a stepping stone to a doctorate. It All four areas must be represented (12 • HUDM 5123 Linear models and allows for great flexibility, and students can use points, minimum). experimental design it to lay a strong foundation for significant posi- • ORL 6500 Qualitative research Cognitive Issues and Technology tions of leadership that demand high levels of methods in organizations: • MSTU 4133 Cognition and computers skill but do not require doctoral-level academic Design and data collection Social Issues and Technology certification. For instance, students can put • ORL 6501 Qualitative research • MSTU 4020 Social and communicative together a very effective 60-point program deal- methods in organizations: aspects of the Internet ing with “school media for curriculum innova- Data analysis and reporting • MSTU 4005 Equity, ethical, and social tion.” In a similar way, one can develop a very issues in educational tech- Outside-the-Program Courses (6 points, strong grounding in educational software devel- nology minimum) opment through the Ed.M. degree. It can serve All students (at both master’s and doctoral many purposes. One needs to think through Cultural Issues and Technology • MSTU 4028 Technology & inquiry levels) must complete a minimum of three one’s aspirations and use the scope of the Ed.M. courses, each for at least 2 credits, at Teachers program to build academic and experiential • MSTU 5002 Culture, media & education Educational Practice and Design College outside of the Communication, foundations in accordance with one’s achieve- Computing, and Technology in Education ment goals. • MSTU 4050 Online schools and online schooling K-12 Program (that is, courses with a prefix other than MSTU). DOCTOR OF EDUCATION • MSTU 4083 Instructional design of Doctor of Education (Ed.D.) degree candidates educational technology Complete the doctoral certification process should read Requirements for the Degree of • MSTU 4001 Technology and (see explanation later in this section). Doctor of Education, which can be obtained school change from the Teachers College Office of Doctoral Successfully propose, complete and defend Studies. It states the formal requirements for Research Methods and Design (12 points, the doctoral dissertation. the degree and lays out the steps leading to it. minimum) Register for the Dissertation Seminar (MSTU Communication, Computing and Technology Introductory Quantitative Methods Course 7501 or 7503, 1 point) when presenting the in Education requirements provide experiences (3 points) Dissertation Proposal. See also the regulations through basic courses, skill concentrations, and • HUDM 4122 Probability and statistical for MSTU 8900 and the section in the Aca- independent projects, all leading to the certifi- inference demic Catalog on continuous registration. cation examination and the dissertation. These Note: HUDM 4120, Basic concepts in statistics experiences have been designed to ensure that does not meet this requirement. Note: No more than 6 points of “skills” courses students develop skills in one or more modes may be counted toward the Ed.D., although stu- of inquiry; contribute professionally to a field Introductory Qualitative Methods Course, taken dents are encouraged to take additional skills through conferences, presentations, or publica- from the following or similar (3 points): courses that further their interests and goals. tions; and participate actively in CCTE func- • C&T 5502 Introduction to qualitative “Skills” courses include the following (this is a tions outside of class work. research in curriculum and sample list): • MSTU 4029 Managing educational Programs are planned individually in consult- teaching ation with a faculty advisor. Doctoral candi- • ITSF 5000 Methods of inquiry: technology resources dates should develop a systematic plan for study Ethnography and partici- • Topical courses (MSTU 5199 and MSTU pant observation 5814) offered on the following topics: Database-driven website development;

Teachers College Columbia University 2011-2012 177 director; 3-D modeling; flash communica- Approved papers may be posted and generally Basic Evaluation Criteria tion server; Adobe InDesign; digital video; available to others for future reference. All responses are evaluated with regard to GIS in curriculum; creating dynamic web- the following four questions: sites. 3. A Certification Project that would be a small- 1) Does the response address the question er scale version of what might be done in the asked? Additional Requirements for Ed.D. students dissertation or a project or pilot study that 2) Does the response integrate material (using in Communication (TECM) leads to the dissertation project. This certifica- several references and sources) from each • MSTU 4016 The history of communi- tion project has three steps: of three different core courses or from vari- cation a. Write a short proposal (five or fewer double ous perspectives or theories? • MSTU 4031 Object-oriented theory spaced pages) of the planned project, 3) Does the response present a coherent and and programming I and which the faculty advisor must approve. meaningful discussion? • MSTU 5606 Readings in communica- The nature of the project would vary 4) Is the response substantive enough to con- tion theory and social depending on the student’s interests; vince the reader that the student has an • At least 15 points of MSTU courses b. Complete the project; advanced, graduate-level grasp of the field? • Other courses chosen in consultation with c. Write a project report (around 30 pages), an advisor which is graded by the advisor. COURSES:

Additional Requirements for Ed.D. students When the faculty advisor verifies that the stu- Most courses are offered once each year; others in Instructional Technology and Media (TEIT) dent has completed the Integrative Question are offered each term and some are offered every two years. Current scheduling information • MSTU 4083 Instructional design of portion, the Literature Review paper, and the may be obtained from the program office. educational technology Certification Project, the student is recommended for certification. The CCTE program (counts toward the MSTU 4000. Core seminar in commun- Foundational Knowledge has designed its certification requirements to ication, computing and technology (0-1) area) help prepare students for work on their disser- Dr. Chang. Required for incoming students. • Two programming courses. This requirement tations and to document that preparedness. Meets with MSTU 6600. Discussion of critical can be met by taking the two-course Object- To receive full certification for doctoral work, issues, reading of key works, development of Oriented programming sequence, the two- students must also meet certain college-wide project in Communication, Computing and course Interactive Media programming requirements, as explained in the Degree Technology in Education, presentation of work in Requirements section of this bulletin. sequence, or one course from each sequence. progress, conversations with leaders in the field. Special fee: $35. • At least 15 points of MSTU courses Policies on the Written Examination Portion • Other courses chosen in consultation of the CCTE Certification Process MSTU 4001. Technology and school change with an advisor (2-3) Professor Meier. Explores how technology is cur- Doctoral Certification Process There are three hours available to write a response to one question. There is no choice rently used in our schools and how technology The Doctoral Certification Process for CCTE can be used more effectively as a catalyst for larg- students has three steps. Students’ names are of question. The question is constructed broadly so that it can be addressed by people er school reform efforts. Participants will examine not sent forward to the Office of Doctoral some of the institutional forces shaping the inte- from different perspectives and program Studies to be certified until all three of the fol- gration of technology into our schools and some lowing requirements have been successfully strands within CCTE. CCTE students may of the institutional change theories that influ- completed. bring resources into the examination (books, ence these forces to address the question: What notes, etc.), but these cannot include elec- can technology contribute to school improve- 1. An Integrative Question that the student tronic items on, for example, flash drives. While ment and how can we facilitate those changes? answers in writing during the regular certifi- references to people and articles are expected in cation examination session that the Office of the body of the response, and work must not be MSTU 4005. Equity, ethical, and social issues Doctoral Studies schedules each semester. mischaracterized, there is no need to present a in educational technology (2-3) formal reference list at the end of the response, This question is about some currently promi- Dr. Budin. Addresses a wide range of issues con- or to be accurate on every date for each cita- cerning equity and access, including differential nent educational technology topic that stu- tion. Past questions are available on the certifi- gender, racial, and ethnic uses of computers. dents answer by pulling material from CCTE cation examination section of the StudyPlace Examines legal and ethical issues in students’ use courses and course-related as well as indepen- wiki (www.studyplace.org; search for “certifica- of technology with an emphasis on improving dent readings. The best way to prepare for tion exam”). access and use of technology for all students. this question is to think of currently important Special fee: $35. educational technology topics related to your Students can attempt to successfully complete area of interest and try to think of how you MSTU 4008. Information technology the written response portion of the certification would integrate content covered in different and education (3) process no more than two times. courses to address these topics. Please Note: Faculty. Analytic overview of the uses of infor- CCTE’s certification examination is offered in mation technology in instruction. Examination Evaluation Procedures the morning session of the exam day; there is of psychological and practical impact of informa- Each response is evaluated by the CCTE fac- no CCTE afternoon session. tion technology on our culture and its educa- ulty, who meet as a group to read students’ tional institutions. Special fee: $35. examinations. Students’ names are removed 2. A Literature Review or critical assessment from their examinations, and the examinations of scholarship (a paper of around 30 pages, MSTU 4010. Theories of communication are then circulated during the meeting of the (2-3) double-spaced) related to what is planned for faculty. The examination is read and discussed Dr. Moretti. A broad, multidisciplinary survey the dissertation. This gives a head start on the and a decision is made about its grade. of contemporary perspectives on communica- literature review section of the dissertation. tion. Topics include: definitions, models and the- This paper is graded by the faculty advisor. ories of information processing, history of media

178 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY change, cross-cultural communication, interper- serves as a powerful catalyst for change in cul- MSTU 4040. Introduction to mobile phone sonal communication, and the uses and effects ture, individual learning inquiry and classroom learning (3) of mass media. Special fee: $35. culture. Special fee: $35. Faculty. Explores the use of the mobile phone and related devices for learning. Course participants MSTU 4012. Video as art: An Exploration (3) MSTU 4029. Managing educational will learn about different mobile phone technolo- Professor Vasudevan. This course will take an technology resources (2-3) gies, pedagogical and theoretical frameworks for aesthetic approach to the exploration of emerg- Faculty. For educators involved in the planning, mobile learning, how to design activities for ing forms of video, including anime, music implementation, and maintenance at the build- mobile phones and related devices. videos, do-it-yourself video, video sharing web- ing/campus level. Students learn how to apply sites and more. Special fee: $45. educational technology to achieve educational MSTU 4049. Technologies and literacies (2-3) objectives and to manage interpersonal rela- Professor Kleifgen. An examination of the rela- MSTU 4016. The history of communication tions in the process. Special fee: $45. tionship between computers and the writing (2-3) process. The course explores the effect of elec- Dr. Moretti. A comprehensive survey of the his- MSTU 4030. Computer applications tronic text on traditional notions of text, literacy, tory of communication, tracing the development in education (2-3) and communication. Assumes no computing of the dominant modes of transmitting knowl- Faculty. Hands-on experience learning a variety experience. Lab fee: $35. edge, from speaking to writing, from printing to of computer applications, focusing primarily on the electronic media. Special fee: $35. word processors, spreadsheets, and database MSTU 4050. Online schools and online managing. Students create their own educational schooling K-12 (2-3) MSTU 4018. Design and communication applications. No computer background assumed. Dr. Lowes. This course examines the different in modern culture (3) Special fee: $45. models of the K-12 virtual school and virtual Faculty. How have practices of abstract reason- schooling experience in the United States and ing, the pursuit of formalism, and conceptualiz- MSTU 4031. Object-oriented theory and internationally. Special fee: $35. ing the structure of complex phenomena affect- programming I (3) ed modern design and communication? Readings Faculty. Communicating with computers and MSTU 4052. Computers, problem solving and and class discussions explore this question, using humans through programs. Uses a graphic lan- cooperative learning (2-3) examples drawn from architecture, fine art, gra- guage to formalize the concepts behind software Dr. Budin. Considers how computers may be used phics, typography, photography, advertising, structure and a current, widely used implemen- to promote cooperative learning in problem solv- industrial design, formal organization, process tation language such as Java to construct repre- ing for students throughout the curriculum, control, transportation, information theory and sentative applications. Special fee: $45. focusing on the use of simulations, databases, pro- management, and major media of communica- gramming, and problem solving software. Course tion. Special fee: $35. MSTU 4035. The computer as an content will include active participation in coop- instructional aid (3) erative learning using computers as well as back- MSTU 4020. Social and communicative Faculty. A presentation of research and ground work in educational theory as it relates to aspects of the Internet (3) issues surrounding the use of computing problem solving and cooperative learning. Special Professor Kinzer. Examines: social communica- in schooling. Cognitive and social effects of fee: $35. tive practices as synergistic; how space, time, computers on students are investigated and and social networks evolve and Interact; and strategies are developed for integrating comput- MSTU 4080. Television and video applications what this implies for the design and use of ing into the curriculum. Special fee: $35. in education (3) technology. Special fee: $45. Faculty. The role of media literacy is explored MSTU 4036. Hypermedia and education (3) as a means to understand our popular culture MSTU 4022. Telecommunications and Faculty. Introduction to hypermedia products and foster critical autonomy in young people. distance learning (2-3) and programming and their role in education. Emphasis is placed on critiquing educational tele- Faculty. Introduction to the use and educational Four-point registration is for hypermedia provision programs and video and using them effec- implications of telecommunications, distance gramming lab. Special fee: $45. tively in the classroom. Special fee: $35. learning, and collaborative interchange using telecommunications, particularly the Internet MSTU 4037. Computers and the uses MSTU 4083. Instructional design of educa- and the World Wide Web. Special fee: $35. of information in education (2-3) tional technology (2-3) Dr. Budin. This course examines how comp- Professor Lin or Professor Okita. The nature of MSTU 4023. Cinema as cross-cultural uters can structure and present information, instructional technology, systems approaches to communication (3) evaluates current educational software that uses planning, managing, and evaluating instructional Professor Vasudevan. Analyzes how films explore information, and considers the design of soft- processes and materials. Emphasis is on instruc- culture. Discussion of the film as well as the ware for integrating information applications tional design. Special fee: $45. cultural messages portrayed. Special fee: $45. into education. Prerequisite: MSTU 4030 or equivalent computer experience. Special fee: MSTU 4085. New technologies for learning MSTU 4024. Television and the develop- $45. (2-3) ment of youth (3) Faculty. A survey of technologies such as multi- Professor Vasudevan. This course brings a socio- MSTU 4039. Video games in education (3) media and telecommunications applied to learn- cultural lens to issues related to youth (including Professor Lee and Faculty. Provides students with ing and research, with full demonstrations and children and adolescents) and the evolving ter- tools they will need to understand, analyze and critical discussion by experts. Includes discussion rain of television. Students will review research build games. Focus is on gaining an understand- of implications for educational change. Special and theories and experiment with media producing of rules, interactivity, play, social interaction, fee: $35. tion in this course. No prior media production and all other factors that go into making an inno- experience is necessary. Special fee: $45. vative and fun game. Primary focus is on the MSTU 4086. Text understanding and basic language of games: game play and game design (3) MSTU 4028. Technology and culture (3) design. Course also addresses games from an edu- Professor Black. Explores ideas about how people Professor Lin. Investigates research about what, cational perspective. Special fee: $45. understand textual materials and learn from why and how technology, inquiry and culture them; then applies these ideas to the design of interact in education. Examines how technology

Teachers College Columbia University 2011-2012 179 instructional text. Students design instructional design are integrated to ensure students emerge as tion infrastructure. Students will participate in materials for topics of interest to them. Special authors of well-designed, educationally sound online communication systems. Special fee: $35. fee: $35. media. MSTU 5025. Researching technology MSTU 4133. Cognition and computers (2-3) MSTU 5004. Digital geographies and virtual in educational environments (3) Professor Black. This course explores ideas about spaces (3) Faculty. This course is designed as an overview cognition and knowledge representation and how Professor Vasudevan. Explore newly-developed of research designs and methodologies for stu- they relate to the use of computers in instruction. spaces and consider how the evolving relationship dents who are interested in researching the uses Students select a subject area, learn to represent between new technologies and new modes of of technology in education, including both face- knowledge from it so that it can be implemented communication and literacy are making these to-face and online/distance learning environ- in a computer instructional system, and use the spaces available. ments. The course looks at the theoretical bases knowledge representation to characterize the cog- for, and practical implementation of, different nitive prerequisites and consequences of learning MSTU 5005. Case-based teaching in quantitative and qualitative research approach- to use computers. Special fee: $45. electronic environments (3) es, methodologies, and instruments. It is struc- Professor Kinzer. Focuses on theory related to tured around a series of hands-on case studies in MSTU 4134. Cognition and computers lab designing, developing, and using multimedia which students design research studies, revise (1-3) case methodology in education. Students are existing instruments, and analyze previously col- Permission required. Corequisite: MSTU 4133. encouraged to examine educational case metho- lected data for technology-related projects in Special Fee: $35. dology within their interest area. Special fee: $45. classrooms and online. Students are encouraged, but not required, to come with a research proj- MSTU 4700. Student teaching practicum in MSTU 5006. Database driven website develop- ect in mind. Special fee: $40. educational technology (3) ment (2-3) Professor Meier. Addresses issues related to stu- Faculty. Explores and provides a working knowl- MSTU 5029. Technology leadership and dent teaching as a technology specialist, using edge of the technical and theoretical underpin- the schools (3) various texts and debriefing on experiences in the nings of web application development by examin- Professor Meier. Identifies appropriate theoreti- classroom and how to apply your skills to chal- ing the layers of database construction, web pro- cal frameworks and recent findings from educa- lenges posed by various schooling situations. gramming, and user interface design. tional technology research to inform relevant policy and practice concerns, including equity MSTU 4901-MSTU 4902. Research MSTU 5010. Boundaries and theories of considerations. Special fee: $35. and independent study (1-6) learning with technological artifacts (3) Faculty. Permission required. For master’s students Professor Okita. Explores learning partnerships MSTU 5030. Intelligent computer-assisted only. Students propose a program of independent that take place between people and technological instruction (2-3) research or project development to a faculty artifacts (e.g. robots, agent-avatars) emphasizing Professor Black and Faculty. Prerequisite: member. Students in their first term of study are learning effects on the human partner. With MSTU 4133. Participants study ideas about generally not accepted. Conference hours are regard to such artifacts: examines social compo- the representation of knowledge, models of the arranged. nents, introduces current research findings on learner, and teaching strategies that have been learning in social interactions, and links those to developed in artificial intelligence and cognitive MSTU 5000. Possibilities of virtual worlds (3) cognitive factors that influence learning, knowl- psychology, as well as develop and test intelli- Professor Kinzer. Explores possibilities of virtual edge construction, design and assessment. gent computer-assisted instruction materials worlds for gaming and education. Through read- Students work on group-based projects through- for topics of interest. Special fee: $35. ings and theoretical discussions of identity con- out the semester. Special Fee: $45. struction, positioning and social aspects of virtu- MSTU 5031. Object-oriented theory and al and traditional communities, participants MSTU 5013. Theory and programming of programming II (3) explore how virtual environments may support interactive media: Part II (3) Faculty. Prerequisite: MSTU 4031 or a solid teaching and learning and how virtual communi- Faculty. The second-level course in the sequence basic knowledge of programming. Applies pro- ties are affecting people’s lives. Special fee: $45. beginning with MSTU 5003 provides participants gramming to significant problems using Java or with advanced theoretical and technical knowl- C++ to construct salient applications. Special MSTU 5001. Assessing the impact of edge to design and develop interactive media that fee: $45. technology in our schools (3) is firmly grounded in learning theory and design Professor Meier. Examines the evidence of effec- principles. Expands and delves more deeply into MSTU 5035. Technology and metacognition tiveness of technology in our schools. Through an concepts introduced in MSTU 5003. Special Fee: (3) examination of key concerns in the technology $45. Professor Lin. This course explores how theories research literature, we will address essential ques- of learning, development and cognition can tions for understanding the impact of technology. MSTU 5015. Research/programming in shape the design of instruction. Readings cover serious games (3) a range of instructional theories and highlight MSTU 5002. Culture, media and education (3) Professor Lee. In-depth exploration of research the underlying influences of those theories. Professor Vasudevan. In this course, we consider topics related to serious games in education, tai- Although the course includes a brief survey of the cultural implications of media and technolo- lored for students currently involved in game- historical trends in the field, the primary course gies for education by pairing theoretical frame- based research or interested in pursuing a research focus is on current and emerging theories of works with case studies and other examples of project in this area. Experience with game design instruction, such as distributed and dynamical empirical research. Media production is required. and programming skills are highly recommended. views of cognition and learning. Students are Special fee: $35. encouraged to present and discuss their MSTU 5003. Theory and programming of research interests and projects as they relate interactive media I (3) MSTU 5020. Computer-mediated to the focus of the course. Special fee: $45. Professor Lee and Faculty. Aimed at students communication (3) who are interested in building instructional multi- Faculty. Analyzes characteristics of such comput- MSTU 5191-MSTU 5192. Educational media in Adobe Flash. Provides students with er-mediated communication systems as networked video production I and II (2-3) tools for understanding, analyzing and construct- multimedia, electronic mail, bulletin boards, and Faculty. Permission required for MSTU 5192. ing Flash-based multimedia in a hands-on manner. computer conferencing and situates these systems Practical studio and field production experience Examples and mini-tutorials abound. Theory and in the context of the emerging national informa- of educational video programs, with special 180 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY concern for realizing educational purposes MSTU 5814. Work conference (1-2) of dissertation topics, presentation of work in through directing, scripting, staging, camera Faculty. Permission required. Occasional brief progress, conversations with leaders in the field. operation, lighting, and sound design. Special conferences convened by Communication, Special fee: $35. fee: $50. Computing and Technology on subjects of special interest. Special fee: $35. MSTU 6901-MSTU 6904. Research and MSTU 5194. Models of human-computer independent study in communication, interaction (2-3) MSTU 6000. Advanced designing computing and technology in education Faculty. This course explores the psychological educational games (3) (1-6) and educational literature on human-computer Professor Lee and Faculty. Permission required. Faculty. Permission required. For doctoral stu- interaction and learning. What is the role of Periodically under this course number, various dents only. The participating student will pro- human-computer interaction in learning and faculty and staff members offer courses on pose a program of independent research or teaching with new educational technologies? important topics in communication, computing, project development to a faculty member. What are the key formats and attributes of or instructional technology and media which Students in their first term of study are general- human-computer interaction with electronic will be announced at least one semester in ly not accepted. media? These and other questions are studied advance. Topics may vary each semester and by discussing current theory and research and may include any of the following: art, music, MSTU 7501 and MSTU 7503. Dissertation by evaluating state-of-the-art media projects. and technology; their symbiotic interplay; seminar (1) Special fee: $35. assessing the impact of technology in our Faculty. Permission required. Presentation of schools; database driven website development; dissertation proposal for approval by a sponsor- MSTU 5202. Fieldwork (1-6) educational technology research; gender, coming committee. Student arranges one two-hour Faculty. Permission required. Opportunity munication, and digital technology; media and meeting with his or her sponsoring committee. for qualified students, individually or in small education; research methodologies; social and groups, to develop and pursue projects in emotional learning and digital technology; MSTU 8900. Dissertation advisement (0) schools, community agencies, business organi- technology and school change; technology, Faculty. Advisement on doctoral dissertations. zations, and communication facilities. Stu- education, and public policy; technology, Fee to equal 3 points at current tuition rate dents in their first term of study are generally inquiry, and culture; writing technology. Special for each term. See section in this bulletin on not accepted. Conference hours are arranged. fee $30-50. Continuous Registration for Ed.D. degree. MSTU 5515. New media teaching and MSTU 6031. Multimedia educational MATHEMATICS learning (3) projects (3-6) Dr. Moretti. Permission required. This course Faculty. Permission required. Team approach to EDUCATION provides students with experience in the devel- developing computer-based educational soft- opment of new media projects and a forum for ware using hypermedia, authoring languages, Program Coordinator: discussing the implications for new media on and programming languages. Some background Professor Bruce R. Vogeli education, particularly in higher education. in instructional design recommended. Special The course involves a fieldwork component. fee: $50. Program Office: (212) 678-3381 Special fee: $35. Fax: (212) 678-8319 MSTU 6201-MSTU 6204. Advanced Email: [email protected] fieldwork (1-6) MSTU 5555. Technology and the Faculty. Permission required. Extended oppor- Website: www.tc.edu/mst/mathed emergence of a global curriculum (2-3) tunities for students who have completed Professor Okita. This course deals with the MSTU 5200. Initial Master of Arts degree students should impact of technology on human society over direct admissions and certification questions the ages, how technology in particular is MSTU 6401-MSTU 6404. Internship (1-6) to Professor Alexander Karp (212) 678-3842, shaped by, and in turn shapes, the vision Faculty. Permission required. Prerequisite: basic [email protected]. informing a specific culture and its curriculum, courses in the student’s specialization, evidence and how the global sharing of technology is of competence in the internship area, and prior Degrees Offered: inexorably contributing to the emergence of a arrangement with cooperating institution. common global curriculum. Uses its own web- Internship in schools, colleges, Teachers MATHEMATICS EDUCATION (MATH) site, www.tc.columbia.edu/~global. Special College facilities such as the Micro-computer fee: $35. Master of Arts (M.A.) Resource Center, community agencies, business Master of Science (M.S.) organizations, and communication facilities. Master of Education (Ed.M.) MSTU 5606. Readings in communication Students in their first term of study are general- Doctor of Education (Ed.D.) theory and social thought (3) ly not accepted. Dr. Moretti. Each week during the academic Doctor of Education in the College Teaching of an Academic Subject (Ed.D.C.T.) year, participants in this course will read and MSTU 6532. Seminar in cognitive science Doctor of Philosophy (Ph.D.) discuss important work in the literature of (1-3) communication. These works all consider how Professors Black and Lin. Permission required. MATHEMATICS EDUCATION- the conditions and constraints of human inter- In-depth discussion and critique of research INITIAL CERTIFICATION (MATH-INIT) action affect culture, public discourse, and the proposed and conducted by others and by stu- historical quality of life. The aim is to acquire dents in the class. Topics vary from term to Master of Arts (M.A.) a thorough grounding in how thinkers have term. Course is for advanced students who are *MATHEMATICS EDUCATION- addressed a basic problem in the study of com- designing and conducting their own research PROFESSIONAL CERTIFICATION (MATH-PROF) munication over the past century and a half. projects; they may take the course as many Master of Arts (M.A.) Completion of written work for the colloqui- times as they like. Special fee: $45. um is part of the certification requirement for doctoral candidates in the Communication MSTU 6600. Colloquium in communication, MATHEMATICS EDUCATION- TRANSITIONAL B (MATH-TRAN) program, and it can serve as the culminating computing and technology in education (0-1) project required for completion of the Master Faculty. Continuous participation required of Master of Arts (M.A.) of Education degree in that program. certified doctoral students. Discussion of critical issues, reading of key works, formal proposal * Program not currently accepting applications Teachers College Columbia University 2011-2012 181 Program Description: Science degree, the college requires that a min- methodologies, and curricula of mathematics Over its long and distinguished history, the imum of 32 points with an integrative project and include appropriate field experiences with Program in Mathematics Education has stressed (or 30 points with a formal essay) be completed elementary school students and teachers. In the preparation of leaders in education. These under the auspices of Teachers College, includ- addition to program offerings, students have leaders are successful scholars in their disci- ing 18 points that must be earned in Teachers access to courses in related departments and pline, as well as educators. Faculty and staff are College courses. Master of Science students institutions. committed to leadership training through a who choose to do an integrative project may variety of courses, workshops, and research use a maximum of 28 semester hours of gradu- Secondary School Mathematics experiences, domestic and through internation- ate credit from other recognized institutions The Secondary School Teaching program al study offerings. Many of the local learning to reduce the degree requirement. Master of includes an in-service component for experi- experiences are performed in collaboration with Science students who choose to do a formal enced teachers and preservice education for private, public, and parochial schools in the tri- essay, as well as Master of Education students, students entering the profession. Programs are state metropolitan region. may apply a maximum of 30 semester hours of designed individually in consultation with a graduate credit toward their degree require- faculty advisor to reflect each teacher’s back- Master’s level offerings in mathematics educa- ment. Please refer to the Degree Requirements ground and goals. The program stresses the tion are appropriate for both initial and profes- section of this bulletin for college-wide mini- direct application of theory to practice with sional teachers. Advanced master’s and doctor- mum point requirements. For the M.S. degree, particular emphasis on experiences with teach- al programs complete preparation for a variety there is greater emphasis on preparation in ing strategies that match classroom activities of positions including: teaching, supervisory, and mathematics content. In the Ed.M. program, to student characteristics, that examine research roles spanning the elementary through there is greater emphasis on preparation in pro- teacher and student interpersonal interaction, college levels of instruction. Some courses fessional education. Programs are arranged in and that reflect the historical and philosophi- offered through these programs are intended consultation with the major professor to meet cal roots of the discipline. Final project for the especially for students from other areas of study both program and college requirements. degree should include evidence that these at Teachers College who need to acquire knowl- Applicants for the M.S. and Ed.M. degrees components have been fulfilled. edge and skills in mathematics but who do not must also prepare a written integrative project. wish to earn a degree in this area. Supervision in Schools Doctoral Degrees Students interested in mathematics supervi- However, a hallmark of Teachers College math- The department provides programs for both the sion in schools may elect to develop individual ematics education program is a strong emphasis Ed.D. and the Ph.D. degrees. In general, the programs that reflect their specific background on mathematics content and the role of math- Ed.D. degree places emphasis on breadth of and interests and that draw on the resources ematical ways of thinking in the teaching and professional coursework with a focus on educa- of the department and college, or they may learning of mathematics. Our graduates take tional practice. All candidates are required to work as part of the staff of the field-based positions in college teaching of mathematics in be competent in statistical research methodolo- teacher education programs. School and uni- addition to pre-college professional roles. gy and computer programming and to have versity faculty work with graduate students in knowledge of the epistemology of mathematics a collaborative effort where teaching, preser- Master of Arts and of psychology sufficient to be an informed vice, and supervision training and education Emphasis is placed on those competencies nec- scholar-practitioner. All doctoral candidates research are intimately related. essary for effective mathematics teaching as must have a written program plan approved by a means of enhancing professional growth of their advisor. The approved plan then must be Teacher Education in Mathematics initial and professional teachers. Conceptual approved by the Office of Doctoral Studies. The Teacher Education in Mathematics pro- issues in teaching are translated into practice Following submission of a statement of total gram is designed to prepare scholars for educa- through group and individualized instruction program, the student normally completes doc- tional leadership roles as education professors in special methods courses. Master of Arts toral coursework and engages in doctoral in colleges and universities. Participants in requirements include a culminating scholarly research and writing. Refer to the Ph.D. and the program have opportunities to build their project. Ed.D. Requirements Bulletin, prepared by the mathematics content background through Office of Doctoral Studies, for a fuller descrip- content courses in the department and the A minimum of 32 points of coursework is tion of degree 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 Specialist related disciplines. The course content and Master of Education program is designed for those who are prepar- sequence are especially organized to meet the Both programs require a minimum of 60 ing for positions of leadership in elementary unique needs and career goals of each candi- points, a formal essay or integrative project, schools or in the training of elementary school date within the general requirements of the and involve extensive preparation in mathe- teachers. Programs for elementary school spe- Ed.D. degree at Teachers College. matics as well as education. For the Master of cialists emphasize knowledge of subject matter,

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

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

Teachers College Columbia University 2011-2012 183 The Ed.D. culminates in a dissertation con- Candidates for the Ed.D. in College Teaching computing. At least 35 points should be in tributing knowledge to the field and should who have not completed the equivalent of at advanced courses– including research courses be planned early in the doctoral program when least one year of full-time service as a college (MSTM 6500 or 6501 and MSTM 7500). (Any sufficient advanced courses have been com- teacher of mathematics/computing/statistics Teachers College course at the 6000 level or pleted to permit the candidate to enroll in rele- are required to include MSTM 6400 within above, any Columbia University Graduate vant research courses and pertinent advanced their doctoral programs. Interns will teach col- School of Arts and Sciences course with a “G” study to enable efficient preparation of the dis- lege mathematics courses under the supervi- prefix, any “W” course numbered above 4000, sertation. Dissertations in mathematics educa- sion of experienced college teachers for a peri- or any transferred course with a graduate-level tion can be (1) experimental studies in learn- od of at least one semester. Incoming doctoral prerequisite will be considered an advanced ing, (2) design and formative evaluation of candidates should register for Professional course.) Further, 15 points in the philosophi- mathematics curricula, or (3) analytical studies Seminar in Mathematics during the first year cal, psychological, and curricular foundations in policy theory in mathematics education. of doctoral studies. of education must be included in every Ph.D. program. Candidates for the Ed.D.C.T. are required to DOCTOR OF EDUCATION IN THE COLLEGE demonstrate competency in one language cho- TEACHING OF AN ACADEMIC SUBJECT Candidates for the Ph.D. degree are required to sen from among French, German, and Russian. The Program in Mathematics Education at demonstrate competency in two languages cho- Students who require other languages for the Teachers College offers a program of study sen from among French, German, and Russian. preparation of their dissertation may petition leading to the Doctor of Education Degree Students who require other languages for the the department to request substitution. in the College Teaching of Mathematics preparation of their dissertation may petition Students in mathematics may not use comput- (Ed.D.C.T.) to prepare students for positions the program to request substitution. Students er languages to satisfy the language require- as teachers of mathematics in two- and in mathematics may not use computer lan- ment. The Ed.D.C.T. degree requirements four-year colleges. guages or statistics to satisfy the language include a dissertation contributing knowledge requirement. to the field and should be planned early in the This degree program is designed to develop doctoral program when sufficient advanced both the depth and breadth in the students’ The Ph.D. dissertation is a scholarly study courses have been completed to permit the knowledge of mathematics but is intended contributing new knowledge to the field and candidate to enroll in relevant research courses to prepare graduates for careers in teaching and pertinent advanced study to enable effi- should be planned early in the program when rather than in mathematics research. For fur- cient preparation of the dissertation. Doctoral sufficient advanced courses have been complet- ther details concerning general degree require- dissertations in the college teaching of mathe- ed to permit the candidate to enroll in relevant ments, students should consult the bulletin, matics can be (1) experimental studies in adult research courses. Ph.D. dissertations in mathe- “Requirements for the Degree of Doctor of learning, (2) design and formative evaluation matics education should be (1) experimental Education in the College Teaching of an of college mathematics curricula, or (3) analyt- studies in learning, (2) analytical studies in pol- Academic Subject” available in the Office ical studies in policy theory in mathematics icy theory in mathematics education, or (3) of Doctoral Studies. post-secondary education. other scholarly investigations of problems and issues of broad significance in the field. A program of study for the Ed.D.C.T. degree must include a minimum of 90 semester hours DOCTOR OF PHILOSOPHY COURSES: (* = course open to non-majors) of approved graduate credit, at least 45 points The Doctor of Philosophy (Ph.D.) degree emphasizes research competencies. The degree of which must be taken under Teachers College Mathematics Education registration. In order to permit the acquisition requires a scholarly dissertation of intellectual For certain courses in the program in Mathe- of broad and basic scholarship, each program merit and sound research methodology. Disser- matics Education, special fees, including labora- of study should include at least 75 points in tation research may include analytical studies tory fees, may be assessed. mathematics and mathematics education, with of the process of teaching or experimental at least 30 points in advanced courses and 15 studies of the teaching-learning process, Theory and Methods points in professional educational disciplines including studies of verbal learning and labo- and including at least two courses related to ratory practice, or historical studies. *MSTM 4019. Mathematics teaching higher education programs and practices. Candidates are encouraged to develop an asso- and learning I (3) Dr. Garrity. Cognitive development and learn- Ordinarily, points in mathematics and mathe- ciation with a faculty member early in their studies to identify a problem area of mutual ing strategies for teaching and the use of matics education should include at least 50 instructional materials. Current research in interest to plan a course of studies that leads points in mathematics content courses, three mathematics education. Required for pre- points in either MSTM 5012 or MSTM 5520, to the competencies needed to complete dis- service students. and 12 points of research preparation including sertation research and prepare for a profession- MSTM 6500 and MSTM 7500. (See course al role. Further details are available in the MSTM 4020. Mathematics teaching listing for descriptions). Preparation in mathe- brochures on doctoral studies and in the gen- and learning II (3) matics content should be of sufficient depth in eral descriptions of doctoral programs available Professor Vogeli. Historical/comparative study three areas to communicate content effectively from the Office of Doctoral Studies. of mathematical education programs in the at the freshman and sophomore college levels. United States and abroad. Current research Algebra and analysis are recommended as ini- A program of study for the Doctor of Philoso- in mathematics education. tial areas of concentration. Content courses phy degree must include at least 45 points can be selected from courses with the depart- taken under Teachers College registration. In *MSTM 4026. Teaching applied mathematics (2-3) ment or from courses offered by the Graduate order to permit the acquisition of broad and basic scholarship, each program of study Faculty. The role of applications in mathemat- Faculties of Columbia University. ics curriculum. Mathematical models, use of should include at least: 60 points in mathe- calculators and computers. Applications in the matics, mathematics education, statistics and natural and social sciences. 184 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY

*MSTM 5010. Mathematics in the computing, and in other fields such as science ment of major ideas in mathematics. Contri- elementary school (3) education, measurement, and evaluation. butions of noteworthy mathematicians. Professor Walker, Dr. Garrity. Problems, issues, Analysis of mathematical classics. and methods in the teaching and supervision MSTM 4031. Number theory (3) of elementary school mathematics. Professor Walker, Dr. Grabois. Primes, compos- MSTM 5038. Topics in mathematical logic (3) ites, divisibility and factorization, congruence, Dr. Smith. Prepositional calculus, Church- MSTM 5011. Mathematics in the historical topics. Turing thesis, Goedel’s incompleteness theo- secondary school (3) rem. Faculty. Problems, issues, and methods in MSTM 4034. Exploring secondary school the teaching and supervision of secondary mathematics (2-3) MSTM 5126. Mathematical foundations of statistics (3) school mathematics. Includes field experiences. Professor Karp. For students who are preparing to teach in secondary school. The mathematical Faculty. Prerequisite: MSTM 5030 or MSTM Required for preservice students. content of advanced secondary school mathe- 6030. Estimation, hypothesis testing, and tests matics and the development and application of based on the chi-square distribution. The nor- MSTM 5012. Mathematics in two- fundamental ideas in mathematics. mal distribution and its applications. Analysis and four-year colleges (3) of variance and regression. Doctoral students Professor Vogeli, Professor Smith. Problems, MSTM 4038. Finite mathematics (3) should register for MSTM 6126. issues, and methods in the college teaching of Faculty. Statements, propositions, and sets; mathematics. vectors and matrices; probability. Applications: MSTM 6030. Advanced topics in finite Markov chains, game theory. probability theory (2-3) *MSTM 5020. Mathematics and multi- Dr. Landau. Open only to doctoral students. cultural education (2-3) MSTM 5027. Numerical methods Emphasis on proof and advanced applications. Professor Walker. Survey of mathematical topics and computability (3) and methods appropriate for multicultural and Faculty. Number representation; uncertainty MSTM 6032. Advanced topics in bilingual programs. and error; numerical solution of algebraic equa- geometry/topology (3) tions and systems; numerical calculus; numerical Professor Karp, Dr. Malkevich. Foundation MSTM 5022. Mathematics curriculum solution of differential equations. of geometry/topology. Emphasis upon the rela- development (2-3) tionship between topology and geometry and Professor Vogeli. Principles, strategies, and MSTM 5030. Topics in probability other mathematical area. techniques for curriculum development and theory (2-3) textbook preparation in mathematics. Dr. Landau. Simple, compound, and conditional MSTM 6033. Advanced topics in algebra (3) probabilities and applications. Doctoral students Professor Vogeli, Dr. Smith, Dr. Grabois. Open MSTM 5023. Problem solving (2-3) should register for MSTM 6030. only to doctoral students. Advanced study of Professor Karp, Dr. Smith. Theories and meth- groups, rings, and fields. ods of mathematical problem solving with app- MSTM 5031. Topics in the foundations lications to classroom instruction. of mathematics (3) MSTM 6034. Advanced topics in analysis (3) Professor Vogeli, Dr. Smith. Propositional and Dr. Smith. Open only to doctoral students. *MSTM 5025. Teaching computer predicate calculi, set theory, axiomatics, order Advanced study of real or complex functions. mathematics (2-3) types, the linear continuum and Goedel’s theo- Faculty. A review of teaching methods and rem. MSTM 6035. Advanced topics in curricular innovations in computing and com- mathematical modeling (3) puter mathematics. MSTM 5032. Topics in geometry/topology (3) Dr. Pollack, Dr. Malkevitch. Open only to Professor Karp, Dr. Grabois, Dr. Malkevich. doctoral students. Advanced study of simula- MSTM 5039. Comparative mathematics Foundation of geometry/topology. Emphasis tion, information theory and coding, stochastic education (3) upon the relationship between topology and models, probabilistic systems, simple harmonic Professor Vogeli. A review and comparison of geometry and other mathematical areas. motion. mathematics education in other nations. MSTM 5033. Topics in algebra (3) MSTM 6036. Advanced topics in discrete MSTM 5520. Seminar in the college Dr. Landau, Dr. Grabois, Professor Vogeli. mathematics (3) teaching of mathematics (3) Groups, rings, fields. Doctoral students should Dr. Pollak. Open only to doctoral students. Dr. Smith. Current issues in under-graduate register for MSTM 6033. Advanced study of discrete mathematics, com- mathematics. Examination of relations between binatorics, and graph theory. elementary and advanced mathematics. MSTM 5034. Topics in analysis (3) Dr. Smith, Dr. Pollak. Real or complex functions MSTM 6126. Advanced topics in the MSTM 6025. Advanced topics in teaching and their properties. Doctoral students should mathematical foundations of statistics (3) computer mathematics (3) register for MSTM 6034. Dr. Smith. Open only to doctoral students. Faculty. Open only to doctoral students. An Prerequisite: MSTM 5030 or MSTM 6030. advanced review of teaching methods and cur- MSTM 5035. Topics in mathematical Advanced topics including hypothesis testing, ricular innovations in computing and computer modeling (3) distribution theory, and analysis of variance mathematics. Dr. Pollak, Dr. Malkevitch. Simulation, informa- and regression. tion theory and coding, stochastic models, prob- MSTM 6039. Advanced comparative abilistic systems, simple harmonic motion. mathematics education (3) Preservice Mathematics Teacher Education Professor Vogeli. A review and comparison MSTM 5036. Topics in discrete mathe- of mathematics education in other nations. matics (3) Dr. Pollak. Discrete mathematics, combinatorics, MSTM 4005. Teaching mathematics Content Courses graph theory. in diverse cultures (2-3) Courses in mathematics review and extend Professor Vogeli. Principles, techniques, and competencies that support graduate study and *MSTM 5037. History of mathematics (3) issues in the teaching of mathematics in other research in mathematics education, statistics, Professor Karp, Dr. Smith. Historical develop-

Teachers College Columbia University 2011-2012 185 cultural and national settings. Study tour of for the doctoral dissertation. Required for doc- schools and institutions in various nations. toral students. SCIENCE EDUCATION MSTM 4023. Mathematics for exceptional MSTM 6901. Research and independent students (1-3) study in mathematics education (1-6) Program Coordinator: Faculty. Content, methods, and instructional Faculty. Permission required. Guided independ- Professor Felicia Moore Mensah models for teaching exceptional students, ent study leading to the preparation of a major including LED, LD, and MT students. project or paper. May be taken repeatedly by Program Office: (212) 678-8174 doctoral candidates engaged in research. Fax: (212) 678-8145 MSTM 4760. Student teaching in Email: [email protected] mathematics (2 or 4) MSTM 7500. Dissertation seminar Website: www.tc.edu/mst/scienceed Faculty. Permission required. Prerequisite: in mathematics education (3) MSTM 5011. Open only to students enrolled Faculty. Development of final doctoral disserta- in the preservice program. Students do super- tion proposals and presentation of proposals for Initial Science Education M.A. applicants vised teaching in metropolitan area schools. departmental review. may refer admissions questions to [email protected] MSTM 5010. Mathematics in the MSTM 8900. Dissertation advisement elementary school (3) in mathematics education (0) Degrees Offered: Dr. Garrity. Problems, issues, and methods in Faculty. Individual advisement on doctoral INITIAL CERTIFICATION- the teaching and supervision of elementary dissertations. Fee to equal 3 points at current Biology 7-12 (SCIB-INIT) school mathematics. tuition rate for each term. For requirements, see Chemistry 7-12 (SCIC-INIT) section in catalog on Continuous Registration Earth Science 7-12 (SCIE-INIT) MSTM 5011. Mathematics in the secondary for Ed.D./Ph.D. degrees. Physics 7-12 (SCIP-INIT) school (2-3) Dr. Weinberg. Problems, issues, and methods MSTM 9900. Research and independent Master of Arts (M.A.) in the teaching and supervision of secondary study in mathematics education (1) TRANSITIONAL B- school mathematics. Includes field experiences. Faculty. Permission required. Open to post-doc- Biology 7-12 (SCIB-TRAN) Required for preservice students. toral students accepted for study at Teachers Chemistry 7-12 (SCIC-TRAN) College. Earth Science 7-12 (SCIE-TRAN) MSTM 5061. Research, evaluation and Physics 7-12 (SCIP-TRAN) policy in mathematics education (3) Faculty. Theory and methods of evaluating Master of Arts (M.A.) pupils and programs in the cognitive and affective domains. The roles of research and SUPERVISOR/TEACHING OF SCIENCE (SCSS) policy in evaluation of mathematics outcomes. Master of Arts (M.A.)

MSTM 5264. Guided supervision of TEACHER EDUCATION IN SCIENCE (SCTE) student teaching in mathematics (2) Faculty. Permission required. Open only to Master of Science (M.S.) doctoral students. Guided field experience in Master of Education (Ed.M.) supervising student teachers. SCIENCE EDUCATION (SCSD) Independent, Advanced, Doctor of Education (Ed.D.) and Dissertation Study Doctor of Philosophy (Ph.D.)

MSTM 4901. Guided study in mathematics SCIENCE AND DENTAL EDUCATION (SCDT) education (1-6) Master of Arts (M.A.) Faculty. Permission required from the instructor with whom the student wishes to work. Independent study in selected areas. Program Description: The Science Education Program at Teachers MSTM 5800-MSTM 5801. Mathematics College was one of the first in the nation to colloquium (1-3) encompass both professional teacher education Dr. Pollak. Lecture series featuring presenta- and a research-based doctoral program that pre- tions by distinguished guest speakers. pares leaders for science education roles in pre- college and higher education. The guiding prin- MSTM 6400. Internship in mathematics ciple for our program offerings is that profes- education (1-6) sional science educators should be thoroughly Faculty. Permission required. Supervised intern educated in their content discipline and bring service in a variety of field settings including modern theories of learning and education to classroom teaching at various levels, supervision, curriculum development, and inservice bear on their scholarship as professional teach- education. ers and in their research for the doctoral degree.

MSTM 6500-MSTM 6501. Research Master’s-level offerings in science content are seminar in mathematics education (1-3) coordinated with methodology and supervision Faculty. Permission required. Research oriented appropriate for both initial and professional seminars dealing with a variety of issues and teachers. Advanced masters’ and doctoral pro- leading to preparation of preliminary proposals

186 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY grams complete preparation for a variety of posi- For preservice candidates, i.e., those who intend tors who want a professional degree with intentions including teaching, supervisory, and re- to fulfill the requirements of New York State for sive preparation in science education. Both pro- search roles spanning the elementary through initial certification to teach science in secondary grams include some depth of study in science, college levels of instruction. Some courses schools, MSTC 4000 and MSTC 4363 are work in the candidate’s specialization, and the offered through these programs are designed required and should precede the semester in development of competence in method of schol- especially for students from other areas of study which student teaching is completed. MSTC arly analysis. Some credits obtained at the M.A. at Teachers College (for example science educa- 4000 and MSTC 4363 are both offered in the level may be applied toward the Ed.M. or M.S. tion methods for elementary school teaching) fall and student teaching in the spring. who need to acquire knowledge and skills in sci- MASTER OF SCIENCE ence but who do not wish to earn a degree in Other requirements that must be met before In total, a minimum of 60 course points are these areas. graduation include completion of a science required: A minimum of 30 points in breadth of safety workshop, successful completion of the science content courses, 12 points in core sci- Our graduates have been appointed in major program’s Gateway Performance Assessments for ence education courses, 6-9 points in profession- universities as science and/or science education Teaching, and a Final Master’s Portfolio Project. al education courses, 3-6 points in research professors. Many of our graduates have become See the Teacher Education section of this bul- methodology courses, and 3 points in technology major leaders in school leadership and educa- letin for details on other requirements. courses. This leaves at most a remaining 6 points tional reform nationally and internationally. Our of optional studies to be determined in consulta- work in reforming urban science education and Initial Science Education M.A. applicants may tion with the advisor. broadening the scope of the theoretical base for refer admissions questions to the program coor- teaching and learning in science has become dinator at [email protected]. MASTER OF EDUCATION more sharply focused in recent years to include In total, a minimum of 60 course points are neurocognitive, multicultural, and learning the- MASTER OF ARTS IN SCIENCE AND required: A minimum of 15 points in breadth of ory based innovations in guiding teaching and DENTAL EDUCATION science content courses, 15 points in core sci- research. This degree is offered in conjunction with ence education courses, 9 points in professional the College of Oral and Dental Medicine of education courses, 6 points in research method- Special Application Columbia University. Students in the College ology courses, and 3 points in technology cours- Requirements/Information: of Oral and Dental Medicine at Columbia es. This leaves 12 points of optional studies to Preference in scholarship awards will be for University who are planning to enter teaching be determined in consultation with the advisor. those applicants who meet the early deadline. of dental medicine are eligible to enroll for Applicants who wish to receive New York State this degree. The curriculum includes content Master’s Integrative Project teaching certification must apply to the M.A. courses in dental medical science, basic courses For the M.S. and the Ed.M. degrees in the degree program in a science content area. in adult learning, teaching of science-related dis- Science Education Program, a master’s paper Science education students seeking M.A., Ed.M., ciplines, and culminating research studies on will be required. This project may be an exten- M.S., Ed.D., and/or Ph.D. degrees should have current medical educational theory and practice. sion of some paper that has been prepared for a at least the equivalent of an undergraduate Candidates are prepared for a life-long commit- course included in the program of the student. degree in the sciences. ment to scholarly reflection and practice as pro- The paper may take a variety of forms. It may be fessors of oral and dental medicine. a report of an empirical investigation, or it may Ed.D. and Ph.D. applications are reviewed once be a library-type research paper dealing with a year for study beginning in the fall. All other Inquiries should be sent to Professor O.R. some problem in which the candidate has a spe- programs admit students on a rolling basis. See Anderson ([email protected]). cial interest. The form of the paper should be the Admissions section of this bulletin for appli- carefully chosen in the context of the candi- cation deadlines as advertised by the college. MASTER OF SCIENCE AND date’s professional goals. MASTER OF EDUCATION Master Degree Requirements: The Science Education program offers curricula The M.S. paper, must address a problem in sci- leading to a Master of Science (M.S.) degree ence content either through scientific laboratory MASTER OF ARTS and a Master of Education (Ed.M.) degree. Both research, a synthesis of scientific knowledge Emphasis is placed on those competencies neces- programs require a minimum number of gradu- from the literature, and/or the production of a sary for effective science teaching as a means of ate points of coursework and a master’s paper. novel model synthesizing data. The M.S. paper enhancing professional growth of in-service and may be a research thesis in basic science within pre-practice through group and individualized The M.S. and Ed.M. degrees require a program the candidate’s field of specialization. instruction in a general methods course and in planned in consultation with an advisor who courses applicable to specific sciences. may also sponsor the master’s paper. The M.S. The Ed.M. project should focus more on science degree requires more science subject matter education topics and can be either a synthesis of In order to meet New York State Certification coursework than the Ed.M. degree, while the information or an empirical study. The paper may requirements, the M.A. degree is comprised of Ed.M. degree requires more intensive work form the basis for a subsequent doctoral disserta- 36 credits of coursework in the areas of profes- in education including science education. The tion. In other cases, it may be the culmination of sional education, science content, and science M.S. degree is recommended for science educa- studies that have been carried out in the 60- methods. In consultation with your advisor upon tors who want a professional degree with inten- point master’s degree program. acceptance to a degree, a program plan will be sive preparation in science subject matter. This outlined based on your specific content certifica- degree is especially appropriate for prospective The paper should be planned and prepared in tion area. community college instructors who do not cooperation with a full-time member of the intend to pursue a doctorate immediately. The Science Education Program faculty. It must be Ed.M. degree is recommended for science educa- approved by a full-time member of this faculty before the application is made for the degree. Teachers College Columbia University 2011-2012 187 Hence, the master’s paper is a departmental for the Degree of Doctor of Education bul- subject matter background. Preparation in requirement for the M.S. and/or the Ed.M. letin, available from the Office of Doctoral research methods in science education as well degree. Its acceptance needs to be noted on the Studies, for College-wide Ed.D. requirements. as study of recent developments in the broad candidate’s application by faculty for the award field of professional education is included in of either the M.S. or Ed.M. degree. However, In total, a minimum of 90 course points are the program. Students should refer to the bul- the approved paper is not to be submitted to required: A minimum of 15 points in breadth letin, Requirements for the Degree of Doctor the Office of the Registrar as part of general of science content courses, 15 points in core of Philosophy, available from the Office of college-wide degree requirements but will science education courses, 12 points in profes- Doctoral Studies, for information on admis- remain in the departmental files. sional education courses, 9 points in research sion, residence, certification, examinations, and methodology courses, 3-6 points in technology the dissertation. The general requirement is for Doctoral Degree Requirements: courses, and 6 dissertation study points. This a minimum of 75 points of approved graduate The Department provides programs for both leaves a remaining 27-30 points of optional credit, at least 45 points of which must be the Ed.D. and the Ph.D. degrees. In general, studies to be determined in consultation with taken through Teachers College registration. the Ed.D. degree places emphasis on breadth of the advisor. In order that candidates become familiar with professional coursework with a focus on educa- recent investigations in the broad fields of pro- tional practice. All candidates are required to The student, in consultation with an advisor, fessional education, each program will include be competent in both quantitative and qualita- plans a program of study consistent with one or more courses in the nature of educative research methodology and to have knowl- the student’s prior education and oriented tion and the nature of persons and the learn- edge of the epistemology of science and of psy- toward professional goals. This program plan ing process. chology sufficient to be an informed scholar- is approved by the advisor and then submitted practitioner. to the Office of Doctoral Studies. In planning In total, a minimum of 75 course points is a program of study, the student would be wise required: A minimum of 15 points in breadth All doctoral candidates must have a written to pay particular attention to the time when of science content courses, 15 points in core program plan approved by their advisor. The the certification exam is taken. Students are science education courses, 12 points in profes- approved plan should then be forwarded to the required to complete a minimum of 20 points sional education courses, 12 points in research Office of Doctoral Studies. Following submis- after taking the certification examination for methodology courses, 3-6 points in technology sion of the statement of total program, the stu- the first time, including points taken during courses, and 6 dissertation study points. This dent normally completes doctoral coursework the term in which that examination was leaves a remaining 12-15 points of optional and engages in doctoral research and writing. taken. studies to be determined in consultation with Refer to the Ph.D. and Ed.D. Requirements the advisor. Bulletin, prepared by the Office of Doctoral The certification examination is ordinarily Studies, for a fuller description of requirements. taken no later than the term in which the stu- Dissertation Requirements dent completes 65-75 percent of coursework. In addition to all other guidelines, it should be Specializations A special certification examination is designed noted that the dissertation must be a research Students enrolled in the doctoral program may for each candidate. The certification exam thesis based on a theoretical rationale and specialize in an area of interest to them perti- generally takes place in the student’s third must exhibit thorough and comprehensive nent to science education by taking courses in year of full-time study. Please refer to the mastery of a research discipline. their area of interest. Some potential areas to Office of Doctoral Studies bulletin and the pursue include elementary school science, departmental advisor for details. COURSES: secondary school science, urban science education, and technology studies. Dissertation Guidelines Science Education Program Advisors: The Ed.D. dissertation is a scholarly endeavor Professors O. Roger Anderson, Christopher Supervision in Schools contributing new knowledge to the field and Emdin, Felicia Moore Mensah, Ann Rivet and Students interested in science supervision in should be planned early in the doctoral pro- Dr. Jessica Riccio. schools may elect to enroll in courses in other gram when sufficient advanced courses have For certain courses in the program in Science departments to satisfy the single school and been completed to permit the candidate to Education, special fees, including laboratory multiple school supervisory certificates. Please enroll in relevant research techniques courses fees, will be assessed. The amounts and cours- see the Teacher Education section of this bul- and pertinent advanced study to enable effi- es involved will be announced each semester letin for updated information on programs that cient and high-quality preparation of the the- in the schedule of classes for that semester. lead to administrative certification. sis. Dissertations in science education can be (1) empirical or theoretical studies in learning, Core Science Education Courses DOCTOR OF EDUCATION (2) design and formative evaluation of science The Science Education Program offers curricula, or (3) analytical studies in policy MSTC 4000. Science in secondary school curricula leading to the degree of Doctor of theory in science education. The candidate is (3) Education (Ed.D.). This program is intended recommended to seek an advisor within the Professor Emdin or Professor Riccio. Founda- to prepare students for leadership in science department who can best guide the design and tions of science education. Planning, assess- education. This program is designed to prepare completion of the type of thesis chosen. ment, and management of instruction. professional science educators who are (1) Required of initial science students. educated both broadly and deeply in science DOCTOR OF PHILOSOPHY MSTC 4001. Qualitative research methods subject matter, (2) competent in methods of This program is designed to prepare students in science education (3) scholarly analysis, and (3) have a deep under- for leadership in science education. The pro- Professor Moore Mensah. This introductory standing of education and science education. gram includes advanced preparation in science course is designed to support graduate stu- Students should also consult the Requirements to develop both breadth and depth in science dents in qualitative research methodology in

188 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY science education. It includes qualitative are not in the Science Program with the profes- MSTC 4051. Microbial ecology (2-3) research design and role of theory in guiding sor’s permission. Professor Anderson. The physiological ecology and informing research. and life history of free-living and parasitic MSTC 5048. Curriculum and pedagogy protista. MSTC 4007. Urban and multicultural in science education (3) science education (3) Professor Rivet. This course offers students in the MSTC 4052. Plant biology (2-3) Professor Emdin. Students will explore the science education doctoral and advanced mas- Professor Anderson. Introduction to plant intersections of policy, science and society and ter’s programs the opportunity to ask fundamen- physiological ecology with an emphasis on the impact these have on standard K-12 urban tal questions about curriculum in multiple ways. global systems. Laboratory sessions to be science curriculum and multicultural teaching announced. practices. Drawing from scholarship in policy, MSTC 6502. Science education research curriculum, and teaching, this course explores seminar (0-3) MSTC 4054. Human anatomy and major issues faced in urban science education, Professor Anderson. Research oriented seminars physiology (2-3) including (1) the issue of resources (physical, dealing with a variety of issues and leading to Faculty. Prerequisite: A basic biology course. human, and social) in urban schools and how preparation for the doctoral certification exami- A survey of major organ systems and their physi- urban science education programs might draw nation. Required for doctoral students. ology. Suitable for a wide variety of professionals from local resources in meeting the needs of in physical education, nursing, health, nutrition, urban learners, (2) the issue of what roles might Disciplinary Courses and science. teachers, administrators, policy makers, and curriculum writers play in the design and imple- MSTC 4043. Science and the environment MSTC 4055. Concepts in biology (3) mentation of empowering curricular and peda- (2-3) Professor Anderson or Professor Moore Mensah. gogical practices in urban science classrooms, Faculty. Exploration of environmental science Professional content knowledge course examin- and (3) the issue of multicultural science edu- from an earth physiology perspective. Focus on ing the major concepts in biology and their application in terms of both content and pedagogy. connections between contemporary environ- cations in teaching secondary school biology. This course challenges commonly used prac- mental issues and environmental science con- tices where multiculturalism is often taught as cepts. A community study utilizing scientific MSTC 4056. Concepts in earth science (3) one distinct and often separate component of inquiry procedures and applying pertinent envi- Faculty. Study of models of our planet, Earth the science curriculum. This course provides ronmental science concepts will be conducted. in space, and weather and climate. students with both research-based and field- based experiences. MSTC 4044. Biology methods and MSTC 4057. Concepts in earth science II (3) curriculum laboratory (3) Faculty. Study of earth materials and processes MSTC 4040. Science in childhood Faculty. Theoretical basis of secondary school shaping the surface, interior, and geologic history education (3) science education and its practical application of the Earth. Professor Moore Mensah. This is an integrated to biology teaching and laboratory experiences. lecture/laboratory course. This course provides MSTC 4059. Concepts in chemistry I (3) an introduction to the creation of science cur- MSTC 4045. Earth science methods Dr. Wang. Prerequisite: one year of college chem- riculum and instruction that attends to current and curriculum laboratory (3) istry. The growth of, and change in, the major state and national standards. The course is Professor Rivet. Theoretical basis of secondary concepts of the science of chemistry are explored, based in constructivist perspectives and has as school science education and its practical appli- from the Greek philosophers to the alchemists to a goal the teaching of science well with all chil- cation to earth science teaching and laboratory those of modern chemistry. Concepts explored dren. experiences. include chemical composition and the elements; chemical change, the acids, activity; the nature MSTC 5040. Science curriculum MSTC 4046. Chemistry curriculum of matter; and the structure of the atom and improvement in the elementary school (2-3) and methods laboratory (3) bonding. Professor Moore Mensah. This course provides Faculty. Individualized work with secondary an introduction to the creation of science cur- chemistry curricula, stressing laboratory MSTC 4060. Concepts in chemistry II (3) riculum and instruction that attends to current activity. Dr. Wang. Prerequisite: MSTC 4059 or instructor state and national standards at the elementary permission. The historical development of selected level. MSTC 4047. Physical science curriculum chemical concepts are examined with respect to and methods laboratory (3) the arguments developed in their support, with MSTC 5042. Science, technology, Faculty. Discussion of middle or secondary the intent that current meanings will be elucidat- and society (3) school curricula each offered in separate semes- ed in the process. Faculty. The nature and interrelationships of ters, stressing laboratory activity. May be taken science, technology, and society as represented twice, once for each grade level. MSTC 4075. Concepts in physics I (3) in policy and curriculum for education. Dr. Brunschwig. Exploration of physics themes MSTC 4048. Structure of science of molecules and molecular kinetic theory, heat, MSTC 5047. Science teacher education knowledge and curriculum design (2-3) mechanics, waves, electricity and magnetism, (2-3) Faculty. Analyses of the organization of and rela- and modern physics. Of particular interest to Faculty. MSTC 5047 is a required core course tionships between concepts, laws, and theories introductory physics, physical science, and in the Science Education doctoral and in the life and physical sciences, using a variety general science teachers. advanced masters programs. The course con- of analytical techniques suitable for curriculum cerns both in-service and preservice teacher design. MSTC 4076. Concepts in physics II (3) education. In the course, students will conduct Dr. Brunschwig. Exploration of electricity, magnet- research with preservice teachers, as well as MSTC 4049. Middle school living ism, light, optics, quantum mechanics, and select- practicing and expert teachers. We will exam- environment methods laboratory (3) ed topics in atomic, nuclear, elementary particle ine the classic and contemporary knowledge Professor Riccio. Discussion of middle school physics and astrophysics. base of teacher education, as well as current life science methods. issues and questions in the education of science teaching professionals. Open to students who

Teachers College Columbia University 2011-2012 189 MSTC 4140. Laboratory methods and MSTC 5058. Advanced topics in earth MSTC 6902. Research and independent experiences for elementary school teachers (1) and environmental sciences (3) study in science education (1-6) Faculty. Corequisite: MSTC 4040. Demonstra- Faculty. Permission required. Prerequisite: MSTC Professor Anderson. Permission required. tion of teaching science from constructivist per- 4056, MSTC 4057, MSTC 4558, or equivalent. Guided independent study leading to the prepa- spectives. Focus on teachers and children learn- New concepts in geology, oceanography, and ration of a major project or paper. May be taken ing science through inquiry. environmental sciences explored in lecture and repeatedly by doctoral candidates engaged in laboratory setting. Occasional field trips. research. MSTC 4151. Modern principles of evolution (2-3) Field-Based Courses MSTC 7501. Dissertation seminar in Faculty. Interdisciplinary study of scientific science education (1-3) theories about origin and evolution of life on MSTC 4363. Introduction to science Professor Anderson. Development of doctoral Earth. Includes demonstration and laboratory education practice (3) dissertation proposals and presentation of pro- experiments. posals for departmental review. Faculty. Corequisite: MSTC 4000. Directed field MSTC 4152. Modern concepts in genetics experiences and seminars explore school envi- MSTC 8901. Dissertation advisement (2-3) ronments and teaching strategies. in science education (0) Faculty. A survey of modern principles of Faculty. Individual advisement on doctoral genetics, including molecular genetics, behav- MSTC 4761. Student teaching in science (6) dissertations. Fee to equal 3 points at current ioral genetics, and relationship to Mendelian Professor Riccio. Permission required. Prerequi- tuition rate for each term. For requirements, see genetics. sites: MSTC 4000 and MSTC 4363. Students do section in catalog on Continuous Registration supervised teaching in metropolitan area schools. for Ed.D./Ph.D. degrees. MSTC 4153. Invertebrate biology (2-3) Faculty. A survey of major invertebrate groups, MSTC 5265. Guided supervision of MSTC 9901. Research and independent including phylogeny, morphology, and ecology, student teaching in science (1-2) study in science education (1 or more) with examples suitable for biological education. Faculty. Permission required. Open only to doc- Faculty. Permission required. Open to postdoctoral students. Guided field experience in super- toral students accepted for study at Teachers MSTC 5041. The nature and practice vising student teachers. College. of science (3) Faculty. This course is one of the required core MSTC 6401. Internship in science courses in the science education doctoral and education (1-6) advanced master’s programs. It is designed to Faculty. Permission required. Supervised intern help students develop an adequate understand- service in a variety of field settings including ing of the nature of science or of how science is classroom teaching at various levels, supervision, practiced. In this course, through the analysis of curriculum development, and in-service educa- a number of current issues and problems in sci- tion. ence and the extensive use of case studies, students will address questions such as What is sci- Independent, Advanced and ence? What distinguishes science from other Dissertation Study ways of knowing? What standards of evidence and scientific explanations, processes, and con- MSTC 4852. Informal science education ventions are used in science? What philosophi- (1-2) cal, social, ethical, and historical perspectives are Faculty. Study of museums. important in understanding the nature of science? MSTC 4902. Guided study in science education (3) MSTC 5046. Advanced chemistry methods Dr. Wang. Permission required from the instruc- and curriculum laboratory (3) tor with whom the student wishes to work. Faculty. Permission required. Prerequisite: Independent study in selected areas. Use of MSTC 4046 or equivalent. Individualized work professional laboratory facilities. with advanced topics from secondary chemistry curricula, stressing laboratory activity. MSTC 5000. Neurocognitive models of information processing (1-3) MSTC 5052. Principles of biochemistry (2-4) Professor Anderson. Permission required. An Professor Anderson. Major principles of bio- analysis of emergent theory in neuroscientific chemistry including biochemical reactions, path- bases of cognition with applications to science ways, enzyme catalysis, and application of physi- education. cal chemistry concepts such as energetics, redox potentials, standard free energy changes, and MSTC 5044. Selected topics and issues kinetic theory to biologically significant chemical in science education (1-3) processes with relations to cellular biology. Stu- Faculty. Permission required. A focus on special dents can do an additional project for 4 points. issues in science education (curriculum, instruction, assessment, research, or content) which MSTC 5056. General oceanography (3) changes from one semester to another, high- Dr. Marrero. Explore physical, earth, and life lighted by current research and interest. science content topics through a study of Earth’s most visible feature. Particular attention paid to modern socioscientific issues such as coastal development, pollution, and management of energy resources.

190 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 194 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 199 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 209 educational and nonprofit institutions and health organizations in both the private and public sectors; NURSE EXECUTIVE 214 (2) Those who help these leaders, managers, and administrators; and (3) Those who conduct research pertinent to organizational dynamics and learning, and SOCIAL-ORGANIZATIONAL who teach leadership, administration, education policy, politics, organizational behavior, PSYCHOLOGY 217 and organizational change.

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: ADJUNCT PROFESSORS: Joel Brockner Robert Anderson (Phillip Hettleman Professor of Business, (Education Leadership) Graduate School of Business, Columbia Michael Bazigos University Social-Organizational (Social-Organizational Psychology) Psychology) Robert Beodeker W. Warner Burke (Education Leadership & Social- (Social-Organizational Psychology) Organizational Psychology) Pearl Rock Kane Marc Brackett (Education Leadership) (Education Leadership) L. Lee Knefelkamp Stephen D. Brookfield (Social-Organizational Psychology) (Adult Learning and Leadership) Victoria J. Marsick David L. Buckner (Adult Learning and Leadership) Anna Neumann (Social-Organizational Psychology) (Higher and Postsecondary Education) Audrey Charlton Craig E. Richards (Education Leadership) (Education Leadership) Claudia Cohen Elaine La Monica Rigolosi (Education Leadership & Social- (Nurse Executive) Organizational Psychology) Loriann Roberson Celeste Coruzzi (Social-Organizational Psychology) (Social-Organizational Psychology) Thomas Sobol — Emeritus Patricia Cranton (Adult Learning and Leadership) VISITING TISCH PROFESSOR: Kathleen Dirschel Penny Wohlstetter (Nurse Executive) Keville C. Frederickson PROFESSORS OF PRACTICE: (Nurse Executive) William Pasmore Neil Grabois (Social-Organizational Psychology) (Higher and Postsecondary Education) Robert Weintraub Judith Glazer-Raymo (Education Leadership) (Higher and Postsecondary Education) G. Kennedy Greene VISITING PROFESSOR OF PRACTICE: (Education Leadership) Eric Nadelstern Scott Hollinger (Education Leadership) (Education Leadership)

Teachers College Columbia University 2011-2012 191 David Levinson ADJUNCT ASSISTANT PROFESSORS: LECTURERS: (Higher and Postsecondary Education) Michel Alhadeff-Jones Patrick Bassett (Education Leadership) Sandra Lewenson (Adult Learning and Leadership) Jeanne E. Bitterman (Nurse Executive) Linda Bloomberg (Adult Learning and Leadership) Stacey E. Lutz (Adult Learning and Leadership) Sarah Brazaitis (Social-Organizational Psychology) Connie Chartrand (Social-Organizational Psychology) Eric Marcus (Adult Learning and Leadership) Gina Buontempo (Education Leadership) Monica Christensen (Social-Organizational Psychology) Nino Nanarone (Higher and Postsecondary Education) Beth Fisher-Yoshida (Education Leadership) Constance Clark-Snead (Social-Organizational Psychology) Robin Stern (Education Leadership) Arthur M. Langer (Education Leadership) Chris Coluet (Education Leadership) (Adult Learning and Leadership and Ross Tartell Karen Davenport (Nurse Executive) Higher and Postsecondary Education, (Social-Organizational Psychology) Cheryl Franz and Nurse Executive) Stephen Temlock (Social-Organizational Psychology) Terrence Maltbia (Social-Organizational Psychology) Daniella Fuchs (Adult Learning and Leadership) Matthew Tye (Social-Organizational Psychology) Brian Perkins (Education Leadership) (Social-Organizational Psychology) Jennifer Goldman Rachel Seher (Education Leadership) Mario Torres (Social-Organizational Psychology) (Education Leadership) Virginia G. Gonzalez INSTRUCTORS: (Adult Learning and Leadership) Milagros Castillo ASSOCIATE PROFESSORS: G. Kennedy Greene (Education Leadership) (Higher and Postsecondary Education) William J. Baldwin Brian Hall (Adult Learning and Leadership) Katharine Conway (Higher and Postsecondary Education) Sandra Hayes (Adult Learning and (Higher and Postsecondary Education) Caryn J. Block Leadership) Sarah Daignault (Education Leadership) (Social-Organizational Psychology) Patrick Hyland Karren Dunkley (Education Leadership) Madhabi Chatterji (Social-Organizational Psychology) Frank Golom (Nurse Executive) (Education Leadership) Janet Kasoff (Social-Organizational Psychology) Peter T. Coleman Anastasiya A. Lipnevich Jonah Liebert (Education Leadership) (Education Leadership) (Social-Organizational Psychology) Rebecca Natow Dorothy Marcic Eleanor Drago-Severson (Higher and Postsecondary Education) (Adult Learning and Leadership) (Education Leadership and Megan Silander (Education Leadership) Stephen Marrone (Nurse Executive) Adult Learning and Leadership) Kent Strong Kim Mendez (Nurse Executive) Debra A. Noumair (Social-Organizational Psychology) Vanessa Morest Miya Warner (Education Leadership) (Social-Organizational Psychology) (Higher and Postsecondary Education) Elissa Perry Mark Neustadt (Education Leadership) TC FELLOW: (Social-Organizational Psychology) Laurie Nisco Fanon Howell (Education Leadership) James D. Westaby (Social-Organizational Psychology) (Social-Organizational Psychology) Judith O’Neil For information about faculty and their scholarly Lyle Yorks (Adult Learning and Leadership) and research interests, please refer to the Faculty (Adult Learning and Leadership) Judith Parker section of this bulletin, or visit us at (Adult Learning and Leadership, www.tc.edu/faculty. RESEARCH ASSOCIATE PROFESSOR: Nurse Executive) Martha Gephart Thomas Rock Departmental Policies for Student (Adult Learning and Leadership) (Higher and Postsecondary Education) Progress and Degree Completion David Severson ADJUNCT ASSOCIATE PROFESSORS: In Organization and Leadership (Adult Learning and Leadership) Cynthia Caroselli (Nurse Executive) Julie Schell (Higher and Postsecondary In addition to the College policies for student Kathleen Gialanella (Nurse Executive) Education) progress and degree completion, students within the Daryll Mattingly (Education Leadership) Elana Sigall (Education Leadership) Department of Organization and Leadership who Gibran Majdalany (Education Leadership) Kevin Paul Scully were admitted to a degree program in the depart- Paul O’Neill (Education Leadership) (Adult Learning and Leadership) ment as of Fall Term 2005 or later, must also meet Sheila O’Shea Melli (Nurse Executive) Julia Sloan the following requirements: Vincent Rudan (Nurse Executive) (Adult Learning and Leadership) Elena Sigall (Education Leadership) Corlisse Thomas A.All masters and doctoral students must Svetlana T. Shmulyian (Higher and Postsecondary Education) enroll for a minimum of 6 points per aca- (Social-Organizational Psychology) Marie P. Volpe demic year. However, once a doctoral stu- Marvin Sontag (Education Leadership) (Adult Learning and Leadership) dent is obligated for continuous doctoral Nancy Streim (Education Leadership) Janet Youngblood dissertation advisement, students must satis- (Adult Learning and Leadership) fy the requirements for continuous registra- ASSISTANT PROFESSOR: tion as outlined in the College requirements. Janice Robinson B. All masters and doctoral students must (Higher and Postsecondary Education) maintain a minimum GPA of B (exclusive

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

of Pass/Fail courses) for all courses registered 4. Obtain the approval of their faculty advisor, sequence in assessment and evaluation methods through Teachers College. Program Coordinator and Department offered through the Organization and Leadership C. All requests for retroactive registration must Chair. Any petitions not accompanied department. The prerequisite is the 4000-level receive the approval of the faculty advisor, with appropriate approvals will be invalid. course on testing, assessment and accountability Program Coordinator and Department Chair 5. Students filing petitions for extensions may or an instructor-approved substitute. Offered twice annually. before submission to the Office of the be required to retake courses, or to under- Registrar. take additional coursework, as specified by ORL 5523. Evaluation methods II— D. Ed.D. students must complete all require- faculty advisor, Program Coordinator, and/or Seminar (3) ments for the Ed.D. within 8 years from Department Chair. Professor Chatterji. This evaluation research their term of matriculation. 6. Petitions for extensions must be filed within seminar, conducted in actual client contexts, E. Ed.D. students must take the certification six months of expiration of period of cert- provides laboratory and field experiences in exam once they have completed 70 points ification. planning, designing, execution, and reporting of of coursework (both TC credits and those 7. Students are limited to a maximum of two various components of evaluations. This course transferred in), or within 3 years of term petitions for extensions, which will not is the third and culminating course in a three- of matriculation, whichever comes first. exceed more than two years total. course sequence in assessment and evaluation Students must complete the remaining methods offered through the Organization and minimum of 20 points toward their Ed.D. Leadership department. The prerequisite is Departmental Core Requirements: ORL 5522, Evaluation methods I or an instruc- requirements within the initial period of The Department requires that all students, tor-approved substitute. Offered once biennially, certification (four to six years). regardless of degree or program, complete typically in fall. F. Whether a student sits for the certification an overview in a research methods course. examination will be at the discretion of the Organizational Psychology majors are required ORL 5524. Instrument design and student’s advisor. If the student has more to take ORLJ 4009 which emphasizes experi- validation—Seminar (3) than 3 points of Incomplete grades but the mental and quasi-experimental research Professor Chatterji. Provides hands-on seminar advisor does not believe this poses a prob- designs. Other majors are strongly advised to experiences in the design and validation of lem, then the student may still sit for the take ORL 5521 which emphasizes applied instruments to measure educational, psychological, health and social contracts. The type of certification exam. However, under College research designs. policy, any doctoral student who has 6 or instrument can vary according to student inter- more points of Incomplete grades as part ests (e.g., multi-part surveys, attitude scales, All Ed.D. students are required to complete an behavior ratings scales, performance assessments of the program of study may not sit for the introductory statistics course and a two-course or tests of cognitive abilities and achievement). certification examination. sequence in research design (data collection The prerequisites are intermediate level courses G. An Ed.D. student will be recommended for and analysis) in a methodology that is relevant in measurement/statistics or instructor-approved certification, for the purpose of determining to their dissertation. Students should work with substitutes. Offered once biennially, typically in when the obligation for continuous enroll- their advisor and dissertation sponsor to select the fall. ment in doctoral dissertation advisement one of seven possible methodological designs: begins when he/she has passed both parts experimental and quasi-experimental survey ORL 6500. Qualitative research methods in organizations: Design and data collection (3) of the certification exam, has submitted a research, applied qualitative research, ethnog- program plan, and has been formally recom- Professor Yorks. An introduction to qualitative raphy, evaluation, action research, and histori- mended for certification by the Program. research methods conceptualization and data cal research. H. After having passed part one of the certifi- collection procedures and design. Students learn cation examination, the student has a year various qualitative data collection techniques ORL 5521. Introduction to research and conduct a pilot study. to take the remaining steps to secure full and organizational studies (2-3) certification, including completing part two Faculty. This course meets a departmental ORL 6501. Qualitative research methods in of the certification examination and submit- requirement for an introductory course on organizations: Data analysis and reporting (3) ting a program plan. empirical research in education and organiza- Professor Marsick and Dr. Maltbia. Prerequi- I. All Ed.D. candidates must complete their tional studies. The goal is to help students be site: ORL 6500. Strategies and procedures for Ed.D. degree requirements by the expiration able to access, comprehend, synthesize, and qualitative data analysis, within and across case date of their period of certification. Ed.D. utilize research, to support and facilitate the studies, individual and group interview analy- research efforts of others, and to begin to pre- candidates who have not completed their ses, data display, and methods of presenting and pare to conduct their own research. Students reporting findings. degree during this time but have registered read exemplars of published research, along and completed a course during the last five with texts about research design, data collec- ORL 6518. Methods of case study and years may petition for an extension if they tion and analysis, and strategies for assessing analysis (3) are in good standing and have satisfied the the validity and trustworthiness of research. Faculty. Techniques and methods of preparing college requirements for continuous enroll- The course covers qualitative, quantitative, and analyzing case studies of organizations and ment for doctoral dissertation advisement, if and mixed methods approaches to research, institutions. applicable. Petitions for extensions may be such as experiments, surveys, case studies, obtained in the Office of Doctoral Studies. ethnography, and action research. ORLJ 4009. Understanding behavioral research (3) ORL 5522. Evaluation methods I (3) Students filing for an extension must: Professor Chatterji. Provides an overview of 1. Have adequate and acceptable reasons. ORLJ 5018. Using survey research in major evaluation models and social research organizational consulting (3) 2. Have been registered and completed a methods useful in developing, monitoring and course within the last 5 years. studying effects of programs, services and insti- 3. Provide a feasible plan for degree com- tutions in education, health and other fields. pletion. This is the second course in a three-course

Teachers College Columbia University 2011-2012 193 DULT EARNING nities, businesses, continuing professional edu- commission for reassessing education of health A L cation, and special programs for adults in post- professionals. The specialization requires fulfill- AND LEADERSHIP secondary education. ing core program requirements. Specialization courses and electives are tailored to healthcare, The Adult Learning and Leadership area of Our mission fits with the mission of the Coll- including for example, courses in problem- study includes the following programs: Adult ege because we support learning across the life- based learning in medical contexts, facilitating Learning and Leadership and Adult Education span with an eye to how adult learning shapes, adult learning in health care and medical edu- Guided Intensive Study (AEGIS). and is shaped by, societal learning and change. cation contexts, and a sequence of newly developed clinical practica (ORLD 5301, 5302, ADULT LEARNING The intellectual framework of the program 5303) on education and supervision for med- AND LEADERSHIP examines the relationship of adult learning to ical educators, chaplains and counselors, and organizational, management, and leadership other allied health workers. Courses with a Program Coordinator: issues. The framework prepares individuals as healthcare and medical education focus can Professor Victoria J. Marsick leaders, managers, and facilitators of learning also be taken from TC programs in health edu- in relation to lifelong learning, continuing education, counseling, nursing and biobehavioral Program Office: (212) 678-3760 cation, and learning from experience at work. studies; as well as through links with Columbia Email: [email protected] The curriculum is designed around levels of University, College of Physicians and Surgeons. Website: www.tc.edu/o&l/AdultEd learning, development, and change for individuals, groups, and organizations as a whole. Also Special Application Degrees Offered: in focus are the ways in which individual learn- Requirements/Information: ing can be supported, nurtured, shared, and For the program in Adult Learning and ADULT LEARNING AND LEADERSHIP (ADUL) utilized by larger social units in today’s knowl- Leadership, the following information applies: edge society. Master of Arts (M.A.) • An academic writing sample is required Master of Education (Ed.M.) for Ed.M. and Ed.D. applicants; an academic The Adult Learning and Leadership Program Doctor of Education (Ed.D.) writing sample is not required for M.A. appeals to professionals who design, develop, applicants. The academic writing sample Program Description: and evaluate programs that meet the learning could be a published or unpublished paper needs of adults in both face-to-face and on-line Our program prepares leaders who help adults that demonstrates clear, logical, conceptual, formats. They include educators of adults who improve the way they live and work through and analytical thinking, as well as the proper learn in the following settings: more effective instrumental learning, but we do use of citations and references. Papers • Organizations in the profit, and not-for- not stop there. A hallmark of our programs is written for graduate courses are good profit, or public sectors; the fostering of transformative learning. academic writing samples; memos or reports, • Religious and community-based organiza- Through transformative learning: curriculum materials, and other practical tions; • Adults are helped to identify, probe and writing materials are not. • Basic education classes (literacy, General change assumpions, values, and beliefs that Education Diploma); shape how they think, act, and learn; If applicants wish, they can meet the academic • Returning adult students with specialized • Adult educators are helped to transform writing sample requirement by submitting a needs in postsecondary education; and organizations, institutions, learning well-constructed essay of 10–12 double-spaced • Continuing professional education. communities and other settings that pages, identifying and discussing a challenge influence learning and change. they face in the practice, organization, com- The 45-point M.A. program is most appropri- munity, or society in which they work. These ate for educators who are involved in the de- The mission of the program is to empower challenges may include, among others: sign, management, and delivery of learning. graduates as facilitators of learning across the • Meeting lifelong learning needs of adults The 60-point Ed.M. and 90-point Ed.D. op- lifespan– in and outside of classrooms and vir- in the knowledge era; tions are appropriate for professionals who tual learning spaces. We emphasize leadership • Valuing and working with the diversity are involved in policy development, strategy, for reflective proactive and transformational of adult learners; change management, and systems-level learn- learning. Our students help individual adults • Crafting effective strategies for learning that ing. The program prepares educators who learn, and they help organizations, institutions, take into account leadership, structural and work with the following groups: and communities learn from and with those cultural factors in the groups, communities, • Leaders who shape adult education policy adults. Hence, our focus on adult education or organizations in which adults live or and program development, as well as those and organizational learning that shapes, and is work; who act as trainers and coaches to these shaped by diverse views and cultures through • Using technology to meet diverse adult leaders; and societal learning. learning needs; and • Designers, planners, managers, and • Working with populations that have developers who are innovating with new Graduates from our programs lead, manage, challenges with English as a first or second delivery models. design, deliver, or evaluate learning initiatives. language. They can be scholars, researchers, evaluators, Specialization in Medical Education, executives, and learning and development pro- Your essay should achieve the following: Healthcare and Adult Learning fessionals. They work in a wide range of set- • Describe the challenge and the context This specialization is designed for those who tings: schools, second-chance adult basic edu- in which it occurs; facilitate health and medical education with cation, health care organizations, not-for- • Discuss your role and that of other relevant staff, clients, patients, and teams of healthcare profits, government agencies, learning commu- stakeholders; providers. It is inspired by a global independent • Discuss the various positions that stake-

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holders take regarding the challenge, and Adult Learning (minimum of 3 points): their proposals. Ed.D. candidates must also the various options that can be exercised • ORLD 4053 Facilitating adult learning (3) enroll in ORLD 8900 (or 3 point Teachers to address the challenge; and College course) during fall and spring semester, • Identify and relate your discussion to Human Resource Development after passing the certification examination. selected relevant theories and research (minimum of 3 points): • HUDM 4120 Basic concepts in statistics (3) to build your argument. • ORLD 5055 Staff development and • HUDM 4122 Probability and statistical Applicants should pay attention to factors that training (3) inference (3) underlie your thinking and judgments about • ORLD 5062 Human resource develop- • ORLD 4800 Workshop: Critical literature this challenge, for example, your beliefs and ment in organizations (3) reviews (2) • ORLD 5550 Research on organizational assumptions or those of others; and political, • ORLJ 5003 Human resource management (3) learning (3) cultural, or other contextual factors. Include • ORLJ 5310 Preparation for coaching (3) • ORL 6500 Qualitative research methods a bibliography that is properly formatted in in organizations: Design and APA, Chicago, or MLA style. Group Dynamics (minimum of 3 points): data collection (3) • ORLD 5822 Building productive relation- • ORL 6501 Qualitative research methods Degree Requirements: ships with social intelligence in organizations: Data analysis The M.A., Ed.M., and Ed.D. programs in Adult (3) and reporting (3) Learning and Leadership are structured around • ORL 5362 Group dynamics: A systems • ORLD 7500 Dissertation seminar in adult core courses, a core research sequence, concen- perspective (3) education (1) tration courses, and electives. A culminating • ORLJ 5017 Small group intervention: • ORLD 7900 Directed dissertation research (3) project is required at all times. At the M.A. Theory and method (3) level, the project is usually an application of Contextual Concentration Specific what has been learned to real world problems or Organizational Behavior (minimum of 3 points): • ORLJ 4005 Organizational psychology (3) Course Requirements (15-18 points) concerns. The Ed.M. project and the Ed.D. dis- (Note: This is a prerequisite Adult Development Theory and Applications sertation are research-focused. for many ORLJ courses) (minimum of 3 points): • ORLJ 5045 Organizational dynamics • ORLD 4051 How adults learn (3) Required core courses can be selected in the and theory (3) • ORLD 5823 Building 21st century areas of leadership, strategy and management, • ORLJ 5106 Psychological aspects of organizational capability adult learning, human resource development, organizations (3) with cultural intelligence (3) group dynamics, organizational behavior, and • ORLD 5822 Building productive • HUDF 4028 Sociology of the life course (3) technology for learning or management. At relationship with social • HUDK 5023 Cognitive development (3) least one course is to be taken (or in some intelligence (SQ) (3) • HUDK 5027 Moral development (3) cases, transferred from prior accredited graduate • HUDK 5125 Cross-cultural developmental study) in each of these seven areas no matter Technology (minimum of 3 points): psychology (3) • MSTU 4020 Social and communicative • ORLH 5525 Advanced professional semi- what the degree level. Many courses are offered aspects of the internet (3) nar: College student develop- by the Program or the Department; other cours- • MSTU 4022 Telecommunications and ment theories (3) es can be taken elsewhere in Teachers College distance learning (3) or Columbia University. • MSTU 4083 Instructional design of Adult Learning Theory and Applications educational technology (3) (minimum of 3 points): The following courses illustrate offerings in • A&HF 4089 Aesthetics of technology (3) • ORLD 4050 Introduction to adult and each required area. continuing education (3) Required Core Research Sequence • ORLD 4815 Developing critical thinkers Required Core Courses (21-30 points) (3-18 points) (1) Leadership (minimum of 3 points): M.A. (minimum 3 points): • ORLD 4827 Fostering transformative • ORLD 5023 Leadership and • ORL 5521 Introduction to research learning (2-3) self development (3) methods in education (3) or • ORLD 4828 Imagination, authenticity, and • ORLJ 5005 Leadership and super- • ORLJ 4009 Understanding behavioral individuation in transforma- vision (3) research (3) tive learning (2-3) • ORLD 5821 Leveraging emotional • ORLD 4850 Discussion as a way of intelligence (EQ) to Ed.M. (minimum 6 points): teaching (1) enhance organizational In addition to one of the above listed courses, • ORLD 5057 Adult learning and education: effectiveness (3) Ed.M. students must take a statistics course Theory and practice (3) from those listed below. • ORLD 5815 Critical theory and adult Strategy and Management (minimum of 3 points): learning (1) • ORLD 5054 Strategy development as Ed.D. (minimum 18 points): a learning process in Systems Learning Theory and Applications At the Ed.D. level, coursework must include a organizations (3) (minimum of 3 points): • ORLJ 4002 Functions of organizations (3) research design course, a data collection course • ORLD 5061 The learning organization (3) • ORLJ 5002 Advanced functions (either qualitative or quantitative), a data • ORLD 5550 Research on organizational of organizations (3) analysis course (either qualitative or quantita- learning (3) • ORLA 5025 Ecology of data-driven tive), and a dissertation seminar. These courses • ORLA 4049 Creating learning communi- leadership (3) include, but are not limited to, those listed ties (3) • ORLA 5541 Federal politics, federal poli- below. Ed.D. candidates must take ORLD 7500 cies, and administrators (3) (1 point) in the semester in which they defend

Teachers College Columbia University 2011-2012 195 Program Development and Management ADULT EDUCATION tells us that “the ultimate intrinsic end of (minimum of 3 points): GUIDED INTENSIVE man is the perfection of his highest and • ORLD 4052 Program development: specific faculty, namely his intellect.” John Assessing learning needs and STUDY (AEGIS) Donne, when confronted with his own evaluating outcomes (3) imminent death, tells us that “no man is an Program Coordinator: • ORLD 5053 Developing and managing island entire of itself; every man is a piece adult learning programs (3) Professor Lyle Yorks of the continent, a part of the main…any man’s death diminishes me, because I am Conflict Resolution (minimum of 3 points): Program Office: (212) 678-3760 involved in mankind; and therefore never • ORLJ 5148 Managing conflict in Email: [email protected] send to know for whom the bell tolls, it tolls organizations (3) Website: www.tc.edu/o&l/AdultEd • ORLJ 5340 Basic practicum in conflict for thee.” resolution (3) Degree Offered: • ORLJ 6040 Fundamentals of coopera- In your view what assumptions underlie tion, conflict resolution, ADULT EDUCATION GUIDED INTENSIVE each of these statements? In what ways are STUDY (AEGS) and mediation in different these statements contradictory or comple- institutional contexts (3) Doctor of Education (Ed.D.) mentary? What do these statements tell us • ORLJ 6350 Advanced practicum in about individual and societal responsibility conflict resolution (3) Program Description: for leadership and learning? What dilemmas, AEGIS is a highly selective, fast-track cohort if any, do they suggest for the role of Elective Courses program leading to the Ed.D. in Adult Edu- education in society? How should adult Electives include, but may not be limited to, cation Guided Intensive Study for mid-career educators address these implications? What courses in conflict resolution, policy and evalu- professionals who work full time, and who assumptions are you making about your role ation, technology for learning, and manage- choose to pursue a doctorate in a concentrated as an adult educator in your remarks? ment/information systems. These are tailored format. The program emphasizes leadership for to the student’s career goals and can be taken adult and organizational learning. Scholar prac- • Academic writing sample. Refer to in the Department or elsewhere in Teachers titioners are helped to examine and critique the special requirements for the Adult College or Columbia University. Electives can theory and professional experience. The pro- Learning and Leadership Program for guide- include transfer courses. Students are required gram is designed for experienced, self-directed lines on the academic writing sample. to take a minimum of three breadth courses at professionals capable of completing a rigorous • A personal statement that documents Teachers College (2-3 points each totaling at program emphasizing guided independent study. experience in leading, designing, or teaching least 6 points) outside of our immediate pro- Coursework is completed over a two-year peri- in programs that serve adult learning in a gram area to satisfy the Teachers College od. A new cohort begins in June of odd years variety of settings: institutions of education, breadth requirement. (i.e., 2011, 2013). Participants attend a concen- corporations, healthcare, non-profit and trated three-week session at Teachers College public organizations, or religious and A culminating integrative project for the M.A. in each of three summers. During the academic community education initiatives. The is required. For the Ed.M., the culminating year, they meet for Friday evening and Saturday personal statement should also identify project must be a research study. For the Ed.D., seminars four times each semester for a total career/life goals and describe why a degree a dissertation is required. Guidelines for the of four semesters. Due to state requirements in this field is a good fit with these goals. integrative project are available in the program attendance in all class sessions is mandatory. • A professional resumé indicating several office located in Room 201 Zankel Building. Absence will result in having to withdraw from years of experience in program development Students should meet with their advisor the the AEGIS program (“step out”) with some pos- or administration of adult education, coun- semester before they plan on graduating, to sibility of reenrolling with a subsequent cohort seling, staff development, or training. review the guidelines. Students in the Ed.D. (at the same stage of progress through the • If the application materials are acceptable, program are required to pass a certification sequence). Should a student step out of the applicants will be invited to campus for an examination and to write a qualifying paper program, tuition refund, if any, will be handled interview and will be asked to complete a and successfully defend a dissertation. Details on a case by case basis. Courses are not open to second on-site writing assignment at that of the program are available in CD and hard students from other programs. Special tuition: time. copy format as an advisement guide. Currently $9,427.00 per semester. Tuition is • Early admission decisions are made in subject to change. December of the year preceding the beginning 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 September 15 of the year double-spaced pages, that addresses the preceding the beginning of the program and following: will be interviewed in October 15. Appli- cants submitting materials by January 15 of For centuries Western philosophical thought the year in which the program begins, will has considered the uniqueness of human be interviewed in February. The admission beings and how they differ from other deadline is January 15. 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,

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

Degree Requirements: AEGIS course offerings vary from cohort to ORLD 4815. Developing critical thinkers (1) AEGIS students must complete 39 transferable cohort. Please contact the program office for Dr. Brookfield. This workshop will explore semester credits from a previous successful current course information. answers to questions concerning facilitating graduate study at an accredited institution adult learning. Presentations from the work- prior to beginning the program. AEGIS stu- COURSES: shop leader will be interspersed with small dents fulfill the remaining 51 course points at group exercises focusing on different approaches Teachers College in a structured program that ORLD 4050. Introduction to adult to helping adults learn. Participants will be provides required courses in three areas: theory, and continuing education (3) encouraged to explore their own experiences as research, and the study of professional practice Faculty. An introduction to the professional learners and facilitators and to consider how in various settings where adults learn. For the field of adult and continuing education: fields these experiences might help them to reframe final phase of the program, students must pass of practice (higher education, workplace, man- their practice. a certification examination, write a qualifying agement training, social action, literacy and the paper, and complete a dissertation. like, and their evolution, and new challenges); ORLD 4827. Fostering transformative schools of thought– pragmatism, radicalism learning (2-3) First Year: (22 points) and humanism– their transformation and their Dr. Cranton. In this course, we will explore Summer (Three week session) relevance; clarification of concepts; and discus- how adult learners transform their habits of • ORLD 6800 Workshop in adult education: sion of emerging issues and challenges. mind through critical self-reflection and dis- Life history (2) course. We will also examine the relationships • ORLD 6902 Pro-seminar in adult ORLD 4051. How adults learn (3) between individuation, authenticity, and trans- education (3) Dr. Langer and Dr. Gonzalez. Role and per- formation. We will focus on practical and inno- • ORLD 6918 Introduction to research (3) spective changes in adulthood, concepts of vative strategies for fostering transformative maturity, learning theories, personality devel- learning in adult education settings. This is a Fall opment, cognitive learning and thinking, cre- distance learning course. • ORLD 6908 Adult education/learning: ativity, interests and attitudes, motivation, self- Theory and practice (3) concept, and achieving styles. Implications for ORLD 4828. Imagination, authenticity and • ORLD 6800 Workshop in adult education: the education of adults in a wide variety of individuation in transformative learning (2-3) Literacy/ABE (1) workplace, community, and educational set- Dr. Cranton. Participants in this course will • ORLD 6918 Advanced research (3) tings. engage in an in-depth exploration of transformative learning with an emphasis on the role of Spring ORLD 4052. Program development: affect and imagination in the learning process. • ORLD 6800 Workshop in adult education: Assessing learning needs and evaluating The rational, cognitive approach will be review- Learning society (1) outcomes (3) ed for those participants unfamiliar with the • ORLD 6903 Qualitative research (3) Faculty. In-depth consideration of issues, traditional theory. We will investigate how the • ORLD 6906 Program development (3) strategies and tools for ensuring that the right journey of becoming authentic is a transforma- needs are identified within organizations, that tive process. Jung’s concept of individuation– Second Year: (26 points) resulting learning programs address learning differentiating one’s Self from the collective– Summer (Three week session) needs, and that program development pro- will be used as yet another lens through which • ORLD 6908 Advanced seminar: Leadership vides adequately for evaluation of learning on we can view transformation. in adult education (3) multiple levels. Course addresses both theory • ORLD 6908 Adult development (3) and practical examples of implementation. ORLD 4844. Helping adults learn (1-3) • ORLJ 5340 Basic practicum in conflict Dr. Brookfield. In this course, participants will resolution (3) ORLD 4053. Facilitating adult learning (3) explore the ways in which adults learn critical Dr. Bitterman or staff. In-depth consideration thinking and they will experience different Fall of issues, strategies, and methods for facilitating techniques to teach critical thinking. Exercises • HUD 4120 Methods of empirical research adult learning. Theory is considered in rela- to be reviewed will include: Scenario analysis, (3) tionship to practice. Methods are identified heroes and villains, crisis decision simulation • ORLD 6914 Learning communities I that are suited to adult learning in different and critical incidents. The course will mix pre- (Face-to-face) (2) settings, and to the role played by groups in sentations by the leader with small group exer- • ORLD 6918 Advanced research (3) individual to team learning. No prerequisites cises. required, but learning is enhanced when taken Spring following ORLD 4051. ORLD 4850. Discussion as a way of • ORLD 6800 Workshop in adult education: teaching (1) Technology in organizations ORLD 4054. Adult literacy: Critiquing Dr. Brookfield. Discussion is one of the most fre- (1) theory and practice (3) quently used teaching methodologies in higher • ORLD 6908 Workshop and organizational Dr. Bitterman. Permission required. Explores and adult education today. This 2-day workshop learning (3) the complex issues surrounding adult literacy explores the rationale for the use of discussion, • ORLD 6915 Learning communities II from the educator’s perspective. Through a examines some of the most frequently used dis- (Virtual) (2) critical reading of representative literature cussion approaches, and investigates the use of • ORLD 6918 Advanced research (3) and an in-field project, insight into contextual discussion in specific teaching contexts. It is approaches to literacy and the myths sur- based on Stephen Brookfield (the workshop Third Year: (3 points) rounding illiteracy may be gleaned. leader) and Stephen Preskill’s book Discussion as Summer (Three week session) a Way of Teaching, a 1999 Educational Studies • ORLD 6800 Workshop in adult education: ORLD 4500. Special topics in adult Association Critics’ Choice. Capstone (1) education (1-3) • ORLD 6916 Learning communities III Faculty. Periodic explorations of special topics ORLD 4900. Research and independent (Face-to-face) (2) and issues in fields of higher education admin- study in adult education (1-8) istration, student personnel administration, Faculty. Permission required. adult and workplace education, and college teaching and academic leadership.

Teachers College Columbia University 2011-2012 197 ORLD 5023. Leadership and self-develop- ORLD 5061. The learning organization (3) course series. Focuses on intervention and cur- ment: A biographical approach (2-3) Dr. Maltbia and Professor Marsick. This course riculum development vis-a-vis supervision, Dr. Alhadeff-Jones. This course takes an in- describes theory and practice in creating learn- adult education program design, and, behav- depth look at leadership and self-development ing organizations. In-depth attention is given to ioral sciences, and cultural competence. using a biographical approach. Writing one's action science as a framework for organizational Students need to be engaged in a practicum, own life history and interpreting other students learning. Readings and case studies provide which can be arranged by themselves, by agen- narrative brings participants to go directly to insight into learning at individual, group, and cies with which they are associated, or through the heart of all significant leadership transfor- organizational levels. ORLD 5055 or its equiva- internships linked to the course. mation: growing as a person to grow as a leader. lent is a prerequisite. Education Leadership Multidisciplinary readings are also privileged in Ed.D. students are exempt from the prerequi- ORLD 5550. Research on organizational order to explore leadership as a complex phe- site. learning (3-4) nomenon. Professor Gephart. Students will read and ORLD 5062. Human resource development discuss theory and research on organizational ORLD 5053. Developing and managing in organizations (3) learning for knowledge/expertise creation adult learning programs (3) Professor Yorks. A comprehensive view of the and sharing; and review, design, or conduct Dr. Volpe. Organization studied in relation field of human resource development. The research in schools, businesses, or not-for- to community structure and social forces. emphasis is on how HRD relates to a changing profit organizations. Finance and facilities, personnel, program, workplace and how emerging theories of and community relations. Major emphasis strategic and performance management relate ORLD 5815. Critical theory and adult on case analysis. to the learning and development needs of peo- learning (1) ple and organizations. Prerequisite: ORLD Dr. Brookfield. In this workshop, participants ORLD 5054. Strategy development as a 5055 or ORLJ 5003 (Organizational Psychol- examine major figures in the critical theory tra- learning process in organizations (3) ogy students), or instructor permission. dition. The implications of the ideas of notable Professor Yorks. This course provides a compre- individuals such as Marcuse, Fromm and hensive view of organizational strategy from a ORLD 5065. The learning society (3) Foucault are considered as they relate to adult learning perspective. Students examine various Dr. van der Veen. This course introduces stu- learning and the practice of adult education. models for facilitating the development of strate- dents to ways in which people learn through gic initiatives through learning interventions. daily participation in society. Students exam- ORLD 5819. Workplace Learning Institute ine how society and social institutions learn in (1-3) ORLD 5055. Staff development a “learning society,” and how educational sup- Faculty. The Workplace Learning Institute and training (3) port for this needs to change. Prerequisite: brings together public and private sector train- Drs. Chartrand and Parker. Introductory course ORLD 4050. ing and human resource practitioners, man- covering the organization, management, and agers, program directors, faculty and students instructional process involved in staff training ORLD 5301. Practicum in group facilitation interested in exploring current issues that and development programs in business, indus- in healthcare settings I define the scope and nature of workplace try, unions, healthcare institutions, govern- Faculty. This course is Part One of a three- learning. Themes vary each time it is offered. ment, and other noncollegiate settings. Current course series focused on professional group developments, innovative practices, and issues. supervision and on critical reflection on the ORLD 5821. Leveraging emotional intelli- This course is also offered in a distance learning theory, practice and integration of professional gence (EQ) to enhance organizational effec- format. group supervision. The practicum series inte- tiveness (3) grates theories of adult education, spirituality, Dr. Maltbia. The Workplace Learning ORLD 5056. Adult education social personality, and therapeutic supervision in pal- Institute. Leveraging Emotional Intelligence action (3) liative and health care settings. This first (EQ) to Enhance Organizational Effectiveness Faculty. A historical, sociocultural and psy- course focuses on the person as educator with- will explore research, best practices, future chopolitical approach to adult learning and in the supervisory relationship: exploring pro- directions, learn to select among popular EQ education. Contexts of adult education for fessional identity, reviewing group facilitation assessment and measurement tools, distinguish social change in the North (social movements, standards, and providing an overview of super- between cognitive learning and emotional community development) and the South vision. Students need to be engaged in a learning strategies, effectively position the (NGOs, community education); concepts of practicum, which can be arranged by them- “business case” for EQ and evaluate the effec- conscientiation, social action, praxis, and selves, by agencies with which they are associ- tiveness of EQ learning strategies. Participants empowerment are covered as well as new chal- ated, or through internships linked to the will receive personal profiles based on three lenges to social change education (globaliza- course. popular EQ assessments and applied insights tion, liberation, post-modernism). to leadership development strategies including ORLD 5302. Practicum in group facilitation executive coaching. ORLD 5057. Adult learning and education: in healthcare settings II Theory and practice (3) Faculty. This course is Part Two of a three- ORLD 5822. Building productive relation- Professor Marsick. Prerequisite: ORLD 4050, course series. Helps students to apply their ship with social intelligence (SQ) (3) ORLD 4051, or ORLD 4053. Advanced semi- learning to observe, critique, and deepen their Dr. Maltbia. The Workplace Learning nar in theory development through a synthesis supervisory work, with a particular focus on Institute. Building Productive Relationships of the writings of selected philosophers, social the educator’s assessment of supervisees and with Social Intelligence (SQ) describes the scientists, and educators. History and transfor- group function. Students need to be engaged components of the emerging emotional econo- mation of adult education philosophy and theo- in a practicum, which can be arranged by my and why its important to organizational ry; cultural, social and political contexts of themselves, by agencies with which they are performance, expand EQ capability by amplify- theory-building; critical analysis of the main associated, or through internships linked to ing social intelligent components, examine the schools of thought; discussion of new challenges the course. social neuroscience behind the dynamics of to adult learning and education theory (social productive relationships, combine non-verbal learning, organizational learning). ORLD 5303. Practicum in group facilitation agility to expand empathic accuracy for in healthcare settings III improved communication, and develop foun- Faculty. This course is Part Three of a three-

198 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP dational human interaction skills to enhance ORLD 7500. Dissertation seminar in relationships. Participants will examine the adult education (1) EDUCATION results of 2 assessments: (1) NBI (Thinking Faculty. Permission required. Students should LEADERSHIP Style) and (2) Team Roles Inventory with a have completed most or all coursework focus on devising small group and team devel- (including research methods courses) and have *Please note: As of September 1, 2011, the opment interventions. passed the certification examination. The policy programs in Education Leadership, will course is intended for students who have iden- be found in the new Department Education ORLD 5823. Building 21st century tified a reasonably narrow area for research and organizational capability with cultural have already completed a preliminary literature Policy and Social Analysis. intelligence (3) review. The course will assist the student in Dr. Maltbia. The Workplace Learning design, methods, and other matters of concern The Education Leadership area of study Institute. Building 21st Century Organization- in the preparation of an acceptable dissertation includes courses of study in leadership educa- al Capability with Cultural Intelligence (CQ) proposal. tion and development for students pursuing students will learn a strategic learning and professional careers in public and private edu- leadership framework used to guide cultural ORLD 7900. Directed dissertation cation, and research-oriented courses of study diversity interventions in organizations, exam- research (3) in leadership and policy for students pursuing ine the theoretical and philosophical founda- Faculty. Permission required. All doctoral stu- careers as academics, policy analysts, and tions associated with evidence-based cultural dents eligible for this course must register each researchers. diversity strategies, explore a set of core prac- semester until a proposal hearing has occurred tices informed by important leadership ques- and a proposal has been approved. tions, experiment with sample tools designed EDUCATION to launch strategic cultural diversity processes, ORLD 8900. Dissertation advisement LEADERSHIP apply strategic diversity learning and change in adult education (0) process to personal project to integrate key Faculty. Individual advisement on doctoral Program Coordinator: learning. Participants will examine how three dissertations. Fee to equal 3 points at current Professor Craig Richards assessments (i.e., Culture in the Workplace tuition rate for each term. For requirements, Questionnaire, CQ Assessment, and Bennett’s see section in catalog on Continuous Program Office: (212) 678-3420 Intercultural Development Inventory) can be Registration for Ed.D./Ph.D. degrees. Email: [email protected] used to inform the design and implementation Website: www.tc.edu/o&l/ed-leadership/ of various learning strategies focused on building a leveraging diversity capacity in the workplace. Program Description: With a nationally recognized faculty and a tra- ORLD 5900. Research in adult education dition of prominence, the Teachers College (1-6) Education Leadership Program prepares stu- Faculty. Permission required. Conduct research dents for careers as practitioners and scholars studies (not a part of a doctoral dissertation) to lead and transform a wide variety of educat- under guidance. Focus on a particular institu- ing organizations. Students are equipped to tion or type of institution, e.g., college of liber- lead educational practice; to influence political al arts, professional school, community college. systems, education law, and education policy; ORLD 5900-ORLD 6900 Research in adult to apply the methods of social science research education (for Columbia coaching certifica- to the conduct of inquiry; and to seek equality, tion program) (4 each) equity, and diversity in education. Graduates Dr. Maltbia. Permission of Instructor required. serve in leadership positions as school princi- Certain sections of ORLD 5900 and ORLD pals and headmasters, district superintendents, 6900 are designed to enable students to partic- and education leaders in comparable positions ipate, for credit, in the Executive Coaching of executive leadership; as policy analysts and Introductory and Advanced Coaching advocates; and as scholars of education and Intensives conducted in partnership with education leadership. Columbia University, Business School. ORLD 5900 is used to take the Introductory Intensive To prepare themselves to serve effectively, for credit. ORLD 6900 is used to take the Advanced Coaching Intensive for credit. students: • Become thoroughly grounded in the theory ORLD 6550-ORLD 6551. Advanced and practice of education leadership; seminar in adult education (1-3) • Develop a broad and deep understanding Faculty. Intensive study of a selected topic. of educating institutions in our society; Topic varies from term to term and is typically • Understand teaching and learning and are related to an ongoing program or research able to lead and support effective teaching project. Students may begin either term. and learning for all kinds of teachers and students; ORLD 6557-6558. Research practices • Understand the principles of organizational in adult education (1-3) culture and behavior and possess skills Faculty. needed to provide effective organizational ORLD 6900. Research and independent leadership; study in adult education (1-6) • Understand contemporary management Faculty. Permission required. systems, and are able to employ them effectively; Teachers College Columbia University 2011-2012 199 • Understand the nature of policy, political considered for admission only. Please see the COURSE OF STUDY IN PUBLIC systems, and law and possess the skills Admissions section of this bulletin for more SCHOOL AND SCHOOL DISTRICT required to shape and influence these information. LEADERSHIP systems and their products; • Understand the uses of technology in The Education Leadership area of study offers The Public School and School District Leader- education and administration, and possess the following courses of study: ship course of study prepares students for posi- the skills and knowledge to use technology tions of leadership within the public schools, effectively; PUBLIC SCHOOL AND SCHOOL such as principal, director, assistant superin- • Understand the nature of social science DISTRICT LEADERSHIP tendent, and superintendent of schools. The research and are able to apply its principles (Application code: ELBL for M.A. and Ed.M.; Ed.D. leads to New York State School District and methods in conducting inquiry and ELUE for Urban Education Leaders) Leader certification. Students completing the reviewing research; • The Public School Summer Principals Ed.D., however, can satisfy School Building • Are alert to the legal and ethical con- Academy (ELBL) (M.A., Ed.M.- Summer Leader requirements as they work towards siderations that influence all aspects cohort program) School District Leader certification. of education; • School-Year Master’s (ELBL) • Are committed to the ideals of equity and (Ed.M.- for aspiring school-level leaders) The chief objectives of this course of study diversity in educational matters, and possess (not accepting applications for 2011-2012) are to: the skills and knowledge needed to promote • Urban Education Leaders Program these ideals in educational institutions; and (ELUE) (Ed.D.- Summer/school-year cohort • Develop students’ ability to lead educating program) of odd-numbered years • Exhibit the courage and critical intelligence institutions as purposeful, effective, humane needed to question what is and develop what organizations; PRIVATE SCHOOL LEADERSHIP might be. • Stimulate inquiry into problems encoun- For independent, international and religiously tered in professional practice; affiliated schools. Special Application • Broaden and deepen reflection about values, (Application code: ELPR) M.A., Ed.M. Requirements/Information: trends, and issues that affect the education • Full-Year Master’s (M.A., Ed.M.- full-time Special application requirements include: enterprise; study and fieldwork- from September to • Graduate Record Examination (GRE) is • Provide skills and knowledge needed for May) required for the Ph.D. program in Education the effective leadership and management • Two Summers Master’s (M.A., Ed.M.- Leadership, as well as for the Urban Educa- of complex organizations in a sophisticated Cohort program over 18 months) tion Leaders Program. For the latter, we rec- technological society; and ommend scores of 4.0 or higher on the writ- Ph.D. IN EDUCATION LEADERSHIP* • Create and sustain a learning community ing. The Private School Leadership master’s (Application code: ELSR) Ph.D. committed to continuous learning and programs offered through the Klingenstein • School-Year Doctoral (Ph.D.) with concen- mutual support. Center require either GRE or Miller Analo- trations in Leadership, Policy & Politics gies Test (MAT) scores. Finally, the GRE is (LPP), Leadership & Adult Development The curriculum spans the domains of leading not required for the Summer Principals (LAD), and Leadership & Organizational learning, organizational management, policy and Academy (SPA). Development (LOD) politics. Students complete intensive internships • Applicants to the Ed.M. and Ed.D. in Education and conduct research, usually in field settings of Leadership with a course of study in Public *Not accepting applications in 2011 the student’s choice. Instructionally, the concen- School Building and Public School District tration offers innovative case-based, problem- Leadership should have at least three (3) EDUCATION LEADERSHIP STUDIES* based, and field-based learning experiences. years of teaching and/or administrative (Application code: ESLD) M.A./Ed.M. Offerings reflect both the National Policy Board experience in the public schools (K-12). • The program is currently under curriculum for Educational Administration’s National Coun- • Applicants to the Ed.M. program in Educa- revision. cil for Accreditation of Teacher Education/ tion Leadership with a course of study in Educational Leadership Constituent Council Private School Leadership should have at (NCATE/ELCC) and New York State Edu- least three (3) years of full-time teaching cation Department standards for effective leader- experience. ship preparation and the Education Leadership Program’s assumptions about the characteristics Only Ph.D. and Ed.D. applications that are of effective leadership: The centrality of educa- complete and have been received by the tion and education leadership in promoting Admissions Office by the early deadline as social justice and diversity; the need to nurture advertised by the College will be considered. teaching and learning among all members of the school community; the importance of collabora- All master’s applications (Ed.M.) in Public tion and team work; the importance of personal School Building Leadership and Public School transformation and leadership modeling; the use District Leadership; Private School Leadership; of reflective practice; and the need for innova- or M.A. in Private School Leadership that are tion in creating a school vision and promoting complete and have been received by the educational change. Admissions Office by the early deadline as advertised by the College will be considered for both admission and any available scholarship aid. All complete applications received by the final deadline for the master’s program will be

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

The course of study in Public School diversity and these values are central to with faculty via student portfolios. E-portfolios are Building Leadership and Public School ethical leadership; a central component of each student’s experience District Leadership offers three concentrations: • Excellent leadership development and in the program. Copies of student work, exem- • The Public School Summer Principals preparation will nurture not only knowl- plars from projects and case analyses, the intern- Academy edge, skills, and values but also personal ship, personal and professional vision statements, M.A., Ed.M.– Summer cohort program self-actualization and transformation; and other documents are on-going representa- • Urban Education Leaders Program • School leaders are responsible for nurturing tions of student accomplishment. The academic Ed.D.– Summer/school-year cohort program not only the teaching and learning of all program is concluded with a group project. The • School-Year Master’s– Leadership members of the school community but also New School Design Project is the culmination of Ed.M.– for aspiring school-level leaders for nurturing their own self-actualization academic preparation for the Summer Principals (not accepting applications for 2011-2012) and personal transformation; Academy. These presentations showcase the • Skillful collaboration and team work are efforts that our aspiring principals have made THE PUBLIC SCHOOL SUMMER essential to foster quality schools; over the 14 months to integrate the knowledge PRINCIPALS ACADEMY • All aspects of leadership development and and skills they have developed while preparing for education will promote the practice of intel- leadership service in schools across the nation. Director: Professor Craig Richards lectually and ethically reflective leadership; They provide our graduating academy fellows Assistant Director: Nicole Limperopulos • Active, participatory learning that is rooted with an opportunity to highlight their plans for in actual school contexts, simulations, and what an ideal new school should look like in Program Office: (212) 678-3727 case studies and that offers multiple opportuni- order to meet the unique challenges facing urban Email: [email protected] ties to improve leadership skills is core to the schools today. The event offers other educational Website: www.tc.edu/summerprincipal curriculum; and community leaders the opportunity to share their • Innovation and risk-taking play a key role in insights and expertise regarding how to close (Application code: ELBL) creating a vision and promoting educational achievement gaps effectively through the design M.A., Ed.M.– Summer cohort program change. of innovative and high-performing schools. Cohort members organize themselves into small The Public School Summer Principals The knowledge, skills, and dispositions we seek groups based on similar interests and ideas and Academy (SPA) is structured for a diverse to develop in the cohorts of students selected for work throughout their second summer to design group of talented educators whose obligations SPA reflect and sustain these core competencies. and present on the new school concept in their preclude them from attending courses during They are also substantially present in the guide- ideal world scenario. the traditional fifteen-week semester or for lines developed by ELCC and New York State whom distance is a barrier to attendance. The for the certification of school building leaders. Curriculum: cohort program allows students to balance full- However, we seek to exceed the competencies time employment with graduate study. Aspiring of “good principals” and develop the intellectual, Summer I Session school leaders pursue coursework and skill moral, and practical foundations that will permit development over two summers and undertake principals of excellence to emerge. Excellent prin- ORLA 4001. Introduction to school 450 hour internships at their schools of cipals are developed over many years in the caul- leadership and decision making (3) employment during the intervening year. The dron of reflective school leadership. The best aca- summer academic schedule is Monday-Friday, demic programs support such emergence by pro- ORLA 5018. School leadership for adult development (3) 8:00 am - 5:00 pm for five weeks. The program viding a rich, complex, and adaptive learning is 36 points, is completed in two consecutive environment that mimics closely the actual com- ORLA 5029. Staffing, mentoring, and super- summers, and leads to an M.A. or Ed.M. and petencies required and provides frequent and vising learning communities (3) School Building Leader certification in New prompt feedback. York State (New York has reciprocity with most ORLJ 5340. Basic practicum in conflict states.) Housing is available for those who The Public School Summer Principals Academy resolution (3) require it. provides exactly that kind of environment promoting respect for and encouragement of cohort Fall/Spring Session SPA integrates practice and skill development participants as they seek to become the best lead- with theory and research using case studies and ers they can be. The cohort model offers two ORLA 5532. Curriculum development: simulations and teamwork. Aspiring school intensive summers of study: summer immersion Teaching, learning, and assessment (3) leaders are encouraged to construct transform- experiences for aspiring public school principals, ORLA 6460. Internship in school ing possibilities for student learning, school as well as continuous support for students leadership (6) improvement, social equity, and opportunity. through an ongoing leadership seminar that We foster leadership development through an continues throughout the academic program. The Summer II Session integrated set of experiences that include schedule supports the reality of aspiring principals sound theoretical and “best practice” knowl- who are currently working teachers, team leaders, ORLA 4033. School law and ethics (3) edge, problem-based coursework, and field- department chairs, or supervisors who cannot based experiences, including an intensive and afford to leave their schools or programs to attend ORLA 5025. Ecology of data-driven extended internship. The following seven state- graduate school full-time. The summer academic leadership (3) ments represent the core values of the Public schedule is Monday-Friday, 8:00 am - 5:00 pm for School Summer Principals Academy: five weeks. Students also learn through non-tradi- ORLA 4025. Resource allocation for tional venues including distance learning, action student achievement (3) • Quality education and education leadership research, site-based experiential learning, and ORLA 5017. Team building and organiza- are central to promoting social justice and written exchanges tional development (3)

Teachers College Columbia University 2011-2012 201 Ongoing through all terms of enrollment For additional program information please visit MASTER OF EDUCATION http://uelp.tc.columbia.edu. The 60-point Master of Education in Private ORLA 6020. Pro-seminar in school School Leadership, consists of all requirements leadership (3) PRIVATE SCHOOL LEADERSHIP specified for the Master of Arts degree. In addition, students are required to complete a super- URBAN EDUCATION LEADERS Program Director: vised administrative internship, a research PROGRAM Professor Pearl Rock Kane project of the student’s own design aimed at improving private school practice. Up to 30 Director: Dr. Brian K. Perkins Program Office: (212) 678-3156 relevant points from an accredited graduate Email: [email protected] program may be transferred. Program Office: (212) 678-3071 Website: www.klingenstein.org. Email: [email protected] Two Summers Master’s (M.A., Ed.M.) Website: http://uelp.tc.columbia.edu PRIVATE SCHOOL LEADERSHIP (Application code: ELPR) M.A., Ed.M. Designed for teachers and administrators who (Application code: ELUE) have demonstrated strong educational leader- Ed.D.– Summer and school-year cohort This course of study prepares students to meet ship and who choose to stay at their jobs during program the challenges of leadership as school heads, the academic year, the Two Summers Master’s principals, deans, department heads, and Program offers the same degree options (M.A. The Urban Education Leaders Program offers instructional leaders. The purpose is to increase and Ed.M. in Private School Leadership) as the school administrators and other education pro- knowledge and cultivate skills and attitudes full-year program. Rigorous study, collaborative fessionals an opportunity to complete a rigorous necessary for effective administrative practice, projects, and practica in administration are hall- doctoral program while continuing to serve in including an understanding of the dynamics of marks of the program. Unlike the Full-Year schools, school systems, and other educational organization change, effective teamwork, and Master’s, the Two Summers curriculum is contexts. The program is dedicated to prepar- reflective practice. The program features core entirely prescribed. Participants attend intensive ing students for high-profile, high-need posi- courses specifically geared to meet the needs of tions as leaders in education, especially in urban six-week sessions in New York City for two con- settings. The TC faculty help to develop stu- private school leaders including school adminis- secutive summers and during the year continue dents’ knowledge and analytic skills. Through tration, law, instructional leadership, finance, their work by engaging in special projects for unique district-based internship programs, stu- and marketing. Students participate in guided their schools of employment. The program of dents have the opportunity to learn with and fieldwork experiences and benefit from a con- study is completed over eighteen months. from the nation’s top education leaders. Acade- nection to an extensive network of cooperating Independent school educators with three years’ mic study and hands-on leadership development schools. Programs in Private School Leadership full-time teaching and a bachelor’s degree from inform each other as students examine the most include: an accredited college or university are eligible urgent and significant challenges facing educa- to apply. tion leaders today. • Full-Year Master’s (M.A., Ed.M.) • Two Summers Master’s (M.A., Ed.M.) Candidates are selected from among sitting The objectives of the Urban Education Leaders Program are to: administrators and aspiring school leaders in Both the Full-Year Master’s and the Two • Strengthen our students’ ability to lead edu- independent schools. Because there is con- Summers Master's programs in Private School cational organizations and systems that are siderable collaboration with the sponsoring Leadership are supported by the Esther A. and purposeful, successful, and humane contexts school, Two Summers Master’s students must Joseph Klingenstein Fund and the Education for learning be recommended as community members with Leadership Program. • Help students develop skills and knowledge strong leadership capability by their respective Heads of School. Sponsoring schools are asked needed for the effective leadership and man- Full-Year Master’s (M.A., Ed.M.) agement of complex organizations in a global, to consider granting some release time to these technological, and culturally diverse society students doing research and practica during the MASTER OF ARTS academic year. In some cases, schools also agree • Stimulate inquiry and innovation around The 32-point Master of Arts degree in Private challenges in professional practice to help fund the student’s degree program School Leadership, consists of required core through grants or forgivable loans. • Broaden and deepen reflection about values, courses and elective course options. Students trends, and issues that affect the education are required to complete a research project in Successful completion of the eighteen-month enterprise collaboration with a small group of students and • Create and sustain a community of leaders program leads to a 32-point Master of Arts to participate in field work in New York City degree, or a 60-point Master of Education committed to continuous learning and mutual public and private schools. Independent school support. degree for those who have already completed educators with three years of full-time teaching graduate work in a teaching discipline or experience and a bachelor’s degree from an Students pursue a coherent curriculum ground- another field of study relevant to school accredited college or university are eligible to leadership. Up to 28 points of transfer credit ed in practice and combining the best of theo- apply. retical and professional studies. may be accepted toward the Ed.M. Please note: This course of study does not lead to Degree Requirements: The Two Summers Master’s Program state administrative certification as a public school couples intensive academic summer coursework Students must earn 90 points of academic cred- principal or superintendent. it, complete a field experience requirement, pass with site-based requirements to offer candidates a certification examination, and successfully the opportunity to combine rigorous academic defend a doctoral dissertation. study with hands-on investigation and application. Each summer term is divided into two three-week

202 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP sessions. Coursework is enhanced by group proj- COURSE OF STUDY FOR THE PH.D. teaching, research assistantships, faculty men- ects, visiting speakers, and visits to area schools. IN EDUCATION LEADERSHIP toring, and close working relationships with The prescribed curriculum has been designed (Application code: ELSR) Ph.D. faculty members and fellow graduate students, around five core principles of effective leadership: doctoral students are provided with advanced *Not accepting applications in 2011. training in the theory, research methods, and • The centrality of education and education lead- applications of adult development and social- ership in promoting social justice and diversity; School-Year Doctoral (Ph.D.) with concentrations organizational psychology. Thus, students gain • The need to nurture teaching and learning in Leadership and Adult Development (LAD) critical knowledge and skills that encompass among all constituents in the school com- and Leadership & Organizational Development both research and teaching. munity; (LOD) • The importance of collaboration and team- In the rapidly changing and increasingly com- More information about the Leadership for work in accomplishing goals; plex world of education, a crucial need exists Adult Development (LAD) track: • The use of reflective practice in fostering for better knowledge about how schools and continued learning; school systems can be organized and led most • The LAD track has an adult development • The practice of moral and ethical leadership effectively. We need to reach deeper under- focus, namely to support individual and as a way of life. standings of how policies, politics and the law group growth through the theoretical and can advance the twin goals of excellence and research lenses of adult development and Site-based projects and practica are designed to equity, how schools and school systems can adult learning. provide the student with experiential learning in best acquire and use resources, how leaders • Students in the LAD track will be expected the context of his/her own school and to offer can support teacher development and student to engage in research that is primarily quali- residual benefits to the sponsoring school. Effort achievement, and how education policymakers tative in nature. is made to partner with schools on choosing and leaders can make best use of information • A unique aspect of the LAD track is an research topics and creating meaningful practica from student assessments, program evalua- intensive experience of understanding and in the academic year between summer sessions. tions, and analytical research. This knowledge learning how to support adult development should be based on thoughtful reasoning and and adult learning at the individual and Academic Requirement: solid evidence; it should be theoretical in group level, a deep understanding of what is Research and Independent Study in Educational scope but also have clear implications for needed to shape organizational contexts to Administration. As part of the research course, education practice. support this, and an experience of learning students work in small groups to choose a topic from doing so to enhance your university of importance to them, to their schools, and to the The Ph.D. degree within the Education Lead- practices. independent school sector at large. They develop ership Program responds to these knowledge a plan for research to be carried out over the demands by focusing on the scholarly study of More information about the Leadership and course of the upcoming academic year. Through- education leadership and policy. This degree Organizational Development (LOD) track: out the year, each student gathers data and com- program provides the opportunity to develop municates electronically with group members in expertise in many interconnected subject • The LOD track emphasizes a theoretical collaboration with the professors of research. areas, as preparation for careers in academic and research focus on the leadership of groups, institutions, and organizations from Findings are presented during the second summer research and teaching or in applied policy an organizational and social psychology of coursework with the accompanying paper to development and research. Graduates of the perspective. be shared with both the research professor, and Ph.D. program are able to build new knowl- • Students in the LOD track will engage in sponsoring school. edge, teach new leaders and craft new policies. research that is primarily quantitative (e.g., large scale data sets, survey research and Practicum Requirement: • Leadership for Adult Development (LAD) - developmental assessments exploring lead- During the academic year, students pursue practi- led by Ellie Drago-Severson. ership in the context of groups, institutions ca in administrative areas of their respective • Leadership and Organizational Development and organizations). schools. Practica may include work in finance, (LOD) - led by Craig Richards • A unique aspect of the LOD track is a wide development, college guidance, admissions, and/or breadth of coverage including human marketing. Those holding senior administrative Both tracks are aimed at preparing future uni- resource management, organizational positions generally focus on a particular area of versity professors to conduct research and to behavior, organizational change, leadership, their current job in order to track their thinking, teach leadership at the graduate school level. conflict and negotiation, coaching, diversi- planning, action, and results in deliberate ways. While students in both tracks will enroll in ty, motivation, power and authority, group core (required) quantitative and qualitative processes, and organizational dynamics. Capstone Project: research methods courses together, they will take methodological and substantive courses During the fall semester following the second Some unique aspects of the Education independently in order to best support their summer session, students undertake a final Leadership Ph.D. program overall include: project to complete their requirements. This development as university scholars. research and writing-based project requires • The integration of adult development and Both tracks in our Ph.D. program are for indi- students to demonstrate their understandings social and organizational psychology viduals who desire deep educational experi- about education leadership. • A theoretical research and applied focus on ences, excellence in theory, research and understanding multiple levels of organiza- teaching, and intensive mentoring and who tional functioning from individuals to are preparing to assume the responsibilities of groups to organizations as a whole, as well the professorship at leading research universi- as the dynamic interaction among these ties. Through coursework, research, assistant levels

Teachers College Columbia University 2011-2012 203 • An emphasis on both qualitative and quan- Orientation to Research (choose at least one • ORLD 5550 Research on organizational titative research methods to address organi- of the following) learning zational and individual issues • BBSR 5582 Research design in the move- Advanced course in adult developmental leadership • Opportunities to engage in basic research, ment sciences One course from education policy; possible selections applied research, and graduate level teach- Course in survey research design appear below: ing • EDPS 4000 Education and public policy • EDPE 4055 Resource allocation in • Faculty trained in a broad array of disci- Required Research Core for LOD (9 credits education plines including leadership theory and prac- total) • HUDM 5122 Applied regression analysis • EDPA 4046 School finance: Policy and tice, adult development, social psychology, • HUDM 5123 Linear models and experi- practice organizational behavior, and group dyna- mental design • EDPA 4048 Education policy analysis and mics • HUDM 6122 Multivariate analysis I implementation • Opportunities to present at national confer- • EDPE 4050 Economics of education ences and to co-author with faculty Methodology Electives for LAD and LOD • EDPP 4040 American politics and Students are encouraged to take additional education In summary, our Ph.D. programs in both tracks methodology courses including courses that do • EDPP 5041 Politics of centralization and are high-level research programs designed to not help them with their dissertation research, decentralization • EDPP 5042 Urban politics and education prepare those who aspire to become university to best prepare themselves for their future roles as researchers and faculty members. faculty (academics) to teach and conduct One additional course in adult development or adult research in Education Leadership (preparing Some possible courses offered by Teachers learning; possible selections appear below: leaders) in universities. Our program is for College are listed below. Students using mixed • ORLD 4051 How adults learn individuals who are committed to a career as methodology for their research must take addi- • ORLD 4053 Facilitating adult learning university faculty members who will prepare tional methodology courses in quantitative/ • ORLD 4827 Fostering transformative the next generation of educational leaders. qualitative methods. learning • ORLD 4828 Imagination, authenticity, and The program may be completed in 75 points, • ITSF 5000 Methods of inquiry: individuation in transforma- of which up to 30 acceptable credits may be Ethnography and participant tive learning • ORLD 4844 Helping adults learn transferred from another graduate institution. observation • ORLD 5054 Strategy development as a The program requires extensive preparation • HUDM 5059 Multidimensional scaling and clustering learning process in organiza- in quantitative and qualitative research meth- • HUDM 5124 Multivariate analysis I tions ods and in one of the cognate social sciences • HUDM 6055 Latent structure analysis • ORLD 5061 The learning organization offered by the University, for example, Political • HUDM 6123 Multivariate analysis II • ORL 5362 Group dynamics: A systems Science, Sociology, or Economics. Before • ORL 6518 Methods of case study and perspective applying to the Ph.D. program in Education analysis • ORLJ 5340 Basic practicum in conflict Leadership, applicants are encouraged to con- • ITSF 5001 Ethnography and participant resolution sult with Program Manager Angela Carrasco observation: Fieldwork, at [email protected] while Program Director analysis, reporting Core Curriculum for LOD (18 Credits) • ORLJ 4002 Functions of organizations Dr. Ellie Drago-Severson is on sabbatical. • ITSF 5002 Ethnography and participant observation: Comparative and • ORLJ 5045 Organizational dynamics & quantitative analysis theory Curriculum • ORL 5522 Evaluation methods I • ORL 5362 Group dynamics: A systems • ORL 5523 Evaluation methods II - perspective Required of all Education Leadership Ph.D. Seminar • ORLJ 6040 Fundamentals of cooperation, students: • EDPA 4002 Data analysis for policy and conflict resolution, and media- • HUDM 4122 Probability and statistical decision making I tion in different institutional inference • EDPA 5002 Data analysis for policy and contexts • ORLJ 5040 Research methods in social decision making I I • Two additional courses chosen in consultation psychology • ORLA 5524 Instrument design and valida- with an advisor. • ORL 6500 Qualitative research methods tion - Seminar in organizations: Design and • ORL 5523 Evaluation methods II - Content Electives for LAD data collection Seminar Students will work with their advisors to • EDPA 4002 Data analysis for policy and choose an appropriate selection of additional Required Research Core for LAD (12 cred- decision making I courses that will provide them with the knowl- its total) • EDPA 5002 Data analysis for policy and edge of theory and practice that they need to decision making I I Advanced Qualitative Data Collection complete their research studies and prepare Courses (choose at least one of the following) • ORLA 5524 Instrument design and validation - Seminar them for their future work. They should not • ORLH 6020 Craft of interview research feel limited to course offerings by the core fac- • ITSF 5000 Methods of inquiry: ulty of the Education Leadership program, or Ethnography and participant Theory and Practice in Education Leadership observation (6 courses required) even to those offered by Teachers College. Sample electives appear below: Basic Data Analysis Course Core Curriculum for LAD (18 Credits) • ORLA 5055 School administration and • ORL 6501 Qualitative research methods • ORLA 4044 Leadership for adult cultural diversity in organizations: Data analysis development • ORLA 6018 Staff personnel administration and reporting • ORLD 5057 Adult learning and education: • ORL 5362 Group dynamics: A systems Theory and practice perspective • ORLJ 5005 Leadership and supervision

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

• ORLJ 5047 Development of the multi- a school or district leader in New York State. COURSES: cultural self The program is currently under curriculum revi- • ORLJ 4010 Executive coaching sion. Contact faculty member: Professor Craig Before selecting courses, students should • ORLJ 4002 Functions of organizations E. Richards, [email protected] consult: (1) the Degree Requirements of the • ORLJ 5045 Organizational dynamics and College describing the requirements of each theory EDUCATION LEADERSHIP degree; (2) the requirements of the Education NON-DEGREE PROGRAMS Leadership Program as described in the Pro- Content Electives for LOD In addition to the degree programs previously gram Study Guide at www.tc.edu/o&l, and • ORLJ 5005 Leadership and supervision described, the Education Leadership Program (3) their faculty advisors. Summer Principals • ORLJ 5018 Using survey research in offers several professional development opportu- organizational consulting Academy courses are described separately at • ORLJ 5019 Data-based interventions in nities to both first-time students and to alumni the end of this list. organizations interested in continuing their graduate educa- • HUDK 5198 Psychology of instructional tion. These are listed below. ORLA 4001. Introduction to school leader- systems design ship and decision making (3) • ORLJ 5046 Intercultural communications Graduate Study in Liberal Arts: Faculty. This course uses the literature on deci- in organizational contexts: Students wishing to augment their studies sion-making theory in combination with intensive case-study analysis in groups to explore Theory, issues, and practices at Teachers College by deepening their knowl- • ORLJ 5047 Development of the multi- how decision-making styles and strategies affect edge in a particular academic discipline may problem-based decision-making in innovative cultural self pursue advanced graduate study at the Grad- • ORLJ 4010 Executive coaching public school settings. uate School of Arts and Sciences at Columbia University over additional summers. Successful General Electives for LAD and LOD ORLA 4002. Data analysis for policy and completion of 12 points of coursework, chosen decision making I (3) Courses in the Department of Education Policy with the guidance of an academic advisor, will Professor Ready. This is an introductory course and Social Analysis on the logic and design of result in the award of a Columbia University in quantitative research methods that focus on research, including: non-experimental designs and the analysis of • EDPS 4030 Sociology of educational Certificate of Professional Achievement in the Liberal Arts. large-scale longitudinal datasets, especially processes in formal organiza- those related to education policy. Students tions become familiar with the logic of inferential • EDPA 4013 Education policy and the Klingenstein Summer Institute for statistics and the application of basic analytic management of instruction Early Career Teachers techniques. No prior knowledge of statistics or An intensive off-site residential summer insti- quantitative methods is required. Note: Historically, the Ph.D. concentration in tute is offered for two weeks beginning in mid- Leadership, Policy, and Politics (LPP) has been June for independent elementary, middle, and ORLA 4010. Introduction to organization housed within the Education Leadership high school teachers with two to five years analysis in education (3) Program. The Department of Education Policy of full time teaching experience as head teach- Faculty. This course draws on concepts and and Social Analysis (EPSA) is seeking approval ers. The Institute is designed to increase class- propositions from organization theory to help for a new Education Policy Ph.D. program. room effectiveness and to prepare teachers who students construct and analyze case studies of schools and school systems and develop action During this transition period, Ph.D. policy stu- have demonstrated outstanding promise for plans for organizational change, reform, and dents will enroll through LPP in the Education leadership positions in private schools. Partici- renewal. Special focus on theories of bureaucra- Leadership Program, and the faculty from pation is based on an award that covers all cy and community; organizational structure, EPSA will assume instructional, advisory, and expenses. Participants earn 4 graduate credits. culture, and politics; professional learning com- administrative responsibility for LPP. Please go Contact The Klingenstein Center at (212) 678- munities; and strategic learning organizations. to the EPSA section of this catalog for more 3156 for more information. information. The contact faculty in EPSA are: ORLA 4025. Resource allocation for Professor Luis Huerta at (212) 678-4199, Klingenstein Heads of Schools Program student achievement (3) [email protected] or Professor Douglas The Klingenstein Heads of Schools Program Faculty. This course emphasizes the skills of Ready at 212-678-3850, is a two-week program of intensive study for school budgeting and facilities management, personnel allocations, and grant writing with [email protected]. heads of independent schools which allows for a view to leveraging student achievement. interaction with professional peers. School Students use simulations and case studies to heads are in residence at the College. They M.A./ED.M. IN EDUCATION analyze an actual school budget; make a three- participate in symposia on issues confronting LEADERSHIP STUDIES year budget forecast; and reassign faculty, sup- independent school leaders and attend collo- (Not accepting applications for 2011-2012) port staff, and instructional resources to quia on topics of interest including moral lead- improve performance. Masters students in Education Leadership ership, diversity, and organizational change. School heads also pursue independent study, ORLA 4030. Ethical issues in education Studies typically are preparing (1) for education leadership (2-3) leadership positions that do not require state investigating problems of particular relevance to their school situations. Fellowship awards Faculty. An examination of ethical issues inher- administrative certification, or (2) for leader- ent in educational leadership, with an emphasis are granted annually. Please send completed ship positions in organizations that work with on ethical practice as well as theory. The ethics public or private schools and colleges, non- application packets to the Klingenstein Center of rights, justice, and care applied to moral profit organizations, government agencies, edu- by May 1st. Contact The Klingenstein Center dilemmas arising from the professional litera- cation-related businesses, NGO’s, foundations, at (212) 678-3156 for more information. ture, the humanities, and the student’s own and advocacy groups. While this program does practice. prepare the graduate student in leadership and management, it does not confer certification as

Teachers College Columbia University 2011-2012 205 ORLA 4033. Ethical and legal issues in ORLA 4048. Education policy analysis utilizes the talents of prominent leaders in education leadership (3) and implementation (3) the field to share their expertise. It focuses on Professor Heubert. This course explores the Professor Huerta. Explores the issues of policy practical applications of education research nexus between law, ethics, and school leader- (or reform) implementation in schools and and theory with special emphasis on the impli- ship. It relies on both case law and the use of districts by focusing on the political reactions cations for practice in independent schools. ethical dilemmas in the form of case studies and organizational buffers to policy change and hypotheticals to teach prospective leaders and the ways that policies become adapted ORLA 4071. The leadership of private how to consider, for themselves, the tensions and changed to fit locally defined problems. schools and non-profit organizations (3) they experience when the law, professional Distinctions between implementation issues Professor Kane. How can leaders transform practice, and their ethical codes of conduct in bottom-up and top-down policy change “good” schools into excellent schools? The are in conflict. are explored. purpose of this course is to equip dynamic individuals with skills and knowledge for ORLA 4042. The role of the state in edu- ORLA 4049. Creating learning communi- aligning schools to accomplish challenging cation governance, policy, and practice (3) ties (3) goals. Students study how mission and vision, Faculty. The impact of state authority on local Professor Drago-Severson. How can education governance, teamwork, social intelligence, and schools and school districts, seen through case leaders and others create communities that organization behavior contribute to effective studies of contemporary educational issues. support adult learning (i.e., changes in knowl- leadership practice. They assess barriers to Roles, relationships, trends, and the political edge, skills, understanding, and/or behavior)? school change and explore strategies to over- context of policy making at the state level. 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 4044. Leadership for adult will examine: (1) leadership in support of adult improvement. The course uses a variety of development (3) learning; (2) adult learning theories; (3) ele- approaches with a focus on case studies. Professor Drago-Severson. In this course we ments that shape adult learning communities Permission of the instructor is required. will explore an expanded notion of leadership (challenges and creative strategies); (4) prac- that includes supporting adult development tices that support adult learning; and (5) the ORLA 4086. Law and education: Regula- as a focal concern. Participants interested in importance of caring for one’s own learning. tion, religion, free speech, and safety (3) organizational and individual leadership and Permission of the instructor is required. Professors Heubert and Sigall. This survey growth, especially teachers, principals, super- course focuses on legal issues that arise in intendents, and other leaders, will study how ORLA 4050. Economics of education (3) public and private schools. Topics include gov- constructive-developmental theory and pillar Professor Levin. Teaches the basic economic ernmental regulation of public and private practices for supporting adult growth can concepts and methods to be used for further schools; church-state issues (prayer, vouchers, enable leaders to support adults’ transforma- study and analysis of educational finance, edu- evolution); free-speech rights of students, tional learning. Permission of the instructor is cation and inequality, education and economic teachers, and extracurricular groups; who con- required. growth, the impact of educational policies on trols the curriculum; the school’s authority to educational outcomes, school reform, and make and enforce rules governing student and ORLA 4045. Reconstructing schools in school choice. (Also listed as ITSF 4050.) staff conduct on and off school grounds; the urban environments (3) duty to protect the safety of students and oth- Faculty. Institutional and policy analysis of ORLA 4058. Privatization and choice ers; child abuse; search and seizure; and due school redesign experiments in urban settings, in education (3-4) process. The course draws on the multidiscipli- with special emphasis on the Chicago case. Professor Kane. Small public schools, inde- nary perspectives of law, policy, research, and Review of theoretical foundations research, pendent schools, charter schools, vouchers, educational practice. political support, and implementation conse- home schools, religious schools, and for-profit quences of system-wide school reform, as well educational ventures are examples of the ORLA 4155. Privatization and school as analysis of how both experimental and sys- explosion of options in schooling available to choice (3) tem-wide change is initiated. a growing number of American families. The Professor Levin. This course addresses the purpose of this course is to understand the increasing emphasis on market-type choice ORLA 4046. School finance: Policy and configuration of these choices in America and systems including educational vouchers, for- practice (3) the implications of those choices for a demo- profit educational firms, and charter schools. Professor Richards. Examination of the judicial cratic society. Students consider whether Emphasis on the theory of emerging empirical and legislative involvement in school finance school choice can serve the best interests of evidence underlying these developments in reform, taxation, and the equity and efficiency families and the common good. Through on- education. Also listed as ITSF 4155. of local, state, and federal finance policies and site visits, students use the diversity of schools systems. in New York City as a laboratory for learning. ORLA 4501. Special topics in education Permission of the instructor is required. leadership and policy (3) ORLA 4047. Politics and public policy (3) Faculty. This course offers periodic exploration Faculty. What are the relative roles of research ORLA 4060. Designing charter schools (3) of topics and issues related to theory, research, and politics in determining public policy? One Faculty. Design focus on instructional, gover- policy, and practice in the organization, admin- tradition considers public policy from the per- nance, accountability systems, and organiza- istration, and leadership of education in public spective of rational decision-making and con- tional patterns. Reference to research on and private contexts; issues in education poli- siders research to be a source of objective school models and on legislative and regulato- cy formation, implementation, and analysis; enlightenment. A second tradition considers ry context of charter schools. Charter school and other related topics. Topics and emphases public policy as the outcome of battles among leaders participate as resources. Collaborative change each term. Course may be taken more organized interests and portrays research as a field and electronic studies of existing charter than once. weapon exploited by the powerful to further schools. their own ends. This course addresses these ORLA 4874. Strategic marketing for and other issues as they relate to each of the ORLA 4070. The analysis of private schools academic institutions (2) stages in the policy process and as manifested (3) Faculty. Students survey the major themes of in contemporary education policy debates such Professor Kane. This course examines contem- marketing with specific attention to the inde- as that around school choice. porary challenges for independent schools and pendent school context. Topics include a

206 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP broad range of marketing concepts, such as ORLA 5017. Groups and interpersonal practices, and strategies for removing incom- ways to develop an effective communications behavior (2-6) petent teachers. program and branding. As part of the course, Faculty. Organizational behavior with refer- students design and undertake a market ence to interpersonal relationships and the ORLA 5052. Instructional leadership of research project. Case studies are drawn from conflicts resulting from the needs of individu- independent schools (2-3) educational institutions. als compared to the demands of the organiza- Faculty. The purpose of this course is to help tion. Special permission required. prepare independent school educators for their ORLA 4876. School finance: Resource roles as instructional leaders and to encourage allocation for nonprofit organizations (3) ORLA 5018. School leadership for reflection about the craft of teaching. It will Faculty. An exploration of the business aspects adult development (3) provide an overview of contemporary theories of managing private schools. The focus is on Professor Drago-Severson. School leaders and research about how people learn and how critical issues of management including: deci- must exercise practices to support adult devel- this knowledge can inform leadership in cur- sion making, strategic planning, and analysis opment, especially in the context of standards- riculum design, teaching strategies, student and allocation of resources. Participants ana- based reform. We will explore adult develop- assessment practices, and the design of profes- lyze complex issues and problems confronting mental theories and their connection to lead- sional development. leaders in private schools such as: enrollment ership; constructive-developmental theory; and tuition stabilization, pricing and afford- pillar practices for supporting adult growth ORLA 5055. School administration and ability, funding sources, endowment manage- (i.e., learning that helps adults develop cultural diversity (3) ment, compensation, and government compli- increased cognitive and affective capacities to Faculty. An in-depth exploration of opportuni- ance. better manage the complexities of work and ties and challenges posed by racial/ethnic, life). We consider: How can leaders better sup- socioeconomic, linguistic, and other forms ORLA 4900. Research and independent port adults’ growth? What practices support of cultural diversity in education. Focus on study in education leadership (1-8) adult development? What developmental prin- research on the lived experiences and educa- Faculty. For students wishing to pursue inde- ciples inform these practices? tional outcomes of students from diverse back- pendent study and/or research on topics not grounds and on the implications for policy, covered in regular courses. Requires faculty ORLA 5020. Information systems for deci- politics, organizational design, and leadership member’s approval of a study plan, reading list, sion making in learning organizations (2-3) practice. and final paper or other products or projects. Faculty. A theoretical, conceptual, and opera- Permission required from individual faculty. tional analysis of information systems used for ORLA 5086. Education policy making decision making and problem solving in learn- and the courts (3) ORLA 5002. Data analysis for policy and ing organizations. An integral part of the Professor Rebell. Beginning with the school decision making II (3) course involves developing the technical and desegregation decrees issued by the federal Professor Ready. This is an intermediate-level analytical skills necessary to manage informa- courts in the wake of Brown v. Board of course in non-experimental quantitative tion systems, with an emphasis on those sys- Education, the federal and state courts have research methods, especially those related to tems that are designed to make it possible for been called upon to consider a range of assert- education policy. The class examines such top- organizations to transform their information- ed educational rights and to oversee far-reach- ics as factor analysis, modeling non-linear rela- based systems into knowledge-based systems. ing institutional reforms that bear little relationships and interactions using regression, Emphasis is also placed on understanding the tionship to traditional judicial remedies. This analyses of change, logistic and multinomial environmental system in which the organiza- course will examine the legal and political jus- logistic regression, missing data analyses, and tion exists. tifications for the courts’ role in making edu- fixed effects models. Prerequisite: students cational policy and reforming public institu- should have completed at least one graduate- ORLA 5025. Ecology of data-driven tions, as well as the courts’ capacity to under- level course in applied statistics or data analy- leadership (3) take these functions. The course will give par- sis (e.g., ORLA 4002). Professor Richards. This course relies upon ticular attention to school desegregation and systems theory and its application to school special education cases in the federal courts ORLA 5012. The social context of edu- systems. The course teaches prospective lead- and education adequacy litigations in the state cation reform: Public engagement and ers the use of databases of various kinds to courts, including the recent decisions of the community development (3) pursue a systematic inquiry in the health and New York State Court of Appeals in CFE v. Dr. Monson. Political analysis of administra- productivity of the ecology of the school. It State of New York. tion at the service delivery and community explores various approaches to data mining, levels. model building, and ultimately the “art of ORLA 5096. Introduction to special edu- improvisational leadership.” The course teach- cation law (3) ORLA 5016. Educational equality: es students how to distinguish the different Faculty. This class provides an introduction to The role of law (3) purposes for which data can be used and mis- concepts and authorities essential to a basic, Professors Heubert and Sigall. Historically, used and relies heavily on the use of cases, useful understanding of special education law many barriers to educational equality – and simulations and exercises, including those with and policy. It will benefit those concerned with many important efforts to overcome such bar- complex feedback systems. Familiarity with school leadership, instruction, and school law, riers – have involved the law. This course spreadsheets and simple statistics is helpful. as well as those interested in special education examines major efforts to use law to attack law from practical or policy perspectives. discrimination and to ensure high-quality edu- ORLA 5029. Staffing, mentoring, and cation for all children. Topics include: address- supervising learning communities (3) ORLA 5515. Master’s seminar in leader- ing racial segregation and concentrated pover- Faculty. This course draws upon the research ship, policy, and politics (3) ty; the standards movement and high-stakes literature in human resources management Professor Huerta. This seminar is designed to testing; the right to an adequate education; and emphasizes best practice in the recruit- give students the opportunity to demonstrate a sex and gender discrimination; harassment; ment, hiring, mentoring, professional develop- theoretical and analytical understanding of the services for English-language learners; special ment, and evaluation of teachers including the practical problems inherent in conducting pol- education; and affirmative action. The course termination of incompetent teachers. The icy research for education clients. Policy analy- draws on the multidisciplinary perspectives of course uses problem-based units on teacher sis requires its practitioners to evaluate avail- law, policy, research, and educational practice. recruitment and hiring, role playing on effec- able information, to weigh the possible impacts tive mentoring, video evaluations of teacher of alternative policies; to understand political,

Teachers College Columbia University 2011-2012 207 legal, and/or economic ramifications; and to ORLA 5689. School heads colloquium (3) ness, and other organizations to share their produce plans for action that are organization- Professor Kane and faculty. Enrollment limited experience, research, and insights about effec- ally feasible and publicly valuable. to 20 participants. The purpose of the sympo- tive leadership practices. The central theme of sium is to provide renewal and reflection on the Pro-Seminar is the development of person- ORLA 5530. Action research in organiza- issues relevant to school leaders through inten- al self-awareness and mastery, as well as pro- tional behavior (3) sive study and collaboration with professional fessional effectiveness. Students will be intro- Faculty. Techniques and methods of designing peers from independent and international duced to a variety of tools, assessment instru- and conducting action research on organiza- schools. Topics include moral leadership and ments, and other resources that are useful for tional problems. Various methodological and current education issues in public and private personal reflection and professional growth. organizational issues are addressed regarding schools. Participants also conduct research on The seminar is customized for students prepar- the use of action research to foster organiza- a topic of interest to their schools. Through ing for leadership at different levels and in dif- tional learning and problem solving through on-site visits, students use the diversity of ferent contexts, for example aspiring public systematic inquiry and reflection. Students schools in New York City and the rich cultural school principals, independent school heads, conduct an action research project. resources as a laboratory for learning. Permis- or district level leaders. sion required. ORLA 5531. Leadership and action ORLA 6030. Sociology of formal organ- research practicum (3) ORLA 5830. The Klingenstein Summer izations (3) Faculty. This course teaches students the theo- Institute for early career teachers (4) Professor Huerta. An introduction to organiza- ry of practice action research. Action research Professor Kane. Residential program. tional theory as it applies to a variety of insti- is a stance toward research that argues for Enrollment limited to 75. An intensive two tutions with particular attention to the poten- using research to influence positive outcomes, week program held annually in June that intro- tial of educational activities as a force in for- even during the study phase of research. The duces early career teachers to the complexity mal organizations. Also listed as HUDF 6030. methods themselves may be quantitative, and challenge of teaching in independent qualitative, statistical, or some combination schools. Prominent professors, guest authors, ORLA 6460. Internship in school leader- thereof. The purpose of the research design and nationally renowned educators deepen ship (3) is to subordinate the research process to goal understanding on topics related to the organiz- Faculty. The internship in public school lead- (e.g., of school improvement). At the same ing themes: improving teaching and learning, ership presents an opportunity to become im- time, students develop the traditional skills of understanding diversity and multiculturalism, mersed in the field of leadership practice and research methods, question deeply held pre- and assessing and overcoming resistance to to appreciate the importance of instructional suppositions about “what works,” and seek to change. Permission required. leadership in the creation of a learning envi- become connoisseurs of effective knowledge- ronment. The internship combines opportuni- driven strategies of school improvement. ORLA 5880B. School Law Institute (3) ties to study effective leadership first-hand, Professors Heubert, Rebell, and a national develop and practice instructional leadership ORLA 5532. Program development: faculty. Explore important, timely issues of edu- skills, and be mentored for a career as a school Teaching, learning, and assessment (3) cation law, including issues of race and poverty principal. The internship requires approxi- in education; serving English-language learners; mately 450 hours (12-15 hours per week over ORLA 5541. Federal politics, federal the legal rights of students with disabilities; the a full year) of supervised field work in a public policies, and administrators (3) right to an adequate education; and issues of school. Permission required. Faculty. The course will begin with a theoreti- safety and order (harassment, child abuse, tort cal discussion of the meaning of “equal educa- liability, search and seizure, and cyber-bullying). ORLA 6461. Internship in public school tional opportunity” from a variety of philo- For more information, see page 260, visit district leadership (3) sophical, economic, educational, and political http://www.tc.edu/schoollaw, and/or contact Faculty. A 450-hour supervised field experi- perspectives. We will then review the egalitar- Professor Jay Heubert at [email protected]. ence in school district leadership. Partially sat- ian concepts reflected in Congressional sta- isfies New York State requirement for School tutes, administrative regulations, and court ORLA 6018. Staff personnel administration District Leaders certificate. Permission decrees in such areas as school desegregation, (3) required. bilingual education, and special education and Faculty. Human resource needs, certification, the extent to which these legal mandates selection, assignment, promotion, salaries, ORLA 6540. Topics in urban education have, in practice, advanced educational retirement, absences, evaluation, development, policy (3) opportunity. tenure, academic freedom, teachers organiza- Faculty. Leadership responsibility in the formu- tions, grievances, and collective negotiations. lation, implementation, and assessment of ORLA 5587. Strategic management of inde- urban education policy. pendent schools and nonprofit organizations ORLA 6019. Labor management relations (1-3) in education (3) ORLA 6542. Social and political history Professor Kane and faculty. The purpose of Faculty. Enrollment limited. Negotiations as of American education reform (3-4) this class is to equip educators with the skills administrative process for decisions and man- Faculty. Over the past century, educators have needed for effective independent school prac- agement of patterns of remuneration and condi- experienced wave after wave of reforms tice. Classes are organized to develop skills in tions of work. Cases and simulation. Special intended to address the latest education “cri- the following broad areas: staffing and man- fee: $30. sis.” This perpetual cycle of school improve- agement, strategic planning and structural ment stems in part from the competing and leadership, external relations, and transition- ORLA 6020. Pro-seminar in education often contradictory demands placed upon pub- ing into a new work environment. To develop leadership (0-3) lic education. In response, school improve- proficiency in these important leadership skills, Faculty. This seminar course is topical and ment efforts have alternated between a focus students have opportunities to learn about and brings in guest speakers, exemplary practition- on equity and excellence, progressive and tra- then practice skills in the classroom context ers, researchers and policy makers from acade- ditional pedagogical approaches, centralized with feedback from peers and experienced mia, public schools and school districts, charter and decentralized governance, and private practitioners. Permission required. schools and education management organiza- rights versus public needs. Students in this tions, private and independent schools, busi- course will explore the social and political

208 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP roots of these pendulum swings and examine ORLA 7501. Dissertation research seminar HIGHER AND the historical forces that fuel America’s desire (3) for continual school reform. Issues of race, Faculty. This course provides students the POSTSECONDARY religion, class, and language—which are inti- opportunity to discuss their dissertation pro- EDUCATION mately tied to these tensions—are woven posal in a seminar format, with support and into the readings, discussions, and course- feedback from the instructor and other stu- Program Coordinator: work. Permission of the instructor is required. dents. Students are eligible to enroll in this Professor Anna Neumann seminar after enrolling in ORLA 7500 and ORLA 6552. Research, theory, and practice before their dissertation proposal has been Program Office: (212) 678-3750 in education leadership (0-2) approved. Students may enroll in this course Email: [email protected] Faculty. This course focuses on major theoreti- once. Permission of the instructor is required. Website: www.tc.edu/o&l/HigherEd cal perspectives on administrative leadership in education, how these perspectives are stud- ORLA 7503. Research seminar (3) Degrees Offered: ied and advanced through empirical research, Faculty. This course provides students the and how the theory and research are connect- opportunity to discuss their dissertation HIGHER AND POSTSECONDARY ed to leadership practice. Students will exam- research in a seminar format, with support EDUCATION (HIGH) ine theory and empirical research on topics and feedback from the instructor and other Master of Arts (M.A.) such as leadership effects on student learning; students. Students are eligible to enroll in this Master of Education (Ed.M.) challenges in leading learning organizations; seminar after their dissertation proposal has Doctor of Education (Ed.D.) and the relationships among leaders’ knowl- been approved. Students may enroll in this edge, skills, and dispositions and their leader- course once. Permission of the instructor is ship preparation and effectiveness. required. Program Description: The Higher and Postsecondary Education ORLA 6560. Advancement to doctoral ORLA 7573. Advanced seminar (3) Program at Teachers College, Columbia candidacy seminar (3) Faculty. This seminar provides an opportunity University strives to create knowledge, knowl- Faculty. Doctoral students with a minimum for students to share their dissertation work edgeable practitioners, and practicing scholars of 60 points toward the Ed.D. may enroll. with others and to consider questions of inter- concerned broadly with teaching, learning, Permission required. pretation, significance, and the presentation of and scholarly and professional development; findings for multiple audiences. organizational and institutional analysis, ORLA 6611. Colloquium in organizational including abilities to probe and develop the behavior (1-4) ORLA 8900. Dissertation advisement in structures, processes, policies, and technolo- Faculty. Emphasis on classic studies and analy- education leadership (0) sis of the implications of research for organiza- Faculty. Individual advisement on the doctoral gies that comprise colleges, universities, and tion theory and practice. Permission required. dissertation. Students register for this in the state and national systems of tertiary educa- first semester after their dissertation proposal tion; and social and comparative perspectives, ORLA 6621. Colloquium: Management has been approved and continue registering with attention to the social, cultural, econom- science (1-4) in this (or in another course, with sponsor ic, and historical contexts of knowledge pro- Professor Richards. Permission required. approval) until the dissertation is completed. duction, policy, and institutional development. Requires ongoing consultation between the We expect that students will work within and ORLA 6631. Colloquium: Institutional student and dissertation sponsor. The fee across these domains, developing programs analysis (1-4) equals three points at the current tuition rate of study that, though focused on particular Professor Kane. Permission required. for each term. Permission required from indi- themes and issues (e.g., policy, scholarly learn- vidual faculty. ORLA 6641. Advanced topics in research ing and careers, student development, profes- methods and design (1-4) sional development), will be informed broadly Faculty. This course provides students the by a diverse array of ideas, perspectives, and opportunity to explore advanced topics in questions. research design and analytic methods, especially as they relate to studies of educational The Master of Arts Program develops knowl- contexts and policies. edgeable practitioners in three domains of higher and postsecondary education: its edu- ORLA 6900. Directed research and study cational core (teaching and learning, student in education leadership (1-8) Faculty. For students wishing to pursue inde- and professional development), its organiza- pendent study or original research as they pre- tional and institutional framework (policymak- pare for their doctoral certification examina- ing and implementation, planning, organization and/or dissertation proposal. Permission tional development), and its social positioning required from individual faculty. and comparative potential (policy analysis and comparative study of institutional, state, and ORLA 7500. Dissertation seminar in national systems). Though students entering education leadership (3) the M.A. Program will be exposed to each of Faculty. This course provides students the the domains, they will specialize in one. opportunity to discuss topics related to the preparation of their dissertation proposal in a seminar format. Students present their ideas Students who pursue the M.A. degree at and writing for feedback from the instructor Teachers College will build on the program’s and other students. Students may enroll in historic strength in the study of student devel- this seminar once. Permission of the instructor opment through the college years and in its is required. new strengths in higher/postsecondary educa-

Teachers College Columbia University 2011-2012 209 tion policy, social thought, and comparative Students who pursue the Ed.D. in Higher and program consists of required courses (offered analysis, as well as on the department’s offer- Postsecondary Education question and explore annually or in alternate years), within-Program ings in organizational studies. As such, stu- the range of perspectives for understanding the electives, and extra-Program electives; other dents earning the M.A. degree will be posi- enterprise– its educational and intellectual requirements, unique to a program or portion tioned to serve in a variety of academic and core, its institutional/organizational rubrics, thereof, are indicated below. student support positions, as well as in various and its social and comparative contextualiza- policy-development, policy-support, and tions. Thus, through their own research (situ- MASTER OF ARTS administrative roles. ated within an emphasis area), they participate The M.A. requires a minimum of 32 points in reshaping current understandings of postsec- of graduate coursework. Students pursue one The Master of Education Program develops ondary education. Ed.D. students conclude of three domain sequences: Academic and breadth of understanding of higher and post- their programs by writing a dissertation that, Developmental Analysis, Organizational secondary education, though emphasizing par- though focused on a particular research prob- and Institutional Analysis, or Social and ticular domains of study and practice, among lem within higher and postsecondary educa- Comparative Analysis. them academic learning and development, tion, reflects the tripartite aims of the curricu- organizational and institutional processes, and lum, as well as deep understanding of knowl- Course requirements common to all social and comparative perspectives. Students edge structures underpinning their area of sequences include: in the Ed.M. Program typically use these offer- inquiry. They are positioned then to scrutinize • ORL 5521 Introduction to research ings to elaborate and deepen their experience- prevailing views of what it means to engage in methods in education (3) based knowledge and intellectual interests in the “higher learning,” and importantly, of what or equivalent with advisor policymaking, curriculum development, stu- it means to reconstruct these views in the approval dent development, etc. Ed.M. students con- name of improvement and development. • ORLH 4010 Purposes and policies of clude their programs of study by writing an higher education (3) integrative paper focused on a particular topic Graduates of the Ed.D. Program may become • ORLH 4011 Curriculum and of professional and personal interest and draw- policy-makers and evaluation specialists in instruction in higher ing on the knowledge resources availed by the higher and postsecondary education; they may education (3) three curricular domains. assume substantial leadership responsibilities, • ORLH 4040 The American college as through presidencies or other key adminis- student (3) • ORLH 5525 College student develop- Students who pursue the Ed.M. in Higher and trative posts in colleges and universities or ment theories (3) Postsecondary Education at Teachers College, state systems; they may lead university- or col- Columbia University typically bring to their lege-wide instructional development centers Additional requirements for Academic studies well developed understandings of par- and activities; they may become academic and Developmental Analysis include ticular facets of the enterprise, often from scholars and researchers. the following coursework as well as a their own participation in the professional culminating project: practices that define it (teaching, administra- Special Application tion, policy-making etc.). The Ed.M. Program Requirements/Information: • ORLH 4041 Student personnel admin- helps them situate their practice-based knowl- Applications are considered for fall enrollment istration: Organization, edge and their emerging intellectual interests, only. Applicants to all degree levels should dis- functions, and issues (3) within the broader span of higher and postsec- cuss their past educational preparation and or other with advisor ondary education thereby availing expanded professional goals in their personal statements, approval intellectual resources for their professional including their anticipated work within the • ORLH 4042 Student personnel admin- efforts. degree program to which they are applying. In istration: Programs and addition to the general application documenta- services (3) or other with advisor approval The Doctor of Education Program develops tion required, all applicants must submit an academic writing sample (e.g., a class paper). breadth of understanding about higher and Two (2) courses from the following: postsecondary education, though with focus Ed.M. and Ed.D. applicants should submit a • ORLH 4012 The community college (3) on an intellectual issue or professional activity paper written for a graduate-level class. Ed.M. • ORLD 4051 How adults learn (3) (concentration or emphasis area). Breadth is applicants should have an M.A. in a relevant • ORLH 5011 College teaching and assured through study within three curricular discipline or field. Relevant work experience is learning (3) domains: academic and developmental analysis also helpful. Doctoral applicants should have a • ORLH 5044 Theories of diversity in of higher and postsecondary education, organi- master’s degree in a relevant discipline or field higher education (3) zational and institutional analysis of higher and work experience in higher/postsecondary • ORLH 5522 Contemporary student issues and politics (3) and postsecondary education, and social and education. • ORLH 5524 Analysis of student comparative analysis of higher and postsec- Degree Requirements: cultures (3) ondary education. Working across these • ORLH 5527 The college professoriate (3) domains and beyond them (through related Note the basic research requirements for all • Other ORLH courses with advisor’s approval (3) out-of-program courses), students will work students in the department. with faculty advisors to develop emphasis • Other Courses: M.A. students The following requirements constitute frame- areas, among them policy studies, diversity and with internship must take ORLH 5241, works for guiding program planning which access studies, studies in student learning and Observation and Supervised Fieldwork occurs in consultation with the designated development, and studies of scholarly learning in Higher and Postsecondary Education faculty advisor and requires approval of the and careers. (1 point). Non-internship students elect Higher and Postsecondary Education Program another Teachers College course with faculty. The coursework portion of each degree advisor approval (1 point).

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

• Minimum of two out-of-program Teachers • ORLH 5524 Analysis of student All courses should relate conceptually, sub- College elective courses — one 3-point cultures (3) stantively, or methodologically to the student’s course and one 1-point course — for • ORLH 5527 The college professoriate (3) developing area of interest. a total of 4 points. These courses require • ORLH 6551 Advanced seminar in advisor approval (4 points). higher education: (3) Internships may be open to Ed.M. students • ORLH 6556 Education leadership: on a space-available basis but require approval Research, art, and practice (3) of faculty advisor and program coordinator, Additional requirements for Organization- • A&HH 5070 History and theory of al and Institutional Analysis include the higher education (3) including possible addition of course require- following coursework as well as a cul- ments. minating project: • Other Courses: M.A. students with internship must take ORLH 5241, Observation DOCTOR OF EDUCATION • ORLH 4031 Financial administration and Supervised Fieldwork in Higher and The Ed.D. requires a minimum of 90 points of of higher education Postsecondary Education (1 point). Non- graduate coursework, completion of a certifi- institutions (3) internship students elect another Teachers cation exam, and the writing and successful College course with advisor approval defense of a dissertation. Three (3) courses from the following: (1 point). • ORLH 4012 The community college (3) Core courses required: • ORLH 4020 College and university • Minimum of two additional out-of-program • ORL 5521 Introduction to research organization and Teachers College elective courses — one methods in education (3) administration (3) 3-point course and one 1-point course — or equivalent with advisor • ORLH 4025 Higher education policy (3) for a total of 4 points. These courses require approval • ORLD 4051 How adults learn (3) advisor approval (4 points). • ORLH 4010 Purposes and policies of • ORLH 4500 Special topics in higher educa- higher education (3) tion (topic/section to be desig- MASTER OF EDUCATION • ORLH 4011 Curriculum and instruction nated with advisor approval) in higher education (3) • ORLH 5011 College teaching and The Ed.M. requires a minimum of 60 points and learning (3) an integrative paper prepared as a culminating • ORLH 4020 College and university • ORLH 5527 The college professoriate (3) project. organization and admin- • ORLH 6521 Advanced seminar in the istration (3) community college (3) Core courses (required): • ORLH 4025 Higher education policy (3) • ORLH 6551 Advanced seminar in higher • ORL 5521 Introduction to research • ORLH 4031 Financial administration education (3) methods in education (3), of higher education • ORLH 6556 Educational leadership: or equivalent with advisor institutions (3) approval Research, art, and practice (3) • ORLH 5021 Patterns of organization • ORLH 4010 Purposes and policies of • A&HH 5070 History and theory of and management in higher education (3) higher education (3) • ORLH 4011 Curriculum and instruction higher education (3) • ORLH 5044 Theories of diversity in • Other Courses: M.A. students with intern- in higher education (3) • ORLH 4020 College and university higher education (3) ship must take ORLH 5241, Observation organization and admin- • ORLH 5526 The literature of and Supervised Fieldwork in Higher and istration (3), or equivalent higher education (3) Postsecondary Education (1 point). Non- • ORLH 4025 Higher education policy • ORLH 5527 The college professoriate (3) internship students elect another Teachers (3) • ORLH 6511 Coordinating seminar in College course with advisor approval. • ORLH 4031 Financial administration higher education (3) (1 point). of higher education • ORLH 6551 Advanced seminar in institutions (3) higher education II (3) • Minimum of two additional out-of-program • ORLH 5044 Theories of diversity in • ORLH 5011 College teaching and Teachers College elective courses — one higher education (3) learning (3) 3-point course and one 1-point course — • ORLH 5526 Advanced professional • In addition to ORL 5521, all Ed.D. students must for a total of 4 points. These courses seminar: The literature of higher education (3) take a minimum of three additional research require advisor approval (4 points). • ORLH 5527 The college professoriate (3) courses to be selected relative to student’s research • ORLH 6511 Coordinating seminar in Requirements for Social and Comparative preparation needs. See department core require- higher education (3) ments. Analysis include the following coursework • ORLH 6551 Advanced seminar in higher as well as a culminating project: education II (3); or Remaining fifteen courses (45 points) are to Four courses from the following: • ORLH 5011 College teaching and • ORLD 4051 How adults learn (3) learning (3) be distributed as follows: • ORLH 4025 Higher education policy (3) • ORLH 6900 Research and independent study in • Five courses within the Program with advi- • ORLH 4500 Special topics in higher higher education, ORLH 6557/8 Research practices sor approval. The chosen concentration education (3) with advisor in higher education, or other with advisor approval must represent a coherent area of study that approval (3) (Integrative paper is prepared in this course.) broadly situates dissertation research. • ORLH 5011 College teaching and • Five courses outside the Program, with at learning (3) Of the remaining eight courses (24 points), least three of these outside the department. • ORLH 5044 Theories of diversity in five courses (15 points) should be within the Chosen with advisor approval, these courses higher education (3) Program. The remaining three courses (9 must contribute substantively, theoretically, • ORLH 5522 Contemporary student issues (3) points) should be from outside the Program. or methodologically to the student’s selected area of study. Teachers College Columbia University 2011-2012 211 • Five courses within or outside the program, of public/private finance of higher education. ORLH 4830. Transforming the curriculum: with advisor approval. Economic and social rationales are discussed Theory and practice (3) as well as specific financing proposals. Faculty. This course is designed to explore Internships are open to doctoral students on both the cognitive and cultural implications of a space-available basis, but require approval ORLH 4031. Financial administration curriculum design. It emphasizes the theoreti- of higher education institutions (3) cal and practical implications of curricular of faculty advisor and program coordinator, Professor Baldwin. No financial training is transformation based on the new scholarship including possible addition of course require- required. Introduction to the financial pressures of gender, race, ethnicity, and class, as well as ments. facing colleges and universities and the various student intellectual and interpersonal develop- kinds of solutions they have adopted to meet ment. Adjustments to requirements and distribu- those pressures. Topics include strategic plan- tions, as shown for the M.A., Ed.M., and ning, cost cutting, outsourcing, enrollment plan- ORLH 4845. Diversity: Implications Ed.D. in Higher and Postsecondary Education, ning, new curricula, and fund raising. for recruitment and retention (3) require approval of the advisor and program Faculty. Students will explore diversity (race, coordinator. ORLH 4040. The American college class and gender) concerns affecting the student (3) recruitment and retention of diverse student and faculty populations in the context of COURSES: Professor Dougherty. Reviews the demographic data about student access to college, the American higher education. ORLH 4010. Purposes and policies determinants of social class, race and gender ORLH 5011. College teaching and learning of higher education (3) differences in college access and choice, and (3) Faculty. An introduction to the U.S. system of the influence of colleges upon students. Professor Neumann. Designed for individuals higher education through an overview of the who aspire to college teaching. This course system and its history, a survey of the missions ORLH 4041. Student personnel administration: Organization, functions, and issues (3) emphasizes research on student learning, mul- and purposes served by U.S. colleges and uni- tiple pedagogies (such as experiential learning, versities, and an investigation of some of the Dr. Rock. Permission required. An introduction to various forms of organization and functions: learning communities, effective lecture, discus- pressing policy questions now confronting sion, evaluation approaches, and curriculum those institutions. multidisciplinary foundations, including historical and philosophical foundations and concep- design). The course stresses the implications of diversity in the student population. ORLH 4011. Curriculum and instruction tual and research contributions from the behavioral and social sciences. in higher education (3) ORLH 5021. Patterns of organization and Professor Neumann. An introduction to trends management in higher education (3) and issues pertaining to curriculum and ORLH 4042. Student personnel administration: Programs and services (3) Faculty. The study of college and university instruction in U.S. higher education. Internal organization from multiple perspectives, with and external influences on curriculum and Dr. Thomas. A survey of programs and services typical of American colleges and universities. emphasis given to understanding their implica- teaching, and implications for college and uni- tions. versity classrooms. Examination of key trends Includes contemporary issues of concern to student personnel administrators. and developments, including the impact of the ORLH 5044. Theories of diversity in new scholarship of teaching. ORLH 4043. Developmental academic higher education (3) Faculty. Critical analysis of cultural diversity in ORLH 4012. The community college (3) advisement programs in colleges and universities (3) American higher education with respect to the Faculty. Emerging issues, problems, and trends curriculum, co-curriculum, and institutional in community colleges, technical institutes, Faculty. A survey of theory and research and an examination of the various organizational, structure. Presents new paradigms with which and adult education. Topics include the history to understand the complexities of response administrative, and staffing arrangements that and philosophy of the community college that are necessary to adequately meet the pertain to student advisement programs in col- movement, governance and finance, teaching, needs of all students. student personnel work, impact on students, leges and universities. and the future of the community college. ORLH 5241-ORLH 5242. Observation ORLH 4500. Special topics in higher and supervised fieldwork in higher and education (1-3) ORLH 4020. College and university Faculty. Periodic explorations of special topics postsecondary education (0-3) organization and administration (3) and issues in fields of higher education admin- Faculty. Permission required. Students reserve Faculty. Basic aspects of college and university istration, student personnel administration, two days a week for work in colleges. A semi- organization and administration with consider- college teaching, academic leadership, and nar integrates field practices with course theo- ation given to the roles of various groups in higher education policy. ry. Required of all students doing an internship. governance and management as well as organizational processes such as leadership, deci- ORLH 4800. Workshop in higher education ORLH 5522-ORLH 5527. Advanced sion making, and conflict resolution. External (1-3) professional seminar and internal constraints examined from con- Faculty. Special topics or events related to the Faculty. Intensive analysis of selected problems ceptual, practical, and policy perspectives. administration of programs of higher educa- and issues in postsecondary education. The tion. Topics change each semester. course is intended for practicing professionals ORLH 4022. College personnel policies in postsecondary education as well as majors and practices (3) ORLH 4820. Cultural diversity training in the program. Other students in the college Faculty. Personnel problems in colleges, in higher education settings: Issues and who wish to enroll should obtain permission of including faculty and staff evaluation, recruit- concerns (0-1) the instructor. ment, affirmative action, promotion, tenure, Faculty. This introductory workshop will retrenchment, leadership/management, and address multicultural training issues in higher • ORLH 5522. Contemporary student personnel development. education such as workshop and intervention issues and policies (3) design, assessment issues and methods, ethical Dr. Christensen. Exploration of issues ORLH 4030. The economics of post- concerns, group process, and general training affecting students and policies to address secondary education (3) considerations. those issues. Some topics to be covered Faculty. A theoretical and practical discussion 212 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP

are student activism and academic free- • ORLH 5533. Faculty evaluation and considered include Reflective Judgment and dom; gendered structures and career development (2-3) Women’s Ways of Knowing. Students will also advancement; intercollegiate athletics; Faculty. Theory and practice concerning learn the assessment and scoring methods and the contradictory cultures of single- the evaluation and improvement of col- associated with each model. sex colleges, two-year colleges, profes- lege teaching. Topics include models and sional schools, and research universities. practices for the evaluation of faculty and ORLH 6556. Educational leadership: for the organization and administration of Research, art, and practice (3) • ORLH 5524. An analysis of student faculty development programs. Faculty. Examination of leadership research cultures (3) definition, dimensions, characteristics, and Dr. Christensen. Critical analysis of • ORLH 5534. Financial decision capacities. Exploration of leadership opportu- selected research reports pertaining to making in education (2-3) nities within entire range of educational prac- the student cultures. The focus is on the Faculty. Introduction to a series of finan- tice. Application of leadership lessons to edu- purposes of each study, the question(s) cial decision-making tools including cost cational problems and situations through case asked, the assumptions and theories upon accounting, cost benefit analysis, and dis- studies. which the research is based, the sources counted cash flow. Emphasis on applied of data, the method(s) of data collection, financial decision making. Directed Research and Independent Study the conclusions and interpretations All the following courses require permission of developed, and the relevance of the • ORLH 5536. College classroom instructor: research to student personnel in particu- assessment (3) lar and to higher education in general. Faculty. An in-depth study of major ORLH 4900. Research and independent assessment techniques for the college study in higher education (1-8) • ORLH 5525. College student develop- classroom. Particular attention will be Faculty. ment theories (3) paid to assessment models associated Dr. Christensen. Course focuses on col- with collaborative learning, teaching ORLH 5900. Research in higher education lege student development theories and portfolios, and student portfolios. (1-6) their application to higher education. Faculty. Primary areas of focus include: (1) intel- • ORLH 5537. College classroom lectual and ethical developmental theory, assessment research (3) ORLH 6557-6558. Research practices individual development models, learning Faculty. Prerequisite: ORLH 5536. In- in higher education (1-3) styles models, and theories of cultural depth study of classroom research meth- Faculty. identity, (2) ethical considerations using ods based on the classroom assessment theory in practice, and (3) critique of methods studied in ORLH 5536. ORLH 6900. Research and independent theories from a variety of research per- study in higher education (1-6) spectives. ORLH 6511. Coordinating seminar Faculty. in higher education (3) • ORLH 5526. The literature of higher Faculty. Permission required. Course restricted ORLH 7500. Dissertation seminar in education (3) to Ed.D. and Ed.M. students in the Higher higher education (1) Professor Neumann. Permission required Education program. An overview and discus- Faculty. Students should have completed most if not a student in the program. Intensive sion of the most topical literature in American or all coursework (including research methods analysis of research/writings on problems higher education, this course is designed to courses) and have passed the certification and issues in postsecondary education. explore a wide variety of educational roles in examination. Students register for the course The course is intended for Ed.M. and the context of the goals and aspirations of new the semester a proposal hearing is to be sched- Ed.D. students in the program. Other stu- doctoral students. uled. The course is intended for students who dents in the college who wish to enroll have identified a reasonably narrow area for should obtain permission of the instruc- ORLH 6520-ORLH 6521. Advanced research and have already completed a prelim- tor. Analysis of selected classic and con- seminar in the community college (3) inary literature review. The course will assist temporary works that have influenced Faculty. Selected issues such as teaching in a the student in design, methods, and other thought and affected public opinion and community college, the future of the commu- matters of concern in the preparation of an public policy related to higher education. nity college, or state and national governance acceptable dissertation proposal. Topics vary from year to year. and finance systems for the community college are explored in depth. ORLH 7900. Directed dissertation in • ORLH 5527. The college professoriate research (3) (3) ORLH 6550-ORLH 6551. Advanced Faculty. All doctoral students eligible for this Professor Neumann. Review and discus- seminar in higher education (2-3) course must register each semester until a pro- sion of the research and literature, Faculty. Intensive study of a selected topic. posal hearing has occurred and a proposal has diverse roles, and expectations that char- Topic varies from term to term and is typically been approved. acterize the position of college professor, related to an ongoing program or research with attention to implications for profes- project. Students may begin either term. ORLH 8900. Dissertation advisement sional and personal development. in higher education (0) ORLH 6552. Advanced seminar in theories Faculty. Individual advisement on doctoral ORLH 5533-ORLH 5537. Advanced of intellectual and ethical development for dissertations. Fee to equal 3 points at current professional skills (2-3) college students (3) tuition rate for each term. For requirements, Faculty. Intensive work in special skill areas for Faculty. Permission required. Intensive study of see section in catalog on Continuous Regis- the management of postsecondary education. the major theories of college student intellec- tration for Ed.D./Ph.D. degrees. The sections involve practical experiences and tual development, particularly the work of possibly fieldwork. These courses are intended Carol Gilligan, Lawrence Kohlberg, William G. ORLH 9900. Research and independent for practicing professionals in postsecondary Perry, Jr., Katie Cannon, and those who have study in higher education (2 or more) education as well as for majors in the Program. expanded the research on student intellectual Faculty. Other students who wish to enroll should and ethical development. Additional models obtain the permission of the instructor. Teachers College Columbia University 2011-2012 213 See also: ORLJ 4002. Functions of organizations (3) Master of Arts A&HH 5070. History and theory of Please see course description in this depart- The Master of Arts degree offers preparation higher education (3) ment section. for nursing and healthcare management posi- Please see the Department of Arts and tions as well as preparation for roles in nursing Humanities for course description. ORLJ 4005. Organizational psychology (3) education. Two specializations are offered: Please see course description in this depart- administration studies, emphasizing the basic CCPJ 4064. Theories of counseling (3) ment section. skills and concepts of management; and profes- Please see the Department of Counseling and Clinical Psychology for course description. sorial studies, which prepares learners for beginning positions in teaching. CCPJ 5062. Career counseling (3) NURSE EXECUTIVE The accelerated program at the M.A. level in Please see the Department of Counseling and Program Coordinator: Clinical Psychology for course description. Professor Elaine La Monica Rigolosi both specializations is a cohort program that meets one day per week on Fridays. It runs CCPJ 5164. Cross-cultural counseling (3) Program Office: (212) 678-3421 for four semesters. Program costs for the stu- Please see the Department of Counseling and dent cohort beginning September 2011 are Clinical Psychology for course description. Email: [email protected] Website: www.tc.edu/o&l/NurseExec $14,250 per semester of study and include tuition and refreshments. The flat rate covers HUDF 4000. Education and public policy (3) cohort courses only. The cost of the program Please see the Department of Human Devel- Degrees Offered: opment for course description. is subject to change. NURSE EXECUTIVE ROLE- HUDF 4021. Sociology of education (3) COHORT PROGRAM (NEXM) Special Application Please see the Department of Human Devel- Master of Arts (M.A.) Requirements/Information: opment for course description. NURSING EDUCATION: MASTER OF ARTS PROFESSORIAL ROLE- COHORT PROGRAM (NEPM) HUDK 4024. Developmental psychology: In addition to the requirements for admission Adulthood and the lifespan (2-3) Master of Arts (M.A.) to Teachers College, in order to be considered Please see the Department of Human Devel- NURSE EXECUTIVE ROLE (NEXD) for admission in the program, applicants must opment for course description. Doctor of Education (Ed.D.) be Registered Nurses in any U.S. state or in Canada and hold a baccalaureate degree in any ITSF 4050. Economics of education (3) field, with a cumulative grade point average of Please see the Department of International and Program Description: Transcultural Studies for course description. The Executive Program for Nurses prepares 3.0 or better. One year of post-baccalaureate students for leading roles in healthcare organi- management experience is required for admin- ITSF 4058. Economics of higher zations, both service and education. These istration studies and one year of post-baccalau- education (3) roles are those that advance and implement reate full-time clinical nursing practice experi- Please see the Department of International the practice of nursing and healthcare, operat- ence is required for professorial studies. and Transcultural Studies for course descrip- ing primarily in one-to-one relationships with tion. clients. Hence, the graduates of this program The accelerated Master of Arts cohort usually begins every other Fall in even years. MSTU 4030. Computer applications in will have their major impact on nursing and healthcare by influencing other interdiscipli- education (3) DOCTOR OF EDUCATION nary healthcare providers. Please see the Department of Mathematics, In addition to the requirements for admission Science, and Technology for course descrip- to Teachers College, in order to be considered tion. The basic aims of current healthcare delivery for admission into the program, doctoral appli- and healthcare reform mandate a non-partisan cants must: ORL 5521. Introduction to research approach to the education of nurses and all • Hold a baccalaureate degree with a major methods in education (3) healthcare administrators and executives. in any field that is approved by Teachers Faculty. Please see course description under Professionals who practice in today’s healthcare the Departmental Core Requirements at the College, Columbia University; environments and shape tomorrow’s reform beginning of this department section. • Hold a graduate degree and/or 36 graduate must be collaborative interdisciplinarians. points/credits approved by Teachers ORLA 4010. Introduction to organization College, Columbia University; Nursing leadership in scholarship, in research, and change theory in education (3) • Hold a current Registered Nurse License and in practice is achieved with the attainment Please see course description in this depart- in a state in the U.S. or in a province of ment section. of the doctoral degree. Toward this ultimate Canada; goal, there are various development levels of • Have an eighth decile on graduate work ORLA 5017. Organizations and inter- role preparation, including an exit point of at Teachers College or a cumulative grade personal behavior (3) achievement at the level of Master of Arts point average of 3.5 from other accredited Please see course description in this depart- (48 points). All role preparation in the ment section. institutions; Executive Program for Nurses is based upon • Have a GRE verbal score of at least 540 approaches of open inquiry, scholarly pursuit, ORLD 4051. How adults learn (3) or an MAT score of at least 416. Results of and the ability to synthesize knowledge from Please see course description in this depart- the GRE or MAT should not be more than diverse disciplines. ment section. 5 years old; and • Have one year of post-baccalaureate management experience.

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

International applicants should note that a cur- • ORLN 6501 Seminar in professional Semester I rent permit from the New York State Board of nursing (3) • ORLN 5005 Interdisciplinary theory Nursing is required to practice nursing and/or in nursing (3) do fieldwork. Potential candidates who do not MASTER OF ARTS • ORLN 6514 Marketing nursing programs meet these admission standards but who can NURSING EDUCATION PROFESSORIAL and services (3) • HUDM 4122 Probability and statistical demonstrate substantial ability shall have the ROLE- COHORT PROGRAM inference (3) option to petition the faculty of the program to Semester I • ORL 4014 Legal issues in healthcare Semester II be considered for admission based on alterna- • ORL 5551 Ethics for healthcare organizations (3) tive evidence of ability. professionals (3) • ORL 4054 Leadership and management • ORL 6500 Qualitative research methods The next accelerated Doctor of Education in healthcare organizations (3) in organizations: Design and cohort is scheduled to begin in the Fall 2012 • ORLN 4005 Theories of nursing (3) data collection (3) semester. • HUDM 4120 Basic concepts in statistics • ORLN 6615 Colloquium in nursing (3) administration (3) Degree Requirements: Note the basic research requirements for all Semester II Semester III students in the department. • ORL 4003 Crisis intervention (3) • ORLN 5043 Nursing research • ORLD 4053 Facilitating adult learning development (3) • ORLN 6522 Policy formation and The Capstone Project is a requirement for all (3) governance in health Master’s degree candidates. It is required dur- • ORLN 5000 Nursing science (3) • ORLN 5013 Informatics in nursing (3) care (3) ing the semester in which a student applies • A&HF 4090 Philosophies of education (3) for a Master’s degree. Details are provided in Semester III “Guidelines for the Capstone Project” which Certification can be obtained from the office of the Execu- • ORLD 4844 Helping adults learn (3) tive Program for Nurses and from Faculty • ORLD 5055 Staff development and training (3) Semester IV Advisors. The following are examples of the • ORL 6011 Advanced system • ORLN 5040 Methods in nursing Master’s Cohort sequence by semester.* management (3) research (3) • ORLN 6014 Managing the socially • ORLN 5530 Seminar: Clinical teaching MASTER OF ARTS responsible organization (3) NURSE EXECUTIVE ROLE- and evaluation (3) • ORLN 6540 Dissertation design COHORT PROGRAM development (3) Semester IV Semester I • ORL 4014 Legal issues in healthcare • ORLD 4051 How adults learn (3) Semester V organizations (3) • ORLN 4050 Health problems and • ORLN 5011 Designing, planning, and • ORL 4054 Leadership and management issues in society (3) monitoring the healthcare in healthcare organizations • ORLN 5230 Fieldwork in nursing system (3) (3) education (3) • ORLN 6541 Advanced dissertation • ORLN 4005 Theories of nursing (3) • ORLN 6501 Seminar in professional design development (3) • ORLN 7500 Dissertation seminar in • HUDM 4120 Basic concepts in statistics nursing (3) nursing education (3) (3) * Courses and/or sequence are subject to change. Semester II Semester VI • ORL 4003 Crisis intervention (3) • ORLN 6511 Innovations in nursing DOCTOR OF EDUCATION management (3) • ORL 4011 Personnel management NURSE EXECUTIVE ROLE • ORLN 6635 Colloquium in nursing in healthcare (3) The Accelerated Program at the Ed.D. level is education (3) • ORLN 5000 Nursing science (3) a cohort program that meets one day per week • ORLN 7900 Directed dissertation • ORLN 5013 Informatics in nursing (3) on Fridays. The program consists of six semes- research (3) ters of coursework leading to the Ed.D. degree * Courses and/or sequence are subject to Semester III in addition to satisfactory completion of a doc- change • ORLN 4013 Fiscal management of the toral dissertation. Program costs currently are nursing organization (3) $12,000 per semester of study and include Note: After coursework is completed, candi- • ORLN 5040 Methods in nursing research tuition, fees, and refreshments. The flat rate dates must be continuously enrolled every fall (3) • ORLN 5530 Seminar: Clinical teaching fee covers cohort courses only. The flat rate and spring semester, up to and including the and evaluation (3) tuition fee for the cohort beginning Fall 2012, semester in which the dissertation defense is • HUD 4120 Methods of empirical will be determined at a later date. held and the revised and/or completed disser- research (3) tation is submitted to the Office of Doctoral For program course recommendations and Studies. Course selection: Courses that may Semester IV program planning, please see the Doctor of be taken include ORLN 6940, ORLN 6941 • ORLD 4051 How adults learn (3) Education Advisement Guide which can be or ORLN 8900, and are based on the advice • ORLN 4050 Health problems and obtained from the office of the Executive Pro- of the candidate’s advisor. issues in society (3) gram for Nurses. The following is an example • ORLN 5010 Administration of a of a doctoral cohort sequence by semester.* nursing organization (3)

Teachers College Columbia University 2011-2012 215 COURSES: ORLN 5005. Interdisciplinary theory methods are examined with reference to in nursing (3) developing a domain-significant research prob- The following are recommended as general, Faculty. Prerequisites: ORLN 4005, ORLN lem. Emphasis given to clarification to study interdepartmental courses appropriate for stu- 4050, or equivalent. Evaluation of utility of design within interdisciplinary knowledge dents throughout the College as electives and theories and models from related disciplines in relevant to nursing. posing research problems in nursing. Focus on may also be utilized by non-majors to meet the strategies of concept analysis and theory deri- ORLN 6540. Dissertation design college breadth requirement. See General vation. development (3) Offerings and Interdisciplinary Study for a Professor Rigolosi. Permission required. course description. Professional Nursing Prerequisites: ORLN 4005, ORLN 5005, ORLN 5043, statistics, and certification. ORL 4003. Crisis intervention (3) Required of all doctoral candidates. Group cri- Faculty. Study of general crisis phenomena ORLN 4001. Contemporary issues tique of dissertation proposals; focus on begin- within the framework of crisis intervention in nursing (3) ning to intermediate aspects of analysis of the- theory. Analysis of individual, family, and Faculty. Identification and analysis of current ory and research design. This course may be community dynamics. issues in nursing; development of appropriate repeated as often as necessary until the stu- background; formulation of personal stances dent is ready for the departmental examina- ORL 4011. Personnel management in on selected issues. tion. Once ORLN 6540 is taken, continuous healthcare (3) fall/spring enrollment in this course or in Professor Rigolosi. Examination and applica- ORLN 4004. Historical trends in ORLN 8900 is required until the semester tion of personnel management and human nursing (3) during which the departmental examination relations theory in the healthcare organization. Faculty. Consideration of the history of nursing is held. Includes human resource utilization, problem and nursing education and its influence on solving, comunications theory, and evaluation current developments in nursing. ORLN 6541. Advanced dissertation performance. Special fee: $25. design development (3) ORLN 4050. Health problems and issues Professor Rigolosi. Permission required. ORL 4014. Legal issues in healthcare in society (3) Prerequisite: ORLN 6540 and certification. organizations (3) Faculty. Political and economic concepts Focus on advanced aspects of research design Professor Rigolosi. Laws, administrative regula- influencing the delivery of healthcare services. and method. tions, and pertinent case law affecting health- Consideration of health issues facing the care organizations. Theories of power, politics, public and possible courses of action. ORLN 6940. Independent study in and labor relations applied. Local, state, and nursing research (3-6) federal impact on healthcare included. Special ORLN 5908. Independent study in Faculty. Permission required. Allows student fee: $25. professional nursing (1-6) to contract with an individual faculty member Faculty. Permission required. Individual, guid- for research-related work in a defined area of ORL 4054. Leadership and management ed learning experience at the master’s level in study, including dissertation development. in healthcare organizations (3) a selected aspect of professional nursing. Topic Professor Rigolosi. Critical analysis of theory agreed upon between student and faculty. ORLN 7500. Dissertation seminar and research in organizational behavior, leader- in nursing (3) ship, and management as it relates to the role ORLN 6501. Seminar in professional Faculty. Permission required. Prerequisite: of healthcare executives. Critique of the exec- nursing (3) ORLN 6540 and certification. The depart- utive’s role as it relates to these theories. Faculty. Prerequisites: Two courses in nursing mental examination, involving presentation of Special fee: $25. professionalism and/or history. Examination dissertation proposal for faculty approval. This of selected professional nursing problems or course is required of all certified doctoral can- ORL 5551. Ethics for healthcare domain in depth. Course may be repeated didates and may be taken only once. If the professionals (3) for credit if different topics are covered. student is unable to satisfactorily complete the Faculty. Review of ethical issues in healthcare departmental examination during the semester and healthcare delivery. Special fee: $150. ORLN 6908. Independent study in in which enrolled, an incomplete is given. professional nursing (1-6) ORL 6011. Advanced system Faculty. Permission required. Individual, guid- ORLN 7900. Directed dissertation in management (3) ed learning experience at the doctoral level in research (3) Faculty. Managing systems requires the genera- a selected aspect of professional nursing. Topic Faculty. Permission required. Prerequisites: tion of useful information for decision-making. agreed upon between student and faculty. ORLN 6540 and ORLN 6541. All doctoral This course focuses on using information for students eligible for this course must register strategic planning and management of systems Nursing Research for this course during completion of the disser- in healthcare. tation. This course may be repeated as often as necessary upon advice of the advisor. ORLN 5040. Methods in nursing Nursing Theory research (3) ORLN 8900. Dissertation advisement Faculty. Prerequisites: ORLN 4005, ORLN in nursing (0) ORLN 4005. Theories of nursing (3) 5000. Analysis of hypothetical generation, Faculty. Individual advisement on doctoral Faculty. Theoretical foundations of nursing. study designs, and data collection methods in dissertation following completion of all course Critical analysis of theories that explain the nursing research with emphasis on application work. Fee to equal 3 points at current tuition nature of nursing practice. to practice. rate for each term. For continuous requirements, see section in catalog on Continuous ORLN 5000. Nursing science (3) ORLN 5043. Nursing research development Registration for Ed.D. degree. Faculty. Prerequisite: ORLN 4005. (3) Examination of emerging issues in nursing Faculty. Prerequisites: ORLN 4005, ORLN research and healthcare. Relevance to theory 5040, or equivalents. Philosophical founda- development and health policy are emphasized. tions of empirical and naturalistic inquiry

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Role Preparation ORLN 5910. Independent study in ORLN 6910. Independent study in The rest of the nursing courses focus on com- nursing administration (1-6) nursing administration (1-6) bining cognate and nursing knowledge in syn- Faculty. Permission required. Individual, guided Faculty. Permission required. Individual, guid- thesizing knowledge needed in role fulfillment. learning experience at the master’s level in a ed learning experience at the doctoral level selected aspect of nursing administration. Topic in a selected aspect of nursing administration. agreed upon between student and faculty. Topic agreed upon between student and Role Preparation Courses faculty. ORLN 6014. Managing the socially ORLN 4013. Fiscal management of responsible organization (3) ORLN 6930. Independent study in healthcare organizations (3) Faculty. Analysis of selected social, economic, nursing education (1-6) Faculty. Focus is the fiscal impact of providing and political megatrends that have or will con- Faculty. Permission required. Individual, guid- nursing services. Management information sys- tinue to influence the direction of change in ed learning experience at the doctoral level in tems, organizing human and material resources, the healthcare industry. The process of analy- a selected aspect of nursing education. Topic and assessing the cost and quality of nursing sis is intended to serve as a conceptual frame- agreed upon between student and faculty. services are studied. Health organization work for the categorization of discrete trends finance and nursing budgeting are included. affecting the management of nursing services and programs. ORLN 5010. Administration of a SOCIAL- nursing organization (3) ORLN 6212. Advanced study in ORGANIZATIONAL Faculty. Prerequisite: ORL 4054. Analysis and nursing administration (3-6) application of administrative theory and struc- Faculty. Permission required. Open only to PSYCHOLOGY ture to the nurse executive role. Analysis of fit doctoral candidates. Internship in a nursing Program Coordinator: of models to the nursing administrative task. organization as a nurse executive; involves Professor W. Warner Burke Application of MBO quantitative decision active assumption of the executive role, theory, and other models in the nursing including responsibility for assigned projects administrative function. and organizational responsibilities. Specific Program Office: (212) 678-3249 objectives developed among student, faculty, Email: [email protected] ORLN 5011. Designing, planning, and and preceptor. Special fee: $25. Website: www.tc.edu/o&l/orgpsych/ monitoring the healthcare system (3) Faculty. Prerequisite: ORL 4054. Corequisites ORLN 6511. Innovations in nursing or prerequisites: ORLN 4005, ORLN 4013, management (3) Degrees Offered: and ORLN 5010. Identification and analysis of Faculty. Prerequisites: ORL 4054, ORLN PSYCHOLOGY: ORGANIZATIONAL (ORGM) organization and planning theories applicable 4011, ORLN 5010. Selected innovations in Master of Arts (M.A.) to the nursing care system. Development of nursing, other health disciplines and manage- design models based on analyses of current ment science are analyzed regarding underly- PSYCHOLOGY: ORGANIZATIONAL and predictable healthcare needs of society ing processes for translating new knowledge (EXECUTIVE MASTERS) (ORGX) and the nursing market. Ability to assess into successful practice. Special fee: $10. architectural plans as they impact on nursing Master of Arts (M.A.) care delivery. ORLN 6514. Marketing nursing SOCIAL-ORGANIZATIONAL PSYCHOLOGY programs and services (3) (ORGD) ORLN 5013. Informatics in nursing (3) Faculty. Prerequisites: ORL 4054, ORLN Doctor of Philosophy (Ph.D.) Faculty. Focus on computerized management 5010. Analysis of marketing concepts and information systems, computer-based analysis principles of strategic planning as they relate Program Description: of decision alternatives, assessing nursing care to nurse executive role in health service The Social-Organizational Psychology program quality and cost-effectiveness, and other feed- industry. back mechanisms specific to the nursing is concerned with the various contexts (inter- organization. Special fee: $50. ORLN 6522. Policy formation and personal, group, inter-group, and inter-organi- governance in healthcare (3) zational) in which human behavior occurs; the ORLN 5212. Fieldwork in executive Faculty. Policy formation and governance ways in which groups of individuals interact nursing management (3-6) within nursing organizations and within the and influence these contexts; and how these Faculty. Permission required. Open to only larger institution of which they are a part. interactions can be understood, studied, and Ed.M. students. Observation, assessment, and Exploration of external and internal influences modified through theory, research, and various evaluation of a preceptor nurse executive in a on policy formation in nursing. major nursing institution; concurrent assess- types of interventions. ment of the nursing organization. Specific ORLN 6615. Colloquium in nursing The programs provide advanced training in objectives to be developed by student, faculty, administration (3) and preceptor. Special fee: $25. Faculty. Prerequisite: Determined by instructor the concepts, research methods, and applica- based on subject to be covered. Examination tions of social-organizational psychology. ORLN 5230. Fieldwork in nursing of selected problems in nursing administration They are designed to prepare students to education (2-3) for in-depth coverage. Course may be repeated engage in research, consultation, and teaching Faculty. Permission required. Supervised prac- for credit if different topic is taken. in educational, business, governmental, and tice in teaching nurse learners in one or more community organizations. Emphasis is placed settings: classroom, clinical, or practice. ORLN 6635. Colloquium in nursing on the acquisition of basic concepts and meth- education (3) ORLN 5530. Seminar: Clinical teaching ods applicable to diverse institutional and Faculty. Prerequisite: Determined by instructor organizational contexts. and evaluation (3) based on topic selected. Examination of select- Faculty. Inquiry in effective strategies for ed problems in nursing education practice and teaching and evaluating students in the labo- administration. Course may be repeated for Courses in these programs are supplemented ratory setting. Analysis, or theory and related credit if different topic covered. by other programs and departments at research. Teachers College and Columbia University.

Teachers College Columbia University 2011-2012 217 With the help of a faculty advisor, students For a more comprehensive description of the tunities for practice and reflection. The pro- select courses in their area of specialization, M.A. program requirements, please see the gram culminates in a 45-credit Masters of Arts with consideration given to their academic M.A. program handbook, located on the Degree in Organizational Psychology, with a backgrounds, work experiences, and career Social-Organizational Psychology webpage: specialization in Change Leadership. objectives. http://www.tc.edu/o&l/orgpsych/ For a more comprehensive description of Three programs are offered: a master’s pro- The program is designed to provide education the Executive Masters Program in Change gram in organizational psychology, an execu- leading to professional employment or to con- Leadership, please visit www.tc.edu/lead- tive master’s program in organizational psy- tinuation of graduate work beyond the master’s change. chology with a specialization in change leader- degree. Students are often employed in posi- ship, and a Ph.D. program. A terminal M.A. tions typically found within the personnel or Doctor of Philosophy (ORGD) degree in Psychology: Organizational is award- human resource function of medium or large- The doctoral program in Social-Organizational ed upon successful completion of 45 points size organizations. These include positions in psychology follows a scientist-practitioner and passing the comprehensive examination, global learning, career development and coun- model. It is designed for full-time graduate stu- or in the case of the executive M.A. program, seling, organizational effectiveness, personnel dents who desire fundamental education and a Capstone Project. The Ph.D. degree is research, organization development and con- skill development in the science and applica- awarded upon completion of 86 points of sultation, employee relations, talent manage- tion of psychology to social and organizational planned and sequential study, qualifying ment and human resource planning and situations and activities. Our goal is to provide papers, and a dissertation. strategy. an environment that is conducive to the development of scientist-practitioners who are An advanced certificate in cooperation and Graduates of the master’s program may apply prepared to assume the diverse responsibilities conflict resolution approved by the New York for admission to the doctoral program in of positions at research universities, leading State Education Department is also offered to Social-Organizational Psychology. However, businesses, and professional service firms. students in the M.A./Ph.D. programs (also see successful performance in the M.A. program Through coursework, field projects with non-credit program—certificate of completion does not in and of itself guarantee admission. organizations, and close working relationships in cooperation and in conflict resolution, Students who apply become part of the appli- with faculty members and fellow graduate stu- below). Students interested in receiving the cant pool for that year and their qualifications dents, doctoral students are provided with advanced certificate must complete a sequence are evaluated with equal standing along with advanced training in the theoretical concepts, of five courses and one semester of internship. the other applicants. research methods, and applications of social- Stu-dents who opt for the advanced certificate organizational psychology. Students gain criti- must complete an application form with the Executive Masters Program in Change Leadership cal knowledge and skills that encompass both International Center for Cooperation and (ORGX) research and practice. Conflict Resolution (ICCCR). Students in the Developed specifically for experienced working M.A./Ph.D. program who wish to take a con- professionals, the Executive Masters Program Some unique aspects of the program include: centration of electives within the area of conflict in Change Leadership is designed to help indi- resolution but do not wish to receive a formal viduals and organizations increase their capaci- • The integration of both social and graduate certificate may register for courses ty for initiating, managing and sustaining work- organizational psychology; without completing an application form with place change efforts in increasingly complex • A theoretical, research, and applied focus ICCCR. and global environments. Focusing on the on understanding multiple levels of organi- application of both psychological and business zational functioning from individuals to Master of Arts in Organizational Psychology principles to relevant real-world organizational groups to organizations as a whole and the (ORGM) challenges, the program emphasizes individual, dynamic interaction among these levels; The 45-point M.A. program is designed to team and organizational learning and transfor- • A wide breadth of coverage including provide proficiency and advanced knowledge mation through rigorous training in and expe- human resource management, organizational in the psychology of organizations. Qualified rience with applied research, reflective prac- behavior, organizational change, leadership, students are given the opportunity to develop tice, and the use of theoretical models. conflict and negotiation, coaching, diversity, their program in a manner consistent with organizational demography, motivation, their career interests, capacities, and back- Executives enter the program each summer in power and authority, group processes, and ground. small cohorts of 16-24 students and are trained organizational dynamics; by faculty experts in organization change and • An emphasis on both quantitative and The program provides courses at Teachers consultation using a range of innovative adult qualitative research methods to address College and other areas of Columbia Univer- learning technologies and various cultural organizational issues; sity, particularly the Graduate School of immersion and residential experiences in and • Opportunities to engage in basic research, Business. There is one major for the M.A. around the New York City metropolitan area. applied research, and organizational degree entitled Psychology: Organizational. The program is delivered in four 1-week mod- consulting and application activities; and Students may decide to pursue a broadly based ules extending over one year and includes pre- • Faculty members are trained in a broad array program and therefore take a variety of cours- work, post-work, and guided independent of disciplines including social psychology, es, or they may concentrate their courses in a study/action research as part of the formal pro- counseling psychology, industrial-organiza- more specific area such as human resource gram requirements. Executives will learn about tional psychology, organizational behavior, management, organization change and consul- change-related topics at the societal, organiza- and business management– all of whom tation, or conflict resolution. tional, group, and individual levels and will be apply their respective disciplines to social- asked to integrate their own learning and pro- organizational psychology issues. fessional development through various oppor-

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Special Application writing sample must be a recently completed Advanced Core Required Courses: Requirements/Information: paper on a topic of interest to the applicant. Level 2 This may be, but does not have to be, a paper Regardless of concentration, the following three Master of Arts in Organizational Psychology submitted to satisfy course requirements for courses are required for all candidates, plus one of (ORGM) another academic program. the application courses and one of the advanced theory courses, listed below, for a total of five The 45-point M.A. program in Psychology: courses: Organizational admits students for the fall, Admission to the doctoral program is highly competitive. Preference is given to candidates • ORL 5362 Group dynamics: A systems spring, and summer semesters. Persons from perspective (3) who possess excellent verbal and quantitative a variety of academic backgrounds and work • ORLJ 5045 Organizational dynamics experiences may qualify for admission to the skills and whose transcripts, references, and pre- and theory (3) (prerequisite program. Primary consideration for admission vious work experience suggest that they have ORLJ 4005) is given to previous academic record, work the potential to make a significant contribution • ORLJ 5148 Managing conflict in experiences, letters of reference, GRE scores, to theory and practice, policy-making, and/or organizations (3) and the personal statement. The GRE General research. Please note that full-time study is Test is required for M.A. applicants. In lieu required for the first and second years of study. Plus one of the following application courses: of the GRE, applicants may submit GMAT • ORLJ 5012 Organizational internship (1-3) (prerequisite ORLJ scores. The early deadline for fall applications Degree Requirements: 4005) is January 15th. The final deadline for fall MASTER OF ARTS IN ORGANIZATIONAL • ORLJ 5340 Basic practicum in conflict applications is April 15th. Applicants may resolution (3) PSYCHOLOGY (ORGM) also apply to begin their studies in the spring. • ORLJ 6343 Practicum in change and The program curriculum is comprised of major The deadline for spring applications is consultation in organiza- November 1st. courses consisting of four required core courses, tions (4) (prerequisite ORL five required advanced core courses, other 5362, ORLJ 4005) Executive Masters Program in Change Leadership General Elective courses (usually ORLJ, but (ORGX) can be outside ORLJ or at Columbia, SIPA, Plus one of the following advanced theory Individuals selected for the Executive Masters the Business School, etc.) and three Breadth courses: Courses, which are Teachers College non-ORLJ Program must have at least eight to ten years of • ORLJ 5005 Leadership and supervision courses taken for at least 2 points each, in relat- work experience and must be able to demon- (3) ed fields. strate that continued education and training in • ORLJ 5046 Intercultural communications in organizational contexts: change leadership would enhance their ability Courses available at the Graduate School of Theory, issues, and practices to work effectively in their formal organization- Business, Graduate School of Arts and Sciences, (3) al roles. Mid-career professionals and aspiring School of International and Public Affairs, • ORLJ 6040 Fundamentals of cooperation, organizational leaders who wish to lead and Social Work, and in other graduate programs conflict resolution, and media- manage future change efforts are especially Columbia University may be taken. Students tion in different institutional encouraged to apply. Full-time employment, contexts (3) must consult with an advisor to select courses organizational sponsorship, two letters of refer- Breadth Courses: outside of Teachers College that may satisfy the ence, a personal statement, a current work Three non-ORLJ courses of at least 2 points elective/concentration requirements. An effort product, an undergraduate transcript, and a each taken at Teachers College. Please consult is made to assist students in developing a pro- recent resume are all required for admission. an advisor. gram of study that will best meet their personal career interests and objectives. Admissions decisions will be made on a rolling Suggested Organizational Psychology basis. Individuals who apply to the program are In addition, within the program, students may General Elective/Concentration Courses: strongly encouraged to do so before the appli- elect to concentrate in any one of three areas: The following courses are suggested General cation deadline (visit www.tc.edu/leadchange Electives within ORLJ. Students may choose for more information). • Human resource management; from among these electives and other relevant • Organization change and consultation; or electives that are not listed here (including Students are admitted once annually. The pro- • Conflict resolution. courses at the Graduate School of Business, gram begins in late spring/early summer and SIPA, etc.) upon consultation with an aca- concludes in May of the following year. However, students are not required to choose demic advisor. a concentration. Thus, if a student desires a • ORLJ 4010 Executive coaching (3) Doctor of Philosophy (ORGD) broadly based and general degree in organiza- • ORLJ 5005 Leadership and supervision (3) Applicants are considered once a year for the tional psychology, courses may then be selected, • ORLJ 5012 Organizational fall semester only. Completed applications with with the assistance of an advisor, across all three supporting documentation must be received no internship (1-3) areas of concentration. • ORLJ 5017 Small group inter- later than December 15. Late or incomplete ventions: Theory applications will not be considered. In addition Core Required Courses: Level 1 and method (3) to the application, applicants must provide Regardless of concentration, the following four • ORLJ 5018 Using survey research documents supporting previous academic courses are required for all candidates. in organizational record, professional resume, letters of reference, • ORLJ 4002 Functions of organizations (3) consulting (3) GRE scores, a writing sample, and a personal • ORLJ 4005 Organizational psychology (3) • ORLJ 5019 Data-based interventions statement. It is recommended, but not • ORLJ 4009 Understanding behavioral in organizations (3) required, that applicants also take the GRE research (3) • ORLJ 5199 Special topics in organiza- Advanced Examination in psychology. The • ORLJ 5003 Human resource tional psychology (1-3) management (3) Teachers College Columbia University 2011-2012 219 • ORLJ 5046 Intercultural communica- reflective practice courses. The curriculum for settings. The formal coursework provides a tions in organizational the Executive Masters Program is comprised of strong foundation in both social psychology and contexts: Theories, issues, three components. Executives will enroll in 12 organizational psychology theories and their and practices (3) “core” courses that reflect the fundamental applications. A series of research methods cours- • ORLJ 5047 Development of the multi- knowledge, skills and abilities required for lead- es provide the foundation necessary for under- cultural self (3) ing organization change. These courses are standing and conducting scholarly research. • ORLJ 5310 Preparation for coaching (3) • ORLJ 5311 Management and leadership sequenced across four Learning Modules, each Similarly, a series of courses in measurement and practices (3) of which focuses on a different aspect or level of statistics provides students with the strong statis- • ORLJ 5312 Practices in HR management change in organizations (e.g., system, group, tical and analytical background necessary for the (3) individual). research process. • ORLJ 6048 Teaching to cultural and cognitive complexities In addition to the core, two “integrative” cours- Research experience is gained through “work- (2-3) es have also been developed to assist the trans- groups.” Workgroups are research teams led • ORLJ 6343 Practicum in change and lation and application of course concepts to the by a faculty member and consist of four to ten consultation in organiza- actual work environment, namely through doctoral students. In workgroups, students par- tions (4) action research and individual and group reflec- ticipate in the design, execution, data analysis, • ORLJ 6350 Advanced practicum in tion. These integrative courses will span the conflict resolution (3) and writing phases of research projects. All stu- (two terms) length of the entire program and will have virtu- dents are required to participate in workgroups al components that occur in the liminal spaces each semester for the first four years. The com- Internship between modules. A final course is comprised of mitment to research training is an important While not a prerequisite for graduation, an attendance at and participation in four cultural part of the program and consumes a significant internship may be helpful for proper job place- events and spans the length of the program as amount of students’ time. ment. The purpose of the internship is to pro- well. All integrative and cultural experience vide students with an opportunity to gain prac- courses are part of the formal curriculum and Applied Aspects of the Program tical experience relevant to their interests and will be taken for credit. The applied aspects of the program for doctoral to apply the principles of organizational psy- students involve the development of skills and chology theories to real-world situations. Capstone Project knowledge in the application of theory and re- Students who are interested in doing an intern- Executives will be required to complete an search to practice and consulting activities. As ship should consult with an academic advisor. action research project related to a change lead- such, students acquire an understanding of the ership challenge within their sponsoring organi- systems approach, in particular, the dynamic Comprehensive Examination zations. interaction among individuals, groups, organiza- The Comprehensive Examination may be taken tions, and their environments as well as an after a student has completed the core level 1 DOCTOR OF PHILOSOPHY (ORGD) understanding of organization development and courses receiving the grade of a C+ or above. Students are required to take as many as 86 the process of organization change. A variety of Students are encouraged to take the exam in points for the Ph.D. (Occasionally, students may opportunities are available for students to devel- their penultimate semester of the M.A. pro- transfer credits– up to a maximum of 30 points op skills in conducting applied and action gram. from previous graduate training at other institu- research and in providing consultation to groups tions. Transferring the maximum is unusual and organizations. All of these activities are A student must score 80% or above to pass since courses transferred must be equivalent to grounded in theory and research in social-orga- the comprehensive examination. Should a courses that are required in the Ph.D. program.) nizational psychology. A series of courses are student fail the examination twice, he/she available which provide students with basic skills will not be allowed to continue in the M.A. Students are encouraged to design an individu- in interpersonal relationships, interviewing and program. ally meaningful course of study within the larger information gathering techniques, and process offerings of the program. Opportunities for consultation. In addition, supervised field expe- EXECUTIVE MASTERS PROGRAM IN doing this are available through coursework, riences are available whereby students engage CHANGE LEADERSHIP (ORGX) work with faculty members, independent in an applied project with a local organization Executives enrolled in the program will be research and study, and teaching activities. under faculty direction. Internships and other exposed to a change leadership curriculum that Students take a series of required courses that work-related experiences are also examples of is both grounded in traditional psychological build a strong foundation in social-organization- field experiences. and business principles but also focused on al psychology and can also select a series of working with and managing change in organi- more specialized courses depending on their The Ph.D. Program in Social-Organizational zational environments of the future. Course specific areas of interest. Additional focus and Psychology is a scientist-practitioner program content and learning objectives reflect profes- expertise are developed through collaboration and as such focuses on both research and prac- sionally documented competencies essential for on major research projects with faculty members tice. The curriculum represents the dual empha- successful change leaders and are sequenced to and practice-based or consulting activities under sis of the program. emphasize the multi-level, complex nature of faculty supervision. change in today’s organizations. Executives will The following are six areas from which learn about change-related topics at the socie- Research Training students select courses: tal, organizational, group and individual levels The research training for doctoral students and will be asked to integrate their own learn- involves acquiring an understanding of underly- 1. Research and Statistics ing and professional development through ing concepts and theories in social and organiza- 2. Theory and Practice in Social- action research projects, cultural immersion tional psychology and gaining experience in Organizational Psychology events, and participation in discussion-based conducting research in both field and laboratory 3. Integrative Experiences

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4. Breadth Requirement LECTURE Additional Course Requirements 5. Dissertation-related courses Required: (Three courses required) 6. Dissertation Advisement • ORL 5362 Group dynamics: Suggested courses include: A systems perspective • ORLD 4051 How adults learn Students take 30-32 required courses for a • ORLJ 4002 Functions of organizations • CCPJ 5020 Racism and racial identity total of 86 points. Variable point courses • ORLJ 5045 Organizational dynamics in psychology and education should be taken for the minimum rather than and theory • CCPX 5034 Child developmental • ORLJ 6040 Fundamentals of coopera- the maximum number of points in order to psychopathology tion, conflict resolution, • CCPX 6352 Cognition, emotion, have both the required number of points and and mediation in different and health the desired distribution of courses. institutional contexts • G 4230 Sensation and perception Optional: (Columbia University) For a more comprehensive description of the • ORLJ 5005 Leadership and • G 4630 Theories of personality Ph.D. program requirements, please see the supervision (Columbia University) Ph.D. program handbook, located on the • ORLJ 5018 Using survey research in • HUDK 5125 Cross-cultural Social-Organizational Psychology webpage: organizational consulting developmental psychology http://www.tc.edu/o&l/orgpsych/. The hand- • ORLJ 5019 Data-based interventions • HUDK 5023 Cognitive development book should be considered the primary docu- in organizations • HUDK 5029 Personality development • ORLJ 5046 Intercultural communica- ment with regard to degree requirements for across the lifespan tions in organizational • HUDM 5059 Psychological measure- the Ph.D. program, including information on contexts: Theory, issues, ment requirements for the two Qualifying Papers. and practices • ITSF 5013 Psychological anthro- • HUDK 5198 Psychology of instructional pology Research and Statistics systems designs (7 courses required) Dissertation-related courses: SEMINARS • ORLJ 7501 Dissertation seminar (1-3) • ORLJ 5040 Research methods in Two required seminars: • ORLJ 8900 Dissertation advisement social psychology • ORLJ 5540 Pro-seminar in social in social-organizational • HUDM 4122 Probability and statistical psychology psychology (0) inference • ORLJ 5541 Pro-seminar in organiza- • HUDM 5122 Applied regression analysis tional psychology Research Workgroups • HUDM 5123 Linear models and experimental design Plus at least 3 of the following: Although the curriculum is designed to facili- • HUDM 6122 Multivariate analysis I • ORLJ 5017 Small group intervention: tate students’ completion of all three qualify- Theory and method ing papers and the preparation of a disserta- Plus two of the following: • ORLJ 5020 Special topics in social- tion proposal while enrolled in workgroups for • ORL 6500 Qualitative research organizational psychology* the first four years of the program, students methods in organizations: • ORLJ 5047 Development of the Design and data collection multicultural self may need to register for dissertation, related • ORL 6501 Qualitative research • ORLJ 6045 Demography in organizations classes beyond their fourth year in the pro- methods in organizations: *Doctoral seminars may be offered as special top- gram. If so, there is a sequence of courses that Data analysis and reporting ics courses, pending permanent course approval. vary in regard to course credit and fee. When • ORLJ 5041 Research methods in Such special topics seminars include: Organization actively working on the dissertation and meet- social psychology change: Theory and practice, and Writing Seminar: ing with one’s Sponsor and/or committee, stu- • HUDM 5059 Psychological measure- Qualifying papers. dents are expected to register for ORLJ 7501 ment two semesters. This course is only offered for • HUDM 5124 Multidimensional scaling PRACTICE 1-3 points and students can register for the and clustering Required: minimum number of credits; it is offered for • HUDM 6030 Multilevel and longitudi- • ORLJ 6343 Practicum in change variable credit to accommodate the different nal data analysis and consultation in needs of various students. Once the student • HUDM 6055 Latent structure analysis organizations • HUDM 6123 Multivariate analysis II has registered for two terms of ORLJ 7501, • ITSF 5000 Methods of inquiry: Plus one of the following: Ph.D. students are required to register for Ethnography and partici- • ORLD 5055 Staff development ORLJ 8900 for 0 points for every semester pant observation and training until completion of the final oral defense. • ORLD 5061 The learning organization Theory and Practice in Social- • ORLJ 5310 Preparation for coaching Workgroups (See notes below) Organizational Psychology • ORLJ 5340 Basic practicum in (13 courses required) conflict resolution • ORLJ 6340 Workgroup (2) • ORLJ 6244 Fieldwork in organiza- • ORLJ 6341 Workgroup (2) Courses in this section are sub-divided into tional consultation • ORLJ 6342 Workgroup (2) • ORLJ 6349 Research workgroup in lecture, seminar, and practice courses. Of • ORLJ 6344 Workgroup (2) social-organizational psychol- the thirteen required courses, there are seven • ORLJ 6345 Workgroup (2) ogy: Group/organizational • ORLJ 6346 Workgroup (2) courses that are set (four lecture courses, two dynamics and diversity • ORLJ 6347 Workgroup (2) seminars, and one practicum). The six remain- issues in organizations • ORLJ 6348 Workgroup (2) ing courses may be selected from among the • ORLJ 6350 Advanced practicum in • ORLJ 6349 Workgroup (2) optional courses as long as three of the six conflict resolution courses selected are seminars. Teachers College Columbia University 2011-2012 221 Notes: sequence of five courses and one semester of ORLJ 4010. Executive coaching (3) 1. One workgroup per semester for a minimum internship and formally applying to the Conflict Professor Noumair.. This course is didactic in of eight semesters is required from the time a Resolution Center certificate program, students nature. The key concepts, theories, models, student enters the Ph.D. program. may receive a non-credit Certificate of Com- and processes underlying a successful and 2. Students must take six of the eight work- pletion in Cooperation and Conflict Resolution. developmentally appropriate approach to coaching as a career option will be outlined. groups for credit points. An exception may be The courses are offered in conjunction with the This is not a “how to” course. Core concepts made for students who participated in a work- ICCCR whose mission is to help individuals, include theories of adult development and group as a master’s student in our program, in schools, communities, businesses and govern- learning, leadership development, psychological which case, the student must take a minimum ments better understand the nature of conflict assessment and diagnosis, and a critical exami- of four of the eight workgroups for credit. and how to achieve its constructive resolution. nation of the numerous definitions and models 3. Workgroup points may not be substituted Contact: Professor Peter Coleman at (212) that define “coaching” today. for required courses. 678-3402. 4. Students are required to actively engage ORLJ 5002. Advanced functions of in at least 2 different workgroups over the 8 COURSES: organizations (3) semesters that workgroup is required. Mr. Buckner. Students will learn about the larger contexts within which businesses function, 5. Students are required to actively engage in Courses at the 4000-level do not require per- the mechanisms by which they are regulated, workgroups. Active engagement means regular mission of the instructor and are open to non- and the impact these variables have on the participation in the design and conduct of majors as well as majors. Many 5000-level decision-making role and behavior of manage- research until it reaches a conclusion. Solely offerings are also open to non-majors with ment and employees in an organization. being present at meetings does not satisfy the appropriate backgrounds; 6000-level courses requirement. are usually limited to majors with advanced ORLJ 5003. Human resource standing in the program. See listings below for management (3) Integrative Experiences prerequisites and limitations on enrollment. In Dr. Bazigos. Current and emerging emphases in • ORLJ 6640 Social-organizational addition to the courses listed below, students the management of human resources in organi- psychology colloquium (0) should consult the offerings of other psychology zations. (Attendance required programs at Teachers College, many of which for years 1-4) ORLJ 5005. Leadership and supervision are required or recommended in the various (3) Certification Examination in Psychology: program guides which are obtainable from the The Research Methods Examination (RME) Professor Burke. Major psychological and other respective offices. interdisciplinary approaches to the study of in Psychology is part of the certification leadership. Critical analysis of relevant theories, process for doctoral students in all of the psy- Social-Organizational Psychology research, and practical applications. chology programs at Teachers College. The examination measures student’s knowledge in ORL 5362. Group dynamics: ORLJ 5012. Organizational internship (1-3) statistics, measurement, and research design A systems perspective (3) and is developed by the Research Methods Dr. Brazaitis. Enrollment limited. The course ORLJ 5017. Small group intervention: Examination Committee. explores social processes in groups and their Theory and method (3) impact on individual behavior. In addition to Dr. Brazaitis. Prerequisite: ORL 5362. This The Dissertation a series of lectures/discussions, students are course gives students an opportunity to develop The doctoral dissertation is a report of inde- required to participate in an experiential group a better understanding of the dynamics of small work groups and to learn intervention skills to pendently conducted research. In formulating relations conference or to conduct a self-study project on group relations. Special fee. improve group performance. The course covers and conducting this research, the student has relevant theory and research that underlies available as consultants and advisors two or ORLJ 4002. Functions of organizations (3) effective small group interventions. The class three members of the faculty. Mr. Buckner and Mr. Strong. A survey of the format will include lecture, discussion and in- primary functions and operations of organiza- class exercises. Non-Credit Program– Certificate of tions: accounting, finance, marketing, strategic Completion in Conflict Resolution planning, management information systems, ORLJ 5018. Using survey research in In addition to the degree programs previously and the relation of these functions to human organizational consulting (3) described, the Social-Organizational Psychology resource management. Professor Westaby. Prerequisite: ORLJ 4009. Program, through the International Center for This course illustrates how to conduct survey research for organizational change initiatives. Cooperation and Conflict Resolution (ICCCR), ORLJ 4005. Organizational psychology (3) Faculty. Introduction to theories and research The following topics are covered: entering into offers professional development opportunities in that underlie the field of organizational psy- survey research consulting, selecting concepts, the field of Conflict Resolution to people inter- chology. Implications and applications in vari- conducting focus groups, survey construction ested in continuing their graduate education. ous organizational contexts are considered. and administration, data analysis, identifying needs, survey feedback techniques, and final Conflict Resolution is a concentration of gradu- ORLJ 4009. Understanding behavioral reports. Students develop a survey-based proj- ate courses aimed at developing core compe- research (3) ect from initial conceptualization to final report tencies for reflective scholars and/or practition- Professor Perry and Dr. Buontempo. Overview presentation. ers. It is offered both as a track in the Master of of alternative methods of behavioral research Arts and Doctoral Programs in Social Organi- and their relative strengths and limitations. ORLJ 5019. Data-based interventions in organizations (3) zational Psychology and, in whole or in part, Application of methodological principles in order to read and evaluate social science Dr. Shmulyian and Dr. Tartell. Prerequisite: as a complement to the studies of students research and learn how to begin to conduct ORLJ 4009. Reviews tools for collecting, organ- throughout the College, i.e. students may take research. izing, and analyzing qualitative and quantitative conflict resolution courses as valid electives in data in organizations. Students explore and their respective programs. By completing a

222 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP practice the use of data collection techniques works. The course also explains how dark net- ORLJ 5340. Basic practicum in conflict most frequently utilized by practitioners in the works function, such as terrorist cells, counter- resolution (1-3) field (secondary data, observations, question- terrorism efforts, and bully networks. Students ICCCR Trainers. Enrollment limited. Students naires, interviews, and focus groups), as well as are interactively involved in the course. will be trained in the basic skills of collabora- practice analysis techniques associated with tive negotiation and mediation and will have these tools. The use of diagnostic tools is con- ORLJ 5147. Conflict resolution in early supervised practice in these skills. sidered within the framework of the consulting childhood settings (2-3) cycle (contracting and planning, data collec- Faculty. This course introduces a developmen- ORLJ 5540-ORLJ 5541. Proseminar in tion, data analysis, and data feedback). Upon tally appropriate model of working with conflict social and organizational psychology (0-3) completion of this course, the students should resolution in early childhood classrooms. It fea- Professor Coleman (fall) and Professor be well prepared to engage in a consultation tures demonstrations and practice in the use of Roberson (spring). Open only to qualified with the real client. circle time activities, puppets, role-playing, and doctoral students in the behavioral or social modeling to promote social-emotional and sciences. Intensive readings and analysis of the- ORLJ 5040-ORLJ 5041. Research methods problem-solving skills. Strategies for classroom ories and research in social and organizational in social psychology (3) management and parent involvement are high- psychology and social structure. Professor Block (ORLJ 5040) and Professor lighted. Westaby (ORLJ 5041). Open only to qualified ORLJ 6040. Fundamentals of cooperation, doctoral students in the behavioral or social ORLJ 5148. Managing conflicts in conflict resolution and mediation in different sciences. Representative approaches to practice organizations (3) institutional contexts (3) in the design, conduct, and analysis of research. Dr. Claudia Cohen and Faculty. Designed Professor Coleman. Topics such as cooperation Fall: Experimental and quasi-experimental to address conflicts in the context of organiza- and competition, trust and suspicion, bargain- design. Spring: Field and survey methods; tions from both theoretical and practical ing and negotiation as they relate to conflict policy and evaluation research. points of view. Review of the latest research resolution in various contexts. findings about what causes conflict in organiza- ORLJ 5045. Organizational dynamics tions, how the issues are framed, how the con- ORLJ 6045. Demography in organizations and theory (3) flicts are managed, and how conflict impacts (3) Dr. Coruzzi. Prerequisite: ORLJ 4005 or equiva- the parties involved and the organization as a Professor Perry. This course seeks to understand lent. Study of organizations as total systems whole. Theories are applied in different types of the role that demography plays in organizations. with consideration of different types of organi- activities such as analyzing case studies, partici- The main focus in this course is on demograph- zations. Emphasis on the impact of such dimen- pating in simulations, and designing conflict ic variables such as race, gender, and disability. sions as mission, strategy, structure, culture, sys- management systems. Students also engage in The course examines various theoretical frame- tems, and leadership on individual and organi- skill building activities, such as role plays, to works that help us to understand how demo- zational performance and vice versa. Organiza- better learn how to prevent conflicts from graphic variables influence organizational tional change is also addressed. occurring and to intervene in conflicts that have behavior and decisions. developed. ORLJ 5046. Intercultural communications ORLJ 6048. Teaching to cultural and in organizational contexts: Theory, issues, ORLJ 5310. Preparation for coaching (3) cognitive complexities (2-3) and practices (2-3) Faculty. The purpose of this course is to intro- Professor Knefelkamp. This seminar focuses on Professor Knefelkamp. Dr. Beodeker. This class duce students to the basic structure and tech- issues of complex cognitive and cultural think- is designed to explore the intercultural com- niques of interviewing and listening. The course ing and problem solving skills. Students gain munication field and what it has to offer pro- is largely experiential and is intended for stu- knowledge about and exposure to a variety of fessional educators in the context of their dents who have little or no background or expe- assessment components and tools in the field understanding of intercultural theory and rience in counseling or coaching. of organization change and management. practice and in their ability to design effective and empathic learning environments. ORLJ 5311. Management and leadership ORLJ 6244. Fieldwork in organizational practices (1-3) consulting (3) ORLJ 5047. Development of the multi- Dr. Temlock. Enrollment limited. This elective Professors Burke and Noumair. Doctoral-level cultural self (3) combines theory and practice in management course, permission required. Prerequisites: Professor Knefelkamp. This course focuses on and leadership, with an emphasis on practical ORLJ 5045 and ORLJ 6343. Background in issues of identity development, social and cul- applications- what managers and leaders actu- organization development required. Students tural diversity, and the intersections of multi- ally do. In addition to theory, simulations, engage in consultation with a client that cultural aspects of the self in the context of behavior modeling, team participation, and emphasizes data gathering, organization diag- the organization. Perspectives of social identity individual presentations are used to provide nosis, and feedback. development, intellectual and ethical maturity, a series of developmental experiences. social learning theory, and intercultural analy- ORLJ 6340-6342, 6344-6349. sis are major components in the study of the ORLJ 5312. Practices in HR management Research workgroup in social- individual. (3) organizational psychology Dr. Temlock. This elective course provides the- Permission required. Limited to doctoral stu- ORLJ 5115. Social networks and perform- ory and practice in specific functions which are dents. Topics are announced in the preliminary ance(3) the responsibilities of Human Resource profes- and final course schedules distributed each Professor Westaby. Grounded in psychology, sionals. Simulations, role plays, mock employ- semester. social network analysis, and organizational sci- ment interviews, case studies, consulting issues, ence, this course shows how social networks and the construction and use of competencies influence performance in a variety of settings, are used to provide a series of developmental, such as social, organizational, educational, mil- skill building experiences. The course goals are itary, and international settings. Many topics built around enabling students to develop capa- relevant to social networks are explored, such bilities and have experiences which can be as motivated goal pursuit, leadership, social directly applied to the Human Resource posi- networking, and group and organizational net- tions they may some day occupy.

Teachers College Columbia University 2011-2012 223 • ORLJ 6340. Multicultural self (1-3) ORLJ 7501. Dissertation seminar (1-3) Professor Knefelkamp. Faculty. Permission required. Development • ORLJ 6341. Work/family issues (1-3) of doctoral dissertations and presentation Faculty. of plans for approval. Registration limited to • ORLJ 6342. Multi-level research in two terms. For requirements, see section on organizations (1-3) Continuous Registration for Ed.D./Ph.D. Professor Roberson. degrees. • ORLJ 6344. Conflict, justice, and cooperation (1-3) Independent Study and Research Professor Coleman. Students may register for intensive individual • ORLJ 6345. Diversity and discrimination study of a topic of special interest. Registration in organizations (1-3) in independent study is by permission of the Professor Perry. instructor under whose guidance the work will • ORLJ 6346. Organizational attitudes, be undertaken. Credit may range from 1 to 3 job search, and career development (1-3) points each term except for ORLJ 8900 Professor Westaby. (Dissertation Advisement) and registration is • ORLJ 6347. Motivational issues in not limited to one term. Hours for individual organizations (1-3) conferences are to be arranged. Professor Block. ORLJ 4901. Research and independent • ORLJ 6348. Psychology of managerial study in social-organizational psychology and leadership competence and multi- (1-3) rater feedback (1-3) Faculty. Professor Burke. • ORLJ 6349. Group/organizational ORLJ 6901. Advanced research and dynamics and diversity issues in independent study in social-organizational organizations (1-3) psychology (1-4) Professor Noumair. Faculty.

ORLJ 6343. Practicum in change and ORLJ 8900. Dissertation advisement in consultation in organizations (4) social-organizational psychology (0) Professor Noumair and Dr. Tye. Permission Faculty. Fee to equal 3 points at current required. Prerequisite: ORL 5362 and ORLJ tuition rate for each term. For requirements, 4005. Enrollment limited. Open to doctoral see section on Continuous Registration for candidates and others who have a strong Ed.D./Ph.D. degrees. background in social science, organizational behavior, administration, psychology, or business. Planned change in organizations. Offers the opportunity to study and experience anticipated consultant roles during the entry, diagnostic, and intervention phases of efforts to effect change. Special fee.

ORLJ 6350. Advanced practicum in conflict resolution (3) ICCCR Staff. Prerequisite: ORLJ 5340. Limited enrollment. Students will engage in negotiation and mediation involving persons from different cultural contexts as well as with “difficult” cases.

ORLJ 6500. Stereotypes and stereotypic processes in organizational contexts (3) Professor Perry. Open only to qualified doctoral students in the behavioral or social sciences. This course seeks to understand how stereotypes are typically structured and operate, as well as the types of information they include. This course specifically considers the role of stereotypes and stereotypic processes in organizational contexts.

ORLJ 6640. Social-organizational psychology colloquium (0-1) Faculty. Permission required. For doctoral candidates only. Discussion of ongoing projects involving research and consultation.

224 www.tc.columbia.edu General Information: (212) 678-3000 Other Areas of Interest

Teachers College degree programs have always EDUCATION POLICY STUDIES From taking one or two policy courses to provided a way for students to pursue formal The breadth and depth of education policy enrolling in one of the six policy related pro- study in a wide array of conventional disci- studies at Teachers College is unmatched at grams, students at Teachers College have a plines. In addition, the College offers a num- any other school of education in the United range of options when it comes to studying ber of non-degree programs and opportunities States. Teachers College faculty who teach educational policy: to explore a range of areas of interest that pro- education policy courses include economists, vide education in and out of the classroom lawyers, political scientists, psychologists, and • Dabbling in Policy Study: Students enroll in and across the lifespan. sociologists as well as specialists in a wide individual policy courses that are open to range of interdisciplinary areas such as early everyone at Teachers College. The bulk of CONFLICT RESOLUTION childhood education, K-12 school reform, these courses are in the six policy programs; Conflict Resolution is a concentration of higher education policy, and law and educa- however, some are located in other programs, courses aimed at developing core competen- tion policy. Thus, policy courses and research including Measurement and Special cies for reflective scholars/practitioners. It is at Teachers College are grounded in a full Education. offered both as a track in the Master of Arts range of disciplinary and interdisciplinary and Doctoral programs in Social-Organi- perspectives. • College-wide Policy Activities: The Policy zational Psychology and, in whole or in part, Student Network (PSN) is a student-run as a complement to the studies of students Many education policy faculty members focus group which offers students an informal throughout the College. The courses are on the U.S., particularly the special challenges forum to share thoughts, policy experiences, offered by the International Center for facing large cities, but we also have a very internships and job opportunities, course Cooperation and Conflict Resolution strong cadre with research and teaching inter- advice, and recent work. The PSN regularly (ICCCR), whose mission is to help individ- ests in comparative and international educa- sponsors and organizes events for academic uals, schools, communities, businesses and tion. Methodologically, we prepare students in and professional advice and networking, and governments better understand the nature of quantitative, qualitative and mixed-methods broadcasts opportunities for internships and conflict and how to achieve its constructive approaches, and we encourage students to jobs. resolution. learn methods by doing original research of their own or through organized team projects. The Brown Bag Lunches are colloquia open Advanced Certificate in Cooperation In addition to our emphasis on research and to the Teachers College community and the and Conflict Resolution teaching, Teachers College policy faculty work broader New York education community. The closely with legislators, governors and other colloquium series expands the education dialog Students interested in receiving an Advanced policy makers and provide opportunities for at TC by introducing students to noted aca- Certificate in Cooperation and Conflict students to participate in this important work. demics, researchers, and policymakers from Resolution must complete a sequence of six Thus, through coursework, seminars and across the country. courses: internship opportunities, Teachers College students can examine the politics of social and To find out about policy internships, students • ORLJ 5340 Basic practicum in conflict educational change, how policies should be may sign up with TC Policy Connections. The resolution and mediation evaluated, and how climates of support for goal is to connect students with "real world" • ORLJ 6040 Fundamentals of coopera- policies are created. experience and understanding of education pol- tion, conflict resolution icy through public, private, and non-profit and mediation in different institutional settings Advancing both theoretical and applied organizations. In order to participate in the TC • ORLJ 6350 Advanced practicum dimensions of policy, our internationally Policy Connections internship program you in conflict resolution, renowned policy faculty teach courses, under- must have completed one graduate level policy Part I and II take path-breaking research, and help shape course. For international and comparative edu- • ORLJ Elective An ICCCR-sponsored policy debates through their publications and cation students, the requirement is one ITSF elective course; electives commentary. TC students augment their theo- course. For more information about this oppor- vary semester to semester retical training with fellowships, internships, tunity, please visit the website at: • ORLJ 5012 Organizational internship colloquia, and policy student network activi- http://www.tc.columbia.edu/edpolicy/?Info=Int (in community mediation ties. Some put their primary emphasis on ernships or an organizational setting) studying education policy by enrolling in one of the degree programs that, beginning in Fall • College-Wide Policy Concentration: (Non- For more information regarding graduate stud- 2011, will be housed in the new Department programmatic Concentration offered ies in cooperation and conflict resolution, visit of Education Policy and Social Analysis. through the Sociology and Education our website: www.tc.edu/icccr. If you have Others concentrate their efforts on important Program): Students from any program at questions, please contact the ICCCR office at issues dealt with in depth by other programs Teachers College can enroll in a specified (212) 678-3402, or email us: [email protected]. and sample selectively from the array of policy- sequence of policy courses within the focused courses and activities available to all Sociology and Education Program (Depart- Note: Students who take these courses on a students. Given the strength of faculty and stu- ment of Education Policy and Social non-credit basis will be awarded a Coopera- dents, and the unique opportunities offered, Analysis) and complete a Policy Concentra- tion and Conflict Resolution Certificate of TC provides a dynamic policy experience. tion (see description below). Completion.

Teachers College Columbia University 2011-2012 225 • Policy-Related Programs: Students who evaluation in education, school-to-work transi- nance, privatization and school choice, race want educational policy to be more central tion, education and economic development, and ethnicity, poverty and inequality, profes- to their graduate studies can apply to one of and the development of community colleges. sionalization and bureaucratization, and testing six degree programs that weave many policy Faculty Contact: Francisco Rivera-Batiz; and accountability. classes into their required curriculum. Four of [email protected] Faculty Contact: Jeff Henig; these programs are housed in the newly creat- Website: www.tc.edu/epsa/Economics [email protected] ed Department of Education Policy and Social Website: www.tc.edu/epsa/Politics Analysis: Leadership, Policy and Politics Program Economics and Education Within the Department of Education Policy Policy Studies Concentration Leadership, Policy, and Politics and Social Analysis; this concentration devel- Sociology and Education: Within the Politics and Education ops students’ skills in the political, economic Department of Education Policy and Social Sociology and Education and legal analysis of education policy issues, Analysis; this concentration serves students in focusing on leadership roles. It prepares stu- the program as well as those in any other mas- Early Childhood Education is housed in the dents for positions such as policy analyst, policy ter’s or doctoral programs across the College Department of Curriculum and Teaching. advocate/advisor, and educational researcher. (see description of the College-wide Concen- LPP coursework includes research methods and tration above). International Educational Development is housed policy-craft courses in which students write pol- in the Department of International and icy analyses for a variety of audiences. The cul- Sociology and Education Program Transcultural Studies. minating master’s project involves writing a pol- The curriculum of the Sociology and Education icy brief for a community-based, governmental, program provides an analysis of educational Whether students are enrolled in a policy relat- or private education agency on a topic of cur- issues and policies from a sociological perspec- ed program or interested in taking only one or rent importance. Faculty Contact: Luis Huerta, tive. Policy-related issues emphasized in course- two policy courses, the list of policy courses at [email protected]; and, work include the social organization of urban Teachers College is long and impressive. For more Douglas Ready, [email protected] schools and school systems, and the success or information about the College-wide policy experi- Website: www.tc.edu/epsa/LPP failure of urban schools in meeting the educa- ence, please visit www.tc.edu/edpolicy. tional needs of the diverse populations they International Education serve. Program faculty are actively engaged in Policy-Related Programs and Concen- Policy Concentration the analysis and evaluation of educational poli- trations at Teachers College International Educational Development: cies and programs designed to serve education- Within the Department of International and ally disadvantaged populations, including Early Childhood Policy Concentration Transcultural Studies; this concentration is school choice, school desegregation, school Early Childhood Education: Within the interdisciplinary and encompasses a wide range retention, school technology, and testing. Department of Curriculum and Teaching; at both of local and global perspectives in the field of Courses focus on the ways in which race, class the master’s (Ed.M.) and doctoral level (Ed.D.), international educational development. Courses and gender affect policy formation and how this program and its policy concentration provide are taught with attention to multiple paradigms policy implementation is experienced by differ- students a firm grounding in early childhood ped- and worldviews to prepare future scholars to ent policy targets at the street level. agogy, programs, and practice as well as in policy engage in the work of policy analysis, formation, Faculty Contact: Aaron Pallas; analysis and policy making related to young chil- and study. Faculty who teach within this con- [email protected] dren and their families. Students combine theo- centration come from a variety of academic dis- Website: www.tc.edu/epsa/Sociology retical knowledge with practice in the policy field ciplines across the College, such as anthropolo- as they become familiar with an array of policy gy, economics, law, political science, psychology, Graduates from our policy-related master’s pro- issues impacting contemporary child and family and sociology. Content areas covered in course- grams generally seek employment as legislative life. work include early childhood education, family or gubernatorial staff or policy analysts and Faculty Contact: Sharon Lynn Kagan; and community education, public health, edu- advisors in education advocacy organizations, [email protected] cation leadership, and international educational education think tanks, or local, state, and fed- Website: www.tc.edu/academic/C&T/Child-Ed development. eral education agencies. Graduates from our Faculty Contact: Gita Steiner-Khamsi; policy-related doctoral programs typically hold Economics and Education Program [email protected] research or leadership positions in colleges and Within the Department of Education Policy and Website: www.tc.edu/its/cie&ied/ universities or serve as advisors to local, state or Social Analysis; this specialization equips masters’ federal policy makers. Many lead or conduct students with the skills required for the effective Politics and Education Program research for policy think tanks or advocacy design and implementation of educational policy. Politics and Education: Within the Department organizations. The program and the policy specialization place of Education Policy and Social Analysis; this strong emphasis on the financial, managerial, and concentration serves students who wish to FAMILY AND COMMUNITY policy challenges facing schools, colleges and study the ways governance institutions, political EDUCATION other institutions at various levels of the educa- ideologies, and competing interests both within Teachers College has long recognized that the tional system. This specialization enables students and outside of the education community influ- family is a fundamental educational institution. to learn the theories and methods of economics ence the content, form, and functioning of Those concerned with education can benefit and apply them to a range of policy areas in edu- schooling. Students study the ways power and from considering how education proceeds with- cation in domestic and international contexts. politics affect and are affected by such issues as in families, and how families are linked with These areas include, for example, privatization reform and innovation, centralization and other educational institutions in community and choice in education, financing and economic decentralization within federal systems of gover-

226 www.tc.columbia.edu General Information: (212) 678-3000 e.g. schools, daycare centers, health-care and Students interested in including elective stu- through one of the established areas of special- social service agencies, the media, libraries and dies in Family and Community Education in ization, many of which have a sufficient degree museums, parks, and religious institutions. their degree programs should talk with of flexibility to permit an interdisciplinary Values, attitudes, norms, self-concepts, and Professor Hope Jensen Leichter. Other approach to a field of study. All Teachers Coll- expectations are formed, sustained, and modi- interested faculty members include: ege professors are eligible to serve as advisors fied in families as different generations teach Professor Jeanne Brooks-Gunn and the applicant is required to seek the sup- and learn from each other through observation, Professor Celia Genishi port of a minimum of two advisors from the rel- participation, and instruction. Professor Sharon L. Kagan evant disciplines represented in the proposed Professor Jo Anne Kleifgen program of study as part of the application Families also mediate and thereby transform the Professor Michelle Knight-Diop process. For the M.A. or Ed.M. degree a com- influences of other educational institutions on Professor Victoria J. Marsick prehensive examination, essay, or special inte- their members. Since education takes place in a Professor Susan Recchia grative project is required. broad range of institutional and interpersonal Professor Hervé Varenne settings, it is also important to understand how Professor Barbara Wallace Contact the Admission Office (212) 678-3710 individuals engage in, move through, and com- for a more detailed description of the program bine these various educational experiences over GENERAL OFFERINGS and procedures for applying. a lifetime. Moreover, efforts to improve education often entail attempts to change families or Master’s and Doctoral Candidates LAW AND EDUCATIONAL their connections with other institutions. Thus, INSTITUTIONS an understanding of families is significant for IND 4000. Masters candidate (0) In schools and postsecondary institutions, pub- educational policy, practice, and research. This course is open to all degree students in lic and private, legal considerations play a cen- Families are subject to numerous sources of programs who need to maintain registration but tral role in questions of educational govern- change. The household composition, interper- are not registering for any courses in a given ance, finance, curriculum, instruction, admis- sonal relationships, and kin networks of the semester. Students should review their status sion, staffing, accountability, equality of op- same family may change significantly from one with an advisor prior to registration. Registra- portunity, and school reform. It is therefore stage of the life-cycle to another and in con- tion is limited to four terms. Fee: current important for administrators, policy makers, nection with geographic and social mobility. Teachers College fee. teachers, parents, and communities to under- During periods of rapid demographic, econom- stand law in its many forms – constitutional ic, and technological change, it becomes espe- IND 6000. Doctoral candidate (0) provisions, statutes, regulations, policies, court cially important for educators to examine fam- This course is open to all degree students in decisions, administrative regulations, and col- ilies, and to consider such issues as how new doctoral programs who need to maintain regis- lective bargaining agreements, among others. forms of transportation and communication tration but are not registering for any courses in There is also a growing need for effective col- technology are modifying information process- a given semester. Students should review their laboration between educators, lawyers, paring in family settings. status with an advisor prior to registration. ents, and researchers; such collaboration not Registration in this course does not satisfy a only helps avoid costly and divisive litigation Given the complex connections of families student’s obligation for continuous doctoral dis- but provides a powerful tool that can be used with other institutions in the community, the sertation registration. Registration is limited to to advance important educational objectives. variety of forms of the family in modern soci- six terms Fee: current Teachers College fee. eties, and the numerous teaching and learning This is not a degree program. Coursework activities that take place in family settings, INTERDISCIPLINARY STUDIES in education law can be taken in connection insights from a wide range of scholarly disci- IN EDUCATION with degree programs in most departments. plines can be utilized in attempting to under- Program Coordinator: For course descriptions, please see course stand and help shape the educational role of William J. Baldwin, Vice Provost listing in the Department of Education Policy modern families. Teachers College has a distin- and Social Analysis. (Program Code: IDIS) guished tradition of study and research on families and communities as educators. Degrees Offered: EDPA 4086. Law and education: Master of Arts (M.A.) Regulation, religion, free speech, The Elbenwood Center for the Study of the Master of Education (Ed.M.) and safety (3) Family as Educator (Professor Hope Jensen Doctor of Education (Ed.D.) Professor Heubert or Professor Sigall. Leichter, Director), The Institute for Urban and Minority Education, (Professor Edmund This program is designed for students who have EDPA 5016. Educational equality: W. Gordon, Director), The Rita Gold Early interests in an area of specialization not offered The role of law (3) Childhood Center (Prof. Susan Recchia, at the College, but for which a coherent and Professor Heubert or Professor Sigall. Faculty Director), the Center for Children and integrated program may be developed through Families (Professors Sharon Lynn Kagan and the selection of a combination of current course EDPA 4033. Equity, adequacy and Jeanne Brooks-Gunn, Co-Directors), and offerings from several different disciplines or leaving no child behind (3) several departments within the college offer programs at Teachers College. Professor Rebell. opportunities for study and research related to families. Additional opportunities for the Limited to areas of study at Teachers College, EDPA 5880. School Law Institute (3) Interdisciplinary Studies of families and com- admission to the Interdisciplinary Studies Professors Heubert, Sobol and Rebell munities as educators can be arranged with in Education program is granted only if the and a national faculty. advisors. designed program of study cannot be pursued

Teachers College Columbia University 2011-2012 227 EDPA 5096. Introduction to It provides technical assistance to schools; special education law (3) opportunities for students and faculty to Dr. O’Neill. engage in research and development activities; and, supervised and independent study For information about programs coordinated jointly arranged between the Institute and with the School of Law, contact Professor Jay appropriate academic departments. P. Heubert, Advisor of Law and Educational Institutions at Teachers College via email at For further information, address inquiries to [email protected]. the department chair of the area of specialization. URBAN EDUCATION Through its various departments and pro- GENERAL OFFERING grams, Teachers College, located in the heart of one of the world’s largest cities, has a IND 4033. Problems and programs in wide range of opportunities for instruction, urban education (2-3) research, and service in the field of urban edu- Knowledge, insights, and understandings cation. Individual programs of study can be emerging from theory, research, and practice, arranged for students whose major interest is concerning urban education. in this area– teaching, bilingual education, counseling, administration, supervision, special education, research, teacher education, and other professional roles. Special attention is given to prospective teachers and other school personnel; to persons with leadership responsibility for educational planning and program development; and to individuals interested in research and experimentation.

Most departments and programs at Teachers College give special attention to students primarily concerned with education in the urban setting. In addition to courses which focus primarily on urban education, many courses include attention to education in urban settings.

For study possibilities, students should contact the coordinator of the program in which their professional interests lie. The Ed.D. program in Curriculum and Teaching offers a concentration in Urban Education for those primarily concerned with instruction, whether in schools or in other educational environments.

Teachers College is also involved in educational program development and evaluation of urban programs. This research-service function is carried on with selected New York City schools and with other school systems in metropolitan areas.

Of particular interest in this regard is the Institute for Urban and Minority Education, which gives special emphasis to research, development, training and service programs designed to improve education in the nation’s cities and for minority group members. The Institute investigates a wide range of factors that influence educational success and failure.

228 www.tc.columbia.edu General Information: (212) 678-3000 TEACHERS COLLEGE Table of Program Codes 2011-2012INTRODUCTION 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. AFRICAN EDUCATION AFRC Adv. Cert. 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. COOPERATION AND CONFLICT RESOLUTION CCRE Adv. Cert. 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.

Teachers College Columbia University 2011-2012 229 PROGRAM OF STUDY CODE DEGREE LEVEL

ELEMENTARY INCLUSIVE EDUCATION- INITIAL CERTIFICATION WITH GIFTED EXTENSION ELGF-DUAL M.A. 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. 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.

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

READING SPECIALIST- INITIAL CERTIFICATION READ-INIT M.A. SCHOOL COUNSELOR COUS Ed.M. SECONDARY INCLUSIVE EDUCATION CUSE M.A. 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. URBAN EDUCATION LEADERS ELUE Ed.D.

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.

Teachers College Columbia University 2011-2012 231 PROGRAM OF STUDY CODE DEGREE LEVEL

BLINDNESS AND VISUAL IMPAIRMENT: EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION BVEI-DUAL Ed.M. CROSS-CATEGORICAL STUDIES SECC Ed.D. 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.

232 www.tc.columbia.edu General Information: (212) 678-3000 Teachers College Columbia University 2011-2012 233 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.

ADRIANA ABDENUR RANDALL EVERETT ALLSUP THOMAS BAILEY WILLIAM J. BALDWIN Assistant Professor in International Assistant Professor of George and Abby O’Neill Professor Vice Provost of Teachers College and Comparative Education Music Education of Economics and Education, and Associate Professor of International and Arts and Humanities and Director of the Institute on Higher Education Transcultural Studies Education and the Economy, the Organization and Leadership Educational Background Community College Research Educational Background B.M., Northwestern University; Center, and the National Center Educational Background A.B., Harvard University; M.A., M.A., Ed.M., Ed.D., Teachers for Postsecondary Research A.B., Villanova University; Teachers College, Columbia College, Columbia University Education Policy and M.A., University of Toledo; University; Ph.D., Princeton Social Analysis Ed.M., Ed.D., Teachers College, University Scholarly Interests Columbia University Instrumental Music Education, Educational Background HAROLD F. A BELES Teacher Education, Philosophies B.A., Harvard University; Scholarly Interests Professor of Music Education of Music and Arts Education, Ph.D., Massachusetts Institute College and university administra- Arts and Humanities Classroom Creativity, Democratic of Technology tion. Financing higher education. Education, Social Justice and Technology in higher education. Educational Background Equity, and Urban Education. Scholarly Interests Institutional research and planning. B.S., M.S., University of Labor economics, education Connecticut; Ph.D., O. ROGER ANDERSON policy, and community colleges. LESLEY BARTLETT University of Maryland Professor of Natural Sciences Associate Professor of Education and Chair of the Department MONISHA BAJAJ International and of Mathematics, Science, and Assistant Professor of Education Scholarly Interests Transcultural Studies Assessment in arts pedagogy. Technology International and Transcultural Studies Assessment of arts partnership Mathematics, Science, Educational Background programs. Technology in music and Technology Educational Background B.A., Ph.D., University of education. Research strategies North Carolina, Chapel Hill in arts pedagogy. Educational Background B.A., M.A., Stanford University; A.B., M.Ed., Ed.D., Washington Ed.D., Teachers College, Scholarly Interests University Columbia University JOHN P. A LLEGRANTE Comparative and international Deputy Provost of Teachers College Scholarly Interests Scholarly Interests education; anthropology of educa- and Professor of Health Education tion; adult education; social theo- Neurocognitive theory applied to Comparative and international Health and Behavior Studies ry; social studies of language, liter- science learning. Electron micro- education; peace education; acy, and cognition; multiliteracies; Educational Background scopic and physiological ecologi- human rights; politics of education; critical pedagogy; social transnationalism; race and class B.S., State University of New cal studies of eukaryotic micro- inequalities in education; collec- formation; Latin America, the York, Cortland; M.S., Ph.D., biota. tive action; gender issues in Caribbean, and the United States. University of Illinois LAURA AZZARITO education; sub-Saharan Africa, South Asia, Latin America and CHARLES BASCH Scholarly Interests Associate Professor of the Caribbean, and the United Richard March Hoe Professor Health behavior, disease self- Physical Education Biobehavioral Sciences States. of Health Education management, and health out- Health and Behavior Studies comes in chronic disease. Health Educational Background education in schools and patient- Educational Background care settings. Health promotion B.A., Universita’ di Scienze B.S., M.S., SUNY, Brockport; policy. Interdisciplinary applied Motorie di Torino, Italy; M.A., Ph.D., Southern Illinois behavioral research in clinical University of Maryland; Ph.D. University epidemiology and health services Louisiana State University research. Public health education Scholarly Interests workforce development and continuing education. Behavioral epidemiology. Health education program planning and evaluation. Urban and minority populations.

Teachers College Columbia University 2011-2012 235 JOHN BLACK GEORGE BOND MELANIE ELYSE BREWSTER JOHN M. BROUGHTON Cleveland E. Dodge Professor William F. Russell Professor of Assistant Professor of Associate Professor of of Telecommunications and Anthropology and Education Counseling Psychology Psychology and Education Education and Chair of the and Chair of the Department of Counseling and Arts and Humanities Department of Human Development International and Transcultural Clinical Psychology Human Development Studies Educational Background International and Educational Background B.A., M.A., Cambridge Educational Background Transcultural Studies B.A., B.S., M.S., Ph.D., University; Ph.D., Harvard B.S., Massachusetts Institute University of Florida University of Technology; Ph.D., Stanford Educational Background University B.A., Boston University; Scholarly Interests Scholarly Interests M.A., Ph.D., London School Mental health correlates of het- Cultural studies and education. Scholarly Interests of Economics erosexism, sexism, racism and Youth subcultures. Cinema as Cognitive and neural network other forms of discrimination; educator. Extreme youth vio- models of understanding, learn- Scholarly Interests intersections of personal identi- lence. Masculinity and war. ing and memory. Using cognitive Education and elite formation ties (e.g., gender, race, religion, Recovery from life-threatening and neural net models to design in the United States and Africa. sexual orientation); instrument illness and trauma. learning environments. Effects of African studies. African religions development and evaluation. using various technologies on and politics. Agrarian transfor- W. W ARNER BURKE cognition. mations. Cultural dimensions of ALICIA BRODERICK Edward Lee Thorndike Professor urban and minority populations. Assistant Professor of Education of Psychology and Education, CARYN BLOCK Coordinator, Program in Social- Associate Professor of Curriculum and Teaching JAMES BORLAND Organizational Psychology and Psychology and Education Chair of the Department Organization and Leadership Professor of Education Educational Background Curriculum and Teaching of Organization and Leadership B.Phil., Miami University; Organization and Leadership Educational Background M.S., Ph.D., Syracuse University B.S., University of Illinois, Educational Background Educational Background Urbana; M.A., Ph.D., B.A., Johns Hopkins University; Scholarly Interests B.A., Furman University; New York University M.S., Clarion State College; Disability studies in education M.A., Ph.D., University of Texas Ph.D., Teachers College, (DSE), inclusive education, and Scholarly Interests Columbia University particularly issues related to the Diversity issues in organizations. inclusive education of students Scholarly Interests Influence of racial identity in Scholarly Interests with labels of autism and others Behavioral practices associated with superior leaders and man- organizational contexts. Percep- Education of gifted students. who experience difficulty with agers and their performance. tions of affirmative action pro- Economically disadvantaged gift- communication and movement. Multirater feedback. Organiza- grams. Influence of sex role ed students. Conceptions of gift- tional culture. Inter-organization- stereotypes on perceptions of edness. JEANNE BROOKS-GUNN men and women as managers. al relations. Empowerment in the Virginia and Leonard Marx workplace. Leading and manag- Organizational learning. MARLA BRASSARD Professor of Child and Parent ing organization change. Organ- Professor of Psychology Development and Education izational diagnosis and change. GEORGE BONANNO and Education Human Development Professor of Psychology Health and Behavior Studies JUDITH M. BURTON and Education Educational Background Professor of Art Education Counseling and Educational Background B.A., Connecticut College; Arts and Humanities Clinical Psychology B.A., Whitworth College; M.Ed., Harvard University; Ph.D., Columbia University Ph.D., University of Pennsylvania Educational Background Educational Background National Diploma, Hornsey B.A., Hampshire College; Scholarly Interests Scholarly Interests Ph.D., Yale University College of Art, London; Psychological maltreatment- Early childhood interventions Academic Diploma, University its assessment, the emotional and education. Adolescent Scholarly Interests of London; M.Ed., University of injuries and behavioral problems transitions and development. Manchester; Ed.D., Harvard Resilience and coping with grief that result, and the contextual Neighborhoods and Poverty. University and trauma. Emotion and emo- factors that moderate the effect Growing up female. Child and tion regulation. The adaptive family policy and programs. of maltreatment, particularly the Scholarly Interests consequences of self-deception. role of schools, teachers and peer Artistic-aesthetic development in relationships. Psycho-educational children and adolescents. Learn- assessment of children with sus- ing, and transfer of learning in pected disabilities. the arts. Instructional methods in the arts. Role of artists in the education of children. Cultural experiences in arts education.

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

LUCY CALKINS HSU-MIN CHIANG ISOBEL CONTENTO REGINA CORTINA Founding Director, Teachers College Assistant Professor in Mary Swartz Rose Professor Associate Professor Reading and Writing Project, and Autism Spectral Disorders of Nutrition and Education of Education The Robinson Professor in Health and Behavior Studies Health and Behavior Studies International and Children’s Literature Transcultural Studies Curriculum and Teaching Educational Background Educational Background B.Ed., National Tainan Teachers B.Sc., University of Edinburgh; Educational Background Educational Background College, Tainan, Taiwan; M.Ed., M.A., Ph.D., University of B.A., Universidad Ibero- B.A., Williams College; Monash University, Melbourne, California americana, Mexico City; M.A., University of Hartford; Australia; Ph.D., Macquarie M.A., Ph.D., Stanford University Ph.D., New York University University, Sydney, Australia; Scholarly Interests Behavioral aspects of nutrition; Scholarly Interests Scholarly Interests Scholarly Interests use of psychosocial theory to Comparative and international Teaching of Reading and Writing. Communication skills, academic study food choice, particularly in education; gender and education; Staff development, school reform, skills (reading and math), behav- children and adolescents; devel- the education and employment assessment, and comprehension. ior problems, and cultural differ- opment and evaluation of school- of teachers; public policy and edu- ences in individuals with autism based curricula on food systems cation in Mexico; educational ROBERT T. C ARTER as well as transition support serv- and food choice; obesity risk pre- attainment among the poor in Professor of Psychology ices and teacher preparation for vention through inquiry-based Latin America; the schooling and Education these individuals science and nutrition education of Latinos; Education in Latin Counseling and that focuses on personal agency America, the Caribbean and Clinical Psychology PETER COLEMAN in environmental context; food the United States. Associate Professor of Psychology and fitness policy. Educational Background and Education, and Director of LORI CUSTODERO B.A., Columbia University; International Center for JAMES E. CORTER Associate Professor of Ed.M., M.A., Teachers College, Cooperation and Conflict Professor of Statistics Music Education Columbia University; Resolution (ICCCR) and Education Arts and Humanities Ph.D., University of Maryland Organization and Leadership Human Development Educational Background Scholarly Interests Educational Background Educational Background Bachelor of Music, University of Issues of race, racial identity, and B.A., University of Iowa; B.A., University of North Redlands; M.A., California State culture. Legal and mental health Ph.D., M.Phil., Teachers College, Carolina; Ph.D., Stanford University; D.M.A., University issues associated with stressful Columbia University University of Southern California and potentially traumatic effects of discrimination (racial, gender Scholarly Interests Scholarly Interests Scholarly Interests etc.). Organizational develop- The conditions required for fos- Judgement and decision-making; Music in the lives of young chil- ment, mental health and health tering constructive change in sit- risk attitudes. Clustering and dren and families. Contextual disparities, and educational uations of protracted and intract- scaling methods for multivariate influences on music learning. equity. able conflict. The psychological data. Statistics expertise and Musical engagement and develop- processes and social conditions probability problem-solving. ment. MADHABI CHATTERJI which foster the use of construc- Computational models of human Associate Professor of Measurement, tive social power. learning and categorization. LAWRENCE DECARLO Evaluation and Education and Associate Professor of Director, Assessment and LAMBROS COMITAS Psychology and Education Evaluation Research Initiative Gardner Cowles Professor of Human Development (AERI) Anthropology and Education Organization and Leadership International and Educational Background Transcultural Studies B.A., Ph.D., SUNY at Stony Educational Background Brook; M.S., Columbia University B.Sc., University of Calcutta; Educational Background M.Ed., University of Madras; Scholarly Interests Ph.D., University of South A.B., Ph.D., Columbia University Statistical modeling of psycho- Florida Scholarly Interests logical processes, measurement, latent class analysis, categorical Scholarly Interests Sociocultural change. Education in the developing world. Drugs data analysis, structural equation Assessment and evaluation modeling, multilevel and longitu- methodology; Evidence standards and society. Caribbean. Latin America. Migration studies. dinal data analysis, and item and mixed-method designs for response theory. gathering scientific evidence on education/social interventions; Educational equity; Standards- based educational reforms.

Teachers College Columbia University 2011-2012 237 KEVIN DOUGHERTY STEVEN DUBIN CHRISTOPHER EMDIN DANIEL FRIEDRICH Associate Professor of Higher Professor of Arts Administration Assistant Professor of Assistant Professor of Curriculum Education and Senior Research Arts and Humanities Science Education Curriculum and Teaching Associate, Community College Mathematics, Science, Research Center Educational Background and Technology Educational Background Education Policy and M.A., Ph.D., University of B.A., Universidad Nacional de Social Analysis Chicago Educational Background Buenos Aires, Argentina; Ph.D., B.S., Lehman College, CUNY; University of Wisconsin-Madison Educational Background Scholarly Interests M.S., Rensselaer Polytechnic B.A., Washington University; Institute; M.Phil., Ph.D., The Sociology of art and culture; Scholarly Interests M.A., Ph.D., Harvard University censorship and freedom of expres- Graduate Center, CUNY Epistemological and philosophi- sion; museum studies; mass media cal questions, as they relate to Scholarly Interests and popular culture; collective Scholarly Interests the politics of schooling and of The community college. Higher memory; culture and politics of Utilizing sociocultural lenses to teacher education. Interdis- education policy and reform. South Africa. interrogate teaching and learning ciplinary, comparative and inter- Higher education finance. in urban science classrooms; us- national perspectives, particularly College students. K-12 education- ing cosmopolitanism as a theory JESSICA DUDEK with a focus in Latin America. al reform. Sociology of education. Assistant Professor of for transforming science class- Current research focus is the per- Psychology and Education rooms; issues of race, class, and formance accountability move- Health and Behavior Studies diversity in science and mathe- KAREN FROUD ment in higher education. Pre- matics education; urban science Associate Professor of Speech vious research topics include: Educational Background education reform; hip-hop and the and Language Pathology state policies affecting minority B.A., William Smith College; cultural studies of science educa- Biobehavioral Sciences and low income student access M.A., M.E., Teachers College; tion; and, student/teacher identity to and success in community Ph.D., Columbia University formation around science. Educational Background colleges, the historical origins B.Sc., Central School of Speech and impact on students of com- KATIE EMBREE ANSLEY ERICKSON and Drama; M.A., Ph.D., munity colleges, the role of high- Associate Vice Provost and Assistant Professor of History University College, London er education in economic devel- Assistant Professor of and Education opment, and reform movements Higher Education Arts and Humanities Scholarly Interests in elementary and secondary Organization and Leadership Neuroimaging of language using education. Educational Background metabolic and electromagnetic Educational Background B.A., Brown University; techniques; theoretical linguistic ELEANOR DRAGO-SEVERSON B.A., Drew University; M.A., M.Phil., PhD., Columbia approaches to language disorder; Associate Professor of Education M.B.A., Seton Hall University; University brain function in aphasia, schizo- Organization and Leadership Ed.D., Teachers College, phrenia and other neurological Columbia University Scholarly Interests disorders; morphology, the lexical-functional distinction, and Educational Background History of Education in the Scholarly Interests split intransitivity in human lan- B.A., Long Island University; United States; Educational Policy; For-profit higher education; guages. Ed.M., Ed.D., Harvard Graduate Educational Inequality; Urban and women and college leadership. School of Education; Post- Metropolitan History doctoral Fellowship, Harvard CAROL EWING GARBER Associate Professor of Movement University BARRY A. FARBER Science and Education Professor of Psychology Biobehavioral Sciences Scholarly Interests and Education Leadership for adult learning and Counseling and Educational Background development. Supporting teach- Clinical Psychology ers, principals and other educa- B.S., M.A., Ph.D., University of Connecticut tional leaders in their professional Educational Background development and growth in B.A., Queens College, CUNY; Scholarly Interests K-12 schools and adult education M.A., Teachers College, settings (domestically and inter- The role of physical activity in Columbia University; the prevention and treatment of nationally). Adult learning and Ph.D., Yale University literacy. Enhancing doctoral chronic diseases. Community and clinical interventions to promote research training. Qualitative Scholarly Interests research methodology. physical activity. Novel delivery Psychotherapy research. Self- systems for providing clinical disclosure in patients, therapists, exercise physiology interventions. and supervisees. Self-disclosure in Physical activity and aging. children and adolescents. Intern- alization and representation in psychotherapy. Attachment theory.

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

WILLIAM GAUDELLI HERBERT GINSBURG PETER GORDON GEORGE GUSHUE Associate Professor of Jacob H. Schiff Foundations Associate Professor of Speech Associate Professor of Social Studies and Education Professor of Psychology Language Pathology Psychology and Education Arts and Humanities and Education Biobehavioral Sciences Counseling and Human Development Clinical Psychology Educational Background Educational Background B.A., Rutgers College; Educational Background B.A., University of Stirling; Educational Background Ed.D., Rutgers University B.A., Harvard University; Ph.D., Massachusetts Institute A.B., Fordham University; M.S., Ph.D., University of of Technology Ph.D., Teachers College, North Carolina Columbia University Scholarly Interests Scholarly Interests Global education, media texts as Language acquisition and pro- curriculum artifacts, curriculum Scholarly Interests Scholarly Interests cessing, Developmental Neuro- theory/philosophy, building dem- Intellectual development; The psychological impact of science of Language and Cogni- ocratic classrooms. Mathematics education; race/culture on social cognition tion, Cross-cultural studies of Testing and assessment. (especially perception, judgment, numerical cognition and linguis- CELIA GENISHI memory, and attribution). Social tic knowledge. Infant event cognitive factors in client evalu- Professor of Education A. LIN GOODWIN representations and verb argu- ation, counseling practice, and Curriculum and Teaching Professor of Education ment structure, Behavioral and Associate Dean of career development. Health psy- Genetics of Language, Imaging chology. Group and family coun- Educational Background Teacher Education of brain functioning in language Curriculum and Teaching seling. The psychosocial dimen- B.A., Barnard College; M.A.T., processing. sions of HIV/AIDS. Harvard University; Ph.D., University of California, Berkeley Educational Background R. DOUGLAS GREER ZHAO-HONG HAN B.S., Central Connecticut State Professor of Education Professor of Language Scholarly Interests University; M.A., Ed.M., Ed.D., and Psychology and Education Early childhood education. Teachers College, Columbia Health and Behavior Studies Arts and Humanities Language in the classroom. University Educational Background Qualitative research. Educational Background Childhood bilingualism. B.M.E., M.M.E., Florida State Scholarly Interests B.A., Central China Normal Teacher education for urban and University; Ph.D., University of Michigan; CABAS® Senior University; M.A., TESOL, MARIA PAULA GHISO multicultural contexts. Teacher Research Scientist, Fellow of Moray House Institute of Assistant Professor of beliefs. Equity education. Asian Education, University of Literacy Education American educational experi- the Association for Behavior Analysis Edinburgh; Ph.D., Birkbeck Curriculum and Teaching ences and identity development. College, University of London Scholarly Interests ANDREW GORDON Educational Background The identification and induction Scholarly Interests Professor of Movement B.A., M.A., New York University of verbal developmental capabili- Second language learnability. Sciences and Education School of Education; Ed.D., ties and their relation to teaching Second language teachability. Biobehavioral Sciences University of Pennsylvania and learning; comprehensive sci- Comparative grammar. Language ence based schools PreK through typology. The interface of lexical Scholarly Interests Educational Background middle school (CABAS®); induc- semantics and syntax. Linguistic Young children's writing; critical B.A., Hampshire College; ing and expanding observational determinism. Second language literacies; multilingualism and M.S., Pennsylvania State learning; and, bridging the educa- reading processes. immigrant identities; children's University; Ph.D., Karolinska tional gap with scientifically replic- literature; university-school part- Institute able teaching. nerships. Scholarly Interests The use of sensory information during the learning and control of well-learned manual skills (sensorimotor control). The biological basis of hand impairments in populations with movement disorders that disrupt sensorimotor control (e.g., children with early brain damage and adults with diseases of the basal ganglia). Rehabili- tation and cerebral palsy.

Teachers College Columbia University 2011-2012 239 DAVID T. H ANSEN JEFFREY HENIG JILL S. HILL LUIS HUERTA Professor of Philosophy Professor of Political Science Assistant Professor of Associate Professor of Education and Education and Education and Chair of the Psychology and Education Education Policy and Arts and Humanities Department of Education Policy Counseling and Social Analysis and Social Analysis Clinical Psychology Educational Background Education Policy and Educational Background B.A., University of Chicago; Social Analysis Educational Background Ph.D., University of California, M.A., Stanford University; B.A., M.A., Loyola College in Berkeley Ph.D., University of Chicago Educational Background Maryland; Ph.D., University of B.A., Cornell University; Oklahoma Scholarly Interests Scholarly Interests Ph.D., Northwestern University Education Policy, Decentraliza- Philosophy of education. Scholarly Interests tion in education, School choice, Teaching and teacher education. Scholarly Interests Culturally competent approaches Privatization in education, School Moral and ethical issues in edu- The boundary between private to psychological assessment and finance. cational practice. Philosophical action and public action in intervention with Indigenous foundations of inquiry. addressing social problems. groups, with special emphasis THOMAS JAMES Privatization, race and urban pol- on personality assessment. The Provost and Dean of Teachers CHARLES HARRINGTON itics, the politics of urban educa- impact of racial microaggressions College and Professor of Professor of Anthropology, tion reform, and school choice. on Indigenous Peoples. Culturally History and Education Psychology and Education valid and ethical research metho- Arts and Humanities International and JAY HEUBERT dologies. Transcultural Studies Professor of Law and Education Educational Background Education Policy and MARC L. HILL B.A., Harvard University; Educational Background Social Analysis Associate Professor of English M.A., Ph.D., Stanford University A.B., Syracuse University; and English Education Ph.D., Harvard University Educational Background Arts and Humanities Scholarly Interests B.A., Swarthmore College; History of education; public policy Scholarly Interests M.A.T., Duke University; Educational Background and education; experiential learn- Human development in social and J.D., Harvard Law School; B.S., Temple University; Ph.D., ing. cultural contexts. The study of Ed.D., Harvard Graduate University of Pennsylvania School of Education Pathmakers: Resiliency, resistance, MATHEW JOHNSON invulnerability and success in Scholarly Interests Scholarly Interests Associate Professor of at-risk populations. Psycho- Anthropology of Education. Statistics and Education Legal and policy issues in educa- logical anthropology and educa- African American Literacies. Human Development tion. Psychoanalytic anthropology. tion. Equal educational opportu- Masculinity. Public and Counter- nity. High-stakes testing. Law Public Pedagogy. Youth Cultural Educational Background THOMAS HATCH and school reform. Interprofes- Studies. Neo-Liberalism. B.S., Indiana University; M.S., Associate Professor of Education sional collaboration. Globalization. Ethnographic Ph.D., Carnegie Mellon University and Co-Director of NCREST Theory. Curriculum and Teaching LINDA HICKSON Scholarly Interests Professor of Education OLGA HUBARD Educational and behavioral statis- Educational Background Health and Behavior Studies Assistant Professor tics, Bayesian statistics, categorical A.B., Brown University; of Art Education Ed.D., Ed.M., Harvard Graduate Educational Background Arts and Humanities data analysis, item response theory. School of Education B.A., College of New Rochelle; M.A., Ph.D., George Peabody Educational Background Scholarly Interests College, Vanderbilt University B.A., Universidad Iberoameri- School reform; teaching and cana; M.F.A., School of Visual learning; teacher research; Scholarly Interests Arts; M.A., Ed.D., Teachers human development. Education of children, adoles- College, Columbia University cents and adults with intellectual disabilities and autism. Cognitive, Scholarly Interests motivational, and emotional The interaction of young people aspects of decision-making. with artworks; the relationship of Prevention of abuse and victim- aesthetic theory and teaching ization. Transition to adulthood practice; the relationship of the and community integration of visual arts to other areas of the individuals with developmental curriculum. disabilities. Cognition, comprehension, and problem solving.

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

SHARON LYNN KAGAN RICHARD KELLER JOANNE KLEIFGEN ROBERT KRETSCHMER Virginia and Leonard Marx Assistant Professor of Professor of Linguistics Associate Professor of Professor of Early Childhood and Psychology and Education and Education Psychology and Education Family Policy and Co-Director, Counseling and International and Health and Behavior Studies National Center for Children and Clinical Psychology Transcultural Studies Families Educational Background Education Policy and Educational Background Educational Background B.S., M.A., Northwestern Social Analysis B.S., New York University; B.A., Our Lady of the Lake University; Ph.D., University M.Phil., Ph.D., Teachers College, of San Antonio; M.A., The of Kansas Educational Background Columbia University University of Alabama; Ph.D., University of Illinois B.A., University of Michigan; Scholarly Interests M.A., Johns Hopkins University; Scholarly Interests Scholarly Interests: Teaching of the deaf and hard of Ed.D., Teachers College, Social justice, disability, employ- Discourse analysis. Language and hearing. Linguistics of English Columbia University ment and people with disabilities, literacy development of ethnolin- and ASL. Literacy development. self-disclosure, micro-aggressions. guistic minorities. Computers and Text structure. School psycholo- Scholarly Interests multimodal communication in gy. Auditory streaming. Application of child and parent MICHAEL KIEFFER schools, communities, and the development research to the for- Assistant Professor of TESOL workplace. DEANNA KUHN mation and implementation of (PreK-12) Professor of Psychology public policies; the impact of Arts and Humanities LEE KNEFELKAMP and Education institutions on the development Professor of Psychology Human Development of low-income children. Educational Background and Education B.A., Stanford University; Organization and Leadership Educational Background PEARL ROCK KANE Ed.M., Ed.D., Harvard University B.S., University of Illinois; Ph.D., The Klingenstein Family Professor Educational Background University of California, Berkeley for the Advancement of Independent Scholarly Interests B.A., Macalester College; School Education and Director, Second Language Literacy M.A., Ph.D., University of Scholarly Interests Klingenstein Center Development. Adolescent Minnesota Cognitive development across Organization and Leadership Literacy. English-as-a-Second- the lifespan and implications for Language Instruction in Middle Scholarly Interests educational theory and practice. Educational Background and High Schools. Reading Theories and concepts of inter- B.A., City College of New York; Comprehension Difficulties in cultural communications. The MICHAEL Y. L AU M.Ed., Smith College; Adolescents. Second Language multicultural self in organizations. Assistant Professor of Ed.D., Teachers College, Vocabulary and Morphology. Teaching to cognitive and cultur- Psychology and Education Columbia University Content Area Learning for al complexities in social-organiza- Counseling and English-as-a-Second-Language tional psychology. The design of Clinical Psychology Learners. Scholarly Interests effective learning communities. Independent schools. Private Feminist pedagogy, theory, and Educational Background school governance. School choice CHARLES KINZER research. Intellectual and ethical B.A., Grinnell College; M.A., and privatization. Professional Professor of Education development. Diversity in the Golden Gate University; M.A., development of teachers and Mathematics, Science, organizational context. Ph.D., University of Notre Dame administrators. and Technology MICHELLE KNIGHT-DIOP Scholarly Interests ALEXANDER KARP Educational Background Associate Professor of Education Research methodology, Associate Professor of B.A., M.A., University of British Curriculum and Teaching Philosophical/Theoretical issues Mathematics Education Columbia; Ph.D., University of in psychology, Asian/Asian- Mathematics, Science, California Educational Background American psychology. and Technology Scholarly Interests B.A., Franklin and Marshall College; M.A., Monterey Literacy and technology, specifi- Educational Background Institute of International Studies; cally: vocabulary development B.A., M.A., Leningrad State Ph.D., University of California Pedagogical University; and reading comprehension; memory processes in reading and M.A., Ph.D., St. Petersburg Scholarly Interests State Pedagogical University writing; models of reading and composing; and, computer, multi- Equity issues in urban education. media, and “future literacies.” Teacher education. Multicultural Scholarly Interests feminisms and feminist pedago- Gifted education. Problem Solv- gies. African-American and immi- ing. History of Mathematics grant educators teaching practices Education. with diverse populations.

Teachers College Columbia University 2011-2012 241 MEGAN LAVERTY HOPE LEICHTER HENRY LEVIN SUNIYA LUTHAR Associate Professor of Elbenwood Professor of Education William Heard Kilpatrick Professor Professor of Psychology Philosophy and Education and Director of the Elbenwood of Economics and Education and and Education Arts and Humanities Center for the Study of the Director, National Center for the Counseling and Family as Educator Study of Privatization in Education Clinical Psychology Educational Background International and (NCSPE) and Co-Director, Center M.A., University of Melbourne; Transcultural Studies for the Study of Benefit-Cost Educational Background Ph.D., University of New South Studies in Education (CSBCE) B.Sc., M.Sc., Delhi University; Wales Educational Background Education Policy and Ph.D., Yale University A.B., Oberlin College; Social Analysis Scholarly Interests Ph.D., Harvard University Scholarly Interests Educational Background The history of philosophy of edu- Developmental psychopathology Scholarly Interests B.S., New York University; cation; moral philosophy and its and resilience among children Families and communities as M.A., Ph.D., Rutgers University relationship to education; philos- and families at risk. educators. Family memories and ophy of dialogue and dialogical Scholarly Interests narratives. Kinship networks and GEORGIA MALANDRAKI pedagogy; and practicing philoso- Economics of education. Cost- grandparents as educators. The Assistant Professor of Speech and phy with children and adoles- effectiveness analysis. School mediation of television by the Language Pathology and Director cents in schools. reform. Educational vouchers. family. Education in community of Swallowing, Voice and Neuro- settings: museums, libraries. JOEY LEE imaging Laboratory (SVN) Families and school reform. ERIKA LEVY Biobehavioral Sciences Assistant Professor of Immigration, migration and Assistant Professor of Communication, Computing, family education. Speech and Language Pathology Educational Background and Technology in Education Biobehavioral Sciences Mathematics, Science, B.S., Technological Educational NANCY LESKO and Technology Educational Background Institute of Patras, Greece; M.A, Maxine Greene Professor of B.A., Wesleyan University; Ohio University; Ph.D., Distinguished Contributions Educational Background M.A., Lehman College; University of Illinois at Urbana- to Education B.S., Ph.D., Pennsylvania State M.A., New York University; Champaign Curriculum and Teaching University Ph.D., CUNY Graduate Center Scholarly Interests Scholarly Interests Educational Background Swallowing physiology and disor- B.S., Georgetown University; Scholarly Interests Identity; serious games, social Cross-language speech produc- ders (dysphagia) across the life- impact games, games for change; M.S., Ph.D., University of span; enhancing diagnostic and Wisconsin-Madison tion and perception, second-lan- video games as designed experi- guage speech learning, communi- therapeutic procedures. Neuro- ences and spaces for learning; cation disorders in bilinguals, imaging applications in the study collaborative virtual environ- Scholarly Interests of swallowing and voice; use of Curriculum theory and history. accent and intelligibility in ments; using technology to deliv- speech-language pathology. MRI and MRI methodologies. er experiences that empower Conceptions of children and Intervention related neuroplas- people, or overcome negative youth in theory and practice. ticity in patient populations. XIAODONG LIN stereotypes/other barriers to Gender issues in education. Telemedicine applications in learning; design and human- Citizenship education in times Associate Professor of the evaluation and treatment Technology and Education computer interaction. of war. of dysphagia. Relationships Mathematics, Science, between voice and swallowing and Technology YOUNG-SUN LEE ANAND MARRI Associate Professor of Educational Background Psychology and Education Associate Professor of B.A., HeNan University (China); Human Development Social Studies and Education M.A., Louisana State University; Arts and Humanities Educational Background Ph.D., Purdue University B.A., M.A., Ewha Womans Educational Background University, Seoul, South Korea; Scholarly Interests A.B., Bowdoin College; Ph.D., University of Wisconsin- Metacognition and problem solv- A.M., Stanford University; Madison ing; technology-mediated cultural Ph.D., University of Wisconsin- interactions and their impact on Madison Scholarly Interests teacher professional development Psychometrics, Classical Test and reflection, and student Scholarly Interests domain subject understanding; Theory and Item Response Civic Education, Economics influence of technology-rich Theory; Educational and Education, Teacher Education, learning environments on lesson Psychological Measurement; Multicultural Education and development; transcultural col- and Applied Statistics. Social Studies Education. laboration among teachers and students.

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

VICTORIA MARSICK ELLEN MEIER LISA MILLER ERNEST MORRELL Professor of Education and Co- Associate Professor of Practice Associate Professor of Professor of Education and Director, The J.M. Huber Institute in Computing and Education Psychology and Education Director of the Institute for for Learning in Organizations Mathematics, Science, Counseling and Urban and Minority Education Organization and Leadership and Technology Clinical Psychology Arts and Humanities

Educational Background Educational Background Educational Background Educational Background B.A., Notre Dame University; B.A., University of Iowa; B.A., Yale College; Ph.D., B.A., University of California M.I.P.A., Maxwell School; M.A., University of Minnesota; University of Pennsylvania at Santa Barbara; M.A., Ph.D., Ph.D., University of California Ed.D., Teachers College, University of California at Scholarly Interests at Berkeley Columbia University Berkeley Religion & spirituality, depression and substance abuse, related risk Scholarly Interests Scholarly Interests Scholarly Interests factors and protective factors. Informal workplace learning; Technology policy and practice; Discourse of popular culture; team learning; action learning; school reform and the use of tech- adolescent literacy practices in MARIE L. MIVILLE strategic organizational learning nology, with particular emphasis non-school settings; critical liter- Associate Professor of and knowledge management. on urban schools; role of leader- acy education; and urban teacher Psychology and Education and Learning organizations. Interna- ship in technology integration, development. Chair of the Department of tional models of management. curriculum design and teaching Counseling and with technology, technology and SRIKALA NARAIAN organizational change. Clinical Psychology CARMEN MARTÍNEZ-ROLDÁN Counseling and Assistant Professor of Education Associate Professor of Clinical Psychology Curriculum and Teaching Bilingual/Bicultural Education ELIZABETH MIDLARSKY Professor of Psychology Arts and Humanities Educational Background Educational Background and Education B.S., University of Florida; B.A., Madras University; Counseling and Educational Background M.A., Ph.D., University of M.A., Michigan State University; Clinical Psychology B.A., M.A., University of Puerto Maryland at College Park Ph.D., University of Missouri- Rico; Ph.D., The University of St. Louis Arizona, Tucson, Arizona Educational Background Scholarly Interests B.A., Brooklyn College, CUNY; Scholarly Interests Multicultural counseling. Scholarly Interests M.A., Ph.D., Northwestern Disability Studies in Education. Latino/a mental health issues. Latino students’ literacy/bilitera- University Inclusive schooling; education of Universal-diverse orientation. cy development; Latino/a litera- students with significant disabili- Social attitudes and identity ture for children and adolescents; Scholarly Interests ties. Sociocultural theories of development. Intersections of computer-mediated learning and Altruism and religiousness learning. Interpretive research identities. Supervision, training, young childrens’ biliteracy, immi- through the lifespan. Violence in education. and consultation. Professional grant childrens’ education and and mental health. Aging and gender issues. Families of people and student development. literacy development; sociocultu- GARY NATRIELLO with disabilities. Predictions of ral theories of learning. Ruth L. Gottesman Professor psychotherapy utilization in FELICIA MOORE MENSAH of Educational Research white and ethnic minority Associate Professor of TARA L. MCISAAC Human Development Science Education Assistant Professor of Movement populations. Mathematics, Science, Sciences and Education and Technology Educational Background Biobehavioral Sciences JANET L. MILLER A.B., Princeton University; Professor of English Education A.M., Ph.D., Stanford University Educational Background Arts and Humanities Educational Background B.S., University of North Carolina B.A., University of Wisconsin- at Chapel Hill; M.S., North Scholarly Interests LaCrosse; Ph.D., University of Educational Background Carolina Agricultural and Social organization of online Arizona A.B., Grove City College; M.A., Technical State University; learning. Social dimensions of University of Rochester; Ph.D., Ph.D., Florida State University performance assessment. School Scholarly Interests The Ohio State University and classroom organization. Neurophysiology and motor Scholarly Interests Schooling for at-risk youth. learning. Attentional and instruc- Scholarly Interests Urban & Multicultural Educa- tional factors in motor learning Curriculum theory, with empha- tion. Teacher Education/Teacher after neurological injury. Motor ses on feminist poststructuralist Professional Development. Quali- skill acquisition of dual-task and autobiographical theorizing; tative Research Methods. Critical activities. Rehabilitation of indi- Qualitative/narrative research Theory. Feminist Poststructuralist viduals with movement disorders. theories and methodologies; Theory. Issues of representation in qualitative/narrative research, especially in relation to constructions of teachers’ and researchers’ identities.

Teachers College Columbia University 2011-2012 243 ANNA NEUMANN SANDRA OKITA AARON PALLAS STEPHEN PEVERLY Professor of Higher Education Assistant Professor of Professor of Sociology Professor of Psychology Organization and Leadership Technology and Education and Education and Education and Chair of Mathematics, Science, Education Policy and the Department of Health and Educational Background and Technology Social Analysis Behavior Studies B.A., University of Texas, Austin; Health and Behavior Studies M.A., University of Texas at Pan Educational Background Educational Background American; Ph.D., University of B.A., M.A., Ph.D. Keio B.A., University of Virginia; Educational Background Michigan, Ann Arbor University, Japan; M.A., Ph.D. Ph.D., Johns Hopkins University B.A., Manhattan College; M.S., Stanford University Ed.S., SUNY, Albany; Ph.D., Scholarly Interests Scholarly Interests Pennsylvania State University Scholarly learning in lifespan Scholarly Interests Educational stratification, soci- perspective. Professors and their Mixed-reality and learning, to ology of the life course, school Scholarly Interests intellectual careers. Learning and design technology assisted learn- effects and effectiveness, and His research focuses on two teaching in higher education. ing and intervention in formal social organization of schools. areas: a) the cognitive processes Women’s scholarly development. and informal settings. Children's that underlie reading comprehen- Academic cultures. Qualitative interpretation and conceptual DOLORES PERIN sion and studying, and b) cross- research methodology, interview development in relation to tech- Professor of Psychology cultural differences bet-ween U.S. research methods. The learning nological boundary objects (life- and Education and Chinese children in mathe- of research. like robots, Agents-Avatars). Health and Behavior Studies matical performance and the rea- Theoretical research interest sons for differences in perform- areas: Self-other monitoring, DEBRA NOUMAIR Educational Background ance. He teaches courses on Associate Professor of learning by teaching, learning by memory, reading comprehension B.A., Ph.D., University of Sussex Psychology and Education observation and its influence on and studying, and law and ethics Organization and Leadership behavior in the domain of biology, for school psychologists. math, and agency. Scholarly Interests Reading and writing in children, Educational Background LENORE M. POGONOWSKI adolescents and adults with liter- B.S., Boston University; HONOR O’MALLEY Associate Professor of acy difficulties. Academic pre- Ed.M., Ed.D., Teachers College, Associate Professor of Audiology Music Education paredness of community college Columbia University Biobehavioral Sciences Arts and Humanities developmental education students. Teacher preparation for Scholarly Interests Educational Background disciplinary literacy in middle Educational Background Group and organizational dynam- B.A., Marymount Manhattan and high schools. Reading and B.S., Western Connecticut State ics and the application of systems College; M.S., Ph.D., Purdue writing interventions for adoles- University; M.A., University of thinking to individual, team, and University cents and adults. Connecticut; D.M.A., (Doctor of organizational performance. Musical Arts), Temple University Examining the influence of diver- Scholarly Interests ELISSA PERRY sity and authority on leadership Function of the normal ear. Scholarly Interests and followership behavior in Associate Professor of Psychoacoustics and auditory Development of musicality. groups, organizations, institu- Psychology and Education physiology. Intraoperative moni- Musical creativity and problem tions, and society. Organization and Leadership toring of hearing during neuro- solving. Metacognition. Interdis- tologic surgery. ciplinary arts education. Contex- KATHLEEN O’CONNELL Educational Background B.S., Trinity College; M.S., Ph.D., tual Teaching and Learning Isabel Maitland Stewart Professor CELIA OYLER Carnegie Mellon University Music. Creative Arts Laboratory. of Nursing Education Associate Professor of Education Health and Behavior Studies Curriculum and Teaching Scholarly Interests The role of personal characteris- Educational Background Educational Background tics (e.g., age, gender, race, dis- B.S., Southern Connecticut State B.S.N., College of Mount St. ability) in human resource judg- College; M.Ed., University of Joseph-on-the-Ohio; M.A., ments and organizational behav- Vermont; Ph.D., University of Ph.D., University of Kansas ior with a particular interest in Illinois, Chicago issues of age discrimination. Scholarly Interests Sexual harassment including sex- Smoking cessation, health behav- Scholarly Interests ual harassment awareness train- iors, diabetes, nursing, reversal Classroom-based collaborative ing. Social cognitive processes in theory, theory of self-control research on issues of social justice, organizational decision making. strength. equity, and accessible pedagogy. Inclusion of students with disabilities in general education classrooms.

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

JAMES E. PURPURA DOUGLAS DAVID READY SUSAN RECCHIA CAROLYN RIEHL Associate Professor of Linguistics Assistant Professor of Education Associate Professor of Education Associate Professor of Education and Education and Director of Education Policy and Curriculum and Teaching Education Policy and TESOL and Applied Linguistics Social Analysis Social Analysis Programs Educational Background Arts and Humanities Educational Background B.A., University of California, Educational Background B.M.Ed., Ohio State University; Santa Cruz; M.A., California B.A., Valparaiso University; Educational Background M.M., University of Rochester; State University, Northridge; M.A., New York University; B.A., Marietta College; M.A., M.Ed., University of Virginia; Ph.D., University of California, Ph.D., Teachers College, University of Colorado; Ph.D., Ph.D., University of Michigan Los Angeles Columbia University University of California, Los Angeles Scholarly Interests Scholarly Interests Scholarly Interests Social and emotional develop- Current research topics examine Organizational design, dynamics, ment of young children. Adult- Scholarly Interests the influence of educational poli- and effects in education at the child relationships across con- Second and foreign language cies and practices on educational school and school district level; texts. Infants and preschoolers assessment; Language Program equity and access. Two strands sociology of education, especially with special needs. Early child- Evaluation; Assessment of comprise this work. The first issues of equity and the role of hood professional development. Grammatical Ability; Cognitive focuses on high school reform in gender, race/ethnicity, and culture Dimensions of L2 Assessments, general, and the small-schools in schooling; educational leader- Classroom-Based Language movement in particular. The CRAIG RICHARDS ship, especially with regard to Assessment. second research strand employs Professor of Education and instructional leadership, cultural large nationally-representative Director, Summer Principals inclusion, school-community rela- MOLLY QUINN datasets and growth curve model- Academy tions, and equity and excellence; Associate Professor of Education ing within HLM frameworks to Organization and Leadership connections between education Curriculum and Teaching examine race and social class dis- policy, the organization of schools parities in young children’s cogni- Educational Background and school systems, and teaching Educational Background tive growth. B.S., University of Wisconsin at and learning in schools. B.A., Ph.D., Louisiana State Green Bay; M.S., University of University MICHAEL REBELL Wisconsin at Milwaukee; M.A., ELAINE LA MONICA Professor of Law and Ph.D., Stanford University RIGOLOSI Scholarly Interests Educational Practice Professor of Education Scholarly Interests Curriculum theory and history Education Policy and Organization and Leadership The ecology of leadership and (i.e., hermeneutic, phenomeno- Social Analysis development, ecological and logical, post-structural). Teaching Educational Background dynamic modeling of education and pedagogy in the humanities Educational Background B.S., Columbia Union College; systems, school finance funding (i.e., aesthetics, autobiography, A.B., Harvard College; M.N., University of Florida; policy, state/market approaches to dialogic criticism). Engage ‘spiri- LL.B., Yale Law School Ed.D., University of Massachu- school reform, and performance tual’ (ethical) and philosophical setts; J.D., Benjamin N. Cardozo accountability systems. School of Law, Yeshiva University (theoretical) inquiry and criticism Scholarly Interests toward embracing a vision of edu- Equity in Education. Role of the Scholarly Interests cation that cultivates wholeness, Courts in Institutional Reform Health care administration. beauty, compassion and social Litigations. Social Reform. action. Recent scholarly efforts Health care law. Nursing admin- include: 1) the question of hospi- istration and education. tality in our educational labors Consumer satisfaction with via Derrida’s critical inquiry and health care. Humanistic applica- concern for the ‘foreigner’, 2) tions in health care delivery. cosmopolitanism as counter-narrative to multiculturalism in curriculum thought and practice, and 3) curriculum, subjectivity and the subject of justice.

Teachers College Columbia University 2011-2012 245 FRANCISCO RIVERA-BATIZ JANICE ROBINSON SANDRA JANE SCHMIDT MARJORIE SIEGEL Professor of Economics Vice President for Diversity and Assistant Professor of Social Studies Professor of Education and Education Community Affairs and Assistant Arts and Humanities and Chair of the Department Education Policy and Professor of Higher Education of Curriculum and Teaching Social Analysis Organization and Leadership Educational Background Curriculum and Teaching B.A., Swarthmore College; Educational Background Educational Background M.A., University of Michigan; Educational Background A.B., Cornell University; B.S., Bridgeport University; Ph.D., Michigan State University B.S., University of Wisconsin- Ph.D., Massachusetts Institute M.A., Ed.M., Teachers College, Madison; M.S., Ed.D., Indiana of Technology Columbia University; J.D., Scholarly Interests University St. John’s University School of Social theory in geography and Scholarly Interests Scholarly Interests Law; Post Graduate Certificate, geography education, public space Multimodality and literacy edu- Education and economic develop- Harvard University Graduate and civic efficacy, curriculum the- cation, Content area literacies, ment. International and public School of Education ory, queer theory, postcolonial Cultural and critical perspectives affairs. Race, ethnicity and gender studies in Africa, teacher educa- on literacy education. in the labor market. Immigrants Scholarly Interests tion. and education. The Latino popu- Affirmative Action in higher and lation of the United States. legal education. Legal issues in STEPHEN SILVERMAN JUDITH SCOTT-CLAYTON education. Access, retention and Professor of Education and Assistant Professor in diversity in higher education. Chair of the Department ANN RIVET Economics of Education University and professional of Biobehavioral Sciences Associate Professor of Education Policy and school leadership. Biobehavioral Sciences Science and Education Social Analysis Mathematics, Science, Educational Background and Technology PHILIP SAIGH Educational Background B.S., Temple University; M.S., Professor of Psychology B.A., Wellesley College; Ph.D., Washington State University; Educational Background and Education Harvard University Sc.B., Brown University; Health and Behavior Studies Ed.D., University of M.S., Ph.D., University of Scholarly Interests Massachusetts, Amherst Michigan Educational Background Labor economics and higher edu- B.A., University of North cation policy. The role of finan- Scholarly Interests Scholarly Interests Carolina; M.A., Ph.D., cial aid policy in addressing Physical education. Research on Design of project-based science University of Georgia inequalities in educational attain- teaching. Research methodology. learning environments for middle ment, the consequences of rising and high school. Urban systemic Scholarly Interests term-time student employment, LAURA SMITH reform. Classroom-based Epidemiology, etiology, assess- and the interactions between pro- Assistant Professor of research. Student learning ment, and cognitive-behavioral gram/bureaucratic complexity, Psychology and Education through inquiry. Teaching and treatment of posttraumatic stress family background, and college Counseling and learning of earth sciences. disorder in children and adoles- success. Clinical Psychology cents; child abuse; developmen- LORIANN ROBERSON tal psychopathology; test devel- YOLANDA SEALEY-RUIZ Educational Background Professor of Psychology opment and validation; cross- Assistant Professor of English B.A., University of Virginia; and Education cultural research on child-adoles- and English Education M.S., Ph.D., Virginia Common- Organization and Leadership cent psychiatric disorders, and Arts and Humanities wealth University prevention research. Educational Background Educational Background Scholarly Interests B.A., Ph.D., University of JOHN SAXMAN B.A., New York University; Classism, social class, and pover- Minnesota Professor of Speech Pathology M.A., Teachers College; Ph.D., ty. Social justice frameworks for Biobehavioral Sciences New York University psychological services. Com- Scholarly Interests munity-based psychological inter- Employee motivation and work Educational Background Scholarly Interests ventions. Participatory action attitudes. Workforce diversity B.A., San Diego State University; Critical English Education. research. Whiteness and contem- issues, including diversity training M.S., Ph.D., Purdue University Culturally Relevant Pedagogy. porary racism. Group psycho- and the effects of stigmatization Urban teacher education. therapy on performance. Scholarly Interests Educational trajectories of Communication disorders. Phon- African American adult reentry atory behaviors across the life- women. Achievement gaps. span. Experimental Phonetics.

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

MARIANA SOUTO-MANNING DERALD WING SUE MUN TSANG LALITHA VASUDEVAN Associate Professor of Early Professor of Psychology Professor of Education Associate Professor of Childhood Education and Education and Director for the Center Technology and Education Curriculum and Teaching Counseling and on Chinese Education, Mathematics, Science, Clinical Psychology Cheung Kong Professor and Technology Educational Background of Economics of Education, B.S.Ed., M.Ed., Ph.D., Educational Background Chinese Ministry of Education Educational Background University of Georgia B.S., Oregon State University; Education Policy and B.A., Ph.D., University of M.S., Ph.D., University of Social Analysis Pennsylvania Scholarly Interests Oregon From a critical perspective, I Educational Background Scholarly Interests examine the sociocultural and Scholarly Interests B.S., M.S., Massachusetts New technologies; Race/ethnicity historical foundations of school- Multicultural counseling and psy- Institute of Technology; M.A., and gender in education; ing, language development, liter- chotherapy. Psychology of racism Ph.D., Stanford University Literacies; Deconstructing the acy practices, cultures, and dis- and antiracism. Cultural diversity. “School-to-prison” pipeline. courses. I study how children, Cultural competence. Multi-cul- Scholarly Interests families, and teachers from tural organizational development. Costs and financing of education. HELEN VERDELI diverse backgrounds shape and Mental Health Law. Chinese education policy. Educa- Assistant Professor of are shaped by discursive prac- tion and economic development. Psychology and Education tices, employing a methodology ELIZABETH TIPTON Counseling and that combines discourse analysis Assistant Professor of BARBARA TVERSKY Clinical Psychology with ethnographic investigation. Applied Statistics Professor of Psychology Human Development and Education Educational Background GITA STEINER-KHAMSI Human Development B.A., Deree College, Athens, Professor of Education Educational Background Greece; M.Sc., London School Educational Background International and B.A., Transylvania University, of Economics, UK; M.A., Transcultural Studies Lexington, KY; A.M., University B.A., M.A., Ph.D., University Morehead State University; of Chicago; M.S., Ph.D. of Michigan Ph.D., Yeshiva University Educational Background Northwestern University, Scholarly Interests Dr. h.c., Mongolian State Evanston, IL Scholarly Interests University of Education; Spatial thinking and language, Prevention strategies for adoles- Ph.D., M.A., University Scholarly Interests diagrammatic reasoning, visual cent children of bipolar parents; of Zurich, Switzerland External validity of experiments; communication, design cogni- Conducting and testing psycho- sample selection bias; and treat- tion, gestures, event perception, therapy in developing countries. Scholarly Interests ment effect variance. cognition and learning, embodied and situated cognition. International policy studies in RUTH VINZ education. School and teacher MARIA TORRES-GUZMAN Enid and Lester Morse Professor education reform from an inter- Professor of Bilingual Education HERVE VARENNE in Teacher Education and Chair national perspective. Education, Arts and Humanities Professor of Education of the Department of Arts and development and international International and Humanities cooperation. Transnational policy Educational Background Transcultural Studies Arts and Humanities borrowing/lending and globaliza- B.A., Universidad de Puerto tion. Theories and methods (case Rico; M.A., University of Educational Background Educational Background study methodology) in interna- Michigan; M.A., Ph.D., License-ès-Lettres, Université B.S., Montana State University; tional and comparative educa- Stanford University d’Aix-Marseille; M.A., Ph.D., M.A., Boise State University; tion. Analytical work, strategic University of Chicago Ph.D., New York University planning and program evalua- Scholarly Interests Scholarly Interests tions in Mongolia and Central Linguocultural spaces in literacy; Culture, communication, and Scholarly Interests Asia (Tajikistan, Kyrgyz Teaching in multiple languages as education with special attention Teacher Preparation and the Republic). identity formation; Minoritized to comparative and historical Professional Education of language groups such as the conditions. Polity and community Teachers. Culturally Responsive Latino in the U.S., Basque in theory, particularly as it applies Teaching. The Teaching and Spain, or the Maori in New to families, their immediate situa- Learning of Secondary School Zealand; Puerto Rican women tions, and their positions in a Literacies. leaders in NYC educational global humanity as the joint pro- settings. duction of all involved.

Teachers College Columbia University 2011-2012 247 BRUCE VOGELI BARBARA WALLACE AMY STUART WELLS RANDI WOLF Clifford Brewster Upton Professor Professor of Health Education Professor of Sociology Associate Professor of Human of Mathematical Education Health and Behavior Studies and Education Nutrition on the Ella McCollum Mathematics, Science, Education Policy and Vahlteich Endowment and Technology Educational Background Social Analysis Health and Behavior Studies A.B., Princeton University; Educational Background M.A., Ph.D., City University Educational Background Educational Background B.S., Mount Union College; of New York B.A., Southern Methodist B.S., Cornell University; M.A., Kent State University; University; M.S., Boston M.P.H., Ph.D., University Ph.D., University of Michigan Scholarly Interests University; Ph.D., Teachers of Pittsburgh Health disparities research. College, Columbia University Scholarly Interests Diversity training for multicultur- Scholarly Interests al competence. Invisible, covert International and comparative Scholarly Interests Disease prevention and health and visible overt violence. Pri- mathematics education. Educa- Educational policy. Race and promotion; nutritional and public mary, secondary and tertiary vio- tion of the mathematically gifted. education. Charter schools. health; urban and minority lence prevention in school- and Curriculum development and School desegregation. School health. community-based settings. Dom- evaluation. Fulbright Senior choice policy. estic violence. Addictions and Specialist (2002-2007). LYLE YORKS dependencies, especially to crack JAMES WESTABY Associate Professor of Adult and cocaine. Drug abuse and Associate Professor of and Continuing Education CALLY L. WAITE HIV/AIDS. Health promotion in Psychology and Education Organization and Leadership Associate Professor of multicultural settings. Global Organization and Leadership History and Education health. Arts and Humanities Educational Background Educational Background B.A., Tusculum College; HANSUN WARING Educational Background Assistant Professor of Applied B.A., University of Wisconsin; M.A., Vanderbilt University; B.A., New College; M.A., Linguistics and TESOL M.A., Ph.D., University of M.A., Ed.D., Teachers College, Stanford University; Ed.D., Arts and Humanities Illinois Columbia University Harvard University Scholarly Interests Educational Background Scholarly Interests Scholarly Interests Behavioral reasoning theory and Action Learning. Collaborative B.A., Beijing University; Inquiry. Qualitative Research The transformation of higher the explanation of human behav- Ed.M., Ed.D., Teachers College, Methods. Strategic Approaches education in the late 19th ior. Social networks and dynamic Columbia University to Human Resource Develop- century; historical theory and network theory. Survey research. ment. Application of adult learn- methodology. Scholarly Interests Attitude assessment. Behavioral change. ing theory to individual, group, Language and social interaction: and organizational learning, and ERICA WALKER Interactional resources deployed workforce and organizational Associate Professor of to manage competing demands JOANNA WILLIAMS development. Mathematics Education in various social contexts; advice Professor of Psychology Mathematics, Science, and Education giving and receiving; second lan- KAREN ZUMWALT and Technology Human Development guage instructional practices and Evenden Professor of Education learning opportunities; cross- Curriculum and Teaching Educational Background cultural and interlanguage prag- Educational Background B.S., Birmingham-Southern matics. A.B., Brown University; Educational Background College; M.Ed., Wake Forest Ed.M., Harvard University; B.A., Mount Holyoke College; M.S., Ph.D., Yale University University; Ed.M., Ed.D., ROBERT WEINTRAUB M.A.T., Harvard University Harvard University Professor of Practice of Graduate School of Education; Education Leadership Scholarly Interests Ph.D., University of Chicago Scholarly Interests Organization and Leadership Text comprehension. Beginning Racial and gender equity in reading. Students with learning Scholarly Interests mathematics education; student disabilities and other at-risk Educational Background Curriculum. Teaching. Teacher persistence in advanced mathe- students. B.A., Lehigh University; education. Alternative routes to matics; mathematics education M.A., Montclair State College; certification. policy. MICHAEL WILSON Ed.D., Boston University Assistant Professor of Inclusive Education Curriculum and Teaching

Educational Background B.S., Frostburg State University, MD; M.Ed., Ph.D., University of Maryland - College Park

248 www.tc.columbia.edu/faculty General Information: (212) 678-3000 Trustees, Officers, and Councils TRUSTEES OFFICERS ALUMNI John Hyland, Jr., Co-Chair Susan Fuhrman, Ph.D. COUNCIL William Rueckert, Co-Chair President of the College Adam Vane President James Benkard Thomas James Lee Bollinger Provost and Dean of the College Patrick McGuire Cory Booker President Elect Gene Carter Harvey Spector, M.A., M.C.R.P. Geoffrey Colvin Vice President for Finance Robert Weintraub James Comer and Administration Joyce Cowin Immediate Past President Nancy Rauch Douzinas Suzanne Murphy, M.A., Ed.M. Dawn Duques Vice President for Development Nabeel Ahmad Susan Fuhrman and External Affairs Marion Boultbee Ruth Gottesman Fred Brodzinski Patricia Green Scott Fahey, M.Ed. Susan Diamond Antonia Grumbach Chief of Staff and Secretary to Peter Dillon John Hyland, Jr. the College Mary Lupiani Farrell Elliot Jaffe Harriet Fields John Klingenstein PRESIDENT’S Connie Green Martha Berman Lipp ADVISORY Elaine Heffner Eduardo Marti COUNCIL David Hoff Claude Mayberry, Jr. Alice Elgart Bridget Looney John Merrow Elisa Gabelli Wilson Maritza Macdonald Lorraine Monroe Kristina Gimbel Leslie Morse Nelson Ali Mazzara Jinny Goldstein Betsy McIntyre Abby O’Neill Jon Gruenberg Carolyn McNally Dailey Pattee Alexandra (Sasha) Heinz Mary Jo Meade-Weinig E. John Rosenwald, Jr. Frances Hesselbein William Rueckert Jill Iscol Peter Moock Marla Schaefer Gregory Jobin-Leeds Kathleen Morin Edith Shih Jonathan Knee Diana Newman Milbrey Rennie Taylor Phyllis Kossoff Tara Niraula Laurie Tisch Douglas Kreeger George Papayannis Gillian Neukom Toledo Harold Levy Pola Rosen Jay Urwitz James Levy Evelyn Rossetti Ryan Steven Wechsler Ronald Saltz Sue Ann Weinberg James Shields Joshua Solomon Diane Sunshine Bruce Wilcox Janna Spark Christopher Willams Mitchell Thompson Alberta Strage Bernardo Tirado Charla Tindall Nicole Vartanian HONORARY & Charo Uceda EMERITI TRUSTEES Valerie Wayne Caroline Vaughan Patricia Cloherty Elaine Wolfensohn Thomas Evans Marjorie Hart A. Clark Johnson, Jr. Thomas Kean Julie Leff Roland Machold J. Richard Munro Ronald Nicholson Jeffrey Peek Charles Prince Elihu Rose Donald Stewart Barbara Thatcher Douglas Williams

Teachers College Columbia University 2011-2012 249 Student Services and Administrative Information Admissions Thank you for your interest in Teachers College, Teachers College, Columbia University Application Fee Columbia University. For more information Office of Admission New application $65 regarding Teachers College Admissions, please Thorndike Hall, 3rd Floor Re-application $35 refer to the Guide to Admission (www.tc.colum- 525 West 120th Street Non-Degree $65 bia.edu/apply). New York, NY 10027-6696 The application fee is nonrefundable. APPLYING TO TEACHERS COLLEGE All hard-copy materials should be accompanied by the Document Cover Sheet (www.tc. The application fee must be submitted elec- About the Application Process columbia.edu/apply) in order to expedite tronically through the online application Teachers College is a graduate-only institu- processing. (credit card or checking or savings account tion. Applicants must hold, or be in the routing number). Application fees made by process of obtaining, the equivalent of a U.S. Application Deadlines checking or savings account routing number baccalaureate degree in order to be considered For most Teachers College programs, the must be drawn on a U.S. bank. for admission. application deadlines are as follows: Personal Statement Applicants may apply to only one program at Summer or Fall Entry Applicants should present a carefully planned a time. Ph.D. Final Deadline: December 15 and written statement two to three pages in length, double-spaced, describing their back- Teachers College admits students for Spring, Ed.D. programs: ground, past work in the intended field of Summer, and Fall entry. However, not all pro- Early Deadline: January 2 study, plans for graduate study and a profes- grams or degree levels are available for all Final Deadline: April 1 sional career, or any other information they feel entry terms. is relevant. Applicants who are currently regis- Master’s programs: tered in a graduate program at another univer- A complete list of available programs, degrees, Early Deadline: January 15 sity should explain why they wish to leave. The and entry terms can be found on the Office of Final Deadline: April 15 personal statement must be submitted elec- Admission’s website (www.tc.columbia.edu/ tronically as a part of the online application. apply). Spring Entry Final Deadline: November 1 Official Transcript(s) How to Apply First-time applicants to the College must sub- The Teachers College Application for Admis- Please note: mit one official transcript from each college or sion is available online (www.tc.columbia.edu/ • Not all programs are available for all entry university in which they were enrolled and apply) and can be completed over several ses- terms. obtained credit for any period of time, showing sions, if necessary. • Only complete applications will be eligible all courses, grades and degrees received, if any. for review. In order for an application to be Applicants should request that the transcript(s) The complete Teachers College application considered complete, the Office of be returned to the applicant in a sealed enve- consists of the application form, as well as Admission must receive all required applica- lope with the signature of an authorized official additional materials to be submitted both tion materials by the designated deadline. across the sealed flap. online and through mail to the Office of • Scholarships are awarded to those students Admission. who apply and complete the Teachers TC Alumni prior to 2005 must submit official Applicants are responsible for collecting and College Scholarship application by published transcripts from institutions outside of Teachers submitting all required application materials early deadlines. College. Alumni and current TC students do to the Office of Admission. Official scores of • Applications received after the early dead- not need to request a transcript from Teachers any required standardized test, such as the line may be considered on a space-available College for their application. TOEFL, GRE, or MAT must be directly re- basis. ported to Teachers College Office of Admis- For educational institutions located outside of sion by the Testing Centers. Refer to the COMPONENTS OF THE the United States or Canada, an official cre- “Standardized Tests” section for more infor- COMPLETE APPLICATION dential evaluation from World Education mation. Services. Inc. (WES) is required. Refer to the Below is a list of items that must be received “International Students” section for more infor- A Teachers College ID number (TC ID) is by the Office of Admission to ensure a com- mation. International applicants who are issued to each applicant via e-mail once plete application. Please note only complete required to submit transcripts to WES should her/his application form has been fully submit- applications will be eligible for review. not send them to Teachers College. ted. The TC ID is a randomly-generated eight- digit number preceded by the letter “T” that is Under no circumstances can any application Letters of Reference used to identify the applicant throughout the materials submitted to the Office of Admission Applicants are required to submit two letters application and enrollment process. be returned to an applicant or forwarded to of recommendation, unless a third is required. another college, university, or place of busi- More information can be found on the Office Any application components not submitted ness. All records submitted in support of an of Admission's website (www.tc.columbia.edu/ online should be mailed to: application for admission become part of a stu- apply). dent’s permanent record at Teachers College. Teachers College, Columbia University Letters of recommendation should be written Office of Admission, Box 302 Completed Application Form by people who can comment from personal 525 West 120th Street The application for admission is available knowledge on the applicant’s academic or pro- New York, NY 10027-6696 online at www.tc.columbia.edu/apply. A valid fessional qualifications for graduate study. e-mail address must be included on the appli- Wherever possible, letters of recommendation Applicants using DHL, FedEx, or UPS should cation form, as it will be used for all correspon- should be submitted from academic sources. have their materials delivered to: dence from the Office of Admission. However, if an applicant has been out of school for a number of years, professional recommendations may be used in most cases.

Teachers College Columbia University 2011-2012 251 Recommendations written by family members calaureate degree from an institution where Members of the Admissions staff are not per- or friends are not appropriate for the purposes English is not the sole official language of mitted to discuss specifics regarding the deci- of this application. A credentials file at a previ- instruction, an English proficiency exam must sion on any application. Admission committee ous college or university may be submitted to be taken. An English proficiency exam is meetings are confidential and information can- fulfill the letters of recommendation require- required regardless of where the applicant not be shared with applications or any other ment. However, if an applicant has been out received a graduate degree (if any). party. Admission decisions are final. of school for five or more years, one additional Please note: current letter of recommendation should be • The minimum TOEFL exam score required If you have applied to Teachers College three submitted. by Teachers College is 100 on the internet- times and were denied admission each time, based exam (IBT), 250 on the computer- you must wait three years before submitting Letters of recommendation may be submitted based exam (CBT), and 600 on the paper- another application. electronically through the online application based exam (PBT). The TOEFL is adminis- or in paper form. Applicants must provide the tered by Educational Testing Service (ETS). In order to ensure a place in a program, a name, title, address, and telephone number of Applicants may obtain further information $300 U.S. nonrefundable tuition deposit must each recommender in the space provided on on TOEFL at www.toefl.org or from their be received by Teachers College. Deposit dead- the online application, regardless of the method local overseas educational advising center lines will be included in the letter of admission. of submission. (www. educationusa.state.gov/centers). The tuition deposit must be submitted elec- • The minimum IELTS exam score required by tronically through the Admission Response If a paper letter of recommendation is submit- Teachers College is an overall band score of Form (credit card or checking or savings ted, it must be accompanied by a Teachers 7.0. The minimum CPE exam score required account routing number). Deposits made by College Recommendation Form and Document by Teachers College is a B. The IELTS and checking or savings account routing number Cover Sheet (www.tc.columbia.edu/apply). CPE are both administered by the University must be drawn on a U.S. bank. Upon enroll- Applicants should request that each letter of of Cambridge English for Speakers of Other ment, the tuition deposit will be credited to recommendation be returned to the applicant Languages (Cambridge ESOL). Applicants the student’s account. in a sealed envelope with the signature of the may obtain further information on these recommender across the sealed flap. Each rec- tests from www.cambridgeesol.org. DEFERRAL OF ADMISSION ommendation must be received by the Office of • Applicants to the Teaching of English as Students may defer their admission to a Master Admission in its original sealed envelope. If the a Second Language (TESOL) or Applied of Arts, Master of Education, or Master of recommender prefers, the letter may be sent Linguistics programs must submit an English Science degree program for one year, unless directly to the Office of Admission at Teachers proficiency exam score if their native lan- otherwise specified by the program. Students College. The recommender’s signature must guage is not English, regardless of where admitted to doctoral programs must have the appear on both the letter of recommendation their undergraduate and/or graduate degree written permission of the program to which and across the sealed flap. Open or unsigned was obtained. In addition, these programs they were admitted to defer an offer of admis- reference letters will not be accepted. have exam restrictions and minimum score sion. Requests for deferral of admission must requirements that differ from all other be indicated on the Admission Response Form. Letters of recommendation are used for admis- Teachers College programs. Refer to the in- Students wishing to defer are required to sub- sion and scholarship review in the applicant’s dividual program listings in the catalog or mit the $300 U.S. nonrefundable tuition intended field of study only. All letters of rec- Guide to Admission (www.tc.columbia.edu/ deposit at the time of the deferral request. ommendation are destroyed after the review apply) for more information. process. TRANSFER CREDIT Students may apply for transfer credit upon Supplemental Application Requirements Résumé registering at TC. No transfer credit is awarded Some programs require application materials A current résumé or chronological listing of for Master of Arts students, including Teachers such as standardized test scores or writing employment and other significant activities College credits that have already been applied samples (separate from the Personal State- must be submitted electronically through the towards a conferred Master of Arts degree. For ment). Refer to the individual program infor- online application. the Master of Education and the Doctor of mation sections of the Guide to Admission Philosophy, a maximum of 30 points completed (www.tc.columbia.edu/apply) for more infor- Standardized Tests outside of Teachers College may be transferred. mation and instructions on how to submit Standardized Tests are required by some, but For the Doctor of Education and Doctor of Supplemental Application Requirements. not all, Teachers College degree programs. All Education in the College Teaching of an submitted test scores received by the Office of Academic Subject, a maximum of 45 points NOTIFICATION OF DECISION Admission will be available for review by the may be transferred. For the Doctor of Philo- The length of the application review process Admission committee. sophy, up to 45 points completed in another varies from program to program. The Office of faculty of Columbia University may be trans- Admission will notify the applicant via e-mail Applicants are expected to take any required ferred. once a decision has been published. This noti- standardized tests well before the application fication will include instruction on how to deadline(s). Official scores of any required Only graduate courses which have been (1) retrieve the application decision through the standardized test, such as the TOEFL, GRE, completed with grades of B or higher, (2) sub- online application. The official notification of or MAT must be directly reported to Teachers mitted on an official transcript from a regional- the decision is the letter bearing the signature College Office of Admission by the Testing ly accredited institution, and (3) granted/ of the Executive Director of Enrollment Centers. Expired scores will not be accepted. assigned credit on the transcript of that institu- Services. Decisions will not be given over the tion, may be considered for transfer credit. For telephone. For the TOEFL, GRE, or other tests adminis- educational institutions located outside of the tered by the Educational Testing Service (ETS), United States of Canada, a World Education For Summer/Fall applicants who submit a com- the assigned institution code for Teachers Services, Inc. (WES) course-by-course evalua- plete application by the published early appli- College is 2905. No department code should tion is required. Transfer credit is awarded at cation deadlines, it is our goal to publish deci- be indicated. the discretion of the faculty advisor. sions around mid-March. Spring term applicants and applicants applying after the early For all applicants whose native language is not Refer to the “Degree Requirements” section deadline will be notified on a rolling basis. English or those who have received a bac- of the Catalog for more information. 252 www.tc.columbia.edu General Information: (212) 678-3000 ADMISSIONS

INTERNATIONAL STUDENTS Documents necessary to obtain a student visa The non-degree application is available online International students must hold, or be in the (I-20 or DS-2019) are sent only after an appli- at www.tc.columbia.edu/apply. A valid e-mail process of obtaining, the equivalent of a U.S. cant is officially admitted to Teachers College address must be included on the application baccalaureate degree in order to be reviewed and has submitted the Application for Visa form, as it will be used for correspondence for admission to Teachers College. Applicants Certificate (AVC) (available online at www. from the Office of Admission. who do not meet this requirement will not be tc.columbia.edu/international/newstudent), considered for admission. and supporting documents certifying that the The non-degree application consists of the applicant has the necessary funds to meet the online non-degree application form, $65.00 Applicants are expected to collect and prepare cost of full-time study at Teachers College. non-refundable application fee, and proof of a international educational credentials well in Holders of student visas (F-1 or J-1) are baccalaureate degree (a photocopy of official advance of the application deadline. Incom- required to study full-time (at least 12 points transcript or diploma is acceptable). All three plete records will not be reviewed for admission. per semester). A copy of the ID page(s) of the application items can be submitted electroni- passport or national ID card, as well as address cally through the online non-degree applica- If an applicant’s credentials are from an institu- in the applicant’s country of permanent resi- tion process. tion outside of the United States and Canada, dence are also required. the Office of Admission requires a World Edu- A non-degree student may take up to 16 cred- cation Services, Inc. (WES) course-by-course Be certain that any form not issued in English it points as long as the academic standards of evaluation of all post-secondary credentials is accompanied by a notarized English transla- the College are met. (undergraduate and graduate, if applicable). tion. It is the applicant’s responsibility to provide the In order to exceed the maximum of 16 points, necessary paperwork and payment to WES, and Individuals holding B-1 or B-2 status, or who a non-degree student must either: to request that a copy of the report be sent to entered the United States on a visa waiver, • Be admitted to a Teachers College degree the Office of Admission. The completed WES may be in violation of their status if they enroll program, or report must be received by the appropriate in classes. • Obtain approval from the Registrar for admission deadline. The evaluation copy pro- continued registration under non-degree vided to Teachers College becomes an official Contact International Services at status. academic record document and the sole proper- [email protected] with any questions ty of Teachers College upon its receipt. WES related to visas or visit Admission to non-degree status implies no evaluations will be reviewed by Teachers www.tc.columbia.edu/international. commitment for admission to a degree pro- College administrators and the determination gram. Should a non-degree student become a of degree equivalency to U.S. degrees is at the STUDENTS WITH DISABILITIES degree candidate, a maximum of 16 points (8 discretion of Teachers College. WES will com- The Office of Access and Services for Indivi- in the major field) taken in non-degree status plete and mail the applicant’s evaluation to duals with Disabilities (www.tc.columbia.edu/ may be applied toward a degree program. Teachers College within 7-10 business days oasid) ensures that programs and services at from the day all documents are received. For Teachers College are physically, programmati- an extra charge, rush services for same-day and cally, and attitudinally accessible to individuals CONTACT INFORMATION three-day evaluations are available. Forms for with disabilities. Equal access is achieved evaluation by WES may be downloaded from through individualized responses addressing Office of Admission the WES website (www.wes.org). Applications the needs of individuals with conditions in- Thorndike Hall, 3rd Floor are also available by e-mail, phone, fax, or mail. cluding, but not limited to, vision, hearing or Phone: (212) 678-3710 Refer to the WES website for more information. mobility impairments, medical conditions, or Fax: (212) 678-4171 International applicants who are required to learning disabilities that affect one or more Email: [email protected] submit WES evaluations should not send tran- academic activities. scripts to Teachers College. These materials should be sent directly to WES. Office of Access and Services STATEMENT OF for Individuals with Disabilities NON DISCRIMINATION If a school an applicant attended is no longer 163 Thorndike Hall Teachers College affirms that it admits stu- in existence or it is impossible to obtain official Teachers College, dents and selects employees regardless of their documents from the school attended, the appli- Columbia University race, creed, color, religion, sex, sexual orienta- cant should have the Ministry of Education of Box 105, tion, marital status, national origin, citizenship that country furnish an official statement testi- 525 West 120th Street status, age, or disability and thereafter accords fying to the impossibility of obtaining records. New York, NY 10027-6696 them all the rights and privileges generally The Ministry should also supply Teachers made available to students or employees at College with a list of courses ordinarily required Tel/Voice: (212) 678-3689 the school. in the degree program an applicant has fol- TTY: (212) 678-3853 lowed in that school or university. Video Phone: (866) 624-3281 Fax: (212) 678-3793 Students who have earned a baccalaureate Email: [email protected] degree or its equivalent from a college or university where English is not the official lan- ADMISSION AS A guage of instruction must take an exam to NON-DEGREE STUDENT establish English Language proficiency. Refer Non-degree status is available to all applicants to “Standardized Tests” for more information. holding the equivalent to a U.S. baccalaureate degree. Applicants should not submit bank statements or other proof of funds with application materials.

Teachers College Columbia University 2011-2012 253 Residential Services RESIDENTIAL SERVICES AT of application. Applicants outside a 30-mile 517 West 121st opened in the fall 2004 semester. TEACHERS COLLEGE radius of the greater New York City area have The building contains 252 studio apartments. the highest priority for housing. To complete Some have private kitchenettes, while most The Office of Residential Services extends a an application you should visit our website at units share community kitchens which are dis- warm welcome to you as you consider joining www.tc.edu/housing and complete our on-line tributed throughout the building. The regular our residential community. housing application. studios are approximately 215 square feet in size, and each one contains a private bathroom. The Office of Residential Services at Teachers The following early application dates are College, Columbia University, complements recommended for submitting a housing Grant Hall is located at 514 West 122nd the institutional mission of the College by application: Street. Two-bedroom shared units are available striving to provide housing that is convenient, in the courtyard side of this building. These clean, and safe for campus residents, their fam- Fall term entry: February 1st apartments contain two bedrooms, a bathroom, ilies and guests. The department is committed Spring term entry: September 1st and a kitchen. to creating a stimulating, inclusive, and caring Summer term entry: December 1st Whittier Hall is located at 1230 Amsterdam environment that supports the out-of-class- Avenue (at the corner of 120th Street) and room experience and enhances intellectual, Please note: Students are encouraged to apply was constructed in 1901. There are several personal, and professional development. We prior to the early application dates listed above different types of housing accommodations collaborate with other campus departments to and may apply for housing up to one year in offered in this residence hall. All assignments meet the unique needs of our graduate student advance of the term they seek housing. include a private bedroom. Room sizes vary population and provide uncompromising quali- in all accommodation types. ty, innovation, and continuous improvement Unfortunately, given the limited number of in a multicultural community. spaces available, we may be unable to accommodate all requests for housing. In the single rooms, kitchen and bathroom facilities are shared by approximately 20 students. Teachers College has approximately 600 spaces Suites are self-contained units with three to six available for single students and 150 apart- Housing Assignments Students will be notified by the Office of private bedrooms. Residents of suites share a ments for students with families. Whittier, kitchen, bathroom, and common area. Efficiency Bancroft, Grant, and Sarasota Halls are his- Residential Services of their housing status on a bi-weekly basis when offers commence for units, one and shared two bedroom apartments, toric buildings similar to other early 1900’s and studio units all have a private bathroom and New York City apartment-style buildings. Our the semester for which they have applied. Each student’s assignment letter contains kitchen. Microwaves are provided for students newest building, 517 West 121st, opened in in suites, efficiencies, studios and one and the fall 2004 semester. information regarding the unit to which the student has been assigned. This information shared two bedroom apartments. A microfridge includes: type of unit, semester housing (a microwave attached to a refrigerator unit) is Eligibility for Housing provided in the single rooms. In order to be eligible for student housing, stu- charge, and approximate size of unit. Also, information regarding check-in dates and dents must be enrolled in a degree program at All single student housing units are fully fur- times will be enclosed. Notification that a Teachers College and registered for classes. nished. Residents must, however, provide their housing space is available will be accompanied To maintain housing eligibility, residents must own linen, cooking utensils, and other house- with a housing contract and other documenta- be enrolled and registered for a minimum of hold items. All units are equipped with tele- tion, which must be returned along with a 9 credits or equivalent each semester (fall and phone service, voice mail, unlimited local calls, $750 housing deposit to hold the space. This spring). Two-thirds of each semester’s credits caller ID, cable TV, and internet hook-up. (6 points per term) must be earned course deposit is held in an interest bearing account credits (i.e. not Certificates of Equivalency). for the duration of the student’s residence and may not be used for semester housing charges. SINGLE STUDENT HOUSING AVERAGE Semester courses that are defined by the SEMESTER RATES Registrar as full-time, qualify a resident for (2011–2012 ACADEMIC YEAR) full-time status. Housing Contracts extend for Every effort is made to accommodate each applicant’s housing preferences. However, one calendar year, beginning with the summer 517 West 121st: there is a transfer period after the semester term. Any resident who completes 18 credits Efficiency $7,800 begins in which students may request a change during the fall and spring semesters combined Large Efficiency of assignment. Students may choose to exer- (or 9 credits during the spring semester for stu- (with kitchenette) $9,500 dents who begin residency in the spring) is not cise the transfer option if the College is unable required to register for summer sessions and to accommodate their original request. Grant Hall: may remain in the residence hall, but must re- Shared Two-bedroom $5,000 enroll for the upcoming fall semester and live Applications will be processed beginning: (limited availability) in Teachers College housing for the upcoming May 15th: Fall Term fall semester. To remain eligible for summer October 15th: Spring Term Whittier Hall: housing if a resident is vacating in the summer March 15th: Summer A Term Single Room $3,500-$3,900 (at the conclusion of Summer A or Summer April 15th: Summer B Term Suite Room $3,800-$4,400 B) the resident must be enrolled for the sum- Efficiency mer or have documentation from the College Once offered an assignment in Teachers (limited availability) $5,300-$6,100 demonstrating an affiliation with the College College housing, the housing application may Shared Two-bedroom during the summer. If the resident is teaching not be deferred to another semester. Hence, (limited availability) $5,000 in public schools or has dependents in public the applicant would need to submit a new One-bedroom schools, the resident is permitted to remain in housing application and fee for the desired (limited availability) $7,000 housing until the conclusion of Summer A. semester. Studio (limited availability) $7,400

When to Apply for Housing Single Student Housing Housing offers are based on availability of Three buildings are available for single-stu- units, geographic priority, and date of receipt dent housing. They are 517 West 121st, Grant Hall, and Whittier Hall.

254 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: 107 apartments. Each unit has a bathroom, 1230 Amsterdam Avenue, 1B 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 are provided at ship between the two adults). Relationships no 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 (2011–2012 ACADEMIC YEAR) All persons applying for family housing must submit proper documentation along with their 1 Bedroom Apartment $6,800-$7,900 application. The following are acceptable 2 Bedroom Apartment $8,300 forms of documentation: 3 Bedroom Apartment $9,400 1. Copy of a current marriage certificate. (limited availability) 2. In the case of a single parent, birth certificate(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 into 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 student) 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 no children. Due to • Housing applications are only considered limited availability, two and three bedroom for the initial semester for which a student apartments are typically available for families applies. The Office of Residential Services with children. All apartments come fully fur- must be notified in writing if a student nished. decides to defer an application. The application 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, bathroom, and living room opening into the hallway.

Teachers College Columbia University 2011-2012 255 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 107 apartments; approxi- 24 one-bedroom apartments 7 two-bedroom shared apart- 350 residents; approximately 252 residents; approximately Layout mately 14 apartments per per building; 4 apartments ments; 4 apartments total 35 residents per floor; single, 10 units per floor; efficiency, floor; one-bedroom, two- per floor per floor suite, efficiency, one-bed- and efficiency with private bedroom, and three-bedroom room apartment, two-bed- kitchenette 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, 2 chests, lamp, sofa, desk chair, chest, lamp, desk chair, armoire/closet, chair, closet/armoire chest, dining table and chairs, 1 chair, bookcase, dining table bookcase, dining table and chest, lamp; Single rooms: bookshelf, microwave, bed per bedroom (full: one- and chairs, refrigerator, chairs, refrigerator, microwave, small refrigera- microwave cabinet, refrigera- bedroom apartment & twin: stove/oven; units come stove/oven, microwave tor; Studio, one-bedroom tor; Units with kitchenettes: two-bedroom apartment), 2 furnished apartment, and efficiency stove/oven chests in one-bedroom, 3 units: kitchenettes, chests in two-bedroom, microwave, small refrigerator refrigerator, stove/oven; units come 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 Ethernet 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 package pick-up at package pick-up at pick-up at Residential pick-up at Residential Residential Mailroom Residential Mailroom Residential Mailroom Mailroom Mailroom (Whittier Hall) (Whittier Hall) (Whittier Hall) (Whittier Hall) 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

256 www.tc.columbia.edu General Information: (212) 678-3000 Academic Resources and Services RESEARCH AND SERVICE Professor Abeles: (212) 678-3288 technology to extend the learning process, and CENTERS AND INSTITUTES [email protected]; [email protected] studies the effects of new technologies on edu- AT TEACHERS COLLEGE cation. The Center partners with a number of Dean Hope Center for Educational and urban districts and institutes of higher educa- To contact any of the centers or institutes listed Psychological Services (CEPS) tion to provide professional development and below by mail, please write to: Teachers College, Department of Counseling and Clinical evaluation services. The Center also pursues Columbia University, 525 West 120th Street, Psychology; Department of Curriculum research collaborations focused on technology New York, NY 10027. Be sure to include the and Teaching; Department of Health and integration and institutional change concerns. name of the center or institute and the respective Behavior Studies Box # at the College (listed below). A training and research center for the College Co-Directors: Howard Budin and Ellen Meier and a community resource that provides help Contact Information: Accelerated Schools Center to people of all ages with educational and per- Box 8 The Accelerated Schools Project is dedicated sonal problems. The services offered include (212) 678-3773 to the creation of schools in which every child psychoeducational evaluations and education- [email protected]; www.tc.edu/ctsc has the opportunity to succeed as a creative, al evaluations focusing on learning issues cou- critical, and productive member of our society. pled with appropriate remediation, instruc- Center for the Professional Education The Accelerated Schools Center at Teachers tional planning and instruction for clients of Teachers (CPET) College works with public schools in the New with learning disabilities, adult and child psy- Department of Arts and Humanities York Tri-State area to implement the Accele- chotherapy, personal and vocational counsel- The Center for the Professional Education of rated Schools philosophy and practices by ing and psychological diagnostic evaluation. Teachers establishes partnerships with secondary working closely with the schools’ leadership, Services are provided by advanced graduate schools in order to develop effective literacy teachers, students, and surrounding community. students. All work is supervised by full-time education in all disciplines. Interrelated initia- The Center is also working with schools and and/or adjunct faculty of the College’s pro- tives of program development, research, and universities in Latin America and Spain to grams. Fees are set on a sliding scale that is assessment contribute to a growing understand- establish accelerated schools in those countries. designed to meet all budgets. ing of the classroom contexts that promote the learning and uses of literacy. The Center creates Director: Pilar Soler Director: Dinelia Rosa, Ph.D. team-based projects with faculty, doctoral stu- Contact Information: Contact Information: dents, and school-based educators to engage in Box 200 Box 91 examinations of how instruction and assessment (212) 678-3095 (212) 678-3262 or Fax (212) 678-8105 promote and support students’ literacy practices [email protected]; www.tc.edu/accelerated [email protected]; www.tc.edu/ceps and account for diversity of background. Professional development programs provide Center for Arts Education Research Center for Opportunities and Outcomes teachers with current research and practice in Department of Arts and Humanities for People with Disabilities adolescent literacy education that is intended to CAER undertakes both applied and basic Department of Health and Behavior Studies support adolescent literacy achievement. research. To date, researchers have carried out The Center for Opportunities and Outcomes a number of funded assessment studies focus- for People with Disabilities confronts the chal- Director: Ruth Vinz ing on the impact of student learning of lenges facing special education today through Associate Director: Britta Van Dun school-cultural institution collaborations. The its commitment to the production of knowl- Contact Information: first major study undertaken by the Center was edge and professional expertise aimed at sup- Box 182 an assessment of the work of artists in the aes- porting the full inclusion of people with dis- (212) 678-3161 thetic education program of the Lincoln abilities in society. The broad-based research, [email protected] Center Institute, New York City. Other studies evaluation, and demonstration activities of the have been completed in Hartford, CT., Center reflect an emphasis on empowering Center for African Education Philadelphia, PA., Baltimore, MD., and New people with disabilities by increasing their Department of International York City. The largest research study undertak- capacity and opportunities for self-determina- and Transcultural Studies ing to date has been funded by GE and the tion, reducing their vulnerability to victimiza- The Center for African Education promotes MacArthur Foundation. The purpose of this tion and abuse, and addressing the disability- research and teaching about education in project was to examine the impact of learning related issues of culturally and ethnically Africa and the African Diaspora. Its central in the arts on the academic school subjects. diverse groups, including women and minori- aim is to create a community of students, facul- Current studies involve investigation of cre- ties. The Center encourages national and ty, staff, visiting scholars, and practitioners ative practice in the arts as research, and the international partnerships aimed at strength- commited to the fields of Education and examination of the impact of contemporary ening the connection between research and African Studies and to provide them with a culture on the creation of images during ado- policy. forum to discuss their African interests and lescence. work. Director: Linda Hickson Research teams are formed from senior and Contact Information: Director: George C. Bond junior faculty, together with senior doctoral Box 223 Contact Information: students at Teachers College Columbia (212) 678-3076 Box 10 University. Projects have involved the develop- [email protected]; www.tc.edu/oopd (212) 678-3309; (212) 678-3311 ment of innovative assessment instruments [email protected] and methodological procedures, on-site visits, Center for Technology team analysis of data and the production of & School Change Center for Benefit Cost Studies comprehensive reports. The Center for Technology & School Change in Education (CTSC) works with educators at all levels Department of Education Policy and Co-Directors: Judith Burton and Hal Abeles interested in integrating technology to Social Analysis Contact Information: improve teaching and learning. As a research, The Center carries out studies using the eco- Box 78 evaluation and development center, CTSC nomic tools of benefit-cost analysis and cost- Professor Burton: (212) 678-3361 helps organizations plan educational uses of effectiveness analysis to evaluate both the

Teachers College Columbia University 2011-2012 257 returns on educational investments or to Creative Arts Laboratory (CAL) Director: Lisa Wright choose among educational interventions that Department of Arts and Humanities Faculty Advisor: Professor James Borland have the largest impacts relative to their costs. The purpose of CAL is to provide experiential Contact Information: A special focus is placed on studies of educa- sessions in dance, music, theatre, videography Box 170 tional investments in at-risk populations that and visual arts to enable students and teachers (212) 678-3851 compare the costs to the taxpayer of such to design and enact arts experiences that [email protected] investments and the benefits in terms of high- facilitate: (1) development of critical and www.tc.edu/centers/hollingworth er tax revenues and reduced costs of public creative thinking skills in core curriculums health, criminal justice and public assistance through contextual arts learning; (2) teachers’ Institute for Learning Technologies for increasing educational attainments. ability to help students make connections Department of Mathematics, Science, and across subject matter areas; (3) use of dia- Technology; Department of Human Development Co-Directors: Clive Belfield and logue, collective cognition and reflection in The Institute tries to improve learning by Henry M. Levin the classroom. CAL is offered as a 2 or 3 developing new learning technologies, improv- Contact Information: credit course and professional development ing use of learning technologies in educational Box 181 for non-TC groups of teachers. and other settings, and doing research on (212) 678 3857 learning technologies. [email protected] Director: Dr. Lenore Pogonowski [email protected] Contact Information: Director: John B. Black www.cbcse.org Box 139 Contact Information: (212) 678-3896 Box 118 Center on Chinese Education [email protected] (212) 678-4000 College-wide www.tc.edu/centers/cal [email protected] The purpose of the Center on Chinese www.ilt.columbia.edu Education is to promote education exchange Edward D. Mysak Clinic for between the U.S. and China and foster under- Communication Disorders Institute for Urban and Minority Education standing of education development and policy Department of Biobehavioral Sciences (Programs College-wide in China through research, teaching, and out- in Speech-Language Pathology and Audiology) The Institute for Urban and Minority reach activities. The Mysak Clinic is the on-site clinical train- Education (IUME) conducts demonstration, ing facility for students in the masters program development, evaluation and research projects Director: Mun C. Tsang in speech/language pathology. The Clinic pro- to better understand the experiences of diverse Contact Information: vides a wide range of diagnostic and therapeu- urban and minority group populations in the Box 211c tic services in speech, language, hearing, and different institutions and situations that influ- (212) 678-3814 augmentative communication for all ages of ence their development. The major activities [email protected] individuals with communication disorders. of IUME include curriculum development, www.tc.edu/centers/coce Services are provided by fully certified and program evaluation, technical assistance and licensed clinical educators as well as qualified professional development, supplementary edu- Community College Research Center graduate clinicians under direct supervision by cation, parent consultation and development (CCRC) the clinical faculty. and information dissemination. Department of Education Policy and Social Analysis (Program in Economics and Education) Director: Jo Ann Nicholas Director: Ernest Morrell The Community College Research Center Contact Information: Assistant Director: Veronica Holly (CCRC) was established in 1996 by the Alfred Box 191 Contact Information: P. Sloan Foundation and is housed within the (212) 678-3410 Box 75 Institute on Education and the Economy (IEE) [email protected] (212) 678-3780 at Teachers College, Columbia University. www.tc.edu/centers/mysak [email protected] CCRC conducts and promotes research on [email protected] major issues affecting the development, grow- Hollingworth Center http://iume.tc.columbia.edu th, and changing roles of community colleges Department of Curriculum and Teaching in the United States. In addition to conduct- The Hollingworth Center, a program within Institute of International Studies ing research, CCRC works with community the Department of Curriculum and Teaching Department of International colleges, professional organizations, founda- is a service, research and demonstration site. and Transcultural Studies tions, and government agencies in an effort The Center is designed to provide internship The Institute was created in 1964 to strength- to strengthen the research capacity both with- and training opportunities for the graduate en the research arm of the College’s interna- in the colleges and the broader community, students of Teachers College, develop model tional enterprise. With an initial grant from attract new scholars to the field, promote dis- programs in early childhood education, and the Ford Foundation, the Institute began to cussion and debate about crucial and often offer enriched educational services for chil- work with a focus on theoretical and practical controversial issues, and disseminate existing dren, families and educators. Primarily con- studies of the role of education in the modern- research. cerned with nurturing the talent development ization of traditional societies. Over several of all young children, the Center maintains a decades, the Institute sponsored and super- Director: Thomas Bailey special commitment to creating and imple- vised substantial research in Africa, Asia, Latin Associate Director: Lisa Rothman menting programs for underserved children America and the industrial nations as well as Contact Information: and teachers in urban schools, and designing on a variety of cross-cultural and comparative Box 174 model curricula in areas traditionally neglect- studies. During the past few years, the Institute (212) 678-3091 ed in elementary schools. Since the Center has worked on a variety of issues in Greece, [email protected] was established in 1981, it has been interna- the Balkans, Spain, and Morocco. In general, http://ccrc.tc.columbia.edu tionally recognized for exemplary programs, the Institute helps to formulate the College’s grant projects, teacher development efforts, international effort and to serve as both cata- and research contributions. lyst and repository for grants and gifts in aid of international studies at the College, to

258 www.tc.columbia.edu General Information: (212) 678-3000 ACADEMIC RESOURCES AND SERVICES

strengthen instructional programs with com- scholar-practitioner” model in our many schol- Directors: Jeanne Brooks-Gunn parative and international thrusts, and to arly, educational and practical endeavors. As and Sharon Lynn Kagan upgrade the quality of research on internation- such, we offer our students, instructors, staff, Contact Information: Ali Hill al or cross-national themes. alumni and our external clients a variety of Box 226 opportunities to connect theory and research (212) 678-8255 Director: Professor Lambros Comitas with practice, and to allow practice to inform [email protected] Contact Information: theory and research. Students are awarded an www.policyforchildren.org Box 45 Advanced Certificate in Cooperation and (212) 678-4040 Conflict Resolution upon successful comple- National Center for Postsecondary Research [email protected] tion of the program of study. A noncredit cer- (NCPR) tificate is also available. Department of Education Policy and Social Institute on Education and the Economy Analysis (Program in Economics and Education) (IEE) Director: Professor Peter T. Coleman The National Center for Postsecondary Department of Education Policy and Social Contact Information: Research (NCPR), housed at the Community Analysis (Program in Economics and Education) Box 53 College Research Center (CCRC) and operat- The Institute on Education and the Economy (212) 678-3402 ed in collaboration with partners MDRC, the (IEE), established in 1986 by the Board of [email protected] Curry School of Education at the University of Trustees of Teachers College, Columbia Virginia, and faculty from Harvard University, University, is an interdisciplinary policy J.M. Huber Institute for Learning was established in 2006 through a grant from research center that focuses its attention on in Organizations the Institute of Education Sciences of the U.S. the interaction between education and the Department of Organization and Leadership Department of Education. NCPR studies the economy. IEE conducts a rigorous program of J.M. Huber Institute for Learning in effects of policies and practices designed to research and policy analysis and provides intel- Organizations is a research-based institute help students make the transition to college lectual leadership primarily in two areas. The dedicated to advancing the state of knowledge and master basic skills needed to advance to a first is education reform, particularly that and practice for learning and change in organ- degree. NCPR researchers use rigorous meth- which is designed to respond to changing eco- izations. The Institute partners with diverse ods to examine widely-used programs such as nomic and employment needs. The second organizations to conduct organizational assess- dual enrollment and developmental learning involves changes in work, technology, and ments, evaluations, and action research. communities. NCPR is committed to research work organization, and the implications of Through these partnerships, organizations get that will help strengthen the performance of those changes for the performance of organiza- faster results and better decisions by leveraging institutions of higher education and improve tions and the skill needs and well being of the learning to improve performance. In this way, student success. workforce. the Institute helps businesses, schools, government and not-for-profit agencies increase their Director: Thomas Bailey Director: Thomas Bailey capacity to learn, to innovate, develop new Associate Director: Lisa Rothman Associate Director: Lisa Rothman skills, and find new ways of working and Contact Information: Contact Information: thinking. Box 174 Box 174 (212) 678-3091 (212) 678-3091 Co-Directors: Martha A. Gephart [email protected] [email protected] and Victoria J. Marsick www.PostsecondaryResearch.org www.tc.edu/iee Contact Information: Box 187 National Center for Restructuring International Center for Cooperation (212) 678-3366 Education, Schools and Teaching and Conflict Resolution (ICCCR) [email protected] (NCREST) Department of Organization and Leadership www.jmhuberinstitute.org Department of Curriculum and Teaching Established at Teachers College in 1986, the The National Center for Restructuring International Center for Cooperation and National Center for Children and Families Education Schools and Teaching (NCREST) Conflict Resolution (ICCCR) is an innovative Department of Human Development; is an education research and development Center dedicated to advancing the study and Department of Curriculum and Teaching organization that helps to build the capacity practice of conflict resolution. Our mission The National Center for Children and for successful school reform in the New York is an educational one: to help individuals, Families (NCCF) advances quantitative area and around the country. NCREST doc- schools, communities, businesses and govern- research and policy analysis surrounding the uments successful restructuring initiatives, ments better understand the nature of conflict development of underserved children and fam- fosters the development and sharing of the and develop the skills and settings that enable ilies. Housed at Teachers College, Columbia expertise of practitioners, builds connections them to resolve conflict constructively. We University, the Center produces and applies particularly emphasize the importance of the interdisciplinary research to improve practice between practice and policy, and produces social, cultural, organizational, institutional, and to raise public awareness of social issues print, video and web-based products that and systemic contexts within which conflicts that affect the well-being of America’s chil- deepen and clarify our understanding of edu- occur. Our philosophy links theory and re- dren and families. To achieve these goals, the cation reform. search closely with practice. We are commit- Center presently focuses its work in five relat- ted to conducting important and useful theo- ed thematic areas: Early Care and Education; Co-Directors: Jacqueline Ancess retical and applied research on cooperation, Families; School Transitions and Readiness; and Thomas Hatch conflict resolution and social justice and to Systems/Governance; Neighborhood/Com- Contact Information: communicate our conceptual and practical munity. The Center currently has an annual 475 Riverside Drive models in an accessible and engaging manner. operating budget of 3 million and a staff of 35 Suite 1374 We are also committed to developing, evaluat- fellows, research assistants and faculty mem- 646-745-8220 ing, and providing instruction in state-of-the- bers. The work of the Center is accomplished [email protected] art methods for the constructive resolution of through a set of synergistic activities: Research www.tc.edu/centers/ncrest conflict, understanding that conflicts occur in and Publication, Training and Fellowships, and dynamical systems which are always in a state Construction of Effective Social Policy. of flux. Consequently, we employ a “reflective

Teachers College Columbia University 2011-2012 259 National Center for the Study of research and discussion about cultural policy, tank, developing methods. The Project’s Privatization in Education arts management, arts education and arts law school-based work in reading and writing is Department of Education issues. Our sub-specialties are: Research and complimented by an array of other professional Policy and Social Analysis Practice, International Arts Management development opportunities at the College The Center was established to provide inde- including Cultural Policy, Conferences and including monthly Leadership Conferences for pendent, non-partisan information on and Colloquia, Web Site and Databases including principals and superintendents, day-long work- analysis of privatization in education. Under- listserv, bibliography, research and articles. shops for teachers and administrators, leader- standing the consequences of such initiatives Additional data maintenance and dissemina- ship groups for teachers, study groups for as vouchers, tuition-tax credits, educational tion by Princeton University’s Cultural Policy coaches and assistant principals, and summer contracting, independent schools and other and the Arts National Data Archive institutes on the teaching of reading and the forms of privatization is confounded by ideo- (CPANDA). teaching of writing. logical arguments from both advocates and opponents with little dispassionate analysis of Director: Joan Jeffri Director: Lucy Calkins claims and evidence. The goal of the NCSPE Contact Information: Contact Information: is to establish a more productive forum on Box 78 Box 77 issues regarding privatization of education (212) 678-8184 (212) 678-3931 through research, evaluation, conferences, [email protected] [email protected] publications, and dissemination. Particular www.tc.edu/rcac http://www.readingandwritingproject.com attention is devoted to the implications of educational privatization for the health of pub- School Law Institute The Elbenwood Center for the Study lic education. Research products available for Department of Education of the Family as Educator free download on the NCSPE website include Policy and Social Analysis The Elbenwood Center for the Study of the the following topics: Education Vouchers, The School Law Institute is a five-day summer Family as Educator is dedicated to improving For-profit Secondary and Higher Education, program available for three graduate credits or the education of children and adults through a Home-schooling, Charter Schools, School on a non-credit basis. It examines recent legal fuller understanding of the strengths and cre- Contracting, and Tuition Tax Credits. developments from the standpoints of law, pol- ative intelligence to be found in families of all icy, and practice. The Institute serves policy forms and backgrounds. The Center pursues Director: Henry M. Levin analysts, policy makers, researchers, new and various lines of systematic research and inquiry Contact Information: career educators, charter-school professionals that bring interdisciplinary scholarly perspec- Box 181 (board members, administrators, and teach- tives– particularly those of the social sciences (212) 678-3259 ers), special education and ELL staff, union and humanities– to bear in illuminating educa- [email protected] reps, state-department staff, attorneys, and tion within families, as well as the connections www.ncspe.org advocates. Topics include federal policy issues between families and other educative institu- (NCLB, Race to the Top, etc.), safety and tions. Topics of inquiry include: family memo- Peace Education Center order (tort liability, harassment and bullying, ries; grandparents as educators and multigener- Department of International child abuse, search and seizure, and the ational education; the social networks and and Transcultural Studies schools’ authority to regulate student and staff educative styles of teenagers; family context The Teachers College Peace Education conduct on and off campus); equity issues of literacy; the connections among families, Center’s (TCPEC) mission is to further the (promoting racial and ethnic diversity, the schools, museums, and libraries; the signifi- development of the field of peace education, rights and needs of English-language learners, cance of television and information technolo- particularly in recognition of the unprecedent- high-stakes testing, school-finance reform/edu- gies for families; the educational implications of ed need to address issues of security, war and cational adequacy, special education, and family migration and immigration. The Center’s peace, human rights and social justice, sustain- issues of poverty and race in education); and activities include research, symposia, seminars, able development and ecological balance. The free speech rights of students and teachers. and workshops. Faculty and students who par- Peace Education Center was established in Presenters include TC Professors Heubert, ticipate in the Center come from various 1982 by Betty A. Reardon to develop research Levin, and Rebell, and an eminent national departments at Teachers College and elsewhere and provide outreach, resourcing, training faculty including Jack Jennings, Gary Orfield, in Columbia University. The Center also main- and in-service education. The Center has col- Patricia Gandara, Rhoda Schneider, Maree tains liaisons with other institutions through laborated closely with similar centers around Sneed, and Perry Zirkel. project partnerships. the world as well as the United Nations, UNESCO, the International Peace Research Please visit our website, Director: Hope Jensen Leichter Association and the Global Campaign for www.tc.edu/ceoi/SchoolLaw/, or contact us Contact Information: Peace Education. by phone at (212) 678-8331 or by email at Box 123 [email protected]. (212) 678-3187 Co-Directors: Monisha Bajaj and [email protected] Lesley Bartlett Faculty Director: Professor Jay Heubert www.tc.edu/centers/elbenwood Contact Information: Box 157 [email protected], [email protected] The Klingenstein Center for Teachers College Reading and Independent School Leadership Research Center for Arts and Culture Writing Project Department of Organization and Leadership Department of Arts and Humanities Department of Curriculum and Teaching The Klingenstein Center for Independent Provides long-term systematic research and The Teachers College Reading and Writing School Leadership aims to develop and renew documentation on the conditions, needs and Project has been one of the nation’s premier leaders for independent schools. Seeking highly situation of living artists in America; explores providers of literacy professional development motivated women and men at varying stages of the relationship between the public, individual for K-8 teachers for over two decades. The their careers, the Klingenstein Center attracts artists and the arts sector; serves as an auspice Project devotes its time equally to improving students from across the United States and for research by scholars, students and profes- the teaching of reading and writing, and does around the world for study, research and lead- sionals in arts management education and all this work with strong support and involve- ership development in independent school edu- training around the world; offers a forum for ment from school leaders. It is also a think cation.

260 www.tc.columbia.edu General Information: (212) 678-3000 ACADEMIC RESOURCES AND SERVICES

The Center offers two formats for a Master’s and ways of knowing that will allow them to retrieve a growing percentage of the universe Degree Program in Education Leadership with make informed decisions about the science, of documents and files. The online public a concentration in Private School Leadership. mathematics, and technology related matters access catalog integrates the library’s catalog Students can apply to either the nine month that they encounter in their daily lives. The information with up-to-the-minute circulation, master’s program in session from September Center’s work focuses on the intersecting areas reserve, acquisitions, and serial control infor- through June, or to the two-summers’ inten- of teaching, research and development, as mation. sive which includes site-based research at stu- framed by the following goals: dents’ current schools during the interim aca- (1) To improve student science achievement Russell Hall Services demic year. Both programs provide a course of in urban schools; In addition to access to print and electronic study that aims to develop their ability to exer- collections in Russell Hall, the library provides cise leadership and to increase their capacity (2) To build a network of public elementary, reserve readings, reference materials, research to meet the challenges of leadership. The spe- middle, and high schools focused on improving support, library instruction services, including cial features of the programs include course- science education; course-specific instructional support, and assis- work and guided fieldwork experiences specifi- tance in the use of hundreds of online informa- cally geared to meet the needs of independent (3) To improve the preparation of teachers for tion resources. school educators. The Center also offers two- urban schools; and week leadership programs that address differ- Interlibrary loan provides Teachers College ent stages of educators’ professional careers: (4) To provide professional development with a students, faculty, and staff with access to the Summer Institute for Early Career focus on content understanding, inquiry based books and periodical literature not owned Teachers (June) and the Heads of Schools instruction, and pedagogical content knowl- by the Gottesman Libraries or the Columbia program (January). edge. University Libraries. By use of national and world-wide catalogs and through cooperative Director: Pearl Rock Kane Directors: Ann Rivet, Chris Emdin, and agreements with libraries around the world, Contact Information: Felicia Moore Mensah the library can provide books, dissertations, Box 125 Contact Information: or copies of journal articles. (212) 678-3156 Ann Rivet [email protected] Box 210 The recently renovated Russell Hall includes www.klingenstein.org (212) 678-3384 individual and group study rooms, wired and [email protected] wireless internet access, and a full program of The Rita Gold Early Childhood Center www.tc.edu/centers/urbanscience events throughout the year. The Library Café Department of Curriculum and Teaching at the library entrance offers beverage and The Rita Gold Early Childhood Center serves THE GOTTESMAN LIBRARIES snack services during library hours. to promote the growth and development of THE LIBRARY infants, toddlers, preschoolers, and their fami- The Columbia Connection Students at Teachers College have complete lies through four inter-related practices: child The Gottesman Libraries at Teachers College access to the collections of the Columbia care and educational services for young chil- house one of the nation’s largest and most com- University library system, the nation’s seventh dren, transdisciplinary professional preparation prehensive research collections in education. largest academic library housing more than six for graduate students, ongoing research to The collection is comprehensive in American million volumes, four million units of micro- improve practice and inform theory in early elementary and secondary education, and in film, 2,500 separate collections, important childhood care and education, and outreach such subject areas as psychology, particularly applied psychology, educational administration, maps, phonograph records, pamphlets and activities for early childhood professionals CD-ROMs. locally, nationally, and internationally. the history and philosophy of education, guidance, special education, higher and adult edu- Founded in 1982 as the Center for Infants and To facilitate access to scholarly materials, the cation, speech and language pathology and Parents and located at Teachers College, the Columbia libraries have developed Library audiology, health and nursing education, nutri- Center now provides inclusive and culturally Web, a powerful integrated web-based library tion, curriculum and teaching, communications responsive care for infants, toddlers, preschool computer system. This resource links users to and computing technology, recreation, and children, and their families who are affiliated library catalogs, electronic reference tools and with Columbia University. The Center is fully international and comparative education. indexes, digital collections (including numer- integrated with the Teachers College Early Research resources in printed, non-printed, and ous electronic journals), subject guides and Childhood Education academic programs, and electronic formats include all important refer- bibliographies, search engines, and extensive serves as a practicum site for students. ence works; a wide selection of monographs; information on individual libraries, services, extensive journals; and major indexing and and events. Faculty Director: Susan L. Recchia abstracting services. On-Site Associate Director: Patrice Nichols For further information contact the Gottesman Box 98 Online Services Libraries, Teachers College, Columbia [email protected] The library’s online site, accessible from the University, 525 West 120th Street, www.tc.edu/centers/ritagold Teachers College homepage, is the focal point Box 307, New York, NY 10027; telephone: for a growing array of library services that sup- (212) 678-3494. Urban Science Education Center port instruction and research at the College. Department of Mathematics, The website combines news and information, TEACHERS COLLEGE PRESS Science, and Technology access to local and remote databases, and The Urban Science Education Center is a exhibits that showcase the accomplishments Director: Carole Pogrebin Saltz research and development center geared and contributions of notable Teachers College Established in 1904 as the Bureau of Publica- towards directly addressing the challenges that persons and programs, particularly as they relate tions, Teachers College Press is one of the old- face the teaching and learning of science in to or are reflected in library collections and est and most distinguished publishers of edu- city schools. The mission of the Urban Science archives. Through advances in electronic infor- cational materials in the United States. Since Education Center is for all urban students to mation resources and global networks, library 1965, when the Bureau of Publications became have equitable and just opportunities to devel- users increasingly have access to the virtual Teachers College Press, its primary purpose has op the kinds of science understandings, skills, library, providing the means to search and been to publish works that respond to, exam-

Teachers College Columbia University 2011-2012 261 ine, and confront issues and change pertaining A passing score on the New York State • Early Childhood Special Education, to education and the educational process. Teacher Certification Examinations Inclusive Elementary Education (Dual), Over the years the publication program has (NYSTCE) is required for those wishing any and Teaching of Literacy through the included scholarly and professional works in New York State teaching certificate. The Department of Curriculum and Teaching all areas of education– from early childhood New York State Education Department and curriculum to philosophy and critical the- requires that all prospective teachers receive • Technology Specialist through the ory; from assessment and school reform to par- instruction for identifying and reporting Department of Mathematics, Science, enting and social issues. It now publishes more suspected child abuse, maltreatment, instruct- and Technology than 60 titles a year and over 600 titles in ing students for the purpose of preventing • Teaching of Literacy, Teaching of Students print. Among the Press’s authors are many child abduction, preventing alcohol, tobacco with Disabilities (Intellectual Disability/ of the most distinguished educators from and other drug abuse, providing safety instruc- Autism; Applied Behavior Analysis), and throughout the world, including member of tion in fire and arson prevention and school Teaching the Hearing Impaired, and Vis- the Teachers College faculty. violence intervention and prevention. This requirement is met by successful completion ually Impaired through the programs in TEACHER EDUCATION of HBSS 4116, Health Education for Teachers the Department of Health and Behavior in the Department of Health and Behavior Studies Teachers College offers a wide variety of Studies, or through online workshops. No stu- educational experiences for students at the Intermediate or Middle Schools and Junior dent will be recommended for certification not and Senior High Schools preservice and in-service levels. The Office having satisfied this requirement. Students of Teacher Education/School-based Support desiring to fulfill requirements for teacher cer- • Secondary Education (grades 7-12) through Services assists the many teacher education tification in states other than New York should the programs in the Department of Curri- programs located in various departments at confer, at an early stage of their study, with the culum and Teaching the College. Programs are field-based, offering Office of Teacher Education/School-based practica, internships, and student teaching. Support Services. • Teaching of English and Social Studies through the programs in the Department Departments offer, for qualified holders of a Requirements for teaching and administration of Arts and Humanities bachelor’s degree, programs that lead simulta- and supervisory positions vary throughout the neously to a Master of Arts degree and to eli- country. The completion of a degree does not • Teaching of Mathematics, Biology, gibility for New York State certification for automatically mean fulfillment of state/city Chemistry, Earth Science, and Physics teaching in elementary or secondary schools, certification requirements in states other than through the programs in the Department as well as for special subjects and to special New York. Such requirements are to be taken of Mathematics, Science, and Technology populations. Many of these departments also into consideration during program completion. offer New York State teacher certification with Test requirements also vary from state to state. Extensions a bilingual extension. The programs typically require a minimum of an academic year and Information on Administrative • Gifted Education, and Middle School a summer term to complete degree require- Certification Programs (grades 7-9) through the Department ments. Applicants need not have included Education Leadership Programs leading to of Curriculum and Teaching courses in education in their undergraduate eligibility for New York State certification, via programs, but inadequate preparation in the institutional recommendation upon program • Bilingual Education through the proposed teaching field may necessitate addi- completion, as either School District Leader Department of International and tional coursework to meet admission or certifi- (SDL) or School Building Leader (SBL) are Transcultural Studies cation requirements. offered through the Department of Organiza- Teacher Education Standards tion and Leadership. A passing score on the at Teachers College Application for admission to all programs NYSTCE is required for those wishing for SBL should be made to the Office of Admission, Consistent with the College’s long tradition or SDL certification. Please note that the proof serving the needs of urban and suburban Teachers College. In some programs enroll- gram must ensure that candidates successfully schools in the United States and around the ment is limited, thus early application for complete the written and the performance world, the vision and purpose of professional admission is advisable. Some programs offer components of the State assessment in School education at Teachers College is to establish partial tuition grants to qualified applicants. District Leadership for program completion and maintain programs of study, service, and Persons interested in learning more about the and for recommending for certification. College’s preservice and in-service programs in research that prepare competent, caring, and teacher education should contact the Office of New York State approved teacher education qualified professional educators (teachers, Teacher Education/School-based Support programs are available in: counselors, psychologists, administrators and Services at www.tc.edu/ote. others). This vision is based on three shared Elementary Education (birth through grade 6) philosophical stances that underlie and infuse New York State Certification of Teachers the work we do: and Administrators and New York City • Early Childhood Education (birth to grade 2), Childhood Education (grades 1-6), Licensure Inquiry stance: We are an inquiry-based and through the programs in the Department For New York State certification, students practice-oriented community. We and our stu- of Curriculum and Teaching can obtain an Institutional Recommendation dents and graduates challenge assumptions Data Form (IRDF) from the Office of Teacher Special Subjects and/or Populations and complacency, and embrace a stance of Education/School-based Support Services inquiry toward the interrelated roles of learner, (Zankel 411). Complete IRDFs must be • Teaching of Art, Music, and TESOL teacher, and leader in P-12 schools. returned to the Office of Teacher Education/ through the programs in the Department School-based Support Services. Students desir- of Arts and Humanities Curricular stance: Negotiating among multiple ing New York City licensure as a teacher or perspectives on culture, content, and context, administrator should inquire at the New York • Physical Education and Speech-Language our graduates strive to meet the needs of City Department of Education, Division of Disabilities through the Department of diverse learners, both students and other Personnel, 65 Court Street, Brooklyn, NY Biobehavioral Sciences adults, in their school communities. 11201, to ascertain specific requirements.

262 www.tc.columbia.edu General Information: (212) 678-3000 ACADEMIC RESOURCES AND SERVICES

Social justice stance: Our graduates choose to • communication and collaboration; and and youth in high-need, urban school districts collaborate across differences in and beyond • addressing inequalities in the classroom, in New York City. The Teaching Residents their school communities. They demonstrate school and society. at Teachers College (TR@TC) program was a commitment to social justice and to serving developed to ensure that teaching residents the world while imagining its possibilities. Dispositions/Commitments to: receive extraordinary preparation and support • inquiry and reflection; from a mentor teacher while enrolled in one Expectations of Teacher Education • the profession, ethics, and lifelong of three master’s degree programs leading to Candidates at Teachers College learning leadership; an initial NYS certification. These programs Our candidates are inquirers/researchers who • the fullest possible growth and are Teaching of English to Speakers of Other have breadth of knowledge and a variety of development of all students; Languages (TESOL), Teaching Students with tools to ask questions about educational envi- • cooperation and collaboration; and Disabilities (TSWD) and Intellectual Disabili- ronments. They reflect on and continually • social justice and diversity. ties/Autism (ID/A). Teaching Residents will evaluate the effects of their choices on others receive a substantial scholarship to TC, plus a (children, families, and other professionals in Student Teaching and Observation generous stipend and health insurance assis- the learning community). All candidates for initial certification must tance. Upon graduation, students will be required to teach for at least three more years in Lifelong Learners complete two student teaching experiences at a high-need urban school in New York City. Our candidates are continually engaged in two different developmental levels. The stu- For more information please visit: learning and research. They take responsibility dent teaching experiences typically begin with www.tc.edu/teachingresidents. for their professional growth and seek/create observation of an experienced, certified coop- learning opportunities for themselves and erating teacher before gradually enabling the others. student teacher to assume more responsibility COMPUTING AND INFORMATION as the term progresses. The College selects SERVICES Learner-Centered Educators cooperating teachers and provides on-site Our candidates understand their subject mat- supervision so as to ensure that students are Computing and Information Services (CIS) is ter/disciplines, learners and learning, and cur- well-supported during this component of their responsible for academic and administrative riculum and teaching. They create learning teacher preparation program. computing, media services, the campus data, experiences that foster development and voice and video network, and telecommunica- achievement in all students. Procedures for Student Teaching tions. These services include email, course web Student teachers are required to obtain a pages, desktop computers, student laboratories, Effective Collaborators clearance ticket and keep a copy of the multimedia classrooms, audio-visual services, Our candidates actively participate in the “Student Teaching Handbook.” A general management information systems, telephone community or communities of which they are orientation to student teaching is offered by and satellite and video-conferencing connec- a part to support students’ learning and well OTE/SSS in the beginning of each semester. tions, and residential cable television. More being. Please go to www.tc.edu/ote for a full list of extensive information may be found at the workshops, packets, and handbooks. All items Computing and Technology Resources pages Advocates of Social Justice and Diversity are also available at the Office of Teacher of TCWeb: www.tc.edu/cis. Our candidates are familiar with legal, ethical Education/School-based Support Services in and policy issues. They provide leadership in Zankel 411. The Policy on Acceptable Use of Information advocating for children, families, and them- Technology Resources at TC is listed on the selves in a variety of professional, political, Peace Corps Fellows Program Policies and Procedures Section of this cata- and policy-making contexts. The Elliot and Roslyn Jaffe Peace Corps logue. Fellows Program recruits small but outstand- Expectations of Teacher Preparation ing cohorts of Returned Peace Corps Email Accounts Programs at Teachers College Volunteer educators who are ready to make Teachers College provides students with a TC Teachers College programs preparing teachers long-term, professional commitments to teach Gmail account and uses it as the preferred way and other professional school personnel ensure in New York City’s public schools. Since 1985, of communicating important and official infor- that candidates have the knowledge, skills, the program has recruited and trained more mation. Students are responsible for being and dispositions required for effective teach- than 700 urban educators. As an AmeriCorps aware of official messages sent to that account. ing. By the conclusion of the program, candi- Professional Corps and Fellows/USA flagship To access their TC Gmail account students dates demonstrate: teacher-training program, we provide Ameri- activate the Columbia University Network ID Corps tuition awards and partial scholarships Knowledge and Understanding of: (UNI) which gives them entry to myTC. This to selected trainees. Upon completion of our • research and inquiry methods and the portal also includes access to Columbia libraries 15-week summer intensive training, new relationship between research and practice; and databases, course management systems and • the continuum of lifelong learning and Fellows teach full-time in salaried positions in NYC public schools. Invited Fellows make a several TC Apps. In addition to TC Gmail, stu- issues of professional concern; dents also have a Columbia University email • subject-matter/disciplinary content; minimum three-year commitment to teaching, and all related Masters degree coursework account, called CubMail. It is recommended • learners and learning; that you forward your CubMail to your TC • curriculum and teaching; must be completed in this time. We recruit candidates for a variety of grade levels and Gmail account. For information on how to do • processes and strategies of effective this go to http://uni.columbia.edu, click on communication and collaboration; and subject areas. Please check www.tc.edu/pcfellows for more information. To arrange for a “Login to Manage Your UNI Account” and • foundations of democracy, equity, click on “Email Forwarding.” TC’s Course and schooling. program interview and a school visit, call (212) 678-4080, email ([email protected]). Manage-ment Systems. The UNI is also required to log into computers in the library, Skills in: Application Packets can also be requested at www.tc.edu/pcfellows. student labs, student lounge, and kiosks located • self-critique and reflection; in the halls of Teachers College. TC Gmail • use of research and inquiry methods Teaching Residents at Teachers College accounts are kept for life after graduation. If a and application of research to practice; (TR@TC) student does not register again but does not • planning, implementation, and evaluation graduate, the TC Gmail account stays active of professional growth; This 14 month intensive program prepares for 3 more semesters. Any access to employ- • planning, implementation, and evaluation teachers who can meet the needs of children ment-related email or other resources is dis- of curriculum/services;

Teachers College Columbia University 2011-2012 263 continued on the last day of employment for New York State Teachers State-Level Aggregate and Summary Assessment the particular office. Columbia University email Pass-Rate Data for Certification Examinations 2008-2009 accounts expire early in the semester following Teachers College your last date of registration, regardless of graduation. Columbia email forwarding continues Program ATS-W** LAST *** indefinitely after you graduate, but continues Completers* Tested Pass % Tested Pass % for only three semesters if you didn’t graduate. 630 454 448 99 457 450 98 More information on the Columbia University Network Identifier can be found on the NYS Teacher Certification Examination Pass Rate Data Columbia University Information Technology *Number of completers of the institution’s teacher education programs leading to an initial page: www.columbia.edu/cuit. teaching certificate Campus Network **Number and percent who passed/took the NYSTCE Assessment of Teaching Skills— Data, voice, and video outlets as well as wire- Written (elementary or secondary version) less access are found in every classroom, and ***Number and percent who passed/took the NYSTCE Liberal Arts and Sciences Test office on the main portion of the campus. Stu- dent residences are served by wired access. quicktime.tc.edu. A useful online tool to create Multi-media Classrooms Internet and Internet-2 access are provided via surveys called “Surveys at TC” can be reached The majority of our 65 classrooms have dedi- Columbia University. via the portal at my.tc.edu. CIS provides both cated equipment such as PC’s, Macs, VCR/ video-conferencing and a web-based conferenc- DVD players, projectors and document cam- Public Computing Facilities ing application called Adobe Connect, which eras. Seven classrooms are outfitted with The Student Computing Support Center in 242 provides desktop audio and video conferencing touchscreen SmartBoards, similar to those Horace Mann has 70 workstations and consult- along with application sharing for those who often found in K-12 classrooms. Many of the ing support. It provides students with PCs and can’t meet in the same physical space. The col- rooms are set up with cameras and software Macs, software, printers and other peripherals. lege owns an island called TC Educator in the for Lecture Capture. Mobile multimedia carts This laboratory is open daily. The Center’s soft- virtual world of Second Life, where classes are are available for use in rooms which do not ware library includes PC and Mac programs for held and simulations and other exciting new have dedicated equipment. word processing, web development, graphics, pedagogies are being explored (see http://sec- statistical analysis, qualitative analysis and ondlife.com). Recordings of College events and Training databases. McAfee virus protection is licensed other interesting digital content from Teachers Training workshops are scheduled throughout by the College for all students, faculty and staff College are available through the Apple iTunes the year on the use of electronic mail, word to download for their home computers. Several University store site (see http://itunes.tc.colum- processing, spreadsheets, social networking software applications including Endnote, a bib- bia.edu). media and web publishing, statistical analysis, liographic database program, are also available photo, video editing, podcasting and iTunes U. through site licenses for home use. Downloads TC Course Management Systems In addition to workshops, individual training are accessed via the web at my.tc.edu. During the 2011-2012 Academic Year, TC is is also available. The workshop schedule may be found on the Computing and Technology Computer classrooms with workstations at each transitioning from using ClassWeb to using Moodle as a course management. TC also uses homepage (www.tc.columbia.edu/computing). seat in 345 Macy (see below) are available for In addition, online training is available open use when not scheduled for instruction. BlackBoard. All systems’ features include syl- labus, links to electronic reserves, discussion, through a UNI login at www.lynda.com/por- Email and local websites can also be accessed chat, filesharing, and subgroups. These sites are tal/columbia. from more than 20 kiosks located in corridors used by most regular TC classes and also sup- Administrative Systems on the first and ground floors of campus build- port classes taught to students at a distance. Students are able to register, drop and add ings and the Student Lounge. The Gottesman Instructional Media Lab classes, check financial aid, academic history Libraries have more than 70 public worksta- and current grades or pay by credit card via tions connected to the Internet. An adaptive The Instructional Media Lab (IML) in 265 Macy is a facility for students and faculty to the web portal at my.tc.edu or the telephone technology facility is located in 301 Zankel through Touchtone Services. Hall. create rich content for classes, online learning, student teaching, and research. Digital cameras Microcomputer/LAN Services Wireless access is available throughout the aca- and other equipment are loaned. Workstations Student support is provided at the Student demic buildings and Bancroft Hall, and in com- allow for computer-based full motion video Computing Support Center in 242 Horace mon areas of the other student residence halls. from camera, VCR, or mini-DV tapes to be Mann as well as in the residence halls. Those connecting personal computers to the edited, integrated with animation and digitized College network are required to maintain cur- voice and music and to be written to CD, All faculty and staff have workstations appro- rent virus protection which can be done by DVD, or tape. IML also provides satellite priate to their work, with budgeted replace- downloading software from the portal at downlink. ment at 20% per year. The local area network my.tc.edu at no cost. They are also required to features file and print services as well as maintain current security by continually apply- Computer Classrooms Microsoft Exchange, webservers and other ing security patches to Windows and Macin- Computer classrooms for hands-on instruction applications. The CIS Help Desk provides tosh operating systems. two rooms with dual-boot Apple Macs for problem resolution via telephone and office either Windows or Mac instruction in 345 visits. TC Apps Macy. The Goodman Family Computer TC Apps is a collection of integrated applica- Classroom suite includes a classroom equipped Residential Telecommunications Services tions available through a sign-on to myTC. with 32 dual-boot MacBooks on tables that can Telephone, voicemail, Internet and cable tele- These include Google Apps for Education, be reconfigured to accommodate varying work- vision services are provided in student and Moodle for course management, Mahara for group sizes. Located in 234 Horace Mann, it faculty residences. Those living in the Resi- ePortfolios, and Alfresco for managing files. also has a seminar room for 10 people. The dence Halls have direct connections to the Macy rooms are available for use by students campus data network. Detailed information is Other online resources include a streaming and faculty when not scheduled for instruction. found on the Computing and Technology server for audio and video files available at Resources (www.tc.columbia.edu/cis) site under Telephone and Cable TV.

264 www.tc.columbia.edu General Information: (212) 678-3000 TEACHERS COLLEGE Student Life and StudentSTUDENT Services LIFE & SERVICES STUDENT LIFE AND THE OFFICE OF THE OMBUDSMAN THE OFFICE OF STUDENT ACTIVITIES STUDENT SERVICES Erwin Flaxman, Ph.D. AND PROGRAMS Teachers College is located in New York City, College Ombudsman The Office of Student Activities and Programs one of the most important and dynamic cul- 280 Grace Dodge Hall, (OSAP) includes four major areas: Graduate tural and educational centers in the world. Our (212) 678-4169 Writing Center, Office of Insurance and Immuni- student population is very diverse and includes [email protected] zation Records, Student Activities, and Orienta- international students, scholars and faculty www.tc.edu/diversity/ombuds tion/New Student Experience. The Office strives from over 75 countries. TC combines a large to enhance the quality of life and academic expe- number of part-time and full-time students who The Teachers College Office of the Ombudsman rience for students by providing services and pro- are very active in professional education circles is a resource available to students, faculty and grams designed to engage students in the College and either commute or live on campus. There staff for resolving problems and conflicts after and University communities. There is a strong are a variety of student services and organiza- other efforts have not worked satisfactorily, or commitment to promote professional, co-curricu- tions at TC designed to support students’ pro- when they no longer want to pursue their con- lar, recreational, social, cultural, and wellness grams of study, provide professional develop- cerns through formal channels. It is important, programs. Events, such as the Casual Conversa- ment opportunities, foster community and however, that they attempt to resolve their prob- tion Series, and Doctoral Students Dinner celebrate diversity. lems or register their concerns with their advi- Discussions, provide students with the opportuni- sors, instructors, department chairs, supervisors ty to learn about College resources and hear fac- THE OFFICE OF THE VICE PRESIDENT or the staff of the College offices before coming ulty and administrators share their research inter- FOR DIVERSITY AND COMMUNITY to the Ombudsman. The Office of the Ombuds- ests and professional experiences. Other co-cur- AFFAIRS man adheres to all policies and practices of ricular programs sponsored by OSAP include: Janice S. Robinson, Esq. Teachers College and standards of professional Take a Break Series, Broadway shows, sporting Vice President for Diversity practice. Please note: The Ombudsman will events and NYC trips. Students can also partici- and Community Affairs always act as a neutral party. pate in more than thirty student organizations Assistant Professor of Higher Education, which provide additional opportunities to net- Department of Organization and Leadership Services work with all members of the College community. 128 Zankel, (212) 678-3391 Student organizations varies from special interest [email protected] The Ombudsman will help to resolve problems groups to honor societies to local chapters of www.tc.edu/diversity by: national organizations. Some of the active organizations are: Jolene A. Lane 1. Identifying and recommending options; • African Studies Working Group Director for Diversity and 2. Providing needed information about relevant • American Sign Language Club Community Affairs college policies and procedures; • Association of Latin American Scholars 128 Zankel, (212) 678-8410 3. Investigating the problem and gathering infor- (ALAS) [email protected] mation; • Black Student Network (BSN) 4. Creating an opportunity for better communica- • Coalition of Latino/a Scholars (CLS) The Office of the Vice President for Diversity tion among those involved in resolving the • Current Issues in Comparative Education and Community Affairs leads the President’s problem, including setting up meetings when (CICE) and College’s initiatives concerning community, necessary; • Global Intitative for Social Change through diversity, civility, equity, and anti-discrimina- 5. Identifying problems that require changes in the Arts (GiSCA) tion. The philosophy is to encourage the College policies and practices. • Kappa Delta Pi (national honor society) College community to listen, learn, educate, • Korean Graduate Student Association and work together in collaborative and positive Confidentiality • Organization and Human Development ways. Working collaboratively and in broadly Consulting Club (OHDCC) overlapping areas to weave the Teachers All conversations with the Ombudsman are • Peace Education Network College community together, we endeavor to strictly confidential. They will never be discussed • Queer TC unify the diverse constituencies, serving the without the permission, in writing, of the indiv- • Society and Economics in Education students and alumni, full-time and adjunct fac- idual involved, nor can anyone compel the • Society for Human Resource Management ulty, and professional and union staff that com- Ombudsman to reveal any information about • Society for International Education prise the TC community. The Office continues the situation. • Student Advocates for the Arts (SAA) to lead and implement the diversity and com- Impartiality and Independence munity vision by engaging the entire College For more information, please contact the Office community academically, administratively and The Ombudsman is an advocate for the solution of Student Activities at (212) 678-3690 or email culturally. The areas of focus are diversity and [email protected]. community, equity, anti-discrimination, retalia- of the problem, not for any particular party, and tion and due process concerns, as well as col- gives equal attention to and protects the rights of all concerned. COLUMBIA HEALTH PROGRAM & laboration with the Ombudsman which is an INSURANCE independent office. Simultaneously, the Office The Office of the Ombudsman does not report focuses on systemic issues by addressing policy to any College administrative office. All students living in Teachers College residence and procedural concerns. The Vice President halls are assessed the Columbia Health Program serves as a member of the President’s Senior The use of the services of the the Office of the fee. Additionally, all students registered for 12 or Staff. She chairs the President’s Committee for Ombudsman does not substitute for a formal more billable credits in the fall or spring semester Community and Diversity, the only cross-col- grievance procedure. A communication with are assessed the Columbia Health Program fee. lege constituent committee. The Director of the Office is off-the-record and does not put The fee covers primary care, counseling and psy- the Office is also a member of the Committee, Teachers College on notice of a problem. If an chological services, health education, support for and her responsibilities coincide with all of the individual wishes to place the College on notice, survivors of sexual assault, as well as the public initiatives of the Office as it continues to lead the Office can provide information about how to health services provided to the university com- and implement the diversity and community do so. munity. Additional coverage for medications, lab vision at Teachers College. costs, visits to medical specialists, and hospitaliza- tions are covered by the Columbia Student Medical Insurance Plan available through

Teachers College Columbia University 2011-2012 265 Teachers College. Students living in Teachers resources for delegations of international visi- initiatives to TC students and alumni. TCCS College residence halls or taking 12 or more tors and assistance to the College community LINK enables students and alumni to search billable credits are required to enroll in the on regulatory compliance and other interna- full-time and part-time job openings, as well as Columbia Plan or provide proof of comparable tional issues and concerns. The office is located internships and volunteer opportunities; elec- insurance coverage. Information is available in L5 Whittier Hall; (212) 678-3939. Interested tronically submit resumes, curriculum vitas from the Insurance & Immunization Records individuals can contact the staff by email at (CVs), and cover letters; view and apply for Office, (212) 678-3006, or email health-immu- [email protected]. In addition, prospec- employer on-campus interviews schedules and [email protected]. tive, admitted and current students are encour- resume drops; view and register for career serv- aged to go to www.tc.edu/ international for up- ice programs/workshops, career fairs, and IMMUNIZATION RECORDS to-date information. employer presentations; and access an online New York State requires that all students born resource library. TCCS also coordinates a on or after January 1, 1957 provide proof of INDIVIDUALS WITH DISABILITIES diverse array of programs and panel presenta- immunity to measles, mumps, and rubella. In The Office of Access and Services for Individ- tions throughout the year to help students addition, New York State requires all students uals with Disabilities ensures that programs explore their career options and create profes- to decide whether or not to be immunized and services at Teachers College are physically, sional networks in the areas of education, psy- against meningitis and to provide formal docu- programmatically, and attitudinally accessible chology, health, and international and transcul- mentation of their decision. The required to individuals with disabilities. Equal access tural studies. Additionally, we offer several immunization form, which is available on the is achieved through individualized responses career fairs (e.g., PreK-12 Education Career Admitted Student website, is to be completed addressing the needs of individuals with condi- Fair), networking receptions (e.g., Meet the and submitted to the Insurance and Immuni- tions including but not limited to vision impair- Firms), and employer information sessions to zation Records Office prior to the first day of ments, mobility impairments, deafness/hearing help students and alumni connect with poten- class. loss, medical conditions or learning disabilities tial employers. The TCCS Alumni Mentoring that affect one or more academic activities. A and Career Networking Program is another TEACHERS COLLEGE full-time Director, an Associate Director/Pro- valuable resource, which provides students and STUDENT SENATE gram Director of Deaf and Hard of Hearing alumni with an opportunity to meet and speak The Teachers College Student Senate is com- Services, and Assistant Director, are available with TC alumni who are currently working posed of elected student body representatives- to meet with students, facilitate accommoda- within a variety of career fields. Students and from academic departments and positions at tions, and advocate on behalf of students with alumni will also find extensive resources in the large. The Senate advocates for student voice disabilities. For more information call (212) office’s on-site Career Resource Library, as well on campus and participates in college-wide 678-3689, (212) 678-3853 (V/TTY), (866) as on the TCCS website: http://www.tc.edu/ committees which impact the decision-making 624-3281 (video phone), email [email protected], careerservices. Sample online resources include: process and enhances communication amongst or visit our website at www.tc.edu/oasid. interview guides, internet resources, school students, administration and faculty. For more directories, educational publications, profession- information please contact the Student Senate RECREATION AND FITNESS al organizations, and templates for resumes, via email [email protected]. Directly across the street from Teachers College CVs, and cover letters. For those students and is the Columbia University Marcellus Hartley alumni requiring a centralized location for let- GRADUATE WRITING CENTER Dodge Physical Fitness Center, an indoor sports ters of reference and other pertinent materials The Graduate Writing Center provides disci- and exercise facility open to our students. for the job search and/or graduate school appli- pline-specific, individualized, professional The center features two full-size gymnasiums, a cations, a 24-hour online service through development to TC students. The emphasis swimming pool, 16 squash and handball courts, Interfolio, Inc. is accessible through our website. is on preparing graduate students to be more fully equipped exercise and weight rooms, a Teachers College faculty and administrators can successful writers, both within their disciplines judo-karate room, fencing room, wrestling request specialized workshops for their classes and in their publishing communities. The room, indoor track, and saunas. In addition, and/or academic programs/departments. Finally, Center offers one-on-one fee-based consulta- there are tennis courts located on the 120th TCCS also has computers, scanners, and print- tions and free writing workshops. and Broadway corner of Columbia’s main cam- ers available for your job search needs. We pus. encourage you to come visit our office so that For more information please contact the you can start your career development journey. Graduate Writing Center at (212) 678-3789 CAREER SERVICES Career Services is located in 44 Horace Mann, or email [email protected]. Teachers College Career Services (TCCS) is (212) 678-3140, [email protected]. committed to guiding all TC students and INTERNATIONAL STUDENT alumni throughout the different phases of the PUBLIC SAFETY SERVICES career development process. Whether you are The Office of Public Safety is charged with Teachers College has a long history of welcom- entering a new field, advancing within your providing a safe and secure environment for our ing international students, scholars and faculty current profession, or changing directions, we College community. The Office is organized to our academic and social community. Cur- will help you identify and develop the skills and functionally with teams assigned to (1) rently, over 600 students from 75 countries resources necessary for achieving your career Emergency Operations, (2) Security, and (3) are enrolled at all degree levels and in every goals. TCCS offers individual career consulta- Environmental Health and Safety. department. The Office of International tions and group workshops on all aspects of Student Services (OISS) provides extensive ori- career development, which equips participants Uniformed proprietary Public Safety Officers entation and intercultural program throughout with the information and skills necessary for provide around-the-clock security for both the the year; information on responsibilities, bene- setting career goals, conducting a successful academic and residential campuses. Teachers fits and alternatives under immigration laws and job search, and managing the interview and College maintains a system of security video regulations; counsel on personal, financial, cul- salary negotiation processes. Additional TCCS cameras throughout the campus, as well as ID tural, academic and other concerns; and cam- resources include a resume, curriculum vitae card swipe access-control. pus-wide international awareness events. The (CV), and cover letter review service, self OISS staff also assists students in contacting assessment services, mock interviews, doctoral Teachers College Public Safety Officers work campus and community resources when appro- preparation, and a comprehensive online career closely with institutional security officers priate. In addition, OISS provides visa and ori- opportunity database. TCCS’s online job data- from Columbia University, Barnard College, and entation services for international visiting schol- base, TCCS LINK, allows employers to pro- Union Theological Seminary. The Morningside ars, visa services for non-immigrant staff, mote career opportunities and recruitment Area Alliance, a community agency funded in

266 www.tc.columbia.edu General Information: (212) 678-3000 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. part by various institutions in Morningside Heights, provides additional security to com- pliment Teachers College efforts. The Teachers College campus is located within the 26th Precinct of the New York City Police Department. Teachers College Public Safety Officers work closely with the New York City Police Department, and various local, state, and federal law enforcement agencies.

New York City is one of the world’s safest metropolitan communities and our Morningside Heights neighborhood is one of the safest neighborhoods in New York City. The greater Columbia University family of campuses enjoys the lowest crime rate of any Ivy League school in the United States.

OTHER SERVICES Additional services available to students include the Teachers College Bookstore, Teachers College Cafeteria, Security Informa- tion Desk, Psychological Counseling Services, the Rita Gold Early Childhood Center, ATM and postage machines.

Teachers College Columbia University 2011-2012 267 268 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 outlined 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 must complete at least 16 points through Applications for re-admission follow the same required for successful completion of a degree Teachers College during the final five-year processes and standards as those for initial may be denied permission for continued period prior to the award of the degree so as admission. If a student is subsequently re- enrollment at the College on the initiative to meet recency requirements. admitted to a Master’s degree program with a of the Department in which the student is period of candidacy after the expiration of the enrolled. There is no formal appeal from such a decision, but the services of the Ombudsman A candidate may petition the Registrar for an initial five-year period of candidacy, all current degree requirements including the departmen- may be requested by the student. extension of time for adequate reasons if the tal integrative project and at least 16 points to student has been in attendance in the degree meet recency requirements must be completed. Any student receiving eight or more points in program within the last five years. In such grades of C- or lower is not permitted to con- cases, an extension must be recommended Academic Performance tinue registration at the College in any capaci- by the major advisor and approved by the The Faculty of the College requires that all ty and may not receive a degree or diploma. Registrar. Upon approval, all current degree students maintain acceptable grades as well Petitions for exception to this policy are to be requirements including the departmental inte- a satisfactory progress in the completion of submitted, in writing, to the Registrar with a grative project must be completed. In addi- degree requirements. Some departments speci- written recommendation from the department tion, at least 16 points must be completed fy an overall minimum grade average (see spe- in which the student was last enrolled. Such through Teachers College during the final five- cific department statements). Any department petitions will be submitted to a faculty com- year period prior to the award of the degree. judging a student to be performing below mittee for review and decision. Petitions for extension may be obtained expectations is authorized by the Faculty to through the Office of the Registrar. require additional coursework as a means to Statement on Academic Conduct evaluate the student’s continuance within the A Teachers College student is expected to If a student has not been in attendance within degree program or at the College. If satisfacto- refrain from any conduct, including cheating, the last 5 years and wishes to pursue the com- ry progress as defined by the department is not plagiarizing, or purchasing documents submit- pletion of the degree, the student must re- maintained, a student may be dismissed from ted for academic evaluation, that calls into apply for admission and be accepted into the the program. In addition, a student whose aca- question his/her academic and/or professional degree program. Applications for re-admission demic performance in coursework or in other probity. may be obtained from the Office of Admission. requirements is seriously below the level

Teachers College Columbia University 2011-2012 269 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. All Barnard concerned, including, as appropriate, the The program for the Master of Arts must College courses are undergraduate courses. department or program staff members. Discip- include: a minimum of 12 points in the major linary actions (e.g., reprimand, suspension, or field courses, the exact requirement to be Program of Study dismissal) in cases of academic misconduct can determined in consultation with the major The program for the Master of Science degree be imposed by the academic program or depart- advisor. In order to broaden the student’s must include at least 20 points in science ment as described in the Student Conduct background in education, three Teachers courses and related technical fields. In order Code. Refer to the student Handbook or visit College courses outside the Teachers College to broaden the student’s background in educa- www.tc.edu/oess for more details. major department (in this case, a course is tion, a minimum of two Teachers College defined as one for which at least 2 points are courses outside the Teachers College major Application for Master’s Degree earned) must be completed as well as a formal department (in this case, a course is defined as or Certificate Award essay, comprehensive examination, or an inte- one for which at least two points are earned) Candidates for the award of the degree of grative project. must be completed as well as a formal essay, Master of Arts, Master of Science, Master of comprehensive examination, or a departmen- Education, or a certificate must file an applica- No transfer credit is granted for work complet- tal integrative special project. tion (obtained from and returned to the Regis- ed at other universities to satisfy the minimum trar, in accordance with dates listed in the point requirement. Electives are chosen in No transfer credit is granted for work complet- Academic Calendar). All courses, except those consultation with the major advisor. ed at other universities to satisfy the minimum of current enrollment, must be completed at the point requirement. Electives are chosen in time of application. If the degree or certificate is Essay consultation with the major advisor. not then earned, a Renewal-of-Application is to Students opting for the preparation of a formal be filed for reconsideration of the award. (See essay should check with the Office of the Essay Academic Calendar for dates). An application Registrar for instructions. The formal essay Please refer to this requirement under the for award terminates at the next time for must demonstrate the ability of the student to Master of Arts degree section. degree conferral but may be renewed upon select, organize, and present the results of pro- filing a Renewal-of-Application with the $25 fessional investigation in the major field. The Master of Education renewal fee in accordance with the dates listed essay may consist of a body of work in a studio The Master of Education degree is awarded in the Academic Calendar. Degree applications or performance area, demonstrating the upon satisfactory completion of a minimum of are kept on file for a period of three years from design, preparation, and presentation of pro- 60 points of graduate work. This is a two-year the date of the original degree application. fessional works appropriate to the major field. program. Thirty points must be completed Documentation of such works may include under the auspices of Teachers College, includ- Graduation media such as photographs, color slides, TV ing 18 points in Teachers College courses. A All degrees and certificates are awarded in tapes, film, recordings, or an approved com- maximum of 30 points of graduate credit may October, February, and May. Degrees are con- puter software program. An outline of the be transferred from other recognized institu- ferred by the President of the University at the subject of the essay must be approved by the tions. Candidates who have completed a annual Commencement in May. major advisor and forwarded to the Registrar Master of Arts or Master of Science degree prior to or accompanying the application for through Teachers College must offer a mini- Master of Arts Point Requirement the degree. The original copy of the formal mum of 45 points of the required 60 points The Master of Arts degree is granted upon essay is to be submitted to the Registrar no under Teachers College registration. the satisfactory completion of no less than 30 later than the dates indicated in the Academic points and a formal essay; or 32 points and an Calendar. The approved essay is submitted to Candidates admitted to the Ed.M. program are acceptable departmental integrative project; the College library for retention; the depart- required to offer a minimum of three Teachers or 32 points and successful completion of a mental integrative project is maintained in College graduate courses in education outside departmental comprehensive examination. the major department. the major program. (In this case, a course is At least 20 points must be earned in Teachers defined as one in which at least 2 points are College courses. The remaining coursework, Master of Arts in Teaching earned). Equivalent courses for which transfer through Teachers College registration, may be The Master of Arts in Teaching, a Columbia credit has been granted may be substituted for completed in Teachers College or other gradu- University degree, for students from Columbia, Teachers College courses upon written petition ate divisions of the University, but no more Barnard, or the School of General Studies, to the Registrar. Additionally, either a formal than 12 points of graduate credit from other is offered as an alternative to the Teachers essay, a departmental comprehensive examina- faculties of the University will be credited College Master of Arts degree for prospective tion, or special departmental integrative proj- toward the minimum point requirement. secondary school teachers of English, mathe- ect is required. Consult departmental advisory Graduate level courses in the University are matics, science, and social studies. For the cur- statements for additional requirements. numbered from 4000 and above (with the rent year, applications to this program are not exception of 4000 level courses in History accepted. Doctor of Education/Doctor of Philosophy which are considered undergraduate courses). Teachers College offers programs of study lead- Master of Science ing to the Doctor of Education and Doctor of A candidate for a second Master’s degree must The Master of Science degree is granted upon Philosophy degrees. The requirements differ be readmitted to candidacy by the Office of the satisfactory completion of a minimum of in accordance with the nature of the degree Admission. Courses and the integrative project, 30 points and a formal essay; or 32 points plus as described below. comprehensive examination, or essay offered for a departmental integrative special project; the first Master’s degree may not be applied or 32 points and successful completion of a The Office of Doctoral Studies provides gen- toward the second. The same minimum point departmental comprehensive examination. eral information, administrative advice, and requirements stated above apply and must in- At least 20 points must be earned in Teachers service to doctoral students and assists the clude three Teachers College courses (a course College courses. The remaining coursework doctoral committees in their supervision of

270 www.tc.columbia.edu General Information: (212) 678-3000 DEGREE REQUIREMENTS DEGREE REQUIREMENTS the work of candidates for both degrees. Certification Examination; and the prepara- Relevant courses completed in other recog- Requirements outlined below are described in tion and defense of a dissertation. The point nized graduate schools to a maximum of 30 further detail in the bulletins Requirements requirement beyond certification is the same points, or 45 points if completed in another for the Degree of Doctor of Education, Require- for the program as described in the above Faculty of Columbia University, may be ments for the Degree of Doctor of Education in paragraph. Some fields of specialization have accepted toward the minimum point require- the College Teaching of an Academic Subject, additional requirements such as an examina- ment for the degree. Each degree candidate and Requirements for the Degree of Doctor of tion in one foreign language or in mathemati- must satisfy departmental requirements for the Philosophy. Each student should obtain the cal statistics; consult departmental advisory award of the M.Phil. degree prior to continu- appropriate bulletin from the Office of Doctoral statements. ance in the Ph.D. program. These degree Studies. Each student is responsible for fulfilling requirements are specified in the Require- the stated requirements. Doctoral programs are Former Teachers College doctoral students ments for the Degree of Doctor of Philosophy offered in many but not in all areas of special- who have not registered in the last five years Bulletin, obtainable from the Office of ization in Teachers College. Therefore, a pro- must apply for re-admission through the Office Doctoral Studies. spective doctoral student should consult a fac- of Admission. Applications for re-admission ulty advisor, either through conference or corre- follow the same processes and standards as A Ph.D. candidate must complete all require- spondence, concerning programs offered, the those for initial admission. If re-admitted, cur- ments for the degree in not more than seven degree most appropriate for specific goals, any rent degree requirements must be satisfied. years. The time limit is six years for those who departmental requirements for admission and have received an applicable Master’s degree or programs of 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 Teachers College course for granted a leave of absence. A candidate who indicate the degree and field of interest in a minimum of 3 points, or for the dissertation expects to interrupt study for any reason order to receive appropriate information and advisement course, in each fall and spring should consult the Office of Doctoral Studies application forms. term, starting with the term following success- so as to avoid the risk of severing connection ful completion of the certification examination with the program. All candidates are required Doctor of Education or following the term in which the dissertation to register in residence in the Graduate School The degree of Doctor of Education emphasizes proposal was approved in a departmental hear- of Arts and Sciences through Teachers College broad preparation for advanced professional ing, whichever comes first, and continuing and to pay a fee in the term in which the dis- responsibilities through a program based upon until all requirements for the degree are met. sertation is defended. extensive study in a specialized branch of the (See Requirements for the Degree of Doctor of field of education or in an area of instruction. Education Bulletin for policy on the disserta- Continuous Registration for Dissertation The minimum requirements for this degree are: tion advisement course). Certification exami- Advisement: Ph.D. Degree satisfactory completion of a planned program nations for students who take the examination Each Ph.D. student must register continuously of 90 points of graduate coursework beyond in the summer term are not usually evaluated for the course in doctoral dissertation advise- the Bachelor’s degree (at least 45 points of by departments and programs until the fall ment offered by the department following which must be taken through Teachers College term. Consequently, these students will not be enrollment in the department’s designated dis- registration); submission of a statement of total obligated for continuous enrollment until the sertation seminar course(s) or following the program indicating periods of intensive study following spring term. term in which the dissertation proposal was subsequent to the first year of graduate study approved, whichever comes first, and continu- which accompanies the program plan of study; The obligation to register continuously ends ing until all requirements for the degree are satisfactory performance on a departmental after the dissertation has received final met. (See Requirements for the Degree of Certification Examination; and the preparation approval. Doctor of Philosophy Bulletin for policy on the and defense of a dissertation. Additionally, dissertation advisement course.) Continuous students are required to complete a minimum Doctor of Philosophy registration for doctoral advisement is required of 20 points after taking the certification exami- The degree of Doctor of Philosophy empha- each fall and spring term, whether or not the nation for the first time, including the points sizes research and intensive specialization in a student is in attendance, and in the summer taken during the term in which that examina- field of scholarship. Under an Agreement with term when special permission has been grant- tion was taken. Some fields of study have addi- Columbia University, Teachers College offers ed to schedule an oral examination on the dis- tional requirements; consult departmental programs leading to the Ph.D. degree in desig- sertation. Registration for TI 8900, Disserta- advisory statements. nated fields in which the Graduate School of tion Defense: Ph.D. is required for the term in Arts and Sciences of the University does not which the oral defense is held. See Fees and Special programs leading to the degree of offer programs, namely in education, including General Offerings sections for further details. Doctor of Education for persons preparing for education in the substantive disciplines and The obligation to register for dissertation college teaching of an academic subject are certain applied areas of psychology. The mini- advisement ends after the dissertation has offered in several departments. The programs mum requirements for the degree are: satisfac- received final approval. emphasize broad preparation in the candi- tory completion of a planned program of 75 date’s major field, specialized competence in graduate points beyond the Baccalaureate; Postdoctoral Study a limited area within that field, and an under- submission of a statement of total program The facilities of Teachers College may be made standing of the broader problems of education, indicating periods of intensive study subse- available to persons holding the doctoral especially at the college level. The minimum quent to the first year of graduate study which degree from approved institutions who desire requirements are: satisfactory completion of accompanies the program plan of study; satis- to spend a period in advanced research or a planned program of 90 points of graduate factory performance on foreign language study. Application for admission to postdoctor- coursework beyond the Bachelor’s degree; examinations and on a departmental Certifi- al study for transcript credit should be made to submission of a statement of total program cation Examination; and preparation and the Office of Admission. Persons who do not indicating periods of intensive study subse- defense of a research dissertation. Some fields wish transcript credit may apply for Visiting quent to the first year of graduate study which of specialization have additional requirements; Scholar status. Refer to the Visiting Scholar accompanies the program plan of study; satis- consult departmental program statements. section in the Policies and Procedures section factory performance on a departmental of this bulletin for more information.

Teachers College Columbia University 2011-2012 271 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 Instructions for changes in registration and sion in the Admission Office well before the in any program or institution outside the withdrawal through Touchtone Services or the registration dates. Those not in attendance College. Additionally, students are not permit- Student Information System are outlined in within the last five years who do not desire ted to be enrolled concurrently in two degree the Registration Information section in the degree candidacy should go directly to the programs or schools within the University or Schedule of Classes or may be obtained from Office of the Registrar. the College. the Office of the Registrar.

Course registration may be completed by use Maximum Point Loads The last date for changes in registration is of Teachers College Touchtone Services or The number of points (credits), a point being indicated in the Academic Calendar. After this online via myTC. Limited in-person registra- the equivalent of a semester hour that a deadline, courses may not be added but a par- tion is available during dates announced in course carries per term, is given in parentheses tial refund of tuition fees for withdrawal from the Academic Calendar. following the course title. No more than 9 courses may be authorized by the Registrar. points may be taken during a summer session Fees are not subject to this reduction. Reduc- Teachers College Touchtone Services and and no more than a total of 16 points in the tion of tuition based on a sliding scale is calcu- the Student Information System summer term. No more than 18 points may lated from the day the Registrar receives writ- All students are expected to register via the be taken during the fall or spring term; stu- ten notice from the student or the withdrawal telephone through Touchtone Services or dents who hold full-time positions are discour- is processed through Touchtone Services or on the web through the Student Information aged from enrolling for programs in excess of the Student Information System. The sliding System. It is the responsibility of each student 8 points each fall and spring term. scale is outlined in the Registration Informa- to obtain advisement and approval for their tion section in the Schedule of Classes on the course selections from their academic advisor Certification of Part-Time/Full-Time TC-Web for each term. prior to registering. Registering for classes that Attendance your advisor has not approved can seriously Enrollment status certification is based upon The deadline for making changes in points in compromise your ability to fulfill degree re- the number of points for which a student is reg- variable-point courses will extend until the quirements and may have unintended finan- istered per term. During the fall, spring and class has met four times; dates are indicated cial consequences. Students must also obtain summer terms, “full-time’’ status is accorded in the Academic Calendar. permission from the course instructor for any to students registered for 12 or more points per term. Students enrolled for fewer than course listed in the Schedule of Classes that Courses with special dates must be dropped requires instructor approval. The telephone 12 points (0–11 points) are considered “part- time.’’ “Half-time’’ status is based on enrollment before the course begins to receive full tuition number to access Touchtone Services is credit. There is no reduction of tuition for spe- (212) 678-3200. Students may connect to of 6–11 points per term. Students registered for fewer than 6 points are accorded “less-than- cial date classes once the course begins or for the Student Information System through the fee-based courses in art, music and dance after TC portal myTC. Both systems are normally half-time status.’’ During the summer term, enrollment status is determined by the cumula- the close of the change of program period. available Mondays-Saturdays from 8 a.m. to Students who have registered for workshops 11 p.m. Instructions for registration are avail- tive number of points in both Session A and B. For “full-time’’ status, students must register for must withdraw from a workshop prior to the able in the Registration Information Section beginning of the workshop. No tuition rebates in the Schedule of Classes for each term. a combined load of at least 12 points, with no more than 9 points in one summer session. will be granted for a workshop once it has begun. Whenever course enrollment has been entered on the computer registration system, the stu- Students taking fewer than 6 or 12 points in a term may be certified as full-time or half-time Students who are deficient in their attendance dent is responsible for payment of the assessed or who perform their class duties unsatisfact- charges unless the student follows the proce- if they can present an approved Certificate of Equivalency (COE) form. A Certificate of orily may be required at any time to withdraw dures for a change of program as outlined in from a course, upon recommendation by the the Schedule of Classes and in accordance Equivalency is only approved when a student is working on an academic activity that is course instructor to the Registrar; in extreme with the dates listed in the Academic directly related to a student’s degree program. cases, this may mean withdrawal from the Calendar. Failure to attend a course does The form is available from the Office of the College. not constitute an automatic withdrawal. Registrar and must be recommended by the (See section on Changes in Registration and student’s advisor and approved by the Regist- For grading symbols covering withdrawals, Withdrawal.) rar. A Certificate of Equivalency is only grant- see Grades. ed for activities that are directly related to the Each registrant is expected to assume a major degree program and satisfies a requirement for responsibility in program planning. A careful the degree program. No student will be certi- study of the general degree requirements and fied for full-time, half-time, or part-time status maximum point loads outlined in this Catalog, unless he or she is enrolled for that term in special departmental bulletins, and advisory some form and, if necessary, has filed a Certif- recommendations should be taken into consid- icate of Equivalency in the Office of the Regis- eration. trar during the first two weeks of the term. Doctoral students may check with the Office of Doctoral Studies regarding personal exemption or waivers. Students cannot be certified for future dates of attendance. 272 www.tc.columbia.edu General Information: (212) 678-3000 TEACHERS COLLEGE TuitionSTUDENT and LIFE &Fees SERVICES Late Registration Deferred Payment Plan—Students may choose Financial Aid—If all required applications and A late registration fee of $100 will be assessed to participate in the Deferred Payment Plan documentation have been filed with the Office for any registration requests approved after the during the fall and spring semesters. The of Financial Aid by the required deadline, last date for change of program; dates are indi- Deferred Payment Plan allows students to financial aid awards should be available at the cated in the Academic Calendar. spread total tuition and fees, less any aid dis- time of registration. Since tuition and all fees bursed, over three equal installments during are due at the time of in-person registration, Tuition the semester. An agreement between the stu- late payment penalties will be assessed on any Tuition and fee rates are set annually by the dent and Teachers College must be completed outstanding balance as described under the Teachers College Board of Trustees. Beginning with a representative of the Office of Student Late Payment Penalties section of this bulletin. in fall, for the 2011-2012 academic year, tuition Accounts no later than September 9, 2011 for For further information about financial aid, for all regular courses is $1,231 per point. Non- the fall semester and January 20, 2012 for the review the section entitled Financial Aid. credit courses vary in rate, usually depending spring semester. A $50 fee is required to par- on the minimum number of points for which the ticipate in the plan and the first installment is Late Payment Penalties particular course is offered and the special serv- due at the time the student signs the agree- Failure to clear all account balances can result ices provided (see course description). ment. Tentative installment dates are listed in late payment penalties. An initial Late below: Payment Fee of $50 will be charged on any Columbia University tuition is assessed per outstanding balance during the first billing point or at a flat rate determined annually by Fall Semester period. A 1 1/3 percent monthly (16 percent the University’s Board of Trustees. Rates at each First Payment on or before Sept. 9, 2011 annually) Late Payment Penalty will be school within the university may vary. Consult assessed on any outstanding balance there- Second Payment October 7, 2011 the Registrar for current rates. after. In addition, failure to make timely pay- Third Payment November 7, 2011 ment of housing charges may result in evic- Total tuition and fees are determined based on tion. Furthermore, unpaid accounts may be the number of points for which the student has Spring Semester referred to a collection agency or law firm for registered. All tuition and fees (registration, First Payment on or before Jan. 20, 2012 collection. service, workshops and all miscellaneous related Second Payment February 16, 2012 expenses) charged are due and payable in full by The College reserves the right to withhold the official published deadline date. Registra- Third Payment March 16, 2012 grades, transcripts, diplomas and other servic- tions submitted after the published due date are es, including registration, from students whose due upon registration. The chart below (labeled, Failure to remit payment, as scheduled, in financial obligations have not been fully satis- Other Fees) highlights the fees charged by the the Deferred Payment Plan will result in the fied. In the event Teachers College refers any College. assessment of a late payment penalty of 1 1/3 unpaid balance for collection and/or legal percent on any unpaid balance. action, the student will be obligated to pay Payment Options all related costs including but not limited to Various forms of payment are accepted for Tuition Exemption—Students employed at the attorney’s fees and collection costs. tuition and fees and may be used individually University may be eligible for tuition exemp- or in combination. Teachers College accepts tion. Human Resources must authorize tuition Withdrawal from Classes checks, money orders, and cash. A deferred pay- exemption forms with a valid HR personnel By registering for classes, a student has entered ment plan, tuition exemption, third party billing signature. Authorized Tuition Exemption a legal and binding contract to pay all tuition, agreements, and financial aid are also available forms must be submitted in person no later fees, and penalties charged by Teachers to finance a Teachers College education. Some than September 20, 2011 for Fall 2011 and College. restrictions may apply. January 31, 2012 for Spring 2012. If a student registers late, payments including tuition When a student withdraws from Teachers Personal Checks, Cashier Checks or Money exemption forms are due at the time of the College or from individual classes, the tuition Orders—Must be made payable to Teachers late registration. Various fees including, but charges originally assessed may be reduced, College. These types of payments can either be not limited to, course fees, college fees, health based on the date of withdrawal. Failure to submitted in person, placed in the drop box, or service fees, medical insurance, and late regis- attend classes does not constitute an automat- mailed to the Office of Student Accounts: 525 tration fees are not covered by tuition exemp- ic withdrawal; students must file an applica- West 120th Street, Box 305, New York, NY tion. The student should be prepared to remit tion to withdraw in the Office of the Registrar 10027. The drop off payment box is located at payment for these fees on the official tuition or through the Touchtone Services or on the the door of the Office of Student Accounts, 133 due date. myTC Portal in a timely manner. The percent- Thompson Hall. Do not place cash in this box. age of reduction is based on the date of with- Please write student identification number Third Party Agreements—Students enrolling drawal and will be determined according to and a valid daytime telephone number on the under a third party agreement must submit an the following schedule: face of the check or money order. Online fee- authorization form to the College for approval free ACH (checking or savings account) pay- each term/semester. A third party is usually an FALL 2011 ments are also accepted. Online payments can outside agency (not an individual) that agrees Withdrawal Dates Percent of refund be made by accessing the myTC Portal at to pay all or part of the charges incurred by a before September 21 100% http://my.tc.edu. Returned checks are assessed particular student. The authorization form *September 21 - 23 80% a return-check and subject to collection fees, must include the student’s name, relevant September 24 - 30 75% if necessary. semester(s), and the total amount of tuition October 1 - 7 70% and fee charges that the third party is willing October 8 - 14 65% Cash Payments—Must be made in-person at the to pay. The form must be signed by an official October 15 - 21 55% Office of Student Accounts, 133 Thompson of the third party agency. A third party agree- October 22 - 28 50% Hall. During the academic year, the Office of ment between the College and the agency Oct. 29 - Nov. 4 40% Student Accounts staff is available Monday must be completed each term/semester before after November 4 0% through Thursday 9:00 a.m. until 6:00 p.m. and the start of the term/semester. Friday 9:00 a.m. until 5:00 p.m.

Teachers College Columbia University 2011-2012 273 SPRING 2012 relationship, status, or compensation. No The foregoing is based upon information Withdrawal Dates Percent of refund deduction is allowed for educational expenses released by the United States Treasury before February 1, 2012 100% (even if they meet the above requirements) Department in Treasury Department *February 1 - 3 80% if they are incurred to satisfy minimum edu- Regulations #1.162-5. It is the responsibility February 4 - 10 75% cational requirements for qualification as a of the student to establish that the educational February 11 - 17 70% teacher or to qualify a teacher for a “new program qualifies for deductions in his or her February 18 - 24 65% trade or business.’’ case and to determine and document the Feb. 25 - Mar. 2 55% amount of the deduction. March 3 - 9 50% In respect to teaching, a “new trade or busi- March 10 - 16 40% ness’’ does not include educational employ- after March 16 0% ment involving the same general type of teaching and related duties as performed *100% refund is extended through the end of prior to the education. Under the Treasury the official drop/add period each term (see aca- Department releases, the following changes in demic calendar) teaching activities do not constitute a “new trade or business’’: Only tuition charges are subject to this reduction. For further information on withdrawal • Elementary to secondary school policies, see the section entitled Change in classroom teacher. Registration and Withdrawal. • Classroom teacher in one subject (e.g., mathematics) to classroom teacher in Student Refunds another (e.g., science). Proceeds originating from student aid programs • Classroom teacher to guidance counselor. in excess of all student account charges—tui- • Classroom teacher to principal. tion, fees, monthly housing, and other related expenses—will be mailed to the student. Stu- Educational expenses which may be deducted dents should make sure that their address is include those for travel, meals, and lodging current in the myTC Portal. All required finan- while away from home if the travel is primarily cial aid applications and documentation must to obtain education. be filed with the Office of Financial Aid by the published deadline, and all financial aid eligibility requirements must be met. For further information about financial aid, review the section OTHER FEES entitled Financial Aid. Teachers College fee: $388 Financial Aid (Loans) Teachers College Research fee: $388 Many students at Teachers College finance their educational expenses with federally guaranteed Health Service fee: Fall: $450 loans under the Stafford Loan program. Stu- Spring: $450 dents who are planning to apply for these loans may begin the process as early as January for the Medical Insurance fee: following fall term and September for the fol- (Basic) Fall: $990 lowing spring term. Students may contact the Spring: $1,522 Office of Financial Aid for more details and processing requirements. (Comprehensive) Fall: $1,431 Spring: $2,207 Federal income tax deductions of educational Transcript fee: (One-time only charge) $35 expenses of professional educators and other Application fee: professionals. (non-refundable and payable at time of application) $65 Under the current Internal Revenue code, Library Research fee: certain expenses incurred for education may be deductible for federal income tax purposes. (for non-college users) per month $100 Possible deductions for teachers are described in Continuous Doctoral Advisement registration fee: $3,693 some detail below. Similar deductions apply to Ph.D. Oral Defense fee: $5,006 other professionals engaged in education. Late registration fee: $100 Students are advised to consult a tax advisor Late application fee for conferring of degrees: $25 concerning eligibility for such deductions. Special examination fee: (each course) $25 For teachers, expenses incurred for education Student identification card replacement fee: $25 are deductible for federal income tax purposes Late payment fee (flat fee): $50 if the education: (1) maintains or improves (monthly fee)1-1/3% (16% annually) skills of a teacher, or (2) meets the express Returned check fee: $20 requirements of the teacher’s employer, or the Deferred payment plan fee: $50 requirements of an applicable law or regulation, Tuition deposit fee: $300 imposed as a condition to the retention by a teacher of the student’s employment 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.

274 www.tc.columbia.edu General Information: (212) 678-3000 FinancialFINANCIAL AAidID FINANCIAL AID tees which make these awards also take into enrich academic growth and development, as consideration a range of other factors related well as income which may be applied towards The Office of Financial Aid recognizes that to the enrollment of a diverse student body college and living expenses. the pursuit of a graduate education includes at the College, including: geographic origin, a financial commitment for the student and socioeconomic status (e.g., evidence of social This is a partial list of endowed family. We also know that identifying and and economic disadvantage), and family and scholarships. securing financial resources plays a significant educational background (e.g., first generation role in planning for college. To this end, we college, enrollment at a historically minority Jaffe Scholarship are committed to reducing financial barriers serving institution, etc.). This scholarship will support Peace Corps and offering students the best financial aid Fellows. The Peace Corps Fellows Program package possible in the form of institutional Endowed Scholarships nominates candidates. Only returned Peace scholarships, federal grants and student loans, Endowed scholarships are provided through Corps volunteers are eligible to apply to the and employment opportunities. Please visit the the generosity of donors’ contributions. Many Peace Corps Fellows Program. website at www.tc.edu/financialaid/ for further of these are in support of students in particular information on the financial aid process, programs. Faculty committees select the award Jewish Federation for the Education of Women grants and internal and external scholarships. recipients based upon the criteria designated (JFEW) by the donor. Some endowed scholarships are For two full-time female pre-service science Scholarships and Grants available to students across many programs. and math education students willing to teach Each year Teachers College awards over $8 For these, faculty nominate students to a for 2 years in NYC public schools. This is a full million of its own funds in scholarship and College-wide selection committee, which tuition scholarship that is available to new stu- stipend aid, and $2 million of endowed funds makes the final award decisions. There are dents only. Financial need is required. to new and continuing students. Most scholar- over 300 endowed scholarships. ship awards are made on the basis of academic Peace Corps Fellows Program merit. Scholarships are applied to tuition only, General Scholarships The Peace Corps Fellows Program offers par- and students should expect to provide addi- Based upon merit, all students are eligible tial tuition remission on a competitive basis tional funds for the tuition balance, fees, med- for Teachers College General Scholarships. to returned Peace Corps Volunteers. While ical insurance, academic and living expenses. Program faculty committees make these enrolled part-time in selected areas of study award decisions. leading to an M.A. degree, Peace Corps Please note: Fellows are employed full-time by the New • All scholarship awards must be used in the Graduate Assistantships York City Department of Education and teach year awarded and may not be transferred Students who are employed as graduate assis- in New York City Public Schools. Additional to a future academic year. tants earn salary plus a tuition scholarship. information may be obtained by visiting the • All scholarship recipients must successfully Students may be awarded up to 3 points per website at www.tc.edu/pcfellows, by calling the complete a minimum of 9 points per semester, with a maximum of 6 points per aca- Peace Corps Fellows Program Office at (212) academic year in order to be eligible for demic year (fall, spring, summer). Points may 678-4080 or by writing to the Program at Box scholarship awards in future academic years. be used during the semester awarded. The 90, Teachers College, Columbia University, • Full-time Teachers College and Columbia points may not be transferred to a future 525 West 120th Street, New York, NY 10027. University affiliated employees (including academic year. dependents and spouses) who are eligible Arthur Zankel Urban Fellowship Program to receive 12 points or more of tuition Grant-in-Aid The Arthur Zankel Urban Fellowship is a fin- exemption annually may not receive Grant-in-Aid is awarded to doctoral students ancial aid award in the amount of $10,000 per Teachers College scholarship aid, unless during the last two semesters of graduate academic year for Teachers College students to the scholarship they receive is derived from work, taking both merit and need into consid- work with inner city youth. All Zankel Urban a publicized academic competition (i.e., eration. Students must demonstrate consider- Fellows will be required to perform an intern- W. Sindlinger Writing Award) in which able loan indebtedness incurred while at ship of a minimum of 5 hours per week in one recipients have been selected via committee. Teachers College. International students are of several approved educational programs in- required to seek approval from the Interna- tended to benefit disadvantaged inner city Departmental Supplemental Scholarships tional Student Advisor. Faculty recommenda- youth. The list of approved programs is main- These scholarships are available to students tions in support of Grant-in-Aid applications tained by the TC Office of School and Com- enrolled in teacher education/certification pro- are required. Applications are available in munity Partnerships. In addition, Zankel Fellows are also required to participate in a full grams. Students are nominated by the program the Office of Financial Aid or at www.tc.edu/ year (fall and spring) service learning seminar faculty to a department committee. Awards financialaid/index.asp?ID=forms&info=forms. The Grant-in-Aid committee meets monthly which carries one academic credit. The course are made based upon merit. will meet periodically throughout the year. It from September to June to make award deci- will provide an academic context to ground sions. Minority Scholarships internship experiences and a set of cohort The Teachers College Minority Scholarship experiences for all Zankel Fellows. Program seeks to promote the enrollment of International Student Scholarships a diverse student body at the College, includ- Teachers College International Student ing individuals from historically underrepre- Scholarships are available to international sented groups. To be eligible, students must students only and is a competitive process. be U.S. citizens or permanent residents and Program faculty recommend students for these must complete the Teachers College Scholar- awards to their academic program and depart- ship Application. In making awards under this mental scholarship committees. program, consideration will be given to all students who have self-identified on the Stipends, Internships, Fellowships Teachers College Financial Aid and Scholar- and Research Assistantships ship Application either as members of a feder- Stipends, internships, fellowships, graduate ally recognized U.S. ethnic minority group or and research assistantships are also available as having a federally recognized disability. The through the program faculty. These provide academic program faculty scholarship commit- students with valuable experiences which

Teachers College Columbia University 2011-2012 275 Selected External Scholarships, sertation fellowships. More information is • NSF Graduate Fellowships Fellowships and Grants available at www.nationalacademies.org. Offers three-year graduate research fellowships in science, mathematics, and engineer- • American Association of School • Gates Millennium Scholar Program ing, including Women in Engineering and Administrators: Graduate Student Scholarships The Foundation seeks to increase the Computer and Information Science awards. This scholarship is open to graduate students number of African-Americans, American More information is available at www.ehr. who intend to pursue the public school super- Indians/Alaska Natives, Asian Pacific nsf.gov/dge/programs/grf or email: nsfgrfp intendency as a career. More information is Americans, and Hispanic Americans @orau.gov. available at www.aasa.org. enrolling in and completing undergraduate and graduate degree programs. More infor- • The Paul and Daisy Soros Fellowships • American Educational Research Association mation is available at www.gmsp.org. for New Americans (AERA)—www.aera.net The Fellowships are grants for up to two • The Hispanic Scholarship Fund years of graduate study in the United States. • AT&T Labs Fellowships The Hispanic Scholarship Fund (HSF) is the The recipients are chosen on a national These awards are available to outstanding largest Hispanic scholarship-granting organi- competitive basis. More information is avail- minority and women students who are U. S. zation in the nation. HSF recognizes and able at www.pdsoros.org. Citizens or Permanent Residents and who are rewards outstanding Hispanic students in pursuing Ph.D. studies in computer and com- higher education throughout the United • Sinfonia Foundation Research munications-related fields. More information States and Puerto Rico. More information Assistance Grants is available at www.research.att.com/academic/ is available at www.hsf.net. These grants are offered to candidates Programs.html conducting research in American music or • Jeanne S. Chall Research Fellowship music in America. More information is • Charlotte W. Newcombe Doctoral The Jeanne S. Chall Research Fellowship is available at www.sinfonia.org/SEF. Dissertation Fellowships a grant established to encourage and support These fellowships are designed to encourage reading research by promising scholars. • Spencer Dissertation Fellowships original and significant study of ethical or More information is available at The Dissertation Fellowship Program for religious values in all fields of the humanities www.reading.org/awards. Research Related to Education assists young and social sciences. More information is scholars interested in educational research available at www.woodrow.org/newcombe/. • Math for America Newton in the completion of the doctoral disserta- Fellowship Program tion. More information is available at • Dale Seymour Scholarships, Newton Fellowships are available to www.spencer.org. Grades K–12 Teachers mathematically sophisticated individuals Awards given to persons currently working who are interested in using their talents to Student Loans at the grades K–12 level who are interested make a difference in the lives of young peo- Federal student loans are available to Teachers in improving their mathematics background ple. MFA seeks recent college graduates College students. To qualify for any of the fed- to provide, in turn, better math instruction and mid-career professionals who can eral education loan programs, an applicant to their students. More information is demonstrate a strong interest in teaching, must be a U.S. citizen or an eligible non-citi- available at www.nctm.org/about/met/. have a bachelor’s degree with substantial zen and must be enrolled at least half time (6 coursework in mathematics, and are willing points or the equivalent) in a degree program. • Edward G. Begle Grant for Classroom- to commit to a five-year program that in- International students may qualify for credit- Based Research cludes one year of full-time graduate study worthy loans from a bank by securing a co- Supports collaborative classroom-based and four years of teaching mathematics in signer who is a U.S. citizen or permanent resi- research in pre-college mathematics edu- New York City high schools. More informa- dent. Consult with a financial aid counselor cation. More information is available at tion is available at www.mathforamerica.org/. for more information. www.nctm.org/about/met/begle.htm. • Mellon Fellowships in Humanistic Studies If a student receives a federal loan, she/he • Eleanor Roosevelt Teacher Fellowships These fellowships are designed to help must complete a Loan Entrance Interview Teacher Fellowships are available to female exceptionally promising students prepare before receiving the initial funds, and a Loan K–12 public school teachers as individuals for careers of teaching and scholarship in Exit Interview before graduating, leaving or as lead members of teams. More informa- humanistic disciplines. More information is tion is available at www.aauw.org/fga/. available at www.woodrow.org/mellon/. Teachers College, or dropping to less than half-time status. The Entrance Interview will • Emerson Charitable Trust • National AMBUCS Scholarships review the terms and conditions of the loan, Offers grants for community funds, higher for Therapists and the Exit Interview will cover repayment, education, cultural programs, hospitals and Graduate students who wish to pursue deferment and consolidation options. Loans health agencies, public policy organizations degrees in physical therapy, occupational are processed during the semester a student and youth agencies for the arts, education, therapy, speech language pathology, or hear- is enrolled. For additional information on stu- federated giving programs, higher education, ing audiology. More information is available dent loans, please visit our website at public policy and research, youth services. at www.ambucs.com. www.tc.edu/financialaid/. More information is available at www.emersonelectric.com. • National Science Teachers Association— The following loans require a Free Application www.nsta.org/programs/. for Federal Student Aid (FAFSA), a separate • Ernest Duncan Scholarships, loan authorization form, a promissory note, Grades K–12 Teachers • New York State Tuition Aid-BOCES ITI-BE and a loan entrance interview. To ensure con- Awards are given to persons currently work- Awards are made to persons in Bilingual sideration for the Federal Perkins Loan and ing at the grades K–6 level to improve their Education/TESOL. Please contact the the Federal Work-Study programs, it is recom- own professional competence as a classroom director: Dr. Maria Eugenia Valverde, mended that the FAFSA be filed by March teacher of mathematics. More information Eastern Suffolk BOCES ITI-BE, 1st. In order for Stafford Loans to be processed is available at www.nctm.org/resources. 350 Martha Avenue, Bellport, NY 11713. in time for the beginning of the fall semester, applicants are urged to file the FAFSA by • Ford Foundation Minority Doctoral Fellowships April 15th. Three-year predoctoral and 12 month dis-

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

Federal Perkins Loan vide funds to students who do not qualify for New Jersey Department of Education Federal Perkins Loans are awarded on the basis federal or need-based loans, or who may need P. O. Box 500 of exceptional need to students from a limited additional funding. They are often available Trenton, NJ 08625 amount of federal funds allocated to Teachers from banks, require a credit check, and in (609) 292-4469 College. Students must be enrolled at least some cases, a co-signer and processing fee. http://www.state.nj.us/education half-time (6 points or the equivalent). The Securing a co-signer may result in lower inter- loan is made up of government funds with a est on the loan. For information on banks • Connecticut (CT) share contributed by the college. Teachers that have preferred lending agreements with Office of Public Information College is the lender and repayment is made to Teachers College, please visit our website at Connecticut State Department of Education the school. Payment of both interest and prin- www.tc.columbia.edu/financialaid/. 165 Capitol Avenue cipal is deferred until nine months after leav- Hartford, CT 06145 ing Teachers College or dropping to less than Loan Cancellation and/or Deferment (860) 713-6548 half time. The annual fixed interest rate of 5% There are several incentive programs offered http://www.state.ct.us/sde begins to accrue at the same time payments by various federal, state and local government begin. Repayment may take up to 10 years. agencies that will defer and/or cancel a por- • Pennsylvania (PA) tion of a student’s federal education loan debt, Pennsylvania Department of Education William D. Ford Direct Loan Program usually Federal Perkins Loans but sometimes 333 Market Street A subsidized loan is awarded on the basis Federal Stafford Loans as well. Harrisburg, PA 17126 of financial need. The student will not be (717) 783-6788 charged any interest before they begin repay- The most common cancellations are Federal http://www.pde.state.pa.us ment or during authorized periods of defer- Perkins Loans and qualifying Federal Stafford ment. The federal government subsidizes Loans for teachers working full-time in “feder- Federal TEACH Grant the interest during these periods. The current ally designated” teacher shortage areas. These The Teacher Education Assistance for College interest rate is fixed at 6.8%. federally designated schools are located in and Higher Education (TEACH) Grant Pro- school districts that qualify for funds under gram provides up to $4,000 a year in grant An unsubsidized loan is not awarded on the Chapter 1 of Title I of the Elementary and assistance to students who are completing or basis of need. Students accrue interest from Secondary Education Act. However, not all who plan to complete master’s level course- the time the loan is disbursed until it is paid Chapter 1-funded schools are on the “federally work to begin a career in teaching. in full. If the interest is not paid in full before designated” list. repayment begins, the amount of outstanding In exchange for the grant, a student must sign interest will be capitalized (it will be added For a complete explanation of school and loan an Agreement to Serve as a full time teacher to the principal amount of the loan), and eligibility requirements as well as searchable at certain low-income schools and with certain additional interest will be based upon the databases of qualifying schools, please visit high-need fields for at least four academic higher amount. The current interest rate is the Department of Education websites listed years within eight years after completing (or fixed at 6.8%. below. These websites also contain details ceasing enrollment in) the course of study for about loan cancellation and/or deferment. which the candidate received a grant. TEACH Graduate PLUS Loans are available to TC • New York City Department of Education Grant recipients must submit evidence of students. Graduate PLUS loans offer a fixed Incentive Programs: www.teachny.com employment as certified by the chief adminis- interest rate of 7.9%. Students can borrow up trative officer of the school upon completion to the cost of attendance minus other financial • United States Department of Education of each year of teaching service. aid received. In order to qualify, students must Teaching Service Cancellation/Deferment file a FAFSA and meet all federal guidelines to Options: http://studentaid.ed.gov/ receive student aid and not have an adverse If the grant recipient fails or refuses to carry PORTALSWebApp/students/english/ out his or her teaching obligation, the amount credit history. Repayment begins on the date teachercancel.jsp?tab=repaying of the last disbursement of the loan. of the TEACH Grants received are treated as an unsubsidized Direct Loan and must be • United States Department of Education list repaid with interest. 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/ may be less than the annual maximum. The pol/tsa.pdf exact amount of loan eligibility will be listed in the award letter. Generally, graduate students • United States Department of Education can borrow up to $20,500 each academic year. searchable site for low-income schools (Only $8,500 of this amount may be a subsi- eligible for Federal Perkins Loan cancel- dized Stafford Loan). Students may receive less lation: http://studentaid.ed.gov/ than the yearly maximum if they receive other PORTALSWebApp/students/english/ financial aid that is used to cover a portion of cancelperk.jsp?tab=repaying the cost of attendance. Graduate Stafford Loan Limits The following is a list of state education Generally, for graduate or professional stu- departments for states in geographic proximity dents, the total permissible outstanding debt to Teachers College: from all Stafford Loans (subsidized and unsubsidized) combined is $138,500. Only $65,500 • New York (NY) of this amount may be in subsidized loans. New York State Education Department The graduate debt limit includes any Stafford 89 Washington Avenue Loans received for undergraduate study. Albany, New York 12234 (518) 474-5915 Other Loans http://www.nysed.gov There are several student loan programs administered by private institutions that pro- • New Jersey (NJ)

Teachers College Columbia University 2011-2012 277 Eligibility: How to Apply for Aid for the To be eligible for a TEACH Grant, you must: FWS jobs allow awardees to earn wages which 2011-2012 Academic Year • Be a U.S. citizen or eligible non-citizen help them to cover various education-related To be eligible for federal financial aid you • Be enrolled in coursework or plan to com- expenses like books and supplies, transporta- must meet the following criteria: plete coursework in a TEACH Grant eligible tion, etc. The amount of FWS which appears • Be a United States citizen or master’s degree program (see list below) on the Financial Aid Award Letter is an earn- permanent resident. • Maintain Satisfactory Academic Progress ing eligibility; it is not a guarantee of wages to • Be enrolled in at least 6 points and meet all other institutional require- be earned. Rather, it is a maximum limit on in a degree program. ments for maintaining enrollment the amount of FWS funds a student may earn • Make satisfactory academic progress • Complete TEACH Grant counseling and should they choose to participate in the pro- towards a degree. sign a TEACH Grant Agreement to Serve gram. Students are paid only for actual hours • Not have been convicted of any offense each year worked. Placement in an FWS position is con- under federal or state law involving • Complete a FAFSA, although you do not tingent upon availability of jobs and funding, the possession or sale of a controlled have to demonstrate financial need to be as well as on a student’s skills, experience, and substance. eligible schedule. Below is a list of basic rules and reg- • Register with selective service ulations that students must be aware of while administration if you are a male. TEACH Grant- Eligible Programs at TC: employed under the FWS program. • Not be in default on a loan or owe • Art a payment of federal funds. • Bilingual Education As an FWS employee: • English (Grades 5-9 and 7-12) (1) A student must register for a minimum U.S. citizens and Eligible non-citizens • English as Second Language of 6 points or the equivalent each All students are encouraged to file a 2011- • Intellectual Disability/Autism semester while employed, exception: If a 2012 Free Application for Federal Student Aid • Languages other than English continuing student wishes to work over (FAFSA), regardless of eligibility for Federal • Mathematics (Grades 5-9 and 7-12) the summer, s/he may do so without Aid. The FAFSA is available at the Office • Music being registered for classes, if a student is of Financial Aid by January of each year. • Physical Education returning in the following fall semester Students can also find and file the FAFSA • Reading and Literacy as a half-time (or equivalent) student. on the web at www.fafsa.ed.gov. Teachers • Sciences (Grades 5-9 and 7-12) If a continuing student is not returning in College’s institutional code is G03979. • Special Education (Bilingual) the following fall, s/he must be at least • Special Education (5-9 and 7-12) half-time during the summer in order After filing the FAFSA, students will receive • Teaching Students with Disabilities to work and can only work until June 30th. a Student Aid Report (SAR) which must be reviewed for accuracy, and necessary correc- Note: The field you teach in must be a high- (2) The suggested number of hours to work tions made. If there are questions, contact the need field in the state where you teach in while classes are in session are no more Office of Financial Aid. Students may also be order to satisfy your service requirement. than 20 hours per week during the fall required to submit copies of their federal tax Documented high need fields website: and spring semesters, and up to 30 hours returns and other supporting documents http://www.ed.gov/about/offices/list/ope/pol/ per week during the summer, winter, to verify the information on the FAFSA. tsa.doc and spring breaks. New Applicants Schools serving low-income students search: (3) A student may not work after his/her Students interested in applying for scholar- http://www.tcli.ed.gov/CBSWebApp/tcli/TCLI date of graduation. ships will need to complete the Teachers PubSchoolSearch.jsp College scholarship application (Please check (4) A student must complete and submit a the Financial Aid website for instructions Student Employment Federal Work Study Agreement for every and deadlines for completing this application Opportunities for student employment are academic year in which s/he participates form). Several scholarships do require demon- available at Teachers College. Students should in the FWS program. stration of financial need. New students must inquire at the Teachers College Human file a FAFSA to be considered for federal aid. Resources Office or visit the website at (5) A student’s FWS award is valid for the www.tc.edu/administration/hr and with pro- fiscal year (July 1, 2011 through June 30, Continuing Students gram faculty for a list of current vacancies. 2012). New students are eligible to use Students interested in applying for scholar- Many positions offer tuition exemption or their awards after they have registered for ships will need to complete the Teachers scholarship points. classes and the Fall/Spring semester has College Scholarship application. (Please begun. Continuing students are eligible to check the Financial Aid website for instruc- Federal Work Study begin using their awards as soon as they tions and deadlines for completing this appli- Federal Work Study (FWS) is a need-based have received a 2011-2012 award letter cation form). Continuing students must file federal financial aid program through which which includes an FWS award, but no the FAFSA for each year that they wish the federal government provides funds to sooner than July 1st of the year of their to be considered for federal aid. Teachers College for the purpose of providing award. job opportunities to our eligible students. International Students Funds are allocated to several Teachers (6) In order to have a FWS award (and other International students should review the College departments and offices which may need-based awards) renewed in future Application Procedure for International then create and offer jobs to FWS awardees. years, students must file a Free Application Students and the scholarship opportunities (Not all departments and offices have FWS for Federal Student Aid (FAFSA) for every for international students. funds with which to offer FWS jobs. FWS academic year. awards may be used only in those departments/offices which have an FWS budget).

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

How to Apply for Aid for the Scholarship and Financial Aid. International Department Scholarship $7,386 2012-2013 Academic Year students should also review the Application ($1,231 per credit/point) To be eligible for federal financial aid you Procedure for International Students and the must meet the following criteria: scholarship opportunities for international Federal Work Study $6,000 • Be a United States citizen or students. Federal Perkins Loan $4,000 permanent resident. Federal Subsidized • Be enrolled in at least 6 points How Need-based Eligibility is Determined Stafford Loan $8,500 in a degree program. The information provided on the FAFSA is Federal Unsubsidized • Make satisfactory academic progress applied to a federally designed formula which Stafford Loan $12,000 towards a degree. calculates the “estimated family contribution,” Total $37,886 • Not have been convicted of any offense the theoretical amount the student should under federal or state law involving have available for educational costs. The cost If students cannot provide the full amount of the possession or sale of a controlled of education minus the family contribution is the family contribution, some banks offer cred- substance. “need”. The total amount of need-based aid it-worthy loans that can be used to finance the • Register with selective service cannot exceed this figure. remaining cost of attendance. However, the administration if you are a male. total of all financial aid, including loans used • Not be in default on a loan or owe Normally, the need calculations are based on to replace family contribution, cannot exceed a payment of federal funds. data from the prior calendar year. However, the total cost of attendance. the Office of Financial Aid may recalculate U.S. citizens and Eligible non-citizens family contribution if the student’s financial How Aid is Disbursed All students are encouraged to file a 2012- circumstances change significantly during the Scholarships are disbursed to a student’s 2013 Free Application for Federal Student Aid academic year. Students requesting recalcula- account on the first day of in-person registra- (FAFSA), regardless of eligibility for Federal tion based on academic year information tion once the student has registered in a Aid. The FAFSA is available by January of should provide a written explanation of the degree program for the semester. Federal each year at the Office of Financial Aid. circumstances and consult a financial aid loans are disbursed when a student meets the Students can also find and file the FAFSA counselor to determine the supporting docu- following criteria: (1) has been accepted in a on the web at www.fafsa.ed.gov. Teachers mentation that will be needed. degree program; (2) has registered for at least College’s institutional code is G03979. half time status each semester; (3) has com- How Aid is Awarded pleted an entrance interview; (4) has a master After filing the FAFSA, students will receive To award need-based funds, the College makes promissory note on file with their lender; and a Student Aid Report (SAR) which must be up an academic year student budget that con- (5) has completed verification of income and reviewed for accuracy, and necessary correc- sists of the average costs of tuition, fees, and residency, if required. tions made. If there are questions, contact the other expenses. The amount for tuition and Office of Financial Aid. Students may also be fees, books and supplies is adjusted based on Tuition, fees, account charges, and refunds are required to submit copies of the their federal full-time, three-quarter time, and half-time processed by the Office of Student Accounts, tax returns and other supporting documents enrollment. If enrollment plans change during which is located in 133 Thompson Hall. to verify the information on the FAFSA. the academic year, students should notify the Office of Financial Aid in case it becomes nec- Additional Steps and Conditions New Applicants essary to adjust the aid package. Prior to Release of Funds Students interested in applying for scholar- Prior Default: Students in default on a federal ships will need to complete the Teachers During the 2011-2012 academic year, the loan, or who owe a repayment on a Pell, College application for Scholarship. (Please estimated fall/spring budget for a full-time SEOG, or SSIG grant cannot receive federal check the Financial Aid website for instruc- student enrolled for 24 points was: need-based aid until the status is cleared. tions and deadlines for completing this application form). Several scholarships do require Tuition and Fees $29,544 Verification: Some students are randomly demonstration of financial need. New students Living Allowance $24,100 selected by the federal government for a must file the FAFSA (if qualified) to be con- Books and Supplies $4,200 process called verification. If a student is sidered for federal aid. College Fee $776 selected, she/he will have to provide a copy of Transportation $4,500 her/his federal income tax return and other Continuing Students Health Services Fee $900 documents to the Office of Financial Aid. Students interested in applying for scholar- Miscellaneous $6,300 An award letter will not be generated until ships or financial aid will need to complete the Total $70,320 all documents are submitted to the Office of Teachers College application for Scholarship Financial Aid. Students interested in work- and Financial Aid. (Please check the Financial study employment cannot begin until awarded. Aid website for instructions and deadlines for The family contribution toward academic completing this application form). Continuing year living and educational expenses is then deducted from this budget. For example: Maintaining Federal Student Aid Eligibility students must file the FAFSA for each year All students requesting and receiving federal that they wish to be considered for federal aid. Budget $70,320 student aid must meet and maintain the following criteria: International Students Family Contribution –(9,400) • must be enrolled as a matriculated student International Students wishing to apply for Need $60,920 in an eligible program scholarships or financial aid will need to com- • must make satisfactory progress plete the Teachers College application for After need is determined, the Office of • must meet enrollment status requirements Financial Aid tries to meet this amount with • must have resolved any drug conviction issue financial aid. Often, a variety of sources are combined into a package, which might look like this:

Teachers College Columbia University 2011-2012 279 Failure to meet the above requirements may result in the loss of federal student aid eligibili- SATISFACTORY ACADEMIC PROGRESS ty. Students will need to present proof of reso- (For Financial Aid) lution to the Office of Financial Aid before aid can be offered or disbursed. Please contact After this semester 1 2 3 4 5 6 7 8 9 10 11 12 the Office of Financial Aid for more information.

Satisfactory Academic Progress: In order to Points Master’s maintain eligibility for aid, students must make students must satisfactory progress toward their degree. In No longer addition to meeting all standards of acade- complete: 6 15 27 39 51 53 63 63 63 63 mic performance required in the program, stu- eligible dents must maintain a minimum of points per semester in order to remain eligible for student Points Doctoral aid. (See chart) students must Return of Title IV Funds Dissertation This policy applies to students who complete complete: 6 15 27 39 51 63 75 87 90 90 60% or less of the enrollment period (i.e., Fall, Advisement Spring or Summer session) for which they received Federal Title IV aid. A student who With at least drops a class but still completes one or more classes does not qualify for the Return of Title this GPA: 2.5 2.5 3 3 3 3 3 3 3 3 3 3 IV Funds policy. The term “Title IV aid” refers to the following Federal financial aid programs: Unsubsidized Federal Stafford loans, Subsidized Federal Stafford loans, Federal The responsibility to repay unearned Title IV Notification: Federal financial aid is offered to Perkins loans, Federal Grad PLUS loans, and aid is shared by the College and the student. students via the Award Letter issued by the Federal TEACH Grant. For example, the calculation may require Office of Financial Aid. Teachers College Teachers College to return a portion of Federal scholarship award letters are also sent from the To conform with the policy, Teachers College funds to the Federal Title IV programs. In Office of Financial Aid. The Office of Financial must determine the student’s withdrawal date. addition, the student may also be required to Aid reserves the right to adjust financial aid The withdrawal date is defined as: return funds based on the calculation. A stu- award packages in the event of: 1.the date the student began the withdrawal dent returns funds to the Federal Stafford loan • additional funds are received on the behalf process or officially notified Teachers College programs based on the terms and conditions of of the student of their intent to withdraw; or the promissory note of the loan. The return of • any changes to students enrollment 2.the last date of attendance at an academi- Federal aid is in the following order: • per student’s request. cally-related activity by a student who doesn’t Unsubsidized Federal Direct/Stafford loans, notify Teachers College. Subsidized Federal Direct/Stafford loans, For more information students are encouraged Federal Perkins loans, Federal Grad PLUS to visit our website at www.tc.edu/financial aid, The calculation required determines a stu- loans, and Federal TEACH Grant. or call (212) 678-3714 to receive more infor- dent’s earned and unearned Title IV aid based mation. on the percentage of the enrollment period completed by the student. The percentage of the period that the student remained enrolled is derived by dividing the number of days the student attended by the number of days in the period. Calendar days (including weekends) are used, but breaks of at least 5 days are excluded from both the numerator and denominator.

Until a student has passed the 60% point of an enrollment period, only a portion of the student’s aid has been earned. A student who remains enrolled beyond the 60% point is considered to have earned all awarded aid for the enrollment period.

Earned aid is not related in any way to institutional charges. In addition, the College’s refund policy and Return of Title IV Funds procedures are independent of one another. A student who withdraws from a course may be required to return unearned aid and still owe the college for the course. For more information on the Teachers College withdrawal and institutional charges’ policies, please consult the Teachers College catalog.

280 www.tc.columbia.edu General Information: (212) 678-3000 Policies and Procedures TEACHERS COLLEGE IS ESTABLISHING A POLICY LIBRARY. THE MOST CURRENT VERSION OF THE COLLEGE-WIDE POLICIES ARE FOUND AT WWW.TC.EDU/POLICYLIBRARY.

Definition of Point Credit Registrar to have an advanced undergraduate colleges outside the New York metropolitan area A point (equivalent to a semester hour) is the course offered at Columbia University counted who are not teaching at the College or participat- unit of College credit. A point of credit is earned as graduate credit toward the degree. To be con- ing in a research project sponsored by the by a minimum of three contact hours per week sidered for graduate credit, the courses must be College. total time in lecture, laboratory, library and out- beyond the general introductory level, relevant Practicing professionals and creative artists or side work. The weekly three contact hours usual- to the student’s specialty, and must not be avail- international officials and former officials of gov- ly consist of (1) attendance for a fall or spring able on the graduate level within the University. ernment or non-government organizations, such term equal to one contact hour weekly in lectures In addition, a student must obtain a written state- as UN and their affiliates, are also eligible to be a or recitations or two contact hours of practical ment from the instructor of the course clarifying Visiting Scholar. In these cases, the requirement work, and (2) two contact hours additional work the additional work required in order to differen- of the doctorate may be waived, if needed. for each lecture, or one contact hour extra for tiate between undergraduate and graduate partici- each two-hour laboratory period. The time pation in the course. For basic language courses, Others eligible for Visiting Scholar status include spent on additional work are averages; however, courses must be beyond the first two years. No Teachers College doctoral alumni; staff and doc- some students find it necessary to devote more more than 6 points in advanced undergraduate toral students from foreign universities and gov- time to preparation. courses may be approved for graduate credit. The ernment ministries who are engaged in research advisor’s written recommendation is also required of special interest to a Teachers College faculty There are some variable-point courses in which and final approval is granted by the Registrar. member; and such other persons as will con- a student can register and earn extra credit by Petition forms may be obtained in the Office of tribute to the intellectual life of Teachers College doing additional work approved by the instructor. the Registrar. and are approved by the Vice Provost. This additional work may entail additional reading, preparing a term paper, engaging in some spe- Inter-University Doctoral Consortium Faculty Host Recommendation cial project, out-of-class group activities, or field- Teachers College participates in the Inter- Visiting Scholar status is conferred on behalf work. University Doctoral Consortium which provides of the Provost and Dean of the College, by the for cross-registration among member institutions. Vice Provost or the Director of the Office of Credit and Noncredit Courses Fully admitted doctoral candidates after the first International Student Services, on the recom- Teachers College courses are detailed elsewhere year of study in Teachers College may register for mendation of a faculty member in whose academ- in this Catalog. Certain courses in other parts of courses at the Graduate School and University ic discipline the proposed visiting scholar has an the University are open to students in Teachers Center of the City University of New York, Ford- interest. The faculty host should also obtain the College, upon the approval of their course ham University, Princeton University, the New approval of the department chair. TC institute instructors and advisors. School for Social Research, New York University, directors and senior staff may also recommend an Rutgers University, and Stony Brook University. individual for Visiting Scholar status. A curricu- Always consult the official catalog of the Faculty, Ordinarily, such courses must not be available lum vita and description of research goals must College, or Department in which work is desired. within Columbia University. Applications are accompany an application for Visiting Scholar Do not depend upon references or quotations in available in the Office of the Vice Provost, in status. other announcements. 113 Zankel Building or the Office of the Registrar, 324 Thorndike. The faculty host will facilitate mutually benefi- Some credit-bearing courses are offered also on cial interactions between the Visiting Scholar a noncredit basis, as indicated in the course Students cross-registered for courses at another and department colleagues and students. Visiting description. Unless stated otherwise, the fee is university are subject to the academic regulations Scholars are encouraged to present a summary one-half of the tuition rate for the minimum of the host university, including the grading sys- report on their experience at Teachers College to number of semester hours (points) for which tem, calendar, and academic honor system. It is the Provost. 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 Visiting Scholar Privileges at TC fees announced in the courses are additional. host university. Teachers College students pay Visiting Scholar privileges are limited to audit- To arrange for attendance at such courses, apply tuition at the standard Teachers College rate to ing courses with the permission of the instruc- directly at the Office of the Registrar of Teachers Teachers College for any such courses they take. tor, attending open lectures, a University UNI College. It is not necessary to follow formal (for access to electronic resources), e-mail Visiting Scholars Policy and Program account, and services at Teachers College admission and registration procedures. No official Information record of registration for noncredit courses is libraries. Borrowing privileges at other libraries Teachers College welcomes visitors and others are not included. Information about access to kept; and no transcripts or statements certifying who do not hold academic appointments at the to attendance or work completed are issued by other University libraries may be obtained at College to come to TC to facilitate their research the Information Office, 201 Russell. the Registrar. When registering for a course on a and to participate in its activities. To accommo- noncredit basis, one may not change one’s enroll- date the needs of these individuals and recognize Individuals may be granted Visiting Scholar ment to credit or vice versa. their contribution to the intellectual life of the status for up to one year. The designation may College, TC confers Visiting Scholar status, with be renewed for no more than one additional year. Fees for special events such as workshops, insti- limited benefits and privileges, according to the “Visiting Scholar” is a courtesy designation and tutes, and conferences vary. See the official policies and procedures described below. does not signify a formal association with the announcement for each special event. College. No official records are maintained and Eligibility for TC Visiting Scholar Status no statement of activities is issued. Teachers College reserves the right to cancel or Visiting Scholars generally hold a doctorate or modify the courses listed in this catalog and other its equivalent, from a country other than the Visiting Scholars receive a special Teachers official publications and to change the instructors United States or are a recognized expert in the College identification card. They are responsible as may be deemed necessary. field, and are on leave from a faculty appoint- for arranging their own financial support and ben- ment at the institution where they are employed. efits. They are not eligible for Teachers College Graduate Credit in Advanced Columbia Visiting Scholar status may be offered to scholars housing or Columbia University Health Services/ University Undergraduate Courses from abroad and from American universities and Medical Insurance. They may not be paid com- Students in degree programs may petition the

Teachers College Columbia University 2011-2012 281 pensation from a Teachers College account, given ing-Language Association (Speech and Language at Commencement take place in either Riverside a fellowship or be reimbursed for expenses without Pathology), Association for Sport and Physical Church or the Cathedral of St. John the Divine. prior approval of the Vice Provost or the Director Education (NASPE) (Physical Education), Com- The facilities are used in a non-sectarian manner. of the Office of International Student Services. mission on Accreditation for Diabetics Education They may receive an honorarium for participating (Nutrition Education), Council for Exceptional Access to Services in a conference or giving an occasional lecture if Children (Special Education programs), Educa- During the academic year, many of the services they are citizens or permanent residents or, in the tional Leadership Constituent Council (Education provided by the College are only available to stu- case of non-resident aliens, if they have an appro- Leadership), International Reading Association dents who are registered during the given semester. priate visa and the prior authorization of the (Reading Specialist), National Association of This includes, but is not limited to, library privi- Director of the Office of International Student School Psychologists (School Psychology), Nation- leges and email accounts. Degree students Services. al Council of Teachers of English (Teaching of who are not taking courses in the fall or spring English), National Council of Teachers of Mathe- semester may register for IND 4000, Master’s Visiting Scholars are not permitted to enroll in any matics (Mathematics Education), TESOL (Teach- Candidate or IND 6000, Doctoral Candidate in classes for credit. Prospective visiting researchers ing of English to Speakers of Other Languages), order to maintain registration. The fee for either wishing to take classes at TC should request an Council on the Education of the Deaf for programs IND 4000 or IND 6000 is the current college fee. application for non-degree student status from the in Education of the Deaf and Hard of Hearing. During the summer term, email accounts and Office of Admission. Individuals in F-1 or J-1 stu- library access will be granted for students who dent status are not granted Visiting Scholar privi- Auditing were registered during the preceding spring term. leges and are required to be full-time students. Teachers College degree students currently enroll- Access to other services during the summer may Contact the Office of International Student ed for 15 or more points may audit one or two vary. Individuals should check with the depart- Services for more information. courses in Teachers College without fee. Applica- ment providing the service. tions for auditing privileges are obtainable from the J-1 Visa Sponsorship for Foreign Nationals Office of the Registrar during the change-of-pro- Official College Communication Foreign nationals will ordinarily need a J-1 gram period. Courses with limited enrollment, lab- Teachers College, recognizing the increasing need (research scholar category) visa in order to visit oratory courses, elementary language courses, sem- for electronic communication with students, has Teachers College. Upon submission of all docu- inars, and continuing education workshops will established email as an official means of commu- mentation required by the government, the Office not be open to auditors. Audited courses will not nication with students. In order to ensure effec- of International Student Services will issue a Form appear on the transcript and may not later be tive communication with students, students are DS-2019 needed to support the J-1 visa applica- applied for credit. required to activate and use the email address tion. Federal regulations require that the applicant provided by the College. Information on how to for J-1 status have sufficient funds for the period of Certified doctoral candidates may audit Teachers do that is located at www.tc.edu/computing/new- stay at Teachers College and meet the medical College courses which enhance their professional students. insurance requirements of the U.S. Department of interests. Such courses will not appear on the State while in the United States. The Application transcript or fulfill any academic requirement. An Teachers College expects that every student will for Visa Certificate (to obtain Form DS-2019) is eligible doctoral candidate, may obtain an applica- receive email at his or her Teachers College email available from the Office of International Student tion to audit from the Office of the Registrar, address and will read email on a frequent and con- Services. This office can provide complete details secure written approval of the course instructor, sistent basis. A student’s failure to receive Teachers on complying with these requirements. and return the approval form to the Office of the Registrar during the change-of-program period. College and read College communications in a Please note that, all Visiting Scholars on a J-1- An auditing permit will be issued. timely manner does not absolve that student from VISA (i.e., a J-1 Exchange Visitors) must register knowing and complying with the content of such with the Office of International Student Services Attendance communications. Students may elect to redirect [email protected] Students are expected to attend all classes for (auto-forward) email sent to their Teachers College which they are registered and are responsible for email address. Students who (auto-forward) redi- An individual interested in Visiting Scholar status absences incurred by late enrollment. rect email from their official College email address should contact: to another address do so at their own risk. If email Religious Observance is lost as a result of forwarding, it does not absolve Ms. Samantha Lu It is the policy of the University to respect its the student from the responsibilities associated with Office of International Student Services members’ observance of their major religious holi- communications sent to their official University Teachers College, Columbia University days. Where academic scheduling conflicts prove email address. All use of email will be consistent Tel: (212) 678-3939 unavoidable, no student will be penalized for with other Teachers College and Columbia Fax: (212) 678-3990 absence due to religious reasons, and alternative University policies including the Acceptable Email: [email protected] means will be sought for satisfying the academic Use Policy at www.tc.edu/computing/cu/policy. www.tc.edu/international/VisitingScholars requirements involved. If a suitable arrangement Accreditation cannot be worked out between the student and Information concerning emergencies or school All Teachers College programs are registered with the instructor, students and instructors should closing is published in several ways: New York State Education Department. Teachers consult the appropriate department chair or College is accredited by the Middle States Com- director. If an additional appeal is needed, it • WINS at 1010 on AM radio; mission on Higher Education. In addition, our may be taken to the Provost. • WCBS at 880 on AM radio; teacher preparation and school leadership pro- • the TC Web homepage at grams are nationally accredited with the National Some of the major holidays occurring during www.tc.edu; and Council for Accreditation of Teacher Education the current academic year are: • the main telephone number, (NCATE). Some programs also have accreditation Rosh Hashanah Id al Fitr (212) 678-3000. with other professional organizations or bodies that Yom Kippur Passover In addition to the communication methods above, grant accreditation for specific subject areas. (Not First days of Succoth Good Friday emergency notifications are made through public all graduate and professional programs offered at Concluding days of Succoth Id al Adha address systems in most campus buildings and Teachers College have outside accrediting agencies Hanukkah Shavuoth through TCAlert. All members of the TC commu- or bodies related to the specific subject area.) The Jewish and Islamic holy days begin at sundown nity are strongly encouraged to sign up for TCAlert American Psychological Association (Counseling of the preceding day. via the portal at my.tc.edu to receive text or voice Psychology, Clinical Psychology and School Psycho- messages on their cellphones. Use of this system is logy doctoral programs), American Speech-Hear- It should be noted that because of the size of the event and the space available, convocations held

282 www.tc.columbia.edu General Information: (212) 678-3000 POLICIES AND PROCEDURES limited to urgent messages. The College does not greater evaluation specificity is neither nine semester hours of attendance credit charge for it, although some wireless phone car- required nor desirable and is used to is permitted toward the minimum point riers may charge a fee for receiving SMS text indicate passing performances when requirement for the degree, provided messages. only dichotomous evaluation is used. they are not used to fulfill the minimum At no time will the transcript carry any distribution requirements. Grades other grade nor will supplementary Grades in Teachers College are recorded as evalu- statements be issued. Application for The above grades are final and may not ative, pass/fail, or attendance. All grading symbols the Pass/Fail option is to be made dur- be changed. used are listed below, as approved by the Faculty. ing the first three class sessions with the A student electing to be graded on a basis other approval of the course instructor. Appli- IN Incomplete. The grade of Incomplete than the ones announced by the course instructor cations are available in the Office of the is to be assigned only when the course must request the option and obtain the instruc- Registrar. Once the option is approved, attendance requirement has been met tor’s written approval not later than the close of it may not be changed. but, for reasons satisfactory to the the third class meeting. An application for grad- DP Doctoral pass credit. The grade of DP instructor, the granting of a final grade ing options is obtainable from the Office of the may be assigned only to a certified doc- has been postponed because certain Registrar and needs to be filed in the Registrar’s toral candidate in a Teachers College course assignments are outstanding. If Office no later than the close of the third class course, having successfully completed all the outstanding assignments are com- meeting. Once the option has been approved and requirements prescribed by the instruc- pleted within one calendar year from the filed with the Registrar, it is not subject to change. tor. The candidate must request DP date of the close of term in which the credit before two-thirds of the class ses- grade of Incomplete was received and a All grades are final once submitted to the Office sions have met. Eligibility is determined final grade submitted, the final grade will of the Registrar except for grades of “Incomplete.” upon presentation of the doctoral identi- be recorded on the permanent transcript, fication card, and a record of the request replacing the grade of Incomplete, with Grades are defined as follows: for a DP grade is made by completing a a transcript notation indicating the date form obtainable from the Office of the that the grade of Incomplete was A+ Rare performance. Reserved for highly Registrar. DP credit is available to doc- replaced by a final grade. If the outstand- exceptional, rare achievement. toral students only in terms subsequent ing work is not completed within one A Excellent. Outstanding achievement. to the terms in which the student is cer- calendar year from the date of the close A- Excellent work, but not quite outstand- tified. DP credit may not be used toward of term in which the grade of Incomplete ing. M.A. or M.S. degree requirements. A was received, the grade will remain as a B+ Very good. Solid achievement expected maximum of 6 points of DP credit may permanent Incomplete on the transcript. of most graduate students. be used toward Ed.M. degree require- In such instances, if the course is a B Good. Acceptable achievement. ments. required course or part of an approved B- Acceptable achievement, but below WD Withdrawn. Withdrawal occurring sub- program of study, students will be what is generally expected of graduate sequent to the close of the change-of- required to re-enroll in the course in- students. program period during the term. See the cluding repayment of all tuition and fee C+ Fair achievement, above minimally section on withdrawal from courses. charges for the new registration and sat- acceptable level. YC Year Course. The symbol “YC’’ is isfactorily complete all course require- C Fair achievement, but only minimally assigned for the first half of a year course ments. If the required course is not acceptable. (courses with a “z’’ suffix). At the end of offered in subsequent terms, the student C- Very low performance. The records of the second half, the grade is entered on should speak with the faculty advisor or students receiving such grades are sub- the transcript denoting the instructor’s Program Coordinator about their options ject to review. The result of this review evaluation. for fulfilling the degree requirement. could be denial of permission to register R Attendance Credit. Students desiring Doctoral students with six or more cred- for further study at Teachers College. R credit for any course must request its with grades of Incomplete included No more than 3 points of C- may be permission, in writing, to the instructor, on their program of study will not be credited toward any degree or diploma. before two-thirds of the class sessions allowed to sit for the certification exam. Students completing requirements for have met. The instructor may approve or more than one degree or diploma may deny the request. If approval is granted, * Missing grade. Final grade has not been count 3 points of C- toward only one the instructor may stipulate require- assigned by the course instructor. such award. A student who accumulates ments to be met in addition to regular 8 points or more in C- or lower grades attendance. Forms are available in the Release of transcripts, student information, and will not be permitted to continue study Office of the Registrar to be used for student access to official academic records at the College and will not be awarded obtaining approval. Mathematics majors The College regards the student’s transcript as a a degree or diploma. in the Department of Mathematics, personal and private document; it is released only F Failure. The records of students receiv- Science and Technology must have their upon written authorization of the student. Un- ing such grades are subject to review. applications cosigned by the program paid financial obligations to the College will result The result of this review could be denial coordinator. Courses taken through the in the withholding of student transcript and/or of permission to register for further study Interuniversity Doctoral Consortium diploma. Teachers College does not duplicate at Teachers College. A student who may not be taken for an R grade. The copies of transcripts from other institutions which accumulates 8 points or more in C- or applicability of R credit in meeting were submitted in support of the applicant’s appli- lower grades will not be permitted to degree program requirements is noted as cation for admission to the College. continue study at the College and will follows: For Master of Arts and Master not be awarded a degree or diploma. of Science degrees, no R credit is permis- The Family Educational Rights and Privacy Act A course usually may not be repeated sible. For Master of Education degree (FERPA) affords students certain rights with unless it is a required course. When the programs, a maximum of six semester respect to their education records. These rights course is required, the student will rereg- hours of attendance credit is acceptable include: ister and obtain a satisfactory grade. The in meeting the point requirement, but 1. The right to inspect and review the student’s previous grade remains on the transcript. may not be used to satisfy the three- education records within 45 days of the day the P Passed. Some courses are graded only on course out-of-department requirement. College receives a request for access. Students a pass/fail basis for the instances in which For doctoral programs, a maximum of should submit to the Registrar or head of the

Teachers College Columbia University 2011-2012 283 office, a written request that identifies the notify the Office of the Registrar, in writing of 2. Involuntary Withdrawal. The College may dis- record(s) they wish to inspect. The College official his/her wish to withhold such information in the continue the enrollment of a student whose con- will make arrangements for access and notify the future. duct prevents safe and successful participation in student of the time and place where the records his or her academic program, impedes the work of may be inspected. The student must bring valid 6. Upon written request by a student, the College other students, faculty, or administrative staff, or photo identification to the appointment. If the may release information in a student’s educational threatens the safety or well-being of self or others. records are not maintained by the College official records at Teachers College to third parties. The This decision shall be made by the Vice Provost to whom the request was submitted, that official student should make a request for such release in consultation with PERT and others as deemed shall advise the student of the correct official to in writing with the student’s signature for such appropriate. The student will not be eligible to whom the request should be addressed. release to the Office having custody of the record. re-enroll until the Conditions for Continuance A student will ordinarily not be provided with as a Student have been met. 2. The right to request the amendment of the stu- copies of any part of his/her record other than the dent’s education records that the student believes Teachers College transcript unless the inability to An involuntary withdrawal may be appealed. is inaccurate. Students may ask the College to obtain copies of any part of his/her record other A student who wishes to appeal this decision amend a record that they believe is inaccurate. than the transcript would effectively prevent must submit the appeal in writing to the Presi- They should write the College official responsible him/her from exercising his/her right to inspect dent’s office within five (5) business days of the for the record, clearly identify the part of the and review his/her educational records. The decision. The President’s office will review the record they want changed, and specify why it is College may impose a charge for copying a stu- appeal and provide the final decision to the stu- inaccurate. If the College decides not to amend dent’s records in connection with such a release. dent within seven (7) business days of receipt. the record as requested by the student, the College The charge for copies is .20¢ per page. There is no further appeal of the President’s will notify the student of the decision and advise decision. the student of his or her right to a hearing regard- 7. It shall be a condition of the release by the ing the request for amendment. Additional infor- College of any personal information on a student 3. Conditions for Continuance as a Student. mation regarding the hearing procedures will be to a third party that the party to which the infor- An individual who has committed an act deemed provided to the student when notified of the right mation is released will use such information only threatening and/or dangerous to self or others will to a hearing. for the purpose for which the disclosure was made. be required to meet certain requirements before being permitted to return to the College, includ- 3. The right to consent to disclosures of personally 8. Questions should be referred to the Registrar. ing a recommendation for readmission or contin- identifiable information contained in the student’s uance by a qualified mental health professional. education records, except to the extent that Psychological Welfare of Our Students The student may also be required to enter into a FERPA authorizes disclosure without consent. Teachers College recognizes the importance of behavioral contract to establish conditions under One exception, which permits disclosure without its students’ academic progress and personal well- which that student may continue or resume consent, is disclosure to school officials with legiti- being. The College employs a part-time Clinical enrollment at TC. Conditions may include mate educational interests. A school official is a Graduate Assistant (GA) who is available to meet reduced schedule loads or maintenance counsel- person employed by the College in an administra- with any student in need of short-term counseling. ing with a member of the University Counseling tive, supervisory, academic or research, or support The Clinical GA can be reached at (212) 678- Center licensed professional staff. Final readmis- staff position (including student workers); law 3262. Bearing in mind the safety and well-being of sion authority for a re-entering student rests with enforcement unit officials; a person or company all members of its community, the College may dis- the Vice Provost, in consultation with PERT, with whom the University has contracted (such as continue the enrollment of, or take other action others as deemed appropriate, and appropriate an attorney, auditor, or collection agent); a person with respect to, a student who is experiencing faculty member(s) who will meet to review the serving on the Board of Trustees; or a student mental health issues that prevent safe and success- requested documents, establish any conditions serving on an official committee, such as a discipli- ful participation in his or her academic program, and render their opinion to the Vice Provost. The nary or grievance committee, or admission com- or that threaten the safety or well-being of others. College reserves the right to require administra- mittee, or assisting another school official in per- If a student is separated from the College, she/he tive evaluations with subsequent recommenda- forming his or her tasks. A school official has a will be informed of the process for requesting re- tions from Columbia University Counseling and legitimate educational interest if the official needs enrollment through the Office of the Vice Provost. Psychological Service (CU/CPS). In the case of to review an education record in order to fulfill his an attempted or threatened suicide, PERT will or her professional responsibility. 1. Temporary Suspension Policy/Procedure. If a respond in compliance with the Student Suicide student commits an act deemed threatening Threat Response Policy and in consultation with 4. The right to file a complaint with the U.S. and/or dangerous to self or others, the Vice CU/CPS or others as appropriate. Department of Education concerning alleged fail- Provost, Associate Vice Provost, or Assistant ures by the College to comply with the require- Vice President for Campus and Auxiliary Services POLICY ON ACCEPTABLE USE OF ments of FERPA. The name and address of the (or, in their absence, the Director or Student INFORMATION TECHNOLOGY Office that administers FERPA is: Activities and Programs or Director of Residential RESOURCES AT TEACHERS Family Policy Compliance Office Services) can immediately effect a Temporary COLLEGE U.S. Department of Education Suspension from the College and/or residence 400 Maryland Avenue, SW halls. The Temporary Suspension will be in writing Objectives Washington, DC 20202-4605 and delivered to the student; it can not be appeal- The purpose of this policy is to promote and ed. Such a suspension will be in effect until the improve the effectiveness of Teachers College 5. The College may release “directory information” student meets with the Vice Provost or designee, computing and communications resources. with respect to a student. The College has desig- who will then decide whether to continue or lift As an academic community, the College places nated the following categories of information as the suspension in consultation with members of a special value on free expression of ideas. How- directory information with respect to each student: the Psychological Emergency Response Team ever, unlawful or inappropriate use of these infor- name, mailing, campus and permanent addresses, (PERT) and others as appropriate. If a decision mation technology (IT) resources can infringe the photo, email address, University Network ID is made to lift the suspension, the student will rights of others. Accordingly, all members of the (UNI) degree program and major field of study, receive written permission to return to class and/or College community are expected to use these dates of attendance at the College, full, half or the residence halls. If the student is not permitted resources responsibly. Prevention of abuse of the part-time status, degrees conferred and their dates, to return to the College, the student will be invol- College’s IT resources is important to: dissertation title and dissertation committee mem- untarily withdrawn from courses. If the student is • promote the appropriate and productive use bers, and master’s essay title and sponsor. A stu- not allowed to return to the residence halls, of the College’s information technology dent in attendance at the College who does not his/her emergency contact will be notified. resources, which are a finite, shared resource wish the “directory information” released should of the College community; 284 www.tc.columbia.edu General Information: (212) 678-3000 POLICIES AND PROCEDURES

• protect individuals from annoyance and of academic credit for work completed, gradua- to be in violation of this policy. Management and harassment; tion, and the conferring of any degree or diploma supervisory personnel in particular are responsible • prevent waste of the IT resources and obstruc- upon them shall be subject strictly to the control for consulting with the appropriate College tion of College activities; of the College, which shall be free to refuse or resources as described in the College Procedures • and protect the College against seriously dam- cancel registration at any time, on any grounds, for Handling Harassment in order to take reason- aging or legal consequences. except those cited (in the Non-Discrimination able and necessary action to prevent harassment in Policy), which it deems desirable (Statutes, VII-C). the workplace and to respond promptly and effec- Policy tively to any such claims. The information technology resources of the Teachers College (TC or the College) expects College are part of the Columbia University net- members of the College community to observe The Office of the Vice President for Diversity and work; and therefore, all College users must be traditional norms of scholarly discourse, academic Community Affairs, (212) 678-3391, conducts familiar with and adhere to the University’s poli- integrity, and fairness. All members of the College staff development and training programs on cies found at http://www.columbia.edu/acis/policy. community are expected to exhibit the high level harassment. The Office of Student Activities and Use of College information technology resources of personal integrity which society must demand Programs, (212) 678-3690, provides student pro- must also conform with College policies, regardless of professionals. grams and information. The policy is available at of explicit reference in those policies to electronic www.tc.edu/policylibrary/policy_on_protection_ or other media. Policies including those related to Teachers College insists on the greatest degree of from_harassment. professional conduct, protection from harassment freedom of inquiry, teaching, learning, and expres- and others are found at the Human Resources sion for all of its members. Thus activities which Retaliation website and in this Student Handbook at disrupt the regular and essential operation of the Retaliation against anyone who raises concerns, http://www.tc.edu/administration/student-hand- College or Columbia University are not permitted. files a complaint or participates in an investigation book/. College IT resources shall not be used to Students or other members of the College commu- is prohibited. Intentionally making a false charge of violate any City, State or Federal laws or any nity may charge students with violating these stan- harassment or providing false information is a seri- College or University policies. Copying, storing, dards. Students found guilty of violating these ous breach of TC principles. Employees and stu- displaying, or distributing copyrighted material standards of conduct may be subject to appropriate dents will not, however, suffer any adverse actions using College or University computers or networks disciplinary action, ranging from reprimand to dis- for honestly reporting instances of alleged harass- without the express permission of the copyright ciplinary probation, suspension or expulsion. ment or participating in an investigation, even if owner, except as otherwise allowed under the the allegations of harassment are not ultimately copyright law, is prohibited. Under the Digital Columbia University has separate Rules of Univer- sustained. Students should immediately report Millennium Copyright Act of 1998, repeat copy- sity Conduct which apply to all those who visit acts of retaliation to either the Office of the Vice right infringements by a user of the College’s IT its campus or use its facilities. Violations of these Provost or to the Vice President for Community resources can result in termination of the user’s Rules can lead to sanctions including the eradica- and Diversity. Such reports will be investigated access to those resources. It is illegal and a violation of permission to visit the Columbia campus promptly. Any person found to have retaliated tion of College Polity to attempt to gain access to or use of its facilities and suspension or dismissal against another for reporting harassment will be or use another person’s ID, password or account, from Columbia courses in which a Teachers subject to disciplinary action, up to and including or to send an email impersonating another indi- College student may be enrolled. termination. vidual, regardless of where the email originates. Sharing of passwords is prohibited and each user The full document that addresses student conduct NON-DISCRIMINATION POLICY is responsible for the proper use of his or her can be accessed in the “College Policies, Students’ account and any activity conducted with it. Rights & Responsibilities” section of the Student Continuing its long-standing policy to support Communication at the College, regardless of Handbook or at www.tc.edu/studentactivities. active equality for all persons, Teachers College whether spoken, written or electronic, should be does not discriminate on the basis of race, color, conducted courteously, and with respect for other Policy on Protection from Harassment religion, creed, sex, sexual orientation, national people’s ideas, privacy, intellectual property, and Teachers College is committed to providing a origin, ancestry, age, marital status, citizenship sta- right to be free from intimidation, harassment, and working and learning environment free from tus, veteran status, disability or any other criterion unwarranted annoyance, including, but not limit- harassment and to fostering a vibrant, nurturing specified by federal, state or local laws, in the ed to, chain letters, and obscene and other unwel- community founded upon the fundamental dignity administration of its admissions, employment and come messages. All email and postings should and worth of all its members. Consistent with this educational policies or scholarship, loan, athletic have the name of a person from or for whom it is commitment and with applicable federal, state, and other school-administered programs. Rather, sent, even if replies are not permitted. Broadcast and local laws, it is the policy of the College 1) not Teachers College affirms that it admits students messages to large lists should have an educational to tolerate harassment in any form, 2) to actively and selects employees regardless of their race, or work-related significance to many members of foster prevention of harassment in the TC com- color, religion, creed, sex, sexual orientation, the group. Messages or files that interfere with or munity and 3) to provide faculty, students, admin- national origin, ancestry, age, marital status, citi- impair the computers or activities of other people istrators, and staff with mechanisms for seeking zenship status, veteran status, disability or any are not allowed. This includes viruses, worms and informal or formal resolution. other criterion specified by federal, state or local Trojan horses. laws and thereafter accords them all the rights and Harassment is detrimental to the supportive set- privileges generally made available to students or Consequences for failure to abide by this policy ting TC strives to provide for its community. employees at the school. may range from warnings to suspension of email Whether or not it is unlawful, harassment that and other computing privileges to dismissal, termi- inappropriately impedes the performance or expe- Students with concerns about the application nation of employment or criminal proceedings. rience of others as employees or students at TC is of civil rights laws (including Title IX, the prohibited. Americans with Disabilities Act, Section 504 Complaints of the Rehabilitation Act, and the Age Discri- Individuals who believe that there has been a In accordance with these intentions, the College mination Act) may wish to speak with the Office violation may contact the Ombudsman, the maintains a policy on Protection from Harassment of the Vice Provost, 113 Zankel, (212) 678-3052, Vice Provost or the Director of Information and procedures for addressing complaints about the Vice President for Diversity and Community, Technology. harassment. All members of the College communi- Janice Robinson, 128 Zankel, (212) 678-3391, or ty are expected to adhere to this policy and to the Ombudsman, Erwin Flaxman, 280 Grace Student Conduct cooperate with the procedure it describes for Dodge, (212) 678-4169. For more information, The admission of a student, their continuance responding to complaints of harassment. They are see: www.tc.edu/diversity/ndp. upon the rolls of the College, the receipt by them also encouraged to report any conduct they believe

Teachers College Columbia University 2011-2012 285 286 www.tc.columbia.edu General Information: (212) 678-3000 TEACHERS COLLEGE Below is a list of degree programs approved by the New York State Education Department as of May 2011.HEGISINTRODUCTION Codes

PROGRAM TITLE HEGIS** AWARD

AFRICAN EDUCATION 0305 Adv. Cert. 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. SECONDARY INCLUSIVE EDUCATION- INITIAL CERTIFICATION 0808 M.A. 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.

Teachers College Columbia University 2011-2012 287 PROGRAM TITLE HEGIS** AWARD

DEAF AND HEARING IMPAIRED: ADOLESCENCE EDUCATION- DUAL CERTIFICATION 0812 Ed.M. 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. 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. URBAN EDUCATION LEADERS PROGRAM 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.

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

ART AND ART EDUCATION- PROFESSIONAL CERTIFICATION 0831 M.A. MUSIC AND MUSIC EDUCATION 0832 M.A., Ed.M., Ed.D., Ed.D.C.T. 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. SCIENCE AND DENTAL EDUCATION 0834 M.A. 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. COOPERATION AND CONFLICT RESOLUTION 0899 Adv. Cert. 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. Teachers College Columbia University 2011-2012 289 PROGRAM TITLE HEGIS** AWARD

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. 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.

290 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 2011-2012 291 The Morningside Heights Area of New York City

292 www.tc.columbia.edu General Information: (212) 678-3000 Contact Information & Travel DirectionsFACULTY Post Office Address: Teachers College Housing (On-campus) HOW TO GET TO Columbia University Office of Residential Services TEACHERS COLLEGE 525 West 120th Street Tel: (212) 678-3235 New York, NY 10027 Fax: (212) 678-3222 By Bus: Four bus routes Telephone: (212) 678-3000 Email: [email protected] include stops at West 120th Fax: (212) 678-4048 www.tc.edu/housing Street: M4, M5, M11, M104 www.tc.columbia.edu International Services By Subway: Take the 1 local Access Services Office of International Services subway to the 116th Street Office of Access and Services for Tel: (212) 678-3939 Station; walk north on Broadway Individuals with Disabilities Fax: (212) 678-3990 to West 120th Street. Teachers Tel/Voice: (212) 678-3689 Email: [email protected] College is on the north side of TTY: (212) 678-3853 www.tc.edu/international West 120th Street, between Video Phone: (866) 624-3281 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 2011-2012 293