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

Academic Calendar 2009-2010 6 ACADEMIC DEPARTMENTS AND PROGRAMS College Department of Arts and Humanities 9 Department of Biobehavioral Sciences 49 Department of Counseling and Clinical Psychology 67 Department of Curriculum and Teaching 81 2009-2010 Department of Health and Behavior Studies 99 Department of Human Development 133 Department of International and Transcultural Studies 151 TABLE OF CONTENTS Department of Mathematics, Science, and Technology 169 Department of Organization and Leadership 189 Other Areas of Interest 223 Table of Program Codes 227

FACULTY MEMBERS 233

Trustees, Officers, and Councils 247

STUDENT SERVICES AND ADMINISTRATIVE INFORMATION

Admissions Information 249

Residential Services 252

Academic Resources and Services 255

Student Life and Student Services 264

Degree Requirements 267

Registration 270

Tuition and Fees 271

Financial Aid 273

Policies and Procedures 279

HEGIS Codes 285

Maps 289

Contact Information and Travel Directions 291

Indices 292

Teachers College Columbia University 2009-2010

Introduction

A Message from the President

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

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

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

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

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

Susan Fuhrman, President Teachers College, Columbia University

Teachers College Columbia University 2009-2010 3 A Message from the Provost

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

Thomas James, Provost Teachers College, Columbia University

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

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

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

Teachers College Columbia University 2009-2010 5 Academic Calendar 2009-2010 AUTUMN TERM 2009 (SEPTEMBER 2 - DECEMBER 21)

APRIL 27 Monday. Opening day of Registration for the Autumn Term for continuing doctoral students 2009 via web and touch-tone. Registration is a continuous process through the end of add/drop on September 15. Students should contact their departments for program specific procedures and timelines. MAY 18 Monday. Opening day of Registration for the Autumn Term for new students via web and 2009 touch-tone. Registration is a continuous process through the end of add/drop on September 15. Students should contact their departments for program specific procedures and timelines. AUGUST 27-28 Thursday-Friday. Beginning of occupancy in Teachers College residence halls for new students 2009 attending the Autumn Term. Actual move-in date is determined by housing assignment. 28- SEPT 1 Friday-Tuesday. New Student Experience Program (Orientation). SEPTEMBER 1 Tuesday. In-person Registration for Autumn Term. Hours: 10:00 a.m. to 7:00 p.m. 2009 Advisors available from 10:00 a.m. to 12 noon for continuing students and 2:00 p.m. to 7:00 p.m. for continuing and new students. 1 Tuesday. Last day to submit, to the Registrar’s Office, formal Master’s essays for the October 21 award of degree. 2 Wednesday. Classes begin. Autumn Term 2009. 2-4 Wednesday-Friday. Registration and add/drop period. Hours: 9:30 a.m. to 6:00 p.m. Wednesday and Thursday; 9:30 a.m. to 5:00 p.m. Friday. Advisors available from 3:00 p.m. to 5:00 p.m. 7 Monday. Labor Day. University Holiday. 10 Thursday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given October 16 or October 23. 15 Tuesday. Last day to add and drop courses for the Autumn 2009 term, file a Certificate of Equivalency, and enroll in Student Health Service and Student Medical Insurance programs. 16 Wednesday. Requests for late registration under exceptional circumstances on or after this date require Registrar’s approval and payment of $100 late registration fee. 17 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 2009. 29 Tuesday. Last day to change points in variable-point courses. OCTOBER 16 Friday. Last day to deposit final copies of Ed.D. dissertation with the Office of 2009 Doctoral Studies for the October 21 award of the degree. 16 Friday. Last day to deposit final copies of Ph.D. dissertation with the Office of Doctoral Studies and the Graduate School of Arts and Sciences for the October 21 award of degree. 16 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. 21 Wednesday. Award of October degrees and certificates. No ceremony. 21 Wednesday. Midterm date, Autumn Term 2009. 23 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 2 Monday. Last day to file or to renew an application, in the Registrar’s Office, for Master’s 2009 degrees and certificates to be awarded in February. (After this date, application may be filed only until November 16 upon payment of $25 late fee.) 25 Wednesday. No Classes. Offices open. 26-29 Thursday-Sunday. Thanksgiving Holidays. DECEMBER 1 Tuesday. Last day to submit, to the Registrar’s Office, formal Master’s essays for the February 2009 10 award of degree. 7 Monday. Registration for the Spring Term for continuing students via web and touch-tone registration begins. 21 Monday. Last Day of Classes. Autumn Term 2009 ends. 22 Tuesday. Termination of occupancy in Teachers College residence halls for Autumn Term students not returning for Spring Term 2010.

6 www.tc.columbia.edu General Information: (212) 678-3000 Academic Calendar 2010 SPRING TERM 2010 (JANUARY 20 - MAY 11)

JANUARY 17 Sunday. Beginning of occupancy in the Teachers College residence halls for the Spring Term. 2010 18 Monday. Martin Luther King, Jr. Day Observed. University Holiday. 19 Tuesday. New Student Experience Program (Orientation). Hours: 9:00 a.m. to 1:00 p.m. 19 Tuesday. In-person Registration for Spring Term 2010. Hours: 10:00 a.m. to 7:00 p.m.; Advisors available from 2:00 p.m. to 7:00 p.m. 20 Wednesday. Classes begin. Spring Term 2010. 20-21 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. 21 Thursday. Last day to file application for Doctoral Certification Examination (Ed.D./Ph.D.) to be given February 19 or February 26. 28 Thursday. Last day to file notification in Office of Doctoral Studies of intention to defend Ph.D. and Ed.D. dissertation during Spring Term 2010. FEBRUARY 1 Monday. Last day to file or to renew an application, in Registrar’s Office, for Master’s 2010 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.) 2 Tuesday. Last day to add and drop courses for Spring Term 2010, file a Certificate of Equivalency, and enroll in Student Health Service and Student Medical Insurance programs. 3 Wednesday. Requests for late registration under exceptional circumstances on or after this date require Registrar’s approval and payment of $100 late registration fee. 5 Friday. Last day to deposit final copies of Ed.D. dissertation with the Office of Doctoral Studies for the February 10 award of degree. 5 Friday. Last day to deposit final Ph.D. dissertation with the Office of Doctoral Studies and the Graduate School of Arts and Sciences for the February 10 award of degree. 10 Wednesday. Award of February degrees and certificates. No ceremony. 16 Tuesday. Last day to change points in variable-point courses 19 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. 26 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 Monday. Last day to submit, to the Registrar’s Office, formal Master’s essay for May 2010 award of degree. 11 Thursday. Midterm date, Spring Term 2010. 14-21 Sunday-Sunday. Spring Holidays. APRIL 19 Monday. Registration for the Summer Term for continuing students via web and touch-tone 2010 Registration begins. 26 Monday. Last day to hold the dissertation defense (Ed.D./Ph.D.) for May award of degree. 30 Friday. Last day to deposit Ed.D. dissertation and abstracts, for May award of degree. MAY 11 Tuesday. Last Day of Classes. End of Spring Term 2010. 2010 12 Wednesday. Termination of occupancy in Teachers College residence halls for Spring Term 2010 for students not remaining for Summer Session A. Extensions granted for students remaining for Commencement. TBA Last day to deposit final copies of Ph.D. dissertation with the Office of Doctoral Studies and the Graduate School of Arts and Sciences for the May award of degree. Teachers College Master’s degrees Convocations. University Commencement - Conferring of degrees. Teachers College Doctoral degrees Convocation. Termination of occupancy in Teachers College residence halls for Spring 2010 for students not remaining for Summer Session, but who participated in Commencement. Please check the Academic Calendar on tc.edu for the dates for Commencement and Teachers College Convocations.

Teachers College Columbia University 2009-2010 7 Academic Departments and Programs Arts and Humanities

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

PROGRAMS: DEPARTMENTAL MISSION:

APPLIED LINGUISTICS 11 The Department of Arts and Humanities is dedicated to the study of a variety of academic and professional disciplines in an educational context. The Department’s mission is ART AND ART EDUCATION 14 two-fold: To promote proficiency in specific fields and to explore the purposes, practices, and processes of education both within—and across—disciplines. ARTS ADMINISTRATION 20 Within the Department, individual programs preserve their own disciplinary rigor while expand- HISTORY AND EDUCATION 22 ing modes of inquiry, discovery, and creation across disciplines and diverse societies and cultures. The Department is committed to understanding culture as a broad and varied process—a funda- MUSIC AND MUSIC EDUCATION 23 mental human activity involving various modes of thinking and expression through which meaning is constructed and historically transmitted. PHILOSOPHY AND EDUCATION 29 The Department views the study of education as broad and vital. Here, intellectual and creative TEACHING OF SOCIAL STUDIES 32 ideas and practices extend beyond the traditional concerns of schooling. Thus, each program shares a concern with the learner’s construction of knowledge, the art and methods of teaching, TEACHING OF ENGLISH 37 the realities of the contemporary classroom, the relationship of schools to their communities, and the underlying philosophies of school reform. TEACHING OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) 42 In each of the programs that prepare teachers for positions in schools and universities, there is a commitment to the education of reflective practitioners, the integration of theory and improve- TEACHING OF ENGLISH TO SPEAKERS ment of learning, as well as research and practice in the students’ chosen fields of study. OF OTHER LANGUAGES (TESOL, TOKYO) 47 Faculty share the view that informed, imaginative and critical thinking enables scholars and educators to actively shape cultural concepts of learning through education. With this in mind, the programs—both separately and together—offer students the skills and knowledge needed to thrive and assume leadership in today’s changing cultural and educational environment.

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

Teachers College Columbia University 2009-2010 9 ASSISTANT PROFESSORS: John Browne (English) For information about faculty and their scholarly Randall Allsup (Music) Ingrid Butterer (Art) and research interests, please refer to the Faculty Olga Hubard (Art) Christine Casanave (TESOL, Tokyo) section of this bulletin, or visit us at Anand R. Marri (Social Studies) Alexander K. Cates (TESOL, Tokyo) www.tc.edu/faculty. Kung-Wan Philip Choong (TESOL) ASSISTANT PROFESSOR OF PRACTICE: Carolyn Clark (Arts Administration) Barbara Hruska (TESOL) Charles Combs (TESOL) Jennifer Cutsforth (Social Studies) GENERAL ARTS & HUMANITIES ADJUNCT ASSISTANT PROFESSORS: Renee Darvin COURSES Philip Aarons (Arts Administration) (Art Education, Museum Education) Della Brooks (Social Studies) Judith Davidoff The Department of Arts & Humanities offers Lorraine Cella (English) (Renaissance/Baroque Instruments) an array of courses that can meet the out-of- Jasmin Cowin (Harp) Kristen DiGennaro (TESOL) program requirement for students enrolled in Herman Jie Sam Foek (Art) Mariah Doren (Photography) any of the A&H programs or elsewhere in the James Frankel (Music) Monika Ekiert (TESOL) college. These courses reflect the broad span John Gavalchin (Piano) Mahbobe Ghods (Printmaking) of interests across A&H programs. Andrew Henderson (Organ) David Glasner (Social Studies) Kate Hickey (English) Noah Golden (English) A&H 4008. Creative arts laboratory (0-3) Richard Jacobowski (Guitar) Berit Gordon (English) Professor Pogonowski. Experiential sessions in Ami Kantawala (Art Education) Erick Gordon (English) dance, music, story-telling, videography, and I. Fred Koenigsberg (Arts Administration) Carolyn Graham (TESOL) visual arts will enable students to design and Ada Kopetz-Korf (Piano) Nanci Graves (TESOL, Tokyo) enact arts experiences that facilitate develop- John D. Kuentzel (Religion) Marc Helgesen (TESOL, Tokyo) ment of critical and creative thinking skills Margaret Leibowitz (Arts Administration) Erik Holmgren (Music) in core curricula. Special fee: $50. Lori McCann (Voice) Sang Bin Im (Art Technology) Angelo Miranda (Percussion) Rebekah Johnson (TESOL) A&H 4048. Computing applications in Patricia Rohrer (Philosophy) Cathleen Kiebert-Gruen (Art) Yolanda Sealey-Ruiz (English) Tatsuya Komatsu (TESOL, Tokyo) education and the arts (2 or 3) Ruth Stern (English) Karen LaBonté (English) Professor Abeles. This course will examine Patricia St. John (Music) Naomi Lifschitz (Art) strategies for developing creativity and prob- Barbara Tischler (Social Studies) Ellen Livingston (Social Studies) lem-solving behaviors employing arts and Jerry Weiner (Social Studies) Thomas Lollar (Ceramics) other educational software. Pedagogical princi- Linda Wine (Applied Linguistics) Tom Lynch (English) ples underlying the design of the software and Anthony Maceli (Music) instructional applications will be reviewed. LECTURERS: Louis Martinez (English) Special fee: $75. Carolin Fuchs (TESOL) Jane McIntosh (Arts Administration) Jeanne Goffi-Fynn Alison Merkel (Social Studies) A&H 5001. Research methods in arts (Music and Music Education) Christine Olson (Social Studies) education (3) Kirby Grabowsky (TESOL/ Lance Ozier (English) Faculty. An examination of research studies Applied Linguistics) Maurizio Pellegrin (Art) and strategies for conducting research in the Hyunjoo Kim (Applied Linguistics) Colleen Pettus (English) arts. Special fee: $25. William Snyder (TESOL, Tokyo) Greg Pitts (Ceramics) Hansun Zhang Waring (TESOL) Raymond S. Pultinas (English) A&H 5002. Assessment strategies for Bette Weneck (History) John D. Purdy (Applied Linguistics) the arts (3) Howard A. Williams (Applied Linguistics) Ted Quock (TESOL, Tokyo) Faculty. An examination of traditional and Patricia Zumhagen (English) Shyla Rao (Art) alternative strategies for assessing art objects Joshua Renick (Music) and artistic performance, knowledge of the INSTRUCTORS: Sophia Sarigianides (English) arts, and attitudes toward the arts. Uzma Akhand (English) Natalie Schifano (Art Education) Brooke Anderson Abby Schiffman (English) A&H 5010. Special topics in arts and (Art Education, Museum Education) David Shea (TESOL, Tokyo) humanities (1-3) Sheyda Ardalan (Art) Jay Shuttleworth (Social Studies) Faculty. Focus on topics and issues using exist- John Balbi (TESOL) Jessica Slotwinski (Music) ing documents, studies and multimedia to Cadhla Ball (English) Jason Swift (Sculpture) support investigations into critical issues in Mary Barto (Flute) Peter Swords (Arts Administration) arts and humanities. John Beaumont (TESOL) Richard Pearson Thomas Nicole Becker (Music) (Music Composition) A&H 5500. Pro-seminar in arts and Sergio Bessa (Art Education) Patrice Turner (Music) humanities (2) Iris Bildstein (Art) Tak Uemura (TESOL, Tokyo) Faculty. Arts and Humanities Faculty present Harrigan Bouman (Photography) Sharon Vatsky (Museum Education) their recent research to illuminate critical Wendy Bowcher (TESOL, Tokyo) Gerard Vezzuso (Photography) Rika Burnham (Art) issues in the field, current challenges to educa- Martin Vinik (Arts Administration) tion, innovative methods of inquiry and con- temporary cultural issues.

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

APPLIED responsibilities. Students having difficulty in Elective courses in Applied Linguistics (or achieving these standards will be required to TESOL) (3-6 points): Consult an advisor. LINGUISTICS take additional coursework. All non-native Students must complete a master’s project speakers of English, including those who have Program Coordinator: written on a research topic arising from their an undergraduate degree from an English- Professor James E. Purpura course-related interests and subject to approval medium university, must submit language by their advisor. This project is normally com- proficiency scores. Expired scores will not pleted during the last semester of study. Program Office: (212) 678-3795 be accepted. Email: [email protected] MASTER OF EDUCATION (60 POINTS) Website: www.tc.edu/a&h/AppliedLinguistics Ed.M./Ed.D. applicants must have an M.A. in The Applied Linguistics Program offers an Applied Linguistics, TESOL, or related field; Ed.M. that requires 60 points beyond the Degrees Offered: a writing sample is also required. bachelor’s degree, with a minimum of 30 points taken under the auspices of Teachers APPLIED LINGUISTICS (LING) Ed.M. applicants may request to transfer up to College. The program involves in-depth study 30 points into the Applied Linguistics Program Master of Arts (M.A.) in one or more of the language-related areas. from previous graduate study at an accredited Master of Education (Ed.M.) The Ed.M. may serve as continued profession- Doctor of Education (Ed.D.) institution. Applicants who have already earned an M.A. from Teachers College may al development or as groundwork for future Program Description: request to transfer a maximum of 15 points in doctoral studies in applied linguistics. The Program in Applied Linguistics provides related areas from an outside institution. Ed.D. students may request to transfer up to 45 points Students who did not receive their M.A. from students with a solid foundation for defining Teachers College will be expected to have and resolving questions related to the nature from previous graduate study at an accredited institution. All transfer of points must be rele- completed all the required courses from the of language, how it is used in educational and M.A. in Applied Linguistics, below, or their naturalistic contexts, and how it is taught, vant to the degree program enrolled in and must meet the approval of a faculty advisor. equivalent. These “make-up” courses will not learned, and evaluated. The Program empha- count towards the Ed.M. sizes study in the following: Degree Requirements: • Acquisitional pragmatics A grade average of B or higher is required Required courses in Applied Linguistics • Conversation analysis each semester within the major for all degrees. (or TESOL) • Cross-cultural pragmatics Students are required to maintain satisfactory • A&HL 5085 Advanced syntax (3) • Discourse analysis academic progress toward degree completion. • A&HL 5575 Research literacy in applied • Foreign language pedagogy Consult program of study guides for additional linguistics and TESOL (3) • Interlanguage analysis information. • Language phonetics/phonology Electives in Applied Linguistics (or TESOL) • Language testing and assessment MASTER OF ARTS (36 POINTS) (3 courses from the following): • Second language acquisition The Applied Linguistics Program offers a 36 • A&HL 4003 Schools of linguistic analysis • Second language literacy point Master of Arts degree. Students will take • A&HL 4005 Semantic systems • Semantics a wide range of courses offered in Applied and the lexicon • Sociolinguistics Linguistics and related areas, such as TESOL, • A&HL 4014 Gender, language, and • Syntax that will provide breadth to their program. See education • Technology in applied linguistics program sheet for prerequisite for the Ed.M. • A&HL 4105 Conversation analysis • A&HL 4106 Text and textuality Special Application Courses in Applied Linguistics • A&HL 5008 Interlanguage analysis Requirements/Information: (or TESOL) (24 points): • A&HT 5000 Advanced topics in TESOL All non-native speakers of English, including • A&HL 4001 Sociolinguistics • A&HT 5087 Second language acquisition those who have an undergraduate degree from and education (3) in the classroom (3) a university in the United States, must submit • A&HL 4085 Pedagogical English • A&HL 5512 History of language one of the following: grammar (3) testing research • A total minimum score of 102 on the * A&HT 4077 TESOL classroom • A&HL 5515 Advanced topics in TOEFL IBT exam. Also a minimum score practices (3) applied linguistics I 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) • A&HL 5516 Advanced topics in listening sections; or • A&HL 4088 Second language applied linguistics II • A minimum score of 600 on the paper/ assessment (3) • A&HL 5517 Advanced topics in pencil TOEFL or a minimum score of 250 • A&HL 4101 Phonetics and phonology (3) language assessment on the TOEFL CBT. Also a minimum • A&HT 5380 Specialized practica for • A&HT 5519 Instructed second language score of a 50 on the Test of Spoken or 5383 TESOL teachers (3) acquisition and assessment (3) English (TSE) and a minimum score of 5 • A&HL 5581 Psycholinguistics and SLA on the Test of Written English (TWE); or One course from the following: • A&HL 5582 Sociolinguistics and SLA • A score of B or better on the Cambridge • A&HL 4104 Discourse analysis (3) • A&HL 5588 Trends in SLA research Certificate of Proficiency in English (CEP); • A&HL 4105 Conversation analysis (3) • A&HL 6087 Advanced SLA • A score of 7.0 or better on the Cambridge • A&HL 4106 Text and textuality (3) International English Language Testing Required out-of-program breadth courses System (IELTS). Required out-of-program breadth courses (3 Teachers College courses of at least 2 (3 TC courses of at least 2 points each, 6 points points each, 6 points minimum): In consul- Students are expected to write and speak in minimum): Chosen with advisor’s approval. tation with an advisor, choose one from the fol- a way that is appropriate to their professional Teachers College Columbia University 2009-2010 11 lowing courses in statistics, measurement, or Three courses from the following: and complete a doctoral dissertation while research design: • C&T 5502 Introduction to qualitative continuously registered for dissertation advise- • C&T 5502 Introduction to qualitative research in curriculum and ment at the 8900 level. research in curriculum and teaching (2-3) teaching (2-3) • HUDM 4050 Introduction to measurement To prepare for these requirements, students • HUDM 4050 Introduction to (2-3) will need to take one or more of the seminars measurement (2-3) • ORLJ 4009 Understanding behavioral in consultation with an academic advisor. • HUDM 4122 Probability and statistical research (3) These seminars occur at the 5500, 6500, 7500, inference (3) • HUDM 4122 Probability and statistical and 8900 levels. All of these seminars are • HUDM 5123 Linear models and inference (3) offered each semester. To determine which experimental design (3) • ITSF 4092 Qualitative research and seminar to register for, consult an academic • ITSF 4092 Qualitative research and evaluation in international advisor. evaluation in international education (3) • A&HL 5501 Research paper in education (3) • ITSF 5000 Methods of inquiry: applied linguistics (1-3) • ITSF 5000 Methods of inquiry: Ethnography and participant • A&HT 5505 Research paper: TESOL (1-3) Ethnography and observation (or ITSF 5001 • A&HL 5507 Research paper in participant observation or 5002) (3) applied linguistics and (or ITSF 5001 or 5002) (3) • HUDM 5122 Applied Regression Analysis (3) • ORLJ 4009 Understanding behavioral TESOL (1-3) research (3) • HUDM 5123 Linear models and experi- • A&HL 6501 Doctoral seminar in mental design (3) applied linguistics (1-3) Choose the other two required courses in • HUDM 6051-2 Psychometric theory I and 2 (3) • A&HT 6505 Doctoral seminar: consultation with an advisor. • HUDM 6055 Latent structure analysis (3) TESOL (1-3) • HUDM 6122 Multivariate analysis I (3) • A&HL 6507 Doctoral seminar in In addition, students must complete an Ed.M. applied linguistics and project written on a research topic arising from • One of the qualitative research methods courses TESOL (1-3) their course-related interests and subject to offered at the college (To be chosen with faculty • A&HL 7501 Dissertation seminar in approval by their advisor. advisor’s approval). Electives in TESOL or Applied applied linguistics (1-3) Linguistics (9): To be chosen with an advisor’s • A&HL 7505 Dissertation seminar: DOCTOR OF EDUCATION (90 POINTS) approval. TESOL (1-3) The Applied Linguistics Program offers an • A&HL 7507 Dissertation seminar in Ed.D. requiring 90 points beyond the bac- Doctoral Preparation Requirements: applied linguistics and calaureate for students wishing to pursue When doctoral students reach approximately TESOL (1-3) empirical research in linguistic analysis, dis- 45 points in the program and have been at • A&HL 8901 Dissertation advisement course analysis, sociolinguistics, cross-cultural Teachers College for at least one year, they are in applied linguistics (0) and acquisitional pragmatics, second language required to register for and attend a doctoral • A&HT 5505 Research paper: TESOL (1-3) acquisition, language pedagogy, and language seminar every semester. • A&HT 6505 Doctoral seminar: TESOL assessment. (1-3) Doctoral preparation involves three successive • A&HT 7505 Dissertation seminar: TESOL Students who did not receive their M.A. or stages: (1-3) Ed.M. from Teachers College will be expected 1. Exposure to basic research methods to have completed all the required courses, or 2. Identification of a dissertation topic These seminars are ordinarily undertaken as their equivalent, from these degree programs. 3. Presentation of a prospectus soon as possible after completing the M.A. degree. Students should consult advisor as to Doctoral students have three types of require- In order to progress through these stages, doc- which course or courses to enroll in during any ments: concentration requirements, research toral students are required to take a sequence particular semester. methods requirements, and doctoral prepara- of doctoral seminars at the 5500, 6500, 7500, tion requirements. and 8900 levels. Students begin to take these Candidates should be in touch with the Office courses when they have reached approximate- of Doctoral Studies to be certain of complying Concentration Requirements: ly 45-50 points in the program and after they with the latest procedures, deadlines, and doc- Students are required to take content courses in have been taking courses at Teachers College uments. their concentration. The exact courses should be for a minimum of one year. After that, doctor- al students are required to register for and decided in consultation with their advisor. COURSES: (* = course open to non-majors) attend doctoral seminars every semester. Research Methods Requirements General Courses (15 points): Doctoral students are required to demonstrate To ensure that students have the skills to do research preparedness in a substantive area by *A&HL 4000. Introduction to linguistics (3) scholarly research in an area of concentration, passing the research paper at the 5500 level, Faculty/staff. Survey of cognitive and social they are required to take a minimum of 15 the certification exam at the 6500 level approaches to the study of language, language points in research methods, statistics, and (6500A), and the certification paper at the acquisition, language systems, 20th century measurement. Depending on the type of dis- 6500 level (6500B). Then, as evidence that movements in linguistics, language varieties sertation, they may be asked to take additional they are able to carry out original research and attitudes, and forms and functions of lan- courses in linguistic analysis, qualitative meth- under the guidance of a doctoral committee, guage in the classroom. For non-majors only. Special fee: $20. ods, or quantitative methods. they must write a dissertation prospectus at the 7500 level as a part of the dissertation seminar

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

A&HL 4001. Sociolinguistics and Development of transcription skills with appli- language acquisition, and language pedagogy. education (3) cations for teaching and research. Materials Materials fee: $20. Dr. Waring and Dr. Wine. Language variation fee: $20. based on social class, race, ethnicity, age, and A&HL 5516. Advanced topics in applied gender; cross-cultural pragmatics, interactional A&HL 4106. Text and textuality (3) linguistics II (3) sociolinguistics, code-switching, language plan- Dr. Williams. Permission of instructor. Faculty. Permission of instructor required. ning, and World Englishes. Pedagogical implica- Explores various viewpoints on the production Research in various methods of sociolinguistic tions. Materials fee: $25. and comprehension of connected discourse, analysis, discourse analysis, textual analysis and both written and oral, with reference to co- conversation analysis. Materials fee: $20. A&HL 4003. Schools of linguistic analysis hesive devices, rhetorical structures, and the (3) general pragmatics of communication, with A&HL 5517. Advanced topics in Dr. Williams. Prerequisite: A&HL 4085. A attention to pedagogical applications. Offered language assessment (1-6) comparative examination of major approaches spring semester only. Special fee: $20. Professor Purpura. Course is designed to to linguistic analysis, specifically systemic and explore current issues in language assessment transformational, with particular reference to A&HL 5008. Interlanguage analysis (3) research from theoretical and methodological pedagogical applications. Special fee: $20. Professor Han. Corequisite: A&HL 4087. perspectives. This course examines the applica- Investigates processes underlying second lan- tion of technical issues such as reliability, vali- A&HL 4005. Semantic systems and guage development/non-development. Guided dation, generalizability theory, item-response the lexicon (3) by the instructor, students will examine empir- theory, or program evaluation to the analysis Dr. Horowitz. A comparative examination of ical SLA studies and be introduced to ways of and use of language assessment data. Specific lexical semantic systems of English and other conducting interlanguage analysis. Special fee: topics vary. This course may be repeated for languages, with particular reference to the $20. credit with change of topic. teaching and learning of vocabulary. Special fee: $20. A&HL 5085. Advanced syntax (3) A&HL 5575. Research literacy in applied Dr. Williams. Prerequisite: A&HL 4085. linguistics and TESOL (3) A&HL 4014. Gender, language, and Survey of generative syntax. Materials fee: Faculty. Introduction to quantitative and education (3) $20. qualitative research methods with discussion Faculty. An exploration of gender-based differ- of major research paradigms (experimental, ences in both the structure and use of the A&HL 5152. Academic writing I (3) ethnographic, introspective, questionnaire, English language (summers only). Special Faculty. Permission of instructor required. etc.) and critical review of professional litera- fee: $20. An introduction to the theory and teaching ture in applied linguistics and TESOL. of various genres of academic writing for A&HL 4085. Pedagogical English grammar (3) native and non-native writers. Teachers are A&HL 5581-A&HL 5588. Topics in Drs. Williams and Waring. A systematic, in- given opportunities to develop their academic second language acquisition (Noncredit depth examination of English grammar with writing skills. or 1-3 each course) particular reference to the teaching and learn- Faculty. Prerequisites: A&HL 4087 or A&HL ing of grammar. Special fee: $20. A&HL 5153. Academic writing II (3) 4104 or permission of instructor. An in-depth Faculty. Permission of instructor required. examination of various perspectives on second A&HL 4087. Introduction to second An advanced course in the theory and teach- language acquisition. Materials fee: $20 each language acquisition (3) ing of expository writing. Students will work course. Professor Han & Staff. Prerequisite: A&HL systematically on a major writing project. • A&HL 5581. Psycholinguistics and SLA 4085. Survey of models and basic principles • A&HL 5582. Sociolinguistics and SLA of second language acquisition and examina- A&HL 6087. Advanced second language • A&HL 5585. Discourse analysis and SLA tion of how language acquisition research can acquisition (3) • A&HL 5586. Interlanguage phonology inform language teaching, learning and policy. Professor Han. Prerequisite: A&HL 4087. • A&HL 5588. Trends in SLA research Offered in fall and spring only. Special fee: $20. Examines theoretical and empirical issues in SLA research. Reading and discussion of A&HL 6587. Seminar in second language A&HL 4088. Second language assessment (3) selected state-of-the-art articles that address, acquisition: Acquisitional and cross-cultural Professor Purpura. Prerequisite: A&HL 4085, critically and substantively, topics that are of pragmatics (3) A&HL 4087 or permission of instructor. Pri- fundamental interest to SLA researchers. Faculty. Permission of instructor required. Pre- ority given to M.A. Applied Linguistics/ requisite: A&HL 4104 or permission of instru- TESOL students in their last semester. Intro- Research Seminars ctor. Research on acquisitional and cross-cul- duction to language assessment practices tural pragmatics. Special fee: $20. including test design, construction, scoring, A&HL 5512. History of language testing analysis and reporting; introduction to measure- research (3) Doctoral Preparation ment concepts and basic statistics; and use of Professor Purpura. Prerequisite: A&HL 4088 SPSS. Special fee: $20. or by permission of instructor. Examines the A&HL 5501. Research paper in applied major issues and debates in language testing linguistics (1-3) A&HL 4101. Phonetics and phonology (3) research since the 1960s. Explores controver- Drs. Waring and Williams. An examination of sies related to the nature of language ability, A&HL 5505. Research paper in applied the sound and orthographic systems of English, test authenticity, test score generality, per- linguistics and TESOL (1-3) with reference to other languages and prob- formance assessment, and test validation. lems of learning and teaching English. Lab Discussion of problems and future directions A&HL 5507. Research paper in applied fee: $25. of language testing. Special fee: $20. linguistics and TESOL (1-3)

A&HL 4104. Discourse analysis (3) A&HL 5515. Advanced topics in applied A&HL 6501. Doctoral seminar in applied Dr. Waring. Prerequisite: A&HL 4085. linguistics I (3) linguistics (1-3) Introduction to spoken and written discourse Faculty. Permission of instructor required. analysis with an overview of various approaches. Research in such areas as language analysis, A&HL 6505. Doctoral seminar in applied linguistics and TESOL (1-3) Teachers College Columbia University 2009-2010 13 A&HL 6507. Doctoral seminar in applied ART AND ART The vast cultural resources of New York City linguistics and TESOL (1-3) offers students myriad opportunities to enrich EDUCATION their conceptions of art and its diverse prac- A&HL 7501. Dissertation seminar in tices. In addition, the program offers weekend applied linguistics (1-3) Program Coordinator: institutes, colloquia, mini-courses, opportuni- Professor Judith M. Burton ties for involvement in professional develop- A&HL 7505. Dissertation seminar in applied linguistics and TESOL (1-3) ment workshops and summer study. Suitably Program Office: (212) 678-3360 qualified students may also apply for appren- Email: [email protected] A&HL 7507. Dissertation seminar in ticeships in the Center for Arts Education Website: www.tc.edu/a&h/ArtEd applied linguistics and TESOL (1-3) Research where they may assist on funded projects– studying artistic development, or A&HL 8901. Dissertation advisement Degrees Offered: assessing the relationships between schools in applied linguistics (0) and cultural organizations. ART AND ART EDUCATION (ARTE) Independent Research, Fieldwork Master of Arts (M.A.) Special Application and Internships Master of Education (Ed.M.) Requirements/Information: Doctor of Education (Ed.D.) All applicants are required to submit a port- A&HL 4901. Research and independent Doctor of Education in the College study: Applied linguistics (1-6) Teaching of Art (Ed.D.C.T.) folio (slides, CD, video, or original works), Professor Purpura. Permission of instructor examples of scholarly writing (papers, thesis, ART AND ART EDUCATION- publications), and the Art and Art Education required. Research under the direction of a INITIAL CERTIFICATION (ARTE-INIT) faculty member. Students work individually or Application Supplement directly to the Office Master of Arts (M.A.) with others. Course may be taken more than of Admission. Please call (212) 678-3360 to once. ART AND ART EDUCATION- request the Application Supplement. Appli- PROFESSIONAL CERTIFICATION (ARTE-PROF) cants must have completed an undergraduate A&HL 4907. Research and independent Master of Arts (M.A.) degree in studio art, art education, art history study: Applied linguistics/TESOL (1-6) or criticism, art or museum education, or pres- Professor Han. Permission of instructor Program Description: ent other evidence of competence. required. Research under the direction of a In the Art and Art Education Program, the faculty member. Students work individually or study of art encompasses the traditions of fine with others. Course may be taken more than For the M.A. degrees, a personal interview once. art and the popular arts of mass culture. A with a faculty advisor is advised. For the Ed.D. central tenet of the Program is the role of the and the Ed.D.C.T. degrees, an interview with A&HL 5201. Fieldwork in applied arts in nurturing human growth and develop- the Program Coordinator is required. linguistics (1-6) ment throughout the lifespan. Within this Professor Purpura. Permission of instructor context, courses in art education examine the All applicants for whom English is not their required. Opportunity for qualified students, different environments in which the various first language are required to submit either a individually or in small groups, to develop and art forms reach their audiences: Private and 100 internet-based/600 paper-based/250 com- pursue projects, in consultation with an advi- public schools, colleges, museums, community puter-based TOEFL score or a score of 10 on sor, in schools, communities, and other field arts centers, hospitals and other settings. settings. Course may be taken more than once. the Columbia University English Language certification test. An in-person writing sample Faculty prepare students to be well informed, A&HL 5207. Fieldwork in applied may also be requested. 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 The 34-point M.A. degree is specially designed required. Opportunity for qualified students, not only seasoned practitioners who possess for individuals seeking in-service opportuni- individually or in small groups, to develop and expertise in art, studio, museum, and diversity ties, who wish to complete a special project, or pursue projects, in consultation with an advi- education, they are also national leaders in who need the master’s degree to complete pro- sor, in schools, communities, and other field arts education research. fessional certification. However, the student settings. Course may be taken more than once. should seek professional certification with the Each of the Program’s degree options is built A&HL 6201. Advanced fieldwork in State board as this degree program is not around a core of courses considered to be meant to directly lead the student through the applied linguistics and TESOL (1-6) essential to an exemplary arts education. Professor Purpura. Permission of instructor certification process. The degree is flexibly Beyond the core, students along with their required. Opportunity for qualified students, structured to accommodate various academic individually or in small groups, to develop and advisors have the flexibility to design individ- and professional needs. This degree is offered pursue projects, in consultation with an advi- ual programs that meet particular needs and as either an academic-year program (not lead- sor, in schools, communities, and other field goals. In addition to courses in art education, ing to professional certification) or as a sum- settings. Course may be taken more than once. students are expected to select from other mer-only program (leading to certification) to offerings of Teachers College and Columbia be completed over three summer sessions. A&HL 6207. Advanced fieldwork in University in order to fulfill degree require- applied linguistics and TESOL (1-6) ments, or the Museum Education concentra- Professor Han. Permission of instructor The 40-point M.A. degree leading toward tion. (see Special Application Requirements New York State initial teacher certification required. Opportunity for qualified students, section for more information). individually or in small groups, to develop and (initial certification) is a State-approved pro- pursue projects, in consultation with an advi- gram for those wishing to teach art in grades sor, in schools, communities, and other field K-12 in public schools. This program enrolls in settings. Course may be taken more than once. the Fall only.

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

Teachers College Columbia University 2009-2010 15 Museum education issues II: Missions and • A&HA 6002 Teaching and administration trative settings through analysis of programs, standards; A&HA 5084, Museums as resource; of art education in college projects, policy issues, and political processes A&HA 5085, Varieties of visual experience; • A&HA 6003 Critical perspectives that involve the visual arts, dance, music, and A&HA 4079, Exploring cultural diversity. and practices in the arts and theater. Special fee: $30. • A&HA 6482 Internship in the teaching of college and museum A&HA 5086. Art in visual culture (2) DOCTOR OF EDUCATION (90 POINTS) programs Dr. Moser and guest critics. Permission of Required courses within the special- • A&HA 6502 Doctoral seminar: instructor required. Required seminar for ization (16 points): Arts in education Ed.M. and Ed.D. students. An examination • A&H 5001 Research methods in • A&HA 7502 Dissertation seminar in of the role of art culture in contemporary life, arts education art education (two terms) employing experiences from art works, muse- • A&HA 4080 Artistic development • A&HA 8900 Dissertation advisement ums, galleries and alternative spaces, readings, of children in art education and discussion. Special fee: $25. • A&HA 4085 Historical foundations of art education Required courses outside the Program A&HA 6003. Critical perspectives and • A&HA 5082 Philosophies of art practices in the arts (2) in education (15 points minimum): Chosen with advi- sor approval. Professor Sullivan. Students investigate their • A&HA 5086 Art in visual culture creative practice from several critical perspec- • A&HA 6502 Doctoral seminar: tives and produce personal profiles and arts Arts in education Suggested studio electives (15 points projects within educational and cultural con- • A&HA 7502 Dissertation seminar in minimum): Chosen with advisor approval. texts. Special fee: $25. art education (two terms) • A&HA 8900 Dissertation advisement In addition, requirements for the dissertation A&HA 6502. Doctoral seminar: in art education for the Ed.D.C.T. may be met by combining Arts in education (2) studio work and a written document. Candi- Professors Burton, Sullivan, and Baldacchino. Required courses outside the Program dates should be in touch with the Office of Required seminar for doctoral students who (15 points minimum): Chosen with advisor Doctoral Studies to be certain of complying are completing certification papers, developing approval. with the latest procedures, deadlines, and literature reviews or exploring and applying research methods. The seminar includes facul- documents. Elective courses from Art Education, ty/student presentations, group discussions and critiques. independent studio, studio, other pro- COURSES: (* = course open to non-majors) grams of the College (points vary): A&HA 6580. Problems in art and Chosen with advisor approval. Art Theory and Research education (2-4) Faculty. Specific problems of art and art edu- Students must complete between 50-60 points *A&HA 5005. Visual arts research cation examined. Different topics each semes- in the program, including those transferred, methods (2-3) ter. Permission of instructor required. Special before entering the first of the dissertation Professor Sullivan. This course explores art fee: $15. seminars. The first seminar prepares students education as a form of inquiry that is grounded to write the certification papers. To complete in the theories, practices, and contexts used by A&HA 7502. Dissertation seminar in certification, students are also expected to offer practitioners. It introduces students to ways of art education (2) a professional presentation. These may include creating and critiquing knowledge and devel- Professor Burton. Two required tutorial ses- oping strategies for planning and carrying out sions for doctoral students to help develop a conference presentation; a published article; art education research projects. Building on or refine topics of inquiry for research. The a peer-group presentation such as a formal traditions in the social sciences, and practices teaching format is flexible and may include seminar presentation or gallery talk; a Macy inherent in the visual arts, the view explored faculty/student presentations, group discus- Gallery exhibition; or some other equivalent is that research goals can be achieved by fol- sions and critiques. May be repeated. Section professional performance. The doctoral certifi- lowing rigorous systematic inquiry in a way 2 is required of all doctoral students in the cation process is accomplished through faculty that privileges the role imagination and intel- program in the semester following successful review; students must complete each level sat- lect play in constructing and creating knowl- completion of written certification papers and isfactorily before they are given permission to dege. involves preparation and presentations of dis- write the dissertation. Candidates should be in sertation proposal for approval. Sections: (1) touch with the Office of Doctoral Studies to be A&HA 5082. Philosophies of art Certification preparation, (2) Dissertation in education (2-3) proposal preparation. certain of complying with the latest proce- Professor Baldacchino. An invitation to share dures, deadlines and documents. a horizon of objectives in the form of philo- A&HA 8900. Dissertation advisement sophical, critical, and practical cases in art in art education (0) DOCTOR OF EDUCATION IN THE education. Students will discuss philosophical- Faculty. Individual advisement on doctoral COLLEGE TEACHING OF ART (90 POINTS) ly how art could be expressed on the grounds dissertations. Fee to equal 3 points at current Required courses within the special- of experimentation that could take place in tuition rate for each term. For requirements, ization (16 points): either the studio, the classroom, in both, or see section in catalog on Continuous • A&HA 4088 Artistic development: in an environment that students deem con- Registration for Ed.D. degree. Adolescence to adulthood ducive to art and/or art education. Special • A&HA 5081 Curriculum design in art fee: $15. education: Advanced • A&HA 5082 Philosophies of art A&HA 5181. The arts in education (2-3) in education Faculty. An examination of ideas about the • A&HA 5086 Art in visual culture interdisciplinary role of the arts in traditional and nontraditional educational and adminis-

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

Art Education *A&HA 4079. Exploring cultural diversity: *A&HA 4088. Artistic development: Implications for art education (Noncredit Adolescence to adulthood (2-3) A&H 4000. MoMA roundtable (2-3) or 2-3) Professor Burton. An examination of sensory, Faculty. This course guides students in the cre- Ms. Anderson. This course explores a host biological, affective, cognitive, and cultural ation of interdisciplinary secondary curriculum of issues related to cultural diversity and exam- issues influencing continuing development in inspired by artworks from MoMA’s collection. ines their impact on the practices of art and art the visual arts. Discussion of ways in which Far from making certain subject areas sub- education. Teachers reflect about curriculum developmental insights are basic to designing servient to others, each discipline lends to the content, pedagogical approaches and human challenging lessons which enrich growth and process its unique ways of knowing, contribut- relations in the diverse art room. learning as well as offering critical starting ing towards common educational goals. Curr- points for research. Required of all candidates ent disciplines: Art, English, and Social Studies. *A&HA 4080. Artistic development seeking New York State Art Certification of children (2-3) K-12. Special fee: $10. A&HA 4003. Encounters with art Professor Burton. Required of all candidates history (2-3) seeking New York State art teacher certifica- *A&HA 4090. Museum education issues I: Professor Hubard. Examines various stories put tion (K-12). Recommended for all degree can- Culture of art museums (3) forth by seminal art historians and engages stu- didates in elementary education. An examina- Professor Hubard. An examination of the dents with selected artworks from various times tion of the role of the senses, emotions, and challenges facing art museums in the twenti- and places. Students contribute to the ongoing intellect in artistic development and of the eth century, with a focus on changing interpre- process of art history by responding critically layered integrations they form over time. tations of objects and how museums respond and creatively to key texts and objects from the Discussion of ways in which developmental to public need. Special fee: $25. history of art. insights are basic to the design and implemen- tation of exemplary visual arts lessons and A&HA 4281. Field observations in A&HA 4001. Culture, museums and offer critical starting points for research. art education (1) education I (3) Special fee: $20. Ms. Ardalan, Ms. Butterer, Dr. Kantawala. Adjunct Professor Myuki Otaka and Ms. Shyla Required of M.A. students or art teacher certi- Rao. This course is designed for educational A&HA 4081. Curriculum design in fication majors. To be taken concurrently with practitioners of different disciplines who have art education (2-3) A&HA 4080, Artistic development of chil- an interest in incorporating the visual arts into Dr. Schifano. Introduction to curriculum the- dren, and A&HA 4088, Artistic development: their teaching. Visits to museums and from ory and design in the larger context of educa- Adolescence to adulthood. Involves observa- diverse cultural leaders are central features of tion and schooling. The course also explores tions in schools of various types; videotaping the course. Serious exploratory play with mate- alternative conceptual models as reflected in of contrasting teaching styles and curricular rials will offer opportunities to deepen artistic different art curricula, and engages students in approaches; analysis of perceptual, artistic, and insights- as a complementary language of learn- review of curricular issues related to learning societal assumptions implicit within programs ing. This course may be offered in New York or outcomes, standards and assessment in art observed. in Tokyo, Japan, and interested participants education. Special fee: $30. should check with the Program office before A&HA 4702. Supervised teaching in they register A&HA 4085. Historical foundations of art education: Secondary (3) art education (2-3) Ms. Darvin and Professor Hubard. A&HA 4199. Culture, museums and Professor Sullivan. An introduction to major Prerequisites: A&HA 4080, A&HA 4081, education II (3) historical events and underlying beliefs, values, A&HA 4087, and A&HA 4088. M.A. can- Professor Olga Hubard and Ms. Yumiko and practices that have influenced contempo- didates should plan to take student teaching Nagasawa. This course is designed for educa- rary art and art education programs at all lev- in their last semester of coursework towards tional practitioners of different disciplines who els of instruction in the U.S. as well as interna- their degree. For majors only. A variety of have an interest in incorporating the visual arts tionally. Special fee: $30. supervised teaching experiences (7-12), sup- into their teaching and who wish to enhance plemented by conferences, evaluation, and their artistic skills in greater depth. Art Practice A&HA 4086. Current issues and practices seminars. The student completes 200 hours will be explored as a vehicle for considering in art and art education (2-3) in schools observing, assisting, teaching, and relationships between maker and cultural Faculty. An analysis of current philosophies, evaluating. Required of those seeking state objects. Visits to museums and from diverse theories, and practices in art and art education certification in art in New York State and cultural leaders are central features of the at all levels of instruction. Programs in public other states. Special fee: $15. course. Serious exploratory play with materials schools, higher education, museum education, will offer opportunities to deepen artistic and other non-traditional settings are exam- A&HA 4722. Supervised student teaching insights- as a complementary language of learn- ined, along with advocacy initiatives and poli- in art education: Elementary (3) ing. This course may be offered in New York or cy issues appropriate to the various issues dis- Ms. Darvin and Professor Hubard. in Tokyo, Japan, and interested participants cussed. Special fee: $30. Prerequisites: A&HA 4080, A&HA 4081, should check with the Program office before A&HA 4087, and A&HA 4088. M.A. can- they register. A&HA 4087. Processes and structures didates should plan to take student teaching in the visual arts (3) in their last semesters as final coursework *A&HA 4078. Art for classroom teachers: Mr. Swift. Prerequisite: A&HA 4080, A&HA towards their degrees. For majors only. A var- Teaching art to children (3) 4088, or permission of instructor. Suggested for iety of supervised teaching experiences (K-6) Ms. Lifschitz. Introduction to theories of artistic all students in all degree programs. Opportun- supplemented by conferences, evaluation, and development. Uses of art materials and process- ity for in-depth and sustained exploration of seminars. The student completes 200 hours es, and lesson planning strategies for art experi- the properties, structures, and expressive uses in an elementary school observing, assisting, ences with children and young adolescents. of selected art materials. The course aims to teaching, and evaluating. Required of those Designed for classroom teachers and in-service enrich and extend personal visual repertoires seeking state certification in New York State students. Special fee: $60. and in parallel, provoke insights into the role and other states. Special fee: $15. of materials in supporting, integrating and challenging the artistic growth of young people *A&HA 5064. Experiments in content (2-3) in school. Special fee: $60. Faculty. An examination of new technologies, materials, concepts, attitudes, both in their

Teachers College Columbia University 2009-2010 17 current forms as well as future applications. discourses and practices; the administration of A&HA 4089. New media, new forms: Participants will investigate a personal topic art as a discipline; and studio practice and art Technological trends in art education (2-3) through field experience, hands-on demonstra- teaching as an instrument of professional devel- Faculty. Examines new technological tools and tion, observation, readings and lectures. The opment. Special fee: $15. new media in art education, the impact of tech- topic focuses for the course will be drawn from nology in the art room, the changing role of the art and design/studio/research/psychology/teach- A&HA 6021. Supervision and admin- art educator, and the convergence of visual ing. Special fee: TBA. istration: Arts in education (3) technologies. Offered summers. Enrollment Ms. Darvin. Permission of instructor required. limited. Special fee: $25. A&HA 5081. Curriculum design in Prerequisite: Substantial teaching and/or arts art education: Advanced (3) administration experience. The function of *A&HA 4092. Introduction to ceramics Professor Baldacchino. An analysis of art as a supervision and administration: Effective pro- (Noncredit or 2-3) form of knowledge and how this knowledge grams in city, county, and state school systems; Mr. Lollar and Mr. Pitts. Enrollment limited. For informs the curriculum. The course relates inservice education and workshop techniques; beginners only. Introduction to the basic tech- notions of knowledge with the contexts and school and community relationships; nontradi- niques of hand building, the potters wheel and the practices of art in view of contemporary tional settings such as museums, arts councils, slab construction. Surface decoration and three- practice and the teaching of art in post-sec- etc. Special fee: $25. dimensional design. Stoneware and earthen- ondary and higher education. Prerequisite: ware clay bodies and firing procedures will be A&HA 4081 or consent of instructor. Special A&HA 6520. Seminar in clinical addressed. Special fee: $100. Noncredit fee: fee: $20. supervision in the arts: K-12 (2) $600 plus special fee. Ms. Darvin. Permission of instructor required. A&HA 5085. Varieties of visual experience: Seminar in classroom supervision and its appli- *A&HA 4093. Introduction to sculpture Museums and education (2) cation to student teaching and inservice train- (Noncredit or 2-3) Ms. Darvin. Participants will visit New York ing. On-site field experience, analysis of obser- Mr. Swift. An exploration into the world of the City museums and use the multiple resources vation and assessment, readings and discussion. third dimension through both figurative and of the museums to develop personalized cur- Participants must have a minimum of 5 years of abstract styles. There will be classroom discus- riculum materials. Enrollment limited. Special teaching experience. Special fee: $10. sions plus experimentation in wood and stone fee: $30. carving, clay, plaster, assemblage, and welding. Studio Art Special fee: $100. Noncredit fee: $600 plus *A&HA 5090. Museum education issues II: special fee. Missions and standards (3) *A&HA 4061. Printmaking I: Lithographic Dr. Bessa. An examination of the changing *A&HA 4094. Introduction to photography processes (Noncredit or 2-3) purposes of museums, both American and (Noncredit or 2-3) Dr. Ghods. A basic course in lithography for international, as they confront new technolo- Ms. Bowman and Mr. Vezzuso. An introductory the beginning student. Stones, metal plates, gies and expectations for greater participation course in black and white photography and screens, photo-lithographic plates, and in education. Issues of ethics and standards for darkroom techniques. Participants will study silkscreen utilized. Group and individual museum education will also be discussed in applications of the camera as an instrument for instruction to enhance the skills and aesthetic the context of the section reform movement. producing artistic images, and the darkroom as a perception of each student. Special fee: $100. Special fee: $25. setting for reproducing those images, as well as Noncredit fee: $600 plus special fee. the implications for using these techniques with- *A&HA 5804. Museums as resource: in various educational settings and contexts. *A&HA 4062. Printmaking: Etching I Workshops at the Metropolitan Museum Special fee: $100. Noncredit fee: $600 plus spe- (Noncredit or 2-3) (1-4) cial fee. Dr. Ghods. Designed to introduce the begin- Professor Burton or Ms. Darvin. Independent ner to the intaglio process (hard and softground study at Teachers College combined with A&HA 4096. Photography for educators etching, etc.). Group and individual instruction workshops, lectures and seminars at the (Noncredit or 2-3) to help students acquire printmaking skills and Metropolitan Museum of Art. Students work Ms. Doren. Exploration of basic photo tech- discover their artistic capabilities. Special fee: collaboratively with both Museum and College niques applicable in the standard art classroom. $100. Noncredit fee: $600 plus special fee. faculty to develop and carry out individual Special fee: $25. Noncredit fee: $600. projects, which may lead to research and *A&HA 4063. Introduction to painting inquiry, or to the development of instructional *A&HA 5060. Introduction to drawing (Noncredit or 2-3) materials for different levels of schooling. (Noncredit or 2-3) Professor Hubard. Development of fundamental Mr. Pellegrin. A critical examination of the rela- painting skills and understandings within the A&HA 5922. Master’s seminar in tionship among structure, form and surface in quest for individual expression and style. Oils, art education (2) drawing from life: objects, humans and land- acrylics, collage, and watercolor employed. Professor Hubard. Permission of instructor scape. Students will track the emergence and Special fee: $60. Noncredit fee: $600 plus required. Required for all M.A. and Ed.M. stu- development of expressive configurations in special fee. dents. Guided independent work in research, their own work from the vantage point of evolv- culminating in the development of a master’s ing aesthetic and critical responses. Special fee: *A&HA 4084. Art and technology proposal. Special fee: $30. $60. Noncredit fee: $600 plus special fee. (Noncredit or 2-3) Faculty. Through the use of electronic imagery A&HA 6002. Teaching and administration *A&HA 5061. Advanced printmaking: systems (computer graphics, computer anima- of art education in college (3) Lithography (Noncredit or 2-3) tion, video synthesizing, digital video effects), Professor Baldacchino. A practical and theo- Dr. Ghods. Designed to explore and develop the the student develops the ability to create artis- retical ground for the discussion, development lithography printing process, including the use of tic statements utilizing technological means. and implementation of pedagogical philoso- color and photolithography. Group and individ- Offered summers. Special fee: $25. Noncredit phies, strategies and practices by which art ual instruction to promote the artistic and tech- fee: $600 plus special fee. and design specialists come to teaching as pro- nical potential and capacities of each partici- fessed in art and design programs in higher pant. Special fee: $100. Noncredit fee: $600 education. The course attends to pedagogical plus special fee.

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

*A&HA 5062. Advanced printmaking: *A&HA 5891. Exploring creative Independent Studies and Research Etching (Noncredit or 2-3) photography: Photography and light Dr. Ghods. Designed to expand the printmaking (Noncredit or 2) A&HA 4202. Fieldwork in art education (1-4) competencies and aesthetic development of the Faculty. The emphasis in this class is on the Faculty. Permission of instructor required. artist-teacher. Group and individual instruction. camera and on using light and lighting methods Professional activities in the field under faculty Special fee: $100. Noncredit fee: $600 plus spe- and advanced camera and darkroom tech- supervision. cial fee. niques. Students explore the use of Medium Format cameras, studio lighting, flash photogra- A&HA 4902. Research and independent *A&HA 5063. Advanced studio phy, long exposures using tripods and using light study in art education (1-4) (Noncredit or 2-3) meters. Photographic projects are undertaken Faculty. Permission of instructor required. Dr. Moser and Mr. Pellegrin. Artists capable of using themes of still life, tabletop and portrait Research and independent study under the independent endeavor share their ideas and photography using flash and available lighting. direction of a faculty member. work in critiques and discussions and undertake advanced artistic problems suggested by the Independent Studio Work: 3 Courses A&HA 5202. Fieldwork in art education (1-4) instructor or of their own devising. Noncredit Faculty. Permission of instructor required. fee: $600. Special fee: $100. A&HA 6902. Studio work in art and Professional activities in the field under the education: Sculpture (Noncredit or 1-4) supervision of a member of the arts faculty. *A&HA 5092. Advanced ceramics Faculty. Permission of instructor required. (Noncredit or 2-3) Enrollment limited. For advanced independent A&HA 5902. Research and independent Mr. Lollar and Mr. Pitts. Further studies of study. Noncredit for majors only. Special fee: study in art education (1-4) ceramics with an emphasis on individual proj- $100. Faculty. Permission of instructor required. ects on an advanced level. Educational aspects Research and independent study under the of the medium will be discussed along with A&HA 6903. Studio work in art and direction of a faculty member. marketing opportunities for the professional education: Drawing (Noncredit or 1-4) craftsperson. Special fee: $100. Noncredit fee: Faculty. Permission of instructor required. A&HA 6202. Fieldwork in the art $600 plus special fee. Enrollment limited. For advanced independent education (1-4) study. Noncredit for majors only. Special fee: Faculty. Permission of instructor required. *A&HA 5093. Advanced sculpture $60. Professional activities in the field under the (Noncredit or 2-3) supervision of a member of the arts faculty. Mr. Pellegrin. Further studies of sculptural A&HA 6904. Studio work in art and elements with an emphasis on content, craft, education: Painting (Noncredit or 1-4) A&HA 6422. Internship in the supervision and individual development. Special fee: $100. Faculty. Permission of instructor required. and administration of the art education (1-4) Noncredit fee: $600 plus special fee. Enrollment limited. For advanced independent Faculty. Permission of instructor required. study. Noncredit for majors only. Special fee: Qualified students work as interns with super- *A&HA 5095. Color photography (2-3) $60. visors or administrators in selected sites. Faculty and Mr. Vezzuso. Prerequisite: A&HA Provision is made for assessment of field-based 4094 or equivalent. Course addresses both the A&HA 6905. Studio work in art and competencies in fulfillment of program aesthetic and technical aspects of color photog- education: Printmaking (Noncredit or 1-4) requirements. raphy including theory, lighting, use of positive Faculty. Permission of instructor required. and negative films, prints, and exposure to a Enrollment limited. For advanced independent A&HA 6482. Internship in the teaching professional lab. Special fee: $100. study. Noncredit for majors only. Special fee: of college and museum programs (3) $100. Faculty. Permission of instructor required. *A&HA 5890. Exploring creative photo- Guided experiences in the teaching of the arts graphy: Advanced processes (Noncredit or 2) A&HA 6906. Studio work in art and in departments of metropolitan area colleges. Faculty. Prerequisite: A&HA 4094 or equiva- education: Ceramics (Noncredit or 1-4) Sections: (1) Teaching art programs: college, lent. This course explores the versatility of pho- Faculty. Permission of instructor required. (2) Teaching art programs: museum. tography and incorporates other artistic medi- Enrollment limited. For advanced independent ums as artists have done since the development study. Noncredit for majors only. Special fee: A&HA 6972. Research and independent of photography in the 19th century. In investi- $100. study in art education (1-4) gating traditional and contemporary photo- Faculty. Permission of instructor required. graphic methods students will acquire skills in A&HA 6907. Studio work in art and Research and independent study under the advanced methods in processing and presenting education: Photography (Noncredit or 1-4) direction of a faculty member. work. A range of darkroom techniques will be Faculty. Permission of instructor required. introduced along with sophisticated studio Enrollment limited. Prerequisites: A&HA 4094, equipment. Special fee: $150. Noncredit fee: A&HA 5094 or extensive experience in photog- $600 plus special fee. raphy and darkroom techniques. For advanced independent study. Noncredit for majors only. *A&HA 5890. Exploring creative Special fee: $100. photography: Invention and imagination (Noncredit or 2) A&HA 6999. Exhibition/presentation Faculty. The emphasis in this course is on the rating (0) inventive, explorative and imaginative use of Faculty. Rating of certification Ed.M. and Ed.D. the photographic medium. The power of the exhibitions offered in fulfillment of degree interpretive value of the photographic image is requirements. To be taken during the semester explored. Students are exposed to the work of in which work is presented in the Macy Art photographers that experiment with photogra- Gallery. Special fee: $100. phy in an important but imaginative way.

Teachers College Columbia University 2009-2010 19 ARTS for students whose professional objective is a COURSES (* = course open to non-majors): career in arts administration, arts education, ADMINISTRATION or a combination of the two. A&HG 4170. Principles and practice in arts administration (3) Program Coordinator/Director: The Research Center for Arts and Culture Ms. Jeffri. Permission from program coordina- Ms. Joan Jeffri tor/director required. Basic overview in arts acts as a complement and a resource for the administration covering major areas of con- program, offering opportunities each year to Program Office: (212) 678-3268 cern to small, medium, and large institutions. Arts Administration students with a special Email: [email protected] Specific aspects of arts management, planning, interest in research and public policy. The Website: www.tc.columbia.edu/academic/arad program development, artist relations, market- center is committed to applied research in the ing, and fundraising. relatively new disciplines of arts management Degree Offered: and arts law, providing the academic auspices *A&HG 4171. Arts administration: for exploration, education, policy-making, and ARTS ADMINISTRATION (AADM) An introduction to the field (3) action. Faculty. Focusing on the external and internal Master of Arts (M.A.) environment, running companies and venues, Special Application and stated and tacit policies. Attention to the Program Description: Requirements/Information: administrator’s resources and constraints in The program in Arts Administration encour- In addition to the general Teachers College both the profit and non-profit sectors. ages integration of all the arts and education, admission requirements, applicants to the pro- while focusing on the educational role of the gram must submit a third letter of reference A&HG 4173. Arts in context (3) artist, and the missions and activities of arts and scores on the GRE General Test. Personal Professor Dubin. Permission of program coor- and cultural agencies, collectives, and institu- statements of 750–1000 words should indicate dinator/director required. A seminar and lec- tions. why applicants wish to pursue careers in arts ture-style course designed to provide a cultur- administration, what led them to this point al context for discussions of aesthetic, ethical, The program reflects the conviction that the and what they feel makes them good candi- and political questions that define and chall- enge the responsible arts administrator’s role. management of cultural institutions and enter- dates for admission to the program and to the prises is a profession that requires both cre- field. An interview is required for finalists and A&HG 4174. Law and the arts I (3) ativity and commitment and that, at its best, will be arranged at any time in the application Mr. Koenigsberg. Permission from program the profession has a positive impact on the process by the program coordinator/director. coordinator/director required. Principal artistic quality of artistic life. Arts Administration is Students begin the program in the fall semes- applications of U.S. law in areas drawn from organized in conjunction with the programs ter only and cannot defer. copyright law, unfair competition and trade- in Arts and Humanities education, further mark law, misappropriation, First Amendment reflecting the importance of the basic educa- Degree Requirements: questions, miscellaneous torts including rights tional role, mission, and activities of the arts of privacy and publicity, defamation, interfer- ence with contract, and other problems relat- in both profit and nonprofit sectors. MASTER OF ARTS (60 POINTS) ing to authenticity of art works. The M.A. degree requires a minimum of 60 In order to respond to the challenge and points of coursework, with 24 points from A&HG 4175. Law and the arts II (3) responsibility of the arts at the start of the the program offerings listed below, 12 points Mr. Swords, Ms. Clark, and Mr. Aarons. twenty-first century, the arts manager must through the Graduate School of Business, 15 Permission from program coordinator/director have an amalgam of managerial and financial points in Teachers College courses, 9 elective required. Lectures and seminars on not-for- skills, a knowledge of pertinent artistic disci- points, an internship, and a formal master’s profit corporations, alternative forms of organ- plines, an awareness of community dynamics, essay. ization and tax exemption; the role and prob- a commitment to education in its broadest lems of trustees, directors, and officers; and sense, and a sensitivity to the artist and the The core curriculum represents an unusual commercial and political activity, administra- artistic process. The essence of the program alliance among the faculties of Teachers tive regulations concerning arts organizations, and arts-specific contracts. lies in its effort to provide a carefully con- College, Columbia’s Graduate School of structed core curriculum while making avail- Business, and the School of Law. Included in A&HG 4176. Support structures: able the extraordinary range of intellectual the core requirements are principles of arts Development and fundraising in the arts and cultural resources of the College, the administration, policy, fundraising, historical and humanities (3) University, and New York City. foundations and problem-solving in arts edu- Ms. McIntosh. Permission from program co- cation, accounting, financial planning, market- ordinator/director required. A practical explo- The objectives of the program are to: ing, business, policy, labor relations, and copy- ration of fundraising research and proposal • train new leaders to manage and administer right law. Students and applicants should refer writing methods. Proposals are developed for arts and cultural venues; to additional information on requirements private and public agencies and foundations. • raise standards of arts administration available at the program office. Tuition rates Course incorporates aspects of support for the arts, arts education, the humanities, educa- to a new level of social responsibility; may vary for non-TC courses, depending on tion, and artists. • broaden the horizons of arts educators, the offering school. Each student is evaluated facilitating their interactions with the in the first year to ensure that satisfactory *A&HG 4179. Music administration and edu- arts community; progress is maintained. cation: Organizations, issues and careers (3) • give arts educators new management Faculty. Provides the tools of applied theory and administrative tools; and practice of arts administration for musi- • strengthen advocacy roles for artists; and cians, music administrators and music educa- • provide theoretical and practical preparation tors. Investigates the management, leadership,

20 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND ARTS AND HUMANITIES HUMANITIES and education practices within musical institu- databases to support investigations into critical See also: tions and career paths within them. issues, while identifying how these documents have been constructed, their hidden and political A&H 4048. Computing applications in A&HG 4180. Labor-management relations agendas, and suggestions for improvement and education and the arts (3) in the arts (3) integration into existing systems. Mr. Becker, Ms. Wolkoff. Permission from pro- A&H 5001. Research methods in arts gram coordinator/director required. Theory Practicum and Internship education (3) and practice. Special emphasis on employers, unions, contracts, and grievance procedures in A&H 5002. Assessment strategies for the A&HG 4370. Practicum in arts the arts. Simulated bargaining sessions, evalua- arts (3) administration and arts education (1) tion and discussion of dispute resolution, arbi- Ms. Jeffri. Permission from program coordi- tration, contract results. Negotiation by stu- A&HA 4079. Exploring cultural diversity: nator/director required. Supplement to the dent teams. Implications for art education (2-3) required internship. Work with organizations or on projects on or off-campus; work must A&HG 4575. Master’s seminar in A&HA 4090. Museum education issues I: meet test of relevance to student’s program of arts administration (3) Culture of art museums (3) study, supervisor approval, and judgment of Professor Dubin. Permission from program satisfactory performance. At least 30 hours coordinator/director required. Full-time degree A&HA 5082. Philosophies of art in during the term; no more than 1 point per candidates only. Required for all master’s stu- education (2-3) term; no more than 3 points during course dents by the last 10 points of their program. of program for practicum. Guided independent work culminating in the A&HA 5090. Museum education issues II: development of a master’s essay. Missions and standards (3) A&HG 4470. Internship in arts administration and arts education (0 or 3) A&HG 4576. Master’s seminar in arts A&HA 5181. The arts in education (2-3) Ms. Jeffri. Permission from program coordina- administration B: Research apprenticeship (3) tor/director required. Internship arranged with Ms. Jeffri. Interview required. Supervised indi- A&HA 5804. Museums as resource: host institutions on an individual basis, taking vidual apprenticeship to ongoing projects in Workshops at the Metropolitan Museum (1-4) into account the student’s needs, interests and arts management, arts law, arts and cultural capacities, and the host’s abilities to integrate policy and data and information gathering on A&HA 6021. Supervision and administra- those with its operation in an educationally living artists. tion: Arts in education (3) useful manner. Twenty hours per week over A&HG 5173. Principles and practice in four months or the equivalent. arts administration: Performing arts (3) Mr. Vinik. Permission from program coordina- Independent Research tor/director required. Prerequisite: A&HG 4170. A continuation of A&HG 4170 with A&HG 4970. Supervised individual special reference to the management princi- research in arts administration and ples and skills of the performing arts, including arts education (3) music, dance, and theater; audience develop- Ms. Jeffri and faculty. Permission from program ment; unions; and the study of physical facili- coordinator/director required. Independent ties. research in arts administration.

A&HG 5174. Principles and practice in A&HG 4100. Master’s essay: Arts arts administration: Visual arts (3) administration (0) Ms. Jeffri. Permission from program coordina- Ms. Jeffri. Permission from program coordina- tor/director required. Prerequisite: A&HG tor/director required. To maintain continuous 4170. A continuation of A&HG 4170 with residency and receive advisement on the special reference to the application of manage- master’s essay, students who have registered ment principles and skills to the visual arts, for the 60 required points of coursework and including museums, commercial and coopera- have not completed the master’s essay must tive galleries, artists’ spaces, public art, and continue to register for this course after six corporate and individual collectors and artists. terms including summers. Special tuition: the equivalent of 1 point of credit. A&HG 5175. Business policy and planning for the arts manager (3) A&HG 5179. Making sense of censorship Mr. Vinik. Permission from program coordina- (3) tor/director required. Designed to integrate Professor Dubin. Uses a multi-disciplinary arts administration coursework from business, approach to examine the twin phenomena of law, and the arts. Moves from the financial, censorship and freedom of expression, histori- cultural, and political environment to strategic cally and at present. Censorship will be inves- planning tools to specific arts situations in the tigated as a social process, intricately linked creation and implementation of policy and with power, knowledge, production, group planning objectives. struggles, and social change. Students will explore its causes and consequences, and A&HG 5178. Special topics: Critical issues strategies of intervention. in arts management (3) Faculty. Permission from program coordinator/ director required. A course in conceptualizing problems. Use of existing documents, studies, and

Teachers College Columbia University 2009-2010 21 Students in the program are encouraged, COURSES: (* = course open to non-majors) HISTORY AND with their advisor’s guidance, to make full EDUCATION use of resources offered by other programs at Introductory Teachers College, Columbia University, the Program Coordinator: Jewish Theological Seminary, and Union *A&HH 4070. History of education Professor Cally Waite Theological Seminary. in the United States (3) Dr. Weneck. The development of American Program Office: (212) 678-4138 Note: If you are interested in becoming a education in the context of American social Email: [email protected] certified public school teacher, please see and intellectual history. Website: www.tc.edu/a&h/HistoryEd the program in Teaching of Social Studies in this department. The program in History and *A&HH 4074. Historical visions of Education does not lead to public school teachers and teaching (3) Degrees Offered: certification. Professor Waite. A critical examination of HISTORY AND EDUCATION (HIST) popular representations of teachers during Special Application the 20th century. Master of Arts (M.A.) Requirements/Information: Master of Education (Ed.M.) A sample of historical writing is required for *A&HH 4076. History of urban education Doctor of Education (Ed.D.) Ed.M., Ed.D., and Ph.D. applicants. Master’s (3) Doctor of Philosophy (Ph.D.) students may begin in the fall or spring only. Dr. Weneck. Examines educational activities Doctoral applicants are accepted for the fall within urban communities including schooling Program Description: term only. GRE is required. and the educational activities of social, politi- The Program in History and Education is one cal, and cultural groups from the eighteenth of the oldest at Teachers College, the history Degree Requirements: century to the present. of education having been one of the first com- All courses should be determined with the ponents of the university study of education. advice and approval of the student’s advisor. Intermediate Many of the earliest doctoral dissertations at Teachers College dealt with historical subjects, MASTER OF ARTS (30 OR 32 POINTS) *A&HH 5065. History of collegiate even in the case of students aspiring to careers The Master of Arts offers two approaches: women/careers (3) in curriculum, guidance, and administration. 1) 30 points and a formal master’s essay, or Faculty. This course will focus on collegiate 2) 32 points and a special project. Topics and women and careers in U.S. history beginning The program prepares people to teach in grad- preparation of the essay or the special project with women’s access to higher education after uate schools of education, undergraduate are to be determined in consultation with the the Civil War. departments of education, departments of his- student’s advisor. At least 15 of the points taken tory, theological seminaries, or other academic for the degree must be in the field of history *A&HH 5070. History and theory of institutions, and to work as research scholars in and education. At least three Teachers College higher education (3) courses (for at least 2 points each) must be institutes, government bureaus, or social serv- Faculty. Fundamental ideas that have shaped taken outside of the program in History and ice agencies where a deep understanding of liberal education in the United States and basic Education. education in historical perspective is essential. issues that arise in the formulation of purposes, policies, and educational programs in colleges MASTER OF EDUCATION (60 POINTS) and universities. The program addresses important educational The Master of Education requires 60 points, at questions, first, by examining the ideas, indi- least 30 of which must be completed under the *A&HH 5072. Student activism and student viduals, and institutions of the past to deter- auspices of Teachers College. Students must movements in historical perspective (3) mine their influence on their own times; and, take at least 30 points in history and education Faculty. A critical examination of the changes second, by bringing historical knowledge and and at least three Teachers College courses (for and continuities in student life from the perspective to bear on current educational at least 2 points each) outside the program. Colonial Era to the present, with special issues. The program offers courses covering emphasis on the causes and consequences of the educational history of America, urban DOCTOR OF EDUCATION (90 POINTS) protests and movements. areas, women, immigrants, and African- The Doctor of Education requires 90 points Americans. with emphasis on broad preparation for a vari- *A&HH 5076. History of African-American ety of teaching, research and administrative education (3) The program is open to students of broad and responsibilities informed by an understanding of Professor Waite. An exploration of informal and diverse backgrounds who can give evidence of historical development and context. Candidates formal education from slavery to the present. academic competence and personal qualities should be in touch with the Office of Doctoral suggesting high probability of professional suc- Studies to be certain of complying with the lat- *A&HH 6041. Historical method (3) cess. Each student in the program is expected est procedures, deadlines, and documents. Professor Waite. Permission of instructor to take courses in the history of education, as required. Methods, principles, and problems well as in the more generalized fields of social, DOCTOR OF PHILOSOPHY (75 POINTS) of historical research and interpretation. political, and cultural history. Students can also The Doctor of Philosophy requires 75 points, Designed for students throughout the College take subject matter courses in cognate areas including demonstrated proficiency in two for- undertaking systematic inquiries on historical aimed at complementing and supporting their eign languages. Program emphasis on historical topics. research in education. Candidates should be in specialized areas of interest within the history touch with the Office of Doctoral Studies to be A&HH 6574-A&HH 6575. Seminar in of education. In addition, most students engage certain of complying with the latest procedures, the history of American education (3) in continuous independent research under the deadlines, and documents. Faculty. Permission of instructor required. supervision of a faculty member.

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

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

Teachers College Columbia University 2009-2010 23 tion to meet the New York State require- teaching of music in private schools and Please visit the Admissions website for information ments for the Professional Certification in private studios, the teaching and admin- concerning the application process. Music Education. For professionals teach- istration of music in colleges and univer- ing in other states, the program provides sities, and careers in music and interdis- Applicants for the Ed.D. normally have previ- advanced professional experiences built ciplinary areas, such as the arts and hum- ously received a Master of Arts or Master of upon previous professional work. The anities, and special and adult education. Music degree. Applicants for the Ed.D. and Program requires graduate studies with work in pedagogy, research, comprehen- the Ed.D.C.T. are expected to have several sive musicianship and performance. The 4) Ed.D.C.T. years of professional experience as an educator degree program is designed to allow some a) Ed.D. in College Teaching offers prepara- or performing musician prior to beginning the flexibility in course selection, so that each tion for professional careers in a variety of doctoral program. Both doctoral programs are student may build upon his or her previ- settings. The Ed.D.C.T. is designed prima- very selective and admit only a few students ous academic work and teaching experi- rily for students with a high level of per- each year. The complete application will ence, as well as prepare for his or her pro- formance skills whose goal or present posi- include: fessional career in music education. tion is focused on the teaching of perform- ance in higher education. 1. Completed Application Form d) M.A. Summer INSTEP The INSTEP program is a summer pro- 2. Application Fee gram that focuses on the needs of begin- b) Ed.D.C.T. Cohort 3. Personal Statement ning teachers by offering them the oppor- The Doctoral Cohort Program is a unique 4. Official Transcript(s) tunity to acquire their Master’s degree by offering designed for music faculty mem- 5. Letters of Reference enrolling primarily in the summer. The bers holding full-time academic appoint- 6. Resume program is guided by pedagogical and ments who are interested in completing a 7. Writing Sample philosophical underpinnings that reflect doctoral program. 8. Audition (Ed.D.C.T. only) current trends in rethinking and recon- ceiving the teaching of Music. This M.A. Special Application The GRE is not required. program meets the recently conceived Requirements/Information: state and national teacher preparation standards. Personal Statement Masters Programs (M.A., M.A. with PreK-12 As part of the application process, for your 2) Ed.M. certification, M.A. with professional certifica- personal statement, please thoughtfully con- a) The Master of Education degree (Ed.M.) tion, Ed.M.) sider the questions below and write a 750- in Music and Music Education is an 1000 word response. advanced professional degree for practi- Please visit the Admissions website for information 1. What are your professional career goals? tioners in music education that is designed concerning the application process. How do you envision your future? to prepare graduates for a career in ele- Where do you expect to be in five mentary schools, secondary schools, and Applicants for Masters Programs must have an or ten years? colleges. It is awarded upon satisfactory undergraduate degree with a major in music or What do you expect to be doing? completion of 60 points of graduate study. Major emphasis is placed on the improve- music education, or an undergraduate degree ment of instruction and curriculum. with evidence of sufficient musical training 2. What are your plans for completion and experience to qualify the student for grad- of the degree? b) Ed.M. with Initial New York State uate work in this field. The complete applica- How do you anticipate your enrollment Certification tion will include: status? The Ed.M. degree with Initial Teacher How long do you expect it will take? Certification is a program designed for stu- 1. Completed Application Form How many credits do you anticipate dents with a master’s degree in music who 2. Application Fee taking each semester? wish to prepare for teaching music in the 3. Personal Statement public schools. The 60-point degree pro- 4. Official Transcript(s) 3. What are your scholarly interests? gram leads to both the Ed.M. degree and New York State Teacher of Music, PreK- 5. Letters of Reference 12 Initial Certification. All requirements 6. Resume Writing Sample for certification can be completed in the Academic paper or scholarly article. Ed.M. program if the candidate is identi- The GRE is not required. fied at the first registration. Students in Audition this Ed.M. program take coursework fol- Applicants are responsible for collecting and Applicants for the Ed.D.C.T. must submit a lowed by two semesters of carefully guided submitting all necessary application materials recent recording (CD/DVD) of a performance student teaching in schools that reflect by the designated program deadline (available or arrange for an audition through the music the Music Program’s philosophy of authen- on the Office of Admission website). Online program office. tic and relevant musical pedagogy. applicants may have letters of reference sub- 3) Ed.D. mitted electronically. All applicants must col- Applications for the Ed.D. and the Ed.D.C.T. The Doctor of Education offers prepara- lect and submit supporting documentation, are reviewed once each year for fall admission. tion for professional careers in a variety of such as transcripts and test scores (i.e., settings. The Ed.D prepares students for TOEFL), directly to the Teachers College Applicants are responsible for collecting and positions in the teaching and supervision Office of Admission. submitting all necessary application materials of music in elementary and secondary by the designated program deadline (visit the schools, the teaching and administration Doctoral Programs (Ed.D. and Ed.D.C.T.) Office of Admission website for details). of music in early childhood settings, the Online applicants may have their letters of

24 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND ARTS AND HUMANITIES HUMANITIES reference submitted electronically. All appli- In order to graduate, a student must complete the summative project, and demonstrate compe- cants must collect and submit all supporting the necessary coursework, compile and present tent musicianship in performance. documentation, including transcripts and test a portfolio, and demonstrate competent musi- scores (i.e., TOEFL), directly to the Teachers cianship in performance as approved by the MASTER OF ARTS PROFESSIONAL College Office of Admission. program faculty. CERTIFICATION PROGRAM (32 POINTS) This Master of Arts Program is designed for Degree Requirements: MASTER OF ARTS LEADING TOWARD music educators: (a) certified to teach in other PREK-12 INITIAL NEW YORK STATE states, or (b) holding New York State Initial MASTER OF ARTS (32 POINTS) CERTIFICATION (40 POINTS) certificates to meet the New York State require- A minimum of 32 points is required. Some The M.A. degree leading toward Initial New ments for Professional Certification in Music programs may exceed the minimum number York State Teacher Certification is a program Education. For professionals teaching in other due to professional goals, special interests, or designed for students with an undergraduate states, the program provides advanced profes- deficiencies in undergraduate work. No more degree in music who wish to prepare for teach- sional experiences built upon previous profes- than 12 points of graduate credit from other ing music in the public schools. The 40-point sional work. The program requires graduate faculties of the University may be applied to degree program leads to both the M.A. degree studies with work in pedagogy, research, com- the minimum point requirement, and no and New York State Teacher of Music certifica- prehensive musicianship, and performance. The transfer points will be accepted from other tion, PreK-12. degree program is designed to allow some flexi- institutions. bility in course selection, so that each student Teachers College courses required to may build upon his or her previous academic A student enrolled in the 32-point master’s fulfill state certification requirements work and teaching experience, as well as pre- degree is expected to plan a program of study (19 points): pare for his or her professional career in music with an advisor that reflects a balance of work • A&HM 4021 Designing musical experiences education. in each of four areas of music study, based for young children upon the training, experience and specific • A&HM 4029 Introduction to new tech- INSTEP MASTER OF ARTS IN MUSIC needs of the student. The four areas of music nologies in music education AND MUSIC EDUCATION FOR INSERVICE study are: (1) Pedagogy, (2) Research, (3) • A&HM 5020 Foundations of music TEACHERS Comprehensive Musicianship, and (4) Music education A three-year, summer Master of Arts program Performance. • A&HM 5022 Children’s musical that may lead to a New York State Professional development Certification. Contact Professor Harold Abeles In order to broaden the student’s background, • A&HM 5025 Creativity and problem- for details ([email protected]). in addition to the coursework in music, three solving in music education Teachers College courses (a course is defined • A&HM 5026 Music skills and the I. Admission as one for which at least 2 points are earned) creative strategy Admission requires that students must hold outside of the Program (A&HM) are required. • Special Education course in consultation with initial state teaching certification in music. advisor Specifically, students are expected to enroll in: II. Program of Study (1) At least two courses from the Music Elective music pedagogy courses A minimum of 32 points is required. Some Pedagogy Courses, selected from the (4-6 points): Consult a faculty advisor. students’ coursework may exceed the mini- following: mum number due to professional goals or Required music content courses special interests. No more than 12 points (5-7 points): of graduate credit from other faculties of • A&HM 4021 Designing musical experiences • Applied music (2-4) Columbia University may be applied to the for young children • A&HM 5032 Comprehensive minimum point requirement, and no gradu- • A&HM 5020 Foundations of music or 5033 musicianship I or II (3) ate credits will be accepted from other insti- education tutions. • A&HM 5025 Creativity and problem Required fieldwork courses solving in music education (6 points): A student enrolled in the 32-point master’s • A&HM 5026 Music skills and the • A&HM 4701 Supervised teaching in degree is expected to plan a program of creative strategy music education study with an advisor that reflects work in • A&HM 4711 Supervised teaching in each of four areas of music study, based (2) At least one course from the Research music education: 7-12 upon the training, experience and specific Area (A&HM 5022, A&HM 5023, A&H needs of the student. The four areas of 5001, A&H 5002 may be used to fulfill Note: To be certified by New York State, there are music study are: (1) Pedagogy, (2) Research, this requirement) additional requirements. Please see the Teacher (3) Comprehensive Musicianship, and Education section of this bulletin for details. (4) Music Performance. (3) At least one course from the Comprehen- sive Musicianship Area Required out-of-program courses: Specifically, students are expected to enroll in: Two TC courses (in addition to the course in (a) At least one course from the (4) At least two courses from the Music Special Education) each for a minimum of following (3 points): Performance Area 2 points, selected from outside the program in • A&HM 5020 Foundations of music Music and Music Education (A&HM). education (5) The remaining courses in music can be • A&HM 5027 Philosophy of music education selected from any of the four areas, in In order to graduate, students must complete the consultation with an advisor. necessary coursework, complete student teaching,

Teachers College Columbia University 2009-2010 25 (b) At least one course from the (h) The remaining courses can be College Teaching program, two of these courses following (3 points): selected from any of the four areas in must be in the area of higher education. • A&HM 4021 Designing musical experi- music or from outside of music, in ences for young children consultation with a faculty advisor. To ensure breadth in professional background, • A&HM 5025 Creativity and problem- (6-12 points) coursework should result in competency in solving in music education the following four broad areas: (1) Pedagogy, (i) Submit a portfolio to the Music (2) Research, (3) Comprehensive Musicianship, (c) At least one course from the Program Secretary by week 10 of the and (4) Music Performance. Refer to the cata- Research area, to be selected from semester in which you plan to graduate. log for course listings under these general head- the following (2-3 points): A list of portfolio requirements is avail- ings. • A&H 5001 Research methods in able in the Music Office. arts education The preparation and the defense of a disserta- • A&H 5002 Assessment strategies MASTER OF EDUCATION (60 POINTS) tion is required for the doctoral degree. When for the arts The general course requirement is a minimum writing the dissertation, each candidate has a • A&HM 5022 Children’s musical of 60 graduate semester hours, 30 points of sponsor and an additional committee member. development which must be completed under the auspices Most often the sponsor is a faculty member of • A&HM 5023 Vocal pedagogy of Columbia University, with at least 18 points the Program in Music and Music Education. in Teachers College coursework. Candidates Committee members may be chosen from (d) At least one course from the who have earned a Master of Arts degree among the professorial faculty elsewhere at Comprehensive Musicianship area, from Teachers College must complete at least Teachers College or the University. Topics are to be selected from the following 45 of the 60 graduate points at Teachers selected from a variety of areas to meet profes- (3 points): College. sional needs and interests. Students should con- • A&HM 5032 Comprehensive musicianship I sult the appropriate bulletins of the Office of • A&HM 5033 Comprehensive musicianship II Programs of study and courses for the degree Doctoral Studies and Doctoral Handbook on are divided into four general areas: (1) Pedagogy, (e) Two or three courses from the the Music Education program website: (2) Research, (3) Comprehensive Musicianship, following (a minimum of 6 points): www.tc.columbia.edu/a&h/MusicEd for more and (4) Music Performance. A program of study specific information. • A&H 4008 Creative arts laboratory should reflect a balance of courses in these areas. • A&HM 4029 Introduction to new COURSES: (* = course open to non-majors) technologies in music In addition to the music program courses, education Pedagogy • A&HM 4050 Conducting and score reading each candidate is expected to complete four courses of at least 2 points each from outside • A&HM 5026 Music skills and the *A&HM 4020. Music for children (2 or 3) creative strategy the program in Music Education. These elec- Faculty. Focuses on the development of stu- • A&HM 5021 Instrumental instruction tives are to be selected from areas deemed dent’s musical thinking through active partici- for children appropriate in consultation with the faculty pation in classroom strategies. A broad multi- • A&HM 5042 Choral literature survey advisor. cultural repertoire serves to stimulate chil- • A&HM 5047 Creative strategies for dren’s creative musical responses through teaching music literature DOCTOR OF EDUCATION AND DOCTOR movement, and exploration of sound and • A&HM 5050 Advanced conducting OF EDUCATION IN THE COLLEGE imagery. Includes integrated creative activities and interpretation TEACHING OF AN ACADEMIC SUBJECT involving the combination of movement, vocal and instrumental performance, and listening. • A&HM 5052 Vocal literature and (90 POINTS) Materials fee: $30. interpretation Requirements include: • A&HM 4059 Jazz Improvisation I *A&HM 4021. Designing musical • A&HM 4060 Jazz Improvisation II 1) Satisfactory completion of a program of experiences for young children (2 or 3) 90 graduate points beyond the baccalaure- Professor Custodero. Permission of instructor (f) At least one course from the ate degree, required. Prerequisite: A&HM 5022. Over- Music Performance area (2 points) 2) Successful performance on a departmental view of appropriate interactive practices, envi- certification examination, and ronmental design, and curriculum planning (g) Completion of at least three 3) Preparation and defense of a dissertation. for young children from birth through age 7. Teachers College courses, for a minimum Includes observations of exemplary teaching as of 2 points each, at Teachers College out- At least 54 points of work must be completed well as practicum experience. Special fee: $40. side of the Music Program. at Teachers College. A maximum of 36 gradu- (6-9 points) *A&HM 4022. The artistic lives of ate points may be accepted from other recog- young children (2) In order to broaden the student’s background nized graduate schools. Transfer credits are Professor Custodero. For preservice and in- (in addition to the coursework in music), three evaluated and allocated by the Admissions service teachers of young children interested Teachers College courses outside of the program Office for consideration by the Music in integrative pedagogy focused on children’s (A&HM) are required. Only one of these three Program. Final determinations are made by engagement with music, art, movement, and courses may be in A&HA (Visual Arts) or the program faculty. dramatic play. Creative expression is explored A&HG (Arts Administration). These should be within cultural, expressive, developmental, selected in consultation with a faculty advisor. Doctoral students must complete a minimum and curricular contexts through personal reflection, observation, and instructional of 15 points of coursework in areas other than design. Materials fee: $50. those in the Music Program. For the Ed.D. in

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

A&HM 4023. Choral methods, A&HM 5026. Music skills and the Research procedures and materials (3) creative strategy (2-3) Dr. Goffi-Fynn. Recommended for vocal- Professors Allsup and Pogonowski. Permission A&H 5001. Research methods in choral majors. A study of the choir as a per- of instructor required. Enrollment limited to 25. arts education (3) forming medium. Rehearsal techniques and Prerequisite: A&HM 5025. Designed for initial Please see description in the departmental procedures as they apply to the development and professional majors to examine and experi- course listing at the beginning of this section. of artistic choral performance. Choral litera- ence problem-solving techniques for developing ture available for school, community, and musical skills within the framework of the cre- A&H 5002. Assessment strategies for church groups at all levels of proficiency. ative strategy. Materials fee: $35. the arts (Noncredit or 3) Materials fee: $75. Please see description in the departmental A&HM 5027. Philosophical perspectives course listing at the beginning of this section. A&HM 4029. Introduction to new on music education (3) technologies in music education (2-3) Professor Allsup. An investigation of the influ- A&HM 5003. Introduction to the perception Faculty. Understanding the principles of creat- ential philosophical texts that inform music and cognition of music performance (3) ing and teaching with synthesizers, MIDI, teaching and learning. Topics involve the exam- Professor Abeles. An examination of acoustic computers, emphasizing the application to ination of aesthetic and praxial philosophies; and psychological foundations of music. music education. Materials fee: $75. ethical practices; and historical, critical, and cultural perspectives. A&HM 5022. Children’s musical develop- *A&HM 4030. Integrating music in ment (2-3) the classroom (2-3) A&HM 5029. Intermediate and advanced Professor Custodero. Permission of instructor Professor Pogonowski. Primarily for non- applications of new technologies in music required. Overview of significant issues and majors. Focuses on music and its relationship education (2-3) current research regarding the development of to other curriculum areas as a means to facili- Faculty. Specific demonstrations with new music musical skills and understandings in children tate students’ abilities to make connections technology emphasizing the development of cre- through early adolescence. Includes observa- and conceptualize points of view from a vari- ative strategies for music education at various tions of children’s spontaneous music-making. ety of perspectives. Materials fee: $30. levels. Special fee: $75. Special fee: $30.

A&HM 4701. Supervised teaching in A&HM 5047. Creative strategies for A&HM 5023. Vocal pedagogy (2-3) music education (3) teaching music literature (3) Dr. Goffi-Fynn. Permission of instructor Professor Allsup. Permission of instructor Professor Pogonowski. Selected works from the required. Investigation and application of required. M.A. candidates who are student repertoire serve as the basis for demonstrating recent research in voice production and peda- teaching must complete a minimum of 36 how to develop creative music strategies for gogy. Directed teaching of voice comprised of points. A variety of supervised teaching expe- teaching and enhancing the learning of music student assignments, observed lessons, and les- riences (K-12), supplemented by conferences, literature at all levels, including college teach- son evaluation. Diagnosis of vocal condition evaluation, and seminars. The student com- ing. Materials fee: $30. and the design of lesson plans to effect change pletes 200 hours in schools observing, assisting, and growth will be emphasized. Special fee: $50. teaching, and evaluating. Required of those A&HM 5141-A&HM 5143. seeking state certification in music in New Special topics in music Music Performance York State and other states. Faculty. Selected topics of interest in music (The noncredit fee for conducting courses is examined in depth. Topic announced each equal to 2 points at the current tuition rate.) A&HM 4711. Supervised teaching in semester. music education: 7-12 (3) Faculty. • A&HM 5141. Research A&HM 4050. Conducting and score (Noncredit or 1-4) reading (Noncredit or 2-3) A&HM 5020. Foundations of music Dr. Anagnost. Principles of conducting as a education (3) • A&HM 5142. Pedagogy performing medium; emphasis on technique Faculty. An examination of the historical, (Noncredit or 1-4) development for effective artistic visual por- philosophical, psychological, and sociological trayal of music; reading and memorization of scores. Classes videotaped for viewing. Special bases of music education, emphasizing the • A&HM 5143. Comprehensive fee: $75. implications for the development of curriculum, musicianship (Noncredit or 1-4) policy, and administrative leadership. A&HM 4056. Chamber music A&HM 6001. Teaching and administration (Noncredit or 2) A&HM 5021. Instrumental instruction of music in college (3) for children (3) Faculty. For music majors only. The study Professor Abeles. Major issues relating to the and performance of chamber works from the Professor Custodero. Prerequisite: A&HM curriculum, instruction and administration of 5022. For private and group music teachers. Baroque through contemporary periods. programs of music and music education in col- Special fee: $110. Developmentally appropriate strategies and leges and universities. materials for instrumental instruction, integrat- A&HM 4059-A&HM 4060. ing improvisation, composition, movement, A&HM 6023. The teaching of applied singing, and ensemble playing. Special fee: $30. Jazz improvisation (Noncredit or 2) music in college (2-3) Dr. Konowitz. A sequentially developed per- Dr. Goffi-Fynn. Music majors only. Theory A&HM 5025. Creativity and problem- formance experience focusing on the basic and practice of applied music instruction in skills and concepts of jazz performance and solving in music education (Noncredit or 3) college for both major and non-major stu- Professors Allsup and Pogonowski. Permission improvisation for keyboard, instrumental and dents. Emphasis on developing a student- vocal musicians. Students will learn how to of instructor required. Designed for initial and centered learning environment. Required for professional majors to experience and explore improvise from the beginning, performing and music students who wish to be Graduate listening to standard jazz and blues repertoire. critical thinking as a means for establishing a Assistants in the Applied Music Program. framework for music learning at all levels. Materials fee: $35.

Teachers College Columbia University 2009-2010 27 A&HM 5050. Advanced conducting and A&HM 5052. Vocal literature and ing of teaching strategies. With the permission of interpretation (Noncredit or 2-3) interpretation (Noncredit or 3) the advisor, students may register continuously for Dr. Anagnost. Prerequisite: A&HM 4050 or Faculty. For students of singing, accompanying this course. Special fee: $110. equivalent. For students experienced in con- and coaching. Offers performing and teaching ducting. Reading and memorization of scores command of representative literature, tech- A&HM 5351. Harpsichord instruction II (2) involving clefs and transpositions. Videotapes niques of interpretation and presentation; Faculty. For Music majors only. Written permission made and studied. Special fee: $75. German, Italian, and French diction for singers. from the Music Education Program, Room 520A Course may be repeated. Materials fee: $40. Horace Mann, required. Advanced harpsichord *A&HM 4150. Music instruction: instruction: emphasis on elements of style and spe- Instrumental/voice (Noncredit or 2) A&HM 5058-A&HM 6058. Recital cial techniques of performance of early keyboard Faculty. Written permission from the Music Faculty. For Music majors only. Corequisite: music. Discussion of teaching material from begin- Education Program, Room 520A Horace simultaneous registration for applied music ning to advanced repertory. With permission of Mann, required. Primarily for beginning stu- instruction. The student will mount a recital the advisor, a student may register continuously dents. With permission of the advisor, students by securing a date, designing programs and for this course. Special fee: $110. may register continuously for this course. flyers, advertising, arranging for personnel, Special fee: $110. rehearsing, and finally performing. If s/he choos- A&HM 5352. Voice instruction for es to perform in a group with classmates, then music majors (2) A&HM 4357-A&HM 4358. Ensemble s/he should register for 0 points. If the student Faculty. For Music majors only. Written permission performance: Music wishes to give a full, solo recital, then s/he has from the Music Education Program, Room 520A Faculty. For music majors only. For instrumen- the option of registering for 1 point to receive Horace Mann, required. Advanced individual tal and vocal majors, a course designed for additional coaching from the applied music voice instruction includes repertory, technical, and performance by chamber ensembles. Reper- instructor. musical problems, performing experience, and toire determined by registration. Public con- intensive understanding of teaching strategies. cert performances each semester. • A&HM 5058. Recital I (0-1) Open only With the permission of the advisor, a student may to music education program majors at the register continuously for this course. Special fee: • A&HM 4357. Instrumental M.A. level. $110. (Noncredit or 1) • A&HM 6058. Recital II (0-1) Open only A&HM 5353. Organ instruction for • A&HM 4358. Vocal ensemble to music education program majors at either music majors (2) (Noncredit or 1) the Ed.M. or Ed.D. levels. Faculty. Written permission from the Music Education Program, Room 520A Horace Mann, Comprehensive Musicianship A&HM 5150-A&HM 5172. Instrumental required. For experienced organists and music music instruction (2) majors. Individual instruction on technical prob- lems, repertory and performance practice. With A&HM 5032. Comprehensive musicianship Faculty. Written permission from the Music the permission of the advisor, a student may regis- I (3) Education Program, Room 520A Horace Mann, ter continuously for this course. Special fee: $110. Professor Pogonowski. Through analysis, com- required. For intermediate and advanced Music position, critical listening, improvisation and majors only. With permission of advisor, stu- performance, l7th and l8th century theoretical dents may register continuously for the course Fieldwork, Internships and constructs are explored, including an overview numbers below. Special fee: $110. Research/Independent Study of the development of harmony and polyphony • A&HM 5150. Violin Permission required from advisor and sign-up leading up to these eras. Materials fee: $35. • A&HM 5151. Trumpet in the Music Office (520A Horace Mann) is also • A&HM 5152. Harp required. A&HM 5033. Comprehensive musicianship • A&HM 5153. Cello • A&HM 5154. Viola II (3) A&HM 4201. Fieldwork in music • A&HM 5155. String bass Professor Pogonowski. Maximum enrollment: education (1-4) • A&HM 5156. Percussion 25. An examination of 19th century theoretical Faculty. For Music majors only. Professional • A&HM 5157. French horn constructs through analysis, composition, criti- activities in the field under the supervision of a • A&HM 5158. Trombone, Baritone cal listening, improvisation, and performance. member of the Music Education Program faculty. Materials fee: $35. • A&HM 5159. Tuba • A&HM 5160. Oboe A&HM 4901. Research and independent study • A&HM 5161. Saxophone A&HM 5040-A&HM 5041. Interpretation in music education (1-4) • A&HM 5162. Flute of piano literature (Noncredit or 3) Faculty. For Music majors only. Research and inde- • A&HM 5163. Clarinet Faculty. Prerequisite: A&HM 5350 or equiva- pendent study under the direction of a member of • A&HM 5164. Bassoon lent. The study and performance of representa- the Music Education Program faculty. tive piano compositions from the Baroque • A&HM 5166. Guitar • A&HM 5167. Synthesizer through contemporary periods, with appropriate A&HM 5201. Fieldwork in music • A&HM 5168. Strings harmonic, stylistic, and technical analysis. education (1-4) • A&HM 5169. Woodwinds Faculty. For Music majors only. Professional activi- • A&HM 5170. Brass A&HM 5042. Choral literature survey ties in the field under the supervision of a member • A&HM 5171. Renaissance Instruments (2-3) of the Music Education Program faculty. Faculty. Recommended for vocal-choral majors. • A&HM 5172. Viola de Gamba A comprehensive survey of representative A&HM 5901. Research and independent study A&HM 5350. Piano instruction for choral music, from the early Renaissance period in music education (1-4) music majors (2) to the present. Examination of the development Faculty. For Music majors only. Research and inde- Faculty. Written permission from the Music of choral forms, stylistic features, and perform- pendent study under the direction of a member of Education Program, Room 520A Horace ance practice of the periods. Materials fee: $75. the Music Education Program faculty. Mann, required. Individual instruction includes repertory, technical and musical problems, per- forming experience, and intensive understand-

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

A&HM 6201. Advanced fieldwork in music See also: PHILOSOPHY education (1-4) A&H 5001. Research methods in arts Faculty. For Music majors only. Professional education (3) AND EDUCATION activities in the field under the supervision of a member of the Music Education Program A&H 5002. Assessment strategies for Program Coordinator: faculty. the arts (Noncredit or 3) Professor David T. Hansen

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

Teachers College Columbia University 2009-2010 29 tively analyze and critique arguments in con- phy and education. In addition to the required Introductory Service Courses temporary educational debates. 34 points in Philosophy and Education cours- es, students are also required to do coursework A&HF 4090. Philosophies of education Recent dissertations have included discussions in the following areas: 9 points of philosophy (2-3) of the nature of the multicultural self, the role through the Columbia Philosophy Department Faculty. An introduction to seminal texts, of the liberal arts in teacher education, and or inter-university doctoral consortium, foun- central questions, and rival traditions in phi- communicative ethics as a foundation for liter- dations of education, and educational breadth. losophy of education. An invitation to develop acy education. These requirements are modest, leaving room one’s own philosophy of education. for students to craft a personalized course of Special Application study. Additionally, 16 points in the Philoso- A&HF 4091. The call to teach (2-3) Requirements/Information: phy and Education requirements are in the Faculty. Reading and discussion of philosophi- A background in philosophy is required for program’s professional development sequence. cal and other works that illuminate what it Ed.M. and Ed.D. applications. Additionally, an means to be a teacher, whether of children, undergraduate major in philosophy is strongly DOCTOR OF PHILOSOPHY (75 POINTS) youth, or adults. Consideration of motives, recommended for the Ph.D. application. The Ph.D. degree program is flexible and rewards, and challenges in teaching. Applicants to both the Ph.D. and Ed.D. pro- responsive to individual student backgrounds A&HF 4092. Education and the aesthetic grams must submit GRE scores. A sample of and needs. Each student takes responsibility, experience (2-3) philosophical writing is required for all pro- in consultation with his or her advisor, for Faculty. An invitation to engage with works grams except the M.A. application. designing a course of study that will meet the of art which challenge conventional ways of program requirements while catering to the thinking and perceiving; consideration of the Degree Requirements: individual’s interests and professional goals. relation of art, imagination, and education.

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

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

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

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

Teachers College Columbia University 2009-2010 31 program including INSTEP) provides an and a master’s thesis. This degree program TEACHING OF avenue for Professional Certification in New focuses on social studies teaching in middle SOCIAL STUDIES York State and is for experienced teachers and and high schools and fulfills the requirements those teaching in private schools. for New York State Professional Certification. Program Coordinator: Points should be distributed as follows: Professor Margaret Smith Crocco Applicants to the Master of Arts programs must have taken at least 21 credits in history Social Studies Core Courses Program Office: (212) 678-4083 by the time they complete the M.A. program (11 points): Email: [email protected] if they wish to be certified in New York State. • A&HW 5031 Teacher education in Website: www.tc.edu/a&h/SocialStudies Additional coursework is needed in the social social studies sciences (political science, geography, econom- • A&HW 5232 Fieldwork: Social studies Degrees Offered: ics, etc.). Those courses that are not listed teacher education under a history department, but have substan- • A&HW 6530 Curriculum development, TEACHING OF SOCIAL STUDIES (SSTE) tial history content, may be counted toward the research, and supervision Master of Arts (M.A.) minimum history requirement. All M.A. Master of Education (Ed.M.) inquiries should be directed to Ms. Jennifer Students should choose ONE of the Doctor of Education (Ed.D.) Cutsforth, Social Studies Program Office, Box following courses: Doctor of Philosophy (Ph.D.) 80, (212) 678-8343 or [email protected]. • A&HW 5030 Diversity and the social studies curriculum TEACHING OF SOCIAL STUDIES Applicants to the Master of Education (Ed.M.) INITIAL CERTIFICATION (SSTE-INIT) • A&HW 5035 History of the social studies degree should be aware that the program gen- Master of Arts (M.A.) since 1880 erally admits students only after several years • A&HW 5037 Advanced methods of TEACHING OF SOCIAL STUDIES of teaching or related professional experience teaching social studies PROFESSIONAL CERTIFICATION (SSTE-PROF) and completion of an M.A. degree in Social • A&HW 5530 History of American Master of Arts (M.A.) Studies education or an appropriate content social thought field. Admission requirements in terms of Program Description: undergraduate background are the same as the Social Studies Content Courses The Social Studies Program combines history M.A. (12-15 points): In consultation with an and the social sciences for purposes of instruc- advisor, students should select courses to round tion. The program emphasizes the historical An M.A. degree in an appropriate content out their knowledge of the subject development of the field, selection and organi- field or in Social Studies education and several matters taught in secondary schools. Courses zation of subject matter, curriculum and peda- years of teaching experience are generally taken at Teachers College include attention gogy for students of diverse backgrounds, and required for applicants to the Doctor of to both content and pedagogy. Courses can application of digital technology to social stud- Education and Doctor of Philosophy degree also be taken at Columbia University. ies education. programs. In addition to the Teachers College admission requirements, doctoral applicants Professional Development Courses Social studies educators must be schooled in must submit a writing sample and recommen- (6-9 points): Three Teachers College courses subject matter, practiced in the arts of teach- dations written by persons qualified to address (2-3 points each) outside the Social Studies ing, attuned to the needs of students, and their potential for doctoral-level work. If the Program, chosen with advisor approval. alive to the interplay of theory and practice. applicant will be in or near New York City, an The program prepares students for professional interview is required. Further Requirements: positions in schools, colleges, universities, and Students must also complete a master’s allied institutions. The faculty’s strengths in Inquiries for the 32 point MA and the Ed.M thesis, selected with advisor approval. history, civics, and social studies are well suit- degrees should be directed to Professor William Gaudelli, Box 80, Teachers College; telephone: ed to that purpose. These strengths, along MASTER OF ARTS IN SOCIAL STUDIES (212) 678-3150; email: [email protected]. with the full resources of Teachers College and WITH INITIAL TEACHER CERTIFICATION Columbia University Graduate School of Arts (38 POINTS) and Sciences are available to every student. Inquiries for the Ed.D. and Ph.D. degrees This program requires a minimum of 38 points should be directed to Professor Anand Marri, and an integrative project. It is designed for Special Application Box 80, Teachers College; telephone: (212) those with little or no experience teaching sec- Requirements/Information: 678-4023; email: [email protected]. ondary social studies. Successful completion of Standardized tests are not required for the Degree Requirements: this program of study leads to the M.A. degree Social Studies Program. M.A. students typic- and recommendation for New York State ally begin in the fall or summer. Ed.M., Ed.D., Initial Certification (grades 7-12). Student The Master of Arts offers the following and Ph.D. students may begin in any term. teaching is undertaken in cooperating middle three tracks: and high schools, both city and suburban. A Applicants should indicate on the specializa- committee of social studies faculty and cooper- MASTER OF ARTS IN SOCIAL STUDIES tion section of the application whether they ating professionals from the schools to which (32 POINTS) wish to pursue teacher certification. students are assigned supervise and evaluate This program is designed for experienced the student teacher’s work. The Master of Arts (38-point program) pro- teachers and those engaged in private school teaching. It requires a minimum of 32 points vides an avenue for New York State Initial In order to complete all degree requirements Certification. The Master of Arts (32-point successfully, this program typically demands

32 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND ARTS AND HUMANITIES HUMANITIES 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. InStep Coordinator Ashley Taylor at needed in their individual programs of study; • A&HW 5037 Advanced methods of [email protected]. social studies curriculum these out-of-program courses may be used to satisfy requirements in this area. Please note that all students must take a minimum Students should also take one of the following: of 12 points in content/pedagogy and three out-of- Courses in the major field program courses in professional development for a • A&HW 5030 Diversity and the social (15 points minimum): minimum of 2 credits each. studies curriculum Required courses: • A&HW 5031 Teacher education in • A&HW 5035 History of the social studies Typical curriculum for INSTEP since 1880 social studies includes: • A&HW 5232 Fieldwork: Social studies • A&HW 5530 History of American Summer #1: social thought teacher education •Advanced methods of social studies curriculum • A&HW 5530 History of American (A&HW 5037) social thought Social Studies Content Courses • Social Studies Content w/Pedagogy Course In consultation with • A&HW 6530 Curriculum development, (10-12 points): • Seminar (A&HW 5931) an advisor, students should select courses to research, and supervision • Out-of-Program Course round out their knowledge of the subject • A&HH 4070 History of education in the United States matters taught in secondary schools. Content Summer #2: courses taken at Teachers College include • A&HW 6500 Seminar in the history of • Curriculum development, research, and attention to both content and pedagogy. social studies supervision (A&HW 6530) or Teacher edu- Courses can also be taken at Columbia Electives: cation in the social studies (A&HW 5031) University. • A&HW 5037 Advanced methods of • Out-of-Program Course social studies curriculum • Social Studies Content w/Pedagogy Course • A&HW 5203 Fieldwork in social studies Professional Development Courses • Seminar (A&HW 5931) (6-9 points): To satisfy the college’s breadth • A&HW 6935 Studies in history and in requirement students must take three Teachers the teaching of history January Weekend Between Summers and social studies College courses (for this purpose a course #2 and #3: is defined as one in which 2 or 3 points are • Action Research Mid-Year Seminar earned) outside the major program. Selected Curriculum Study (12 points): (A&HW 5232) with advisor approval. Required courses: Summer #3: • A&HW 5030 Diversity and the social Student Teaching (10 points): • Out-of-Program Course studies curriculum (or a com- • A&HW 4530 Seminar for student teachers • Seminar (A&HW 5931) parable course in diversity) in social studies* • Social Studies Content w/Pedagogy Course • One course in media and technology • A&HW 4729 Observation in the social studies Graduation Requirement: Social Studies Content Electives • A&HW 4730 Supervised student teaching Master’s Project in Action Research (15 points minimum): A wide variety of in social studies** courses combining content and pedagogy is *Students enroll for 2 points in both the fall MASTER OF EDUCATION IN SOCIAL offered in the program. Content courses are and spring. STUDIES (60 POINTS) also available at Columbia University. ** Students enroll for 3 points in both the fall This program requires a minimum of 60 points and spring. and an integrative project. The degree is Broad and Basic Areas of Professional intended for experienced educators; it is aimed Scholarship (18 points): All students at Further Requirements: at developing leaders in social studies education Teachers College must take at least three out- Students must complete an integrative mas- for settings such as community colleges, high of-program courses. (For this requirement, a ter’s project. They must also satisfy the New schools, curriculum agencies, publishing compa- course is defined as one in which at least 2 York State certification requirement for study nies, foundations and museums. Emphasis is on points is earned). Selected with advisor’s of a language other than English. (For addi- specialized work in curriculum development approval. tional requirements, please refer to the Teacher and the subject matters, methods, and materials Education area of the Academic Resources of instruction. This degree program is also suit- Independent Study for the Master’s section of this bulletin.) able for students contemplating future doctoral Thesis (6 points): study. The program is flexible in nature and can • A&HW 5931 Guided investigations in the be tailored to the student’s specific career goals. teaching of social studies • A&HW 6030 Research in social studies education

Teachers College Columbia University 2009-2010 33 Master’s Project: Broad and basic areas of professional Research Courses (18 points minimum): The master’s thesis will develop out of each scholarship (15 points minimum): Required Courses: student’s particular program of study. In consultation with an advisor, students will • A&HH 6041 Historical method A student will work with an advisor to con- select at least one course in each of the follow- • A&HW 5503 Research paper in ceptualize, prepare, and write the integrative ing areas: the nature of education; the nature social studies (done in con- project. Students will enroll in the two courses of persons and the learning process; curricu- junction with the fourth above (A&HW 5931, A&HW 6030) in lum, schooling, and leadership; and methods round of doctoral seminar) sequence across two semesters in order to plan of evaluation. Other coursework in this area • A&HW 6503 Doctoral seminar in and write the Ed.M. thesis in close consulta- should be tailored to the individual student’s social studies (taken four tion with the advisor. needs; consult an advisor. times during the first two years of the program) DOCTOR OF EDUCATION (90 POINTS) Content courses in the major field • A&HW 7503 Dissertation seminar in The Doctor of Education in Social Studies (15 points minimum): social studies (taken at requires 90 points of graduate study and a dis- Soon after beginning this program, students the time of presentation sertation. The Ed.D. program in Social Studies should select an area of emphasis, either of the doctoral proposal) leads to a professional degree designed to meet American history or modern history, broadly • A&HW 8903 Dissertation advisement the needs of individuals preparing for careers conceived. These courses should be selected in the teaching of social of leadership and applied research in schools, for their applicability to the student’s area of studies universities, and community educational pro- dissertation research. Coursework in the area grams. of emphasis normally includes attention to the Other offerings: subject matters themselves as well as to ques- • A&HW 5931 Guided investigations Courses in the major field tions related to educational programs in those in the teaching of (15 points minimum): subject matters. social studies Required courses: • A&HW 6030 Research in social • A&HW 5030 Diversity and the social Further requirements: studies education studies curriculum In addition to the dissertation, there are • A&HW 6203 Advanced fieldwork • A&HW 5031 Teacher education in other requirements. Students should consult in social studies social studies an advisor in the Program and read the Doc- • A&HW 6903 Research and independent • A&HW 5530 History of American toral Students Handbook for Social Studies. study in social studies social thought • A&HW 6935 Studies in history and in • A&HW 6500 Seminar in the history of DOCTOR OF PHILOSOPHY (75 POINTS) the teaching of history and social studies The Doctor of Philosophy in Social Studies social studies • A&HW 6530 Curriculum development, requires 75 points of graduate study and a research, and supervision dissertation. The Ph.D. degree program in Broad and basic areas of professional Social Studies leads to a strongly research- scholarship (15 points minimum): Research courses, seminars, and oriented degree designed for individuals Same as “Broad and basic areas of professional individual work (15 points minimum): preparing for a career in teaching, conducting scholarship” in Ed.D. degree program. See Required courses: research, and working in teacher education above. • A&HW 5503 Research paper in in a university setting or a private or public social studies (done in con- policy organization. Further requirements: junction with the fourth In addition to the dissertation, students must round of doctoral seminar) Courses in the major field satisfy the foreign language requirements equiva- • A&HW 6503 Doctoral seminar in (15 points minimum): lent to those of the department of the Columbia social studies (taken four • A&HW 5030 Diversity and the social University Graduate School of Arts and times during the first two studies curriculum Sciences with which their work is most closely years of the program) • A&HW 5031 Teacher education in identified. For Ph.D. students in Social Studies, • A&HW 7503 Dissertation seminar in social studies the usual cognate department in the Graduate social studies (taken at • A&HW 5530 History of American School is History. Students should read the the time of presentation social thought Requirements for Doctor of Philosophy obtain- of the doctoral proposal) • A&HW 6500 History of social studies able from the Office of Doctoral Studies at Other offerings: • A&HW 6530 Curriculum development, Teachers College. • A&HW 6030 Research in social studies research, and supervision education COURSES: (* = course open to non-majors) • A&HW 6203 Advanced fieldwork in Content courses in the major field social studies (21 points minimum): Foundations and Methods • A&HW 6903 Research and independent Soon after beginning the program, students study in social studies must select an area of specialization. Students A&HW 4036. The teaching of • A&HH 6041 Historical method may select either American history or modern social studies (3) history. Students should select courses with an Mr. Shuttleworth Basic classroom methods for Students are encouraged to take courses in advisor, taking care to include courses relevant teaching social studies in secondary schools; both qualitative and quantitative research to the area of dissertation research. These teaching resources and aids; assessment and methodologies selected in consultation with courses may be taken at either Teachers testing; classroom management. an advisor. College or the Graduate School of Arts and Sciences at Columbia University. 34 www.tc.columbia.edu General Information: (212) 678-3000 ARTS AND ARTS AND HUMANITIES HUMANITIES

*A&HW 5030. Diversity and the social Social Studies Content human rights, demography, and economics studies curriculum (3) provide the subject matter. Reconceptualizing Faculty. Curriculum theory and instructional *A&HW 4032. The study of world the school curriculum is a dominant theme. methods related to teaching secondary school history and geography (2-3) Satisfies the New York State requirement social studies in the diverse classroom. Parti- Professor Gaudelli and Dr. Oppenheim. for world history and geography. cular attention paid to multicultural issues in Particular attention to problems of conceptual- 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 and Mr. Siegel. Selected topics social studies (3) school levels. Satisfies the New York State in the teaching of secondary school economics Professor Crocco and Dr. Brooks. Problems, requirement for world history and geography. that align with main themes of New York State issues, and new directions in teacher education Also offered as an online course. social studies curriculum. in social studies. *A&HW 4033. History and geography *A&HW 4043. Controversial issues and the *A&HW 5035. History of the social of Europe since 1914: Selected topics (3) secondary classroom (2-3) studies since 1880 (3) Dr. Marino. Main themes in teaching recent Dr. Hess. This course is about the inclusion of Professor Gaudelli. An historical investigation European history within the geographic con- discussions of controversial public issues in sec- of the development of the secondary school text of changing political boundaries. Selected ondary school classrooms. history/social studies curriculum, including topics may include the balance of power questions related to objectives, content, and among nation states, imperialism, demographic Independent Research, Fieldwork methods of instruction. and social change, fascism, Communism, and Internships European integration, and globalization. A&HW 5037. Advanced methods of A&HW 4903. Research and independent social studies curriculum (3) *A&HW 4035. New York City as a study in social studies (1-6) Mr. Shuttleworth, Mr. Glasner, and Mr. learning laboratory (1-3) Faculty. Permission of instructor required. To Zublionis. Examination of alternatives to con- Dr. Rosenfeld. New York City’s cultural, social, be taken under the direction of a faculty mem- ventional curricular arrangements in social stud- governmental, business and financial institu- ber. Students work individually or with others. ies, including attention to oral history, interdisci- tions, neighborhoods, community associations plinary strategies and service learning. and ethnic groups, as studied within the con- A&HW 5050. Special topics in social studies text of New York State history and geography (1-3) *A&HW 5530. History of American through field experiences. Emphasis on analyz- Faculty. Current topics related to the field, social thought (3) ing conditions affecting economic and civic such as Middle East history, Teaching The Professor Crocco. History of American social decision-making. Satisfies the New York State Levees, Vietnam, and Native American thought as it has influenced and been influenced requirement for New York State history and History. by theories of education and patterns of educa- geography. tional practice. A&HW 5203. Fieldwork in social studies (1-6) *A&HW 4037. East Asia: Geographic Faculty. Permission of instructor required. *A&HW 6500. Seminar in the history of perspectives (1-3) Opportunity for qualified students, individually social studies (3) Dr. Knapp. An overview of central themes in or in small groups, to develop and pursue Professor Gaudelli. This course is for doctoral the modern history, geography, and culture of projects, in consultation with an advisor, in students taking the History of Social Studies China, Japan, and Korea. Offered as online schools, communities, and other field settings. since 1880 (A&HW 5035) and runs concur- course. rently with A&HW 5035. Course requirements A&HW 5223. Oral history as a multi- are designed specifically for doctoral students. *A&HW 4038. The study of American disciplinary teaching tool (Noncredit or 1) history and geography (2-3) Ms. Starecheski. Students will learn the steps *A&HW 6530. Curriculum development, Dr. Tischler. Illustrative themes in American of oral history design for the classroom, includ- research and supervision (3) history and geography for middle and high ing research, selection of interviewees, conduct Professors Gaudelli and Crocco. Aspects of cur- school. Attention to the history and geography of the interview, transcribing, reviewing, and riculum; teaching and learning processes; atten- of New York State. Satisfies the New York editing. tion to problems and techniques of supervision. State requirement for American history and geography as well as for New York State histo- A&HW 5232. Fieldwork: Social studies Student Teaching ry and geography. teacher education (2-3) Ms. Livingston and Ms. Katz. Supervised field- A&HW 4530. Seminar for student *A&HW 4039. The United States work, individual conferences and group semi- teachers in social studies (2) Constitution: Civic decision making (3) nar related to action research. Faculty. Must be taken concurrently with Professor Marri and Dr. Tischler. Major philo- A&HW 4730. Restricted to majors. Includes sophical foundations, problems preceding and A&HW 5430. Internship in the teaching issues of school safety and health issues in sec- during the convention, the struggle for ratifi- of history and social sciences (1-3) ondary schools. cation, detailed examination of the document, Faculty. Permission of instructor required. important court cases, non-written constitu- Ordinarily in secondary schools, community A&HW 4729. Observation in the tional traditions, and unresolved constitution- colleges, teacher training programs or publish- social studies (0) al issues. Selected cases from New York State ing work. Faculty. Preliminary experience in the schools. history are highlighted. Satisfies the New York Restricted to majors. State civics requirement. A&HW 5503. Research paper in social studies (1-3) A&HW 4730. Supervised student *A&HW 4040. Women of the world: Faculty. Required for doctoral students in teaching in social studies (2-3) Issues in teaching (2-3) fourth semester of doctoral seminar. Faculty. Permission of instructor required. Professor Crocco and Dr. Dauer. Women’s lives Must be taken concurrently with A&HW 4530. viewed through history, geography, literature, Restricted to majors.

Teachers College Columbia University 2009-2010 35 A&HW 5931. Guided investigations in TEACHING The Teaching of English Program offers the the teaching of social studies (1-3) following M.A. degrees: Teaching of English Faculty. Permission of instructor required. OF ENGLISH leading toward Initial New York State Certifi- For advanced students. Individual fieldwork cation (38 points), and Teaching of English in secondary school or introductory college Program Coordinator: leading toward Professional Certification in social studies. Professor Ruth Vinz New York State in Teaching of English (34 points). A&HW 6030. Research in social studies Program Office: (212) 678-3070 education (1-3) Website: www.tc.edu/a&h/EnglishEd Faculty. Permission of instructor required. All courses outlined below must be taken at Individual fieldwork in secondary school Teachers College. We do not accept transfer or introductory college social studies. Degrees Offered: credits. During the first semester, students will be assigned an academic faculty advisor who TEACHING OF ENGLISH (ENGL) A&HW 6203. Advanced fieldwork in will assist them in choosing courses. It is rec- social studies (1-6) Master of Arts (M.A.) ommended that students studying full-time Faculty. Permission of instructor required. Master of Education (Ed.M.) begin their coursework the summer before See description for A&HW 5203. Doctor of Education (Ed.D.) the academic year. Doctor of Education in the College A&HW 6403. Internship in college Teaching of English (Ed.D.C.T.) THE TEACHING OF ENGLISH WITH teaching in social studies (1-6) NEW YORK STATE PROFESSIONAL Faculty. Permission of instructor required. TEACHING OF ENGLISH LANGUAGE ARTS Occasional opportunities in college programs 7-12- INITIAL CERTIFICATION (ENGL-INIT) CERTIFICATION in areas represented by the program. (M.A. DEGREE, 34 POINTS) Master of Arts (M.A.) This program is designed for teachers already A&HW 6503. Doctoral seminar in working in the field inservice who will not be social studies (2) TEACHING OF ENGLISH- PROFESSIONAL CERTIFICATION (ENGL-PROF) student teaching. To earn this degree, students Faculty. Seminar focused on doctoral student must complete 34 points of coursework at research and contemporary social studies Master of Arts (M.A.) Teachers College. issues. Beginning doctoral students take the seminar for four consecutive semesters. TEACHING OF ENGLISH ADOLESCENCE EDUCATION- TRANSITIONAL B (ENGL-TRAN) M.A. IN THE TEACHING OF ENGLISH NEW YORK STATE PROFESSIONAL A&HW 6903. Research and independent Master of Arts (M.A.) study in social studies (1-8) CERTIFICATE (INSTEP PROGRAM FOR Faculty. Permission of instructor required. ENGLISH EDUCATION (ENGD) INSERVICE TEACHERS) INSTEP (InService Teacher Education A&HW 6935. Studies in history and in the Doctor of Philosophy (Ph.D.) Program) is offered to inservice teachers who teaching of history and social studies (1-3) are interested in taking the majority of re- Faculty. Permission of instructor required. Program Description: quired courses for a master’s degree (M.A.) Individual research and advanced historical in the Teaching of English Program over three method ordinarily related to a doctoral disser- MASTER OF ARTS (34 AND 38 POINTS) summers. The INSTEP program is guided by tation. An English teacher creates contexts for read- pedagogical, philosophical, and theoretical ing, writing, listening, speaking, and represent- A&HW 7503. Dissertation seminar in underpinnings that reflect current trends in ing. Classrooms are transitory environments rethinking the teaching of English language social studies (2) and demand teachers who are aware of them- Faculty. The purpose of the dissertation semi- arts. Students accepted to the program form a selves as learners, capable of adapting to nar is to develop and refine specific topics for cohort group that remains together through- dissertation research. Students should enroll in change, skilled at negotiating, and respectful out each summer, taking special classes offered the dissertation seminar beginning only in the of diversity. Our program is student-centered only to INSTEP students. Classes offered earn semester in which they intend to present their and committed to the personal and profession- students a total of 17 points for the first two dissertation proposal for departmental review. al development of teachers as they pursue summers and 7 points for the final summer. their academic and research lives. We recog- In addition to the 24 points offered during the A&HW 8903. Dissertation advisement in nize and value the variety of needs and experi- summers, students must enroll in the Critical the teaching of social studies (0) ences of a diverse student body and strive to Faculty. Individual advisement on doctoral issues for inservice teachers seminar and com- provide our students with rich and varied plete 7 points (three classes) on their own at dissertation. Fee to equal 3 points at current experiences. tuition rate for each term. See catalog section Teachers College during the fall and spring semesters. on continuous registration for Ed.D./Ph.D. Our program encourages students to seek a degrees. balance between breadth and specialization M.A. IN THE TEACHING OF ENGLISH by offering an assortment of both methods and (TRANSITIONAL B, 35 POINTS) content courses. Methods courses focus on the Program requirements are similar, but not design and implementation of curriculum as identical to the 34 point program (Mentored well as on multiple strategies and methods for teaching is required). the teaching of literature, writing, and lan- guage. Content courses, including literature THE TEACHING OF ENGLISH LEADING TO and writing courses, model the various prac- AN INITIAL CERTIFICATION IN NEW YORK tices that are useful in teaching secondary stu- STATE (M.A. DEGREE, 38 POINTS) dents in English classrooms. The program that leads to initial certification

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

Teachers College Columbia University 2009-2010 37 components. An additional methods course Breadth courses must meet the following Supervised teaching of English and A&HE allows students to concentrate on a specific criteria: 4751, Fieldwork and observation in secondary topic of interest. • They must not possess the “A&HE” prefix; English. These courses facilitate the develop- • They must be Teachers College courses; ment of skills and strategies that are needed Required courses include: • They must be for a minimum of 2 points for successful teaching. They also serve as a • A&HE 4057 English methods (3) each. forum to address needs, issues, and problems • A&HE 4058 Teaching of reading (3) that may arise. In addition, supervisors from • A&HE 4151* Teaching of writing (3) Electives– Electives provide students in the Teachers College visit student teachers on • A&HE 5518** Teaching English in diverse 34-point program the opportunity to explore at least four occasions each semester. Super- social and cultural contexts particular interests as they design their own visors talk with student teachers before and (2-3) programs in consultation with an academic after each observation and consult with them faculty advisor. Electives can be any graduate on an individual basis regarding their progress. *Taken as a 6 point block with A&HE 4156, level courses at Teachers College or Columbia Writing: Nonfiction University and a student may take as many MASTER OF EDUCATION **A&HE 5518 meets both the College-wide points as needed to finish his or her degree The Ed.M. program is student-centered and and the New York State diversity program. If students in the 38-point program committed to the personal and professional requirements. meet all of their degree requirements through development of English teachers as they pur- required coursework, electives are not needed. sue their academic and research lives. We In addition, students must choose at least one recognize and value the variety of needs and topic-specific methods course: Master’s Seminar– All M.A. students are experiences of our diverse student body, and • A&HE 4152 Literacies and technologies required to enroll in the A&HE 5590, we strive to provide our students with individ- in the secondary English Master’s seminar. Students in the 38-point ualized programs. All students pursuing the classroom (3) program enroll in A&HE 5590 the same Ed.M. degree will have a faculty advisor with • A&HE 4155 Critical issues in the secondary semester they enroll in phase 2 of A&HE whom they will work throughout the course of English classroom (2-3) 4750, Supervised teaching of English. Students their degree. While the Ed.M. program offers • A&HE 4157 Writing: Fiction and personal in the 34-point program enroll in A&HE tremendous flexibility in coursework, the fol- narrative (3) 5590, during their final semester. All students lowing program requirements must be fulfilled: • A&HE 4158 Writing: Poetry (3) work with an academic faculty advisor to • A&HE 4550 Teaching of poetry (3) design and complete their master’s projects. English Education Courses (no more than • A&HE 4551 Teaching of Shakespeare (3) 45 points)– Depending upon the number of • A&HE 4552 Curriculum and assessment Student Teaching– Students in the 38-point points transferred in, students must complete in the secondary English Teaching of English program have two sepa- between 15 and 45 points at the A&HE 4000, classroom (2) rate semesters of student teaching. As required A&HE 5000, and A&HE 6000 levels. by New York State, one of these experiences is Students transferring up to 30 points should Content– Content coursework consists of in a middle school and the other is in a high take most of their courses at the more writing and literature requirements: school. Most placements are made in urban advanced A&HE 5000 and A&HE 6000 lev- public schools in New York City. Commuting els. It is possible to substitute a 12-15 point Writing: This requirement is met by taking to one of the outer boroughs should be specialization in an area other than English the six point writing block: expected. Education and/or one graduate-level course at • A&HE 4151 Teaching of writing (3) Columbia University with an academic faculty • A&HE 4156 Writing: Nonfiction (3) Student teaching experiences differ by semes- advisor’s approval. ter. In the first (Phase 1) semester, a pair of Literature: At least one literature course with- students may be placed in a classroom under A&HE 4000 level courses in the program is required. Courses include: the direction of a single cooperating teacher. (no more than 15 points): Cultural perspectives, Feminist perspectives, The cooperating teacher has primary responsi- Adolescent literature, Critical approaches to bility for designing the curriculum. While stu- • A&HE 4050 Literature and teaching (3) • A&HE 4051 Critical approaches literature, and Literature and teaching. dents do not have the major responsibility for to literature (3) designing or organizing the course of instruc- • A&HE 4052 Adolescents and Breadth Requirement tion, they are active participants in the class- literature (3) Breadth courses are intended to broaden stu- room and school communities. Although the • A&HE 4053 Cultural perspectives dents’ knowledge of the history of education, Phase 1 experience varies, students are en- and literature (3) philosophies of education, and educational gaged in observation, group work with stu- • A&HE 4056 Feminist perspectives issues and practices beyond their particular dents, conferencing, and teaching. During this and literature (2-3) area of concentration. All students must take semester, students understand, appreciate, • A&HE 4057 English methods (3) at least three breadth courses (courses not learn from, and coach students as readers and • A&HE 4058 Teaching of reading (3) designated “A&HE”). Breadth points must be writers. In their second (Phase 2) semester, • A&HE 4100 Teaching drama and theater (3) used to meet the New York State requirements students work one-on-one with a cooperating • A&HE 4150 Teaching literacies in for classes in History/Philosophy of Education, teacher and are expected to take on full secondary maths, Disabilities/Special Education and Human responsibility for designing lessons and assess- sciences, and the Development/Psychology if these have not ing learning. humanities (3) been taken in previous college-level course- • A&HE 4151 Teaching of writing (3) work. These courses may be taken as pass/fail. During both semesters, the student teaching • A&HE 4152 Literacies and technologies in the experience is accompanied by A&HE 4750, secondary English classroom (3)

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

• A&HE 4155 Critical issues in the secondary Research Methods Courses DOCTOR OF EDUCATION IN THE COLLEGE English classroom (2-3) At least 9 points (three courses) of research TEACHING OF ENGLISH (90 POINTS) • A&HE 4156 Writing: Nonfiction (3) methods must be completed for the Ed.M. Doctor of Education in the College Teaching • A&HE 4157 Writing: Fiction and degree. These courses may be from either 4000 of English (Ed.D.C.T.) is designed to prepare personal narrative(3) or 5000 levels. Although courses may include candidates for positions as college and univer- • A&HE 4158 Writing: Poetry (3) • A&HE 4550 Teaching of poetry (3) both quantitative and/or qualitative methods, sity English instructors, researchers, adminis- • A&HE 4551 Teaching of Shakespeare (3) we recommend that at least one course repre- trators of writing centers, and directors of col- • A&HE 4552 Curriculum and assessment sent study in the area of qualitative research. lege writing programs. The Ed.D.C.T. degree in the secondary English At least one course should be taken from the program, structured to develop the depth and classroom (3) research offerings in the English Education breadth in candidates’ knowledge of teaching • A&HE 4561 Teaching narrative Program: the two other courses may be taken college English, provides a rigorous back- and story (3) in any department at Teachers College. ground in relevant theoretical debates in writ- • A&HE 4751 Fieldwork and observation ing (i.e., basic writing; first-year composition; in secondary English (1) A&HE 5504. Research paper: Teaching composition theory/pedagogy; writing assess- • A&HE 4904 Independent study in of English (3) ments; writing and technology; the place of teaching English (1-6) The research paper for A&HE 5504, required literature in the teaching of writing) and lan- A&HE 5000 and A&HE 6000 level of all Ed.M. students, is the core of the Ed.M. guage (i.e., English as a second language; mul- courses (no more than 30 points): program. This research paper represents a tilingualism and speech communities; language refined presentation of the student’s research and cultural/political identities; international • A&HE 5149 Writing research: Methods question and area of inquiry. The purpose of and transnational perspectives on language). and assumptions (3) this paper is to evidence the student’s ability • A&HE 5150 Research in practice (3) to do independent research. It entails work DOCTOR OF PHILOSOPHY (75 POINTS) • A&HE 5151 Perspectives on “popular” that results in an original synthesis of a broad The Doctor of Philosophy (75 points) is texts in English classrooms (3) reading of theory and research, and is under- designed to prepare candidates as researchers • A&HE 5154 Rhetoric and teaching (3) scored by the student’s practical experience as and scholars who are particularly interested in • A&HE 5204 Fieldwork in teaching a teacher. The A&HE 5504 research paper the philosophical and theoretical issues in the of English (1-6) • A&HE 5504 Research paper: Teaching includes: field as these are defined within specific histor- of English (3) ical, social, cultural, literary, and rhetorical • A&HE 5514 Readers’ responses: Research, (a) A rationale for the project and demonstra- matrices. Candidates in all programs can theory, and practice (3) tion of an understanding of the literature expect to explore current professional issues, • A&HE 5518 Teaching English in diverse of the field related to the topic(s) under- debates, and ethical dilemmas within the social and cultural contexts taken; teaching of English as well as within the gen- (2-3) (b) A pilot study, including data gathering eral arenas of teaching, learning, and working • A&HE 6011 The politics of teaching and analysis and justification of research in various educational communities. Courses English (3) methods employed; encourage candidates to conceptualize peda- • A&HE 6015 College teaching of English (3) (c) A critique of the pilot study, including the gogical and curricular philosophies for the • A&HE 6151 Narrative research in student’s reflections on the study’s design English education (3) teaching of English, consider social and cultur- • A&HE 6152 Advanced narrative research and methodology as well as on her/his al differences in teaching and learning, investi- in English education (3) research strengths and weaknesses; and gate methods, modes of interpretation, and • A&HE 6204 Advanced fieldwork in (d) Implications relevant to the student’s theoretical investments that one might bring teaching English (1-6) future research. to bear on questions of knowledge, and to sur- • A&HE 6404 Internship in college vey resources for professional development. teaching of English (1-6) If the student’s intent is to continue on for All areas of study have consistent emphases • A&HE 6450 Internship in teaching doctoral work, the research paper for A&HE on social, cultural, and political contexts in English (1-3) 5504 may serve as a prelude to work on a doc- English Education and college English. • A&HE 6514 Postmodern textual toral dissertation. Students may continue to theories (3) conduct and write up their research while Doctoral candidates: Always consult with your • A&HE 6904 Research and independent enrolled in the internship and fieldwork Academic Advisor prior to registration. study (1-6) courses. Required courses for ALL English Education/ Breadth Courses DOCTOR OF EDUCATION (90 POINTS) Teaching of English doctoral candidates: At least three 2-point courses. Educational The Program in English Education at Teachers foundations courses are intended to broaden College offers three distinct programs in doc- • A&HE 5504 Research paper: students’ knowledge of the history of educa- toral work. The Doctor of Education (Ed.D.) Teaching of English tion, philosophies of education, and educa- is designed to prepare future teacher educators • A&HE 6015 College teaching tional issues and practices beyond their partic- and candidates who are interested in leader- of English* • A&HE 6404 Internship in college ular areas of concentration. Students must ship roles in English Education as curriculum teaching of English take at least three Teachers College courses coordinators, department chairs, and other (for a minimum of 2 points each) from pro- • A&HE 6504 Doctoral Seminar: roles that demand intimate knowledge of the Teaching of English grams outside the English Education Program field. The program offers intensive study in (can be taken more (that is, three courses that do not carry the the history of English Education as a field, the- than once)**** A&HE prefix). The breadth requirement must oretical and pedagogical debates in the teach- • A&HE 7504 Dissertation Proposal be completed while at Teachers College; stu- ing and learning literacies, curriculum theor- Seminar: Teaching dents may not transfer in breadth courses. izing, and research traditions in the field. of English

Teachers College Columbia University 2009-2010 39 • A&HE 8904 Dissertation advisement in Literary Studies: inquiry. The College policy requires candi- the teaching of English Literature courses, literary theory, and dates to complete a minimum of 20 points research in literature courses at the after taking Certification Exam 1. Those 20 Candidates to the Ed.D.C.T are required to A&HE 5000 and A&HE 6000 levels. points may include the points taken during take ALL of the above mentioned plus**: the term in which the exam was taken. • A&HE 6015 College Teaching Rhetorical Studies: of English Writing, composition theory and rhetorical 5) Dissertation Proposal (A&HE 7504): The • A&HE 6404 Internship in College theory courses at the A&HE 5000 and doctoral dissertation proposal consolidates Teaching of English A&HE 6000 levels. the work candidates have done in courses, *Can be taken more than once. professional reading, and the two certifica- **Candidates for the Ed.D. in the College Methodological and Pedagogical Studies: tion examinations. It is a 40 to 60-page doc- Teaching of English who have not com- Courses at the A&HE 5000 and A&HE 6000 ument, which outlines a coherent account pleted the equivalent of at least one year level that address theoretical and practical of the work a candidate wants to undertake of full-time teaching as a college teacher applications within the field of English for dissertation research. of English are required to include A&HE education. 6404 in their doctoral programs. (See 6) Dissertation: The doctoral dissertation course listing for description). Interns will 2) Coursework Guidelines: The number of evolves out of the coursework in which can- work with an experienced college English courses students take depends in part on didates have been engaged; the readings instructor for a period of at least one the number of points students transfer from completed and synthesized for the certifica- semester. Candidates who have the equiv- previous graduate work. Students working tion examinations; the A&HE 5504 alent of at least one year of full-time col- toward a Ed.D. (90 points) degree may research paper; classroom teaching and lege teaching experience can take A&HE transfer a maximum of 40 points and will research experiences; and regular consulta- 6404 to design/pilot an experimental study thus complete at least 50 points while in the tions and discussions with an academic that explores current issues in the field. program for their doctoral work. Students advisor. As candidates write their disserta- working toward a Ph.D. (75 points) degree tions, they enroll in A&HE 8904, Disserta- Research methods courses (a minimum of may transfer a maximum of 30 points and tion advisement in teaching English, which 12 points) It is highly recommended that will thus complete at least 45 points while is designed to help candidates shape the the candidates include at least two of the in the program for their doctoral work. An writing of the following dissertation compo- following: • A&HE 5149 Writing research: academic advisor must approve all course- nents: review of literature, research metho- Methods and assumptions work in a student’s program plan including dology, data analysis, and implications of the • A&HE 5150 Research in practice any exceptions to the following: research. • A&HE 6151 Narrative research in • No course that is “R” (attendance) credit or English education that is “P” (pass/fail) may be counted toward 7) Continuous enrollment required. Consult • A&HE 6152 Advanced narrative the Ed.D. aside from A&HE 6504: Doctoral your advisor about procedures that address research in English seminar and A&HE 7504: Dissertation sem- conflicts with this policy. education inar in teaching English. • Students must consult their academic advi- Other choices may include other research COURSES: (* = course open to non-majors) courses offered across the College. sors when they undertake an independent study, an internship, fieldwork courses, or graduate courses at Columbia University. *A&HE 4050. Literature and teaching (3) General Guidelines on the English education Faculty. An examination of multiple approaches doctoral program: • Doctoral students are generally discouraged from taking 4000-level courses and must to reading traditional and contemporary texts consult with their academic advisors before using theory, criticism, and textual practices. 1) Program Plan: During the first year of registering for these courses. Special fee required. study, students file a program plan and • Doctoral students must complete a mini- Statement of Total Program (the forms are mum of 12 points of research methods *A&HE 4051. Critical approaches to available in the Office of Doctoral Studies) courses. literature (2-3) within the first two semesters of accept- Faculty. Literary selections are examined through various critical frameworks emphasiz- ance to the degree program. Once these 3) Candidates should take a minimum of ing the way texts are constructed and how procedures are completed, students will three courses outside the English Educa- readers negotiate meaning with texts. Special know how many and which courses they tion Program (Courses not designated fee required. will need to complete their doctoral pro- A&HE). gram. A&HE 4052. Adolescents and literature (3) 4) Certification Examination: Doctoral candi- Faculty. Discussions focus on issues of adoles- The program plan is designed to represent dates in the English Education Program are cent diversity, urban experience, gender and the a coherent network of courses, reflecting required to write two parts of the certifica- teaching of adolescents and literature. Special topics in English education. All areas of tion examinations: Certification Exam 1 fee required. study should have consistent emphases on and Certification Exam 2. The terms 1 and social, cultural and political contexts in 2 are used to emphasize a difference in *A&HE 4053. Cultural perspectives and literature (3) English education, and issues of teacher focus. The Certification Exam 1 usually Faculty. Contemporary literary selections are education. Represented schematically, focuses on the historical breadth of English explored within a theoretical context that em- these areas include but are not limited to: Education, where as the Certification Exam phasizes historical, cultural, political, and aes- 2 takes a more refined focus and directly thetic dimensions of these texts. Special fee relates to one’s interest in a specific area of required.

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

*A&HE 4056. Feminist perspectives A&HE 4156. Writing: Nonfiction (3) A&HE 4750. Supervised teaching of English and literature (2-3) Faculty. A non-fiction writing workshop. This (3) Faculty. An examination of women writers of course is taught as part of a 6-point block with Faculty. Majors only. Students may satisfy state the 20th century, exploring common themes: A&HE 4151, Teaching of writing. Special fee certification requirements by participating in growing up female, marriage and the family, required. the supervised teaching program in the fall women as artists, and minority women within a and spring semesters. Students should plan to critical feminist framework. Special fee required. A&HE 4157. Writing: Fiction and personal reserve part of each day Monday through Friday narrative (3) for classroom experience. Special fee required. A&HE 4057. English methods (3) Faculty. A fiction writing class combined with Faculty. A required course which focuses on close readings of selected writers. Special fee A&HE 4751. Fieldwork and observation practical aspects of teaching English, including required. in secondary English (1) lesson and unit plans, effective teaching strate- Faculty. Majors only. A series of guided obser- gies, evaluation and assessment, curriculum A&HE 4158. Writing: Poetry (3) vations of schools, teachers, and students. design, and integration of language arts. The Faculty. A poetry writing class combined with Student teachers will synthesize theoretical overarching theme addresses literacy practices close readings of selected poets. Special fee knowledge with intense practical experience as historically situated and contextualized. required. to integrate educational philosophy with the reali- Special fee required. ty of day-to-day life teaching in a secondary A&HE 4550. Teaching of poetry (3) English language arts classroom. Special fee A&HE 4058. Teaching of reading (3) Faculty. Experience in reading and writing poet- required. Faculty. The course focuses on helping teachers ry, designing curriculum, and determining effec- examine theoretical and pedagogical principles tive teaching practices. Special fee required. A&HE 4904. Independent study in relevant to teaching literary and non-literary teaching English (1-6) texts with emphasis on the relations of texts A&HE 4551. Teaching of Shakespeare (3) Faculty. Permission of instructor required. and readers. Special fee required. Faculty. An examination of diverse theoretical Research and independent study under the direc- perspectives and pedagogical principles for tion of a faculty member. Students work individu- A&HE 4100. Teaching drama and theater (3) teaching Shakespeare. Special fee required. ally or with others. Faculty. The role of drama in the classroom. Students will examine the role of theaters in the A&HE 4552. Curriculum and assessment A&HE 5149. Writing research: Methods community, examining production, performance, in the secondary English classroom (2) and assumptions (3) and the educative power of drama. Special fee Faculty. Dominant curriculum theories of the Faculty. Examines assumptions that undergird the required. 20th century, related assessment and evaluation range of philosophies, intellectual traditions, and methods and traditions, and current approaches points of view that influence research A&HE 4150. Teaching literacies in secondary to assessing student and teacher learning in the writing. Special fee required. maths, sciences, and the humanities (3) secondary English classroom. Special fee Faculty. Prepares secondary teachers in disci- required. A&HE 5150. Research in practice (3) plines other than English to meet new literacy Faculty. Examines the role of practitioner qualita- requirements for both teachers and students. A&HE 4556. Seminar for inservice teachers tive research in knowledge production, teaching, The effective use of listening, speaking, reading (3) and learning. Special fee required. writing and other modes of representing to pro- Faculty. A required course for 34 and 35-point mote learning will be demonstrated. This class M.A. students, this seminar is designed to sup- A&HE 5151. Perspectives on “popular” may be appropriate for English majors who plan port practicing teachers as they compose and texts in English classrooms (1-3) to teach humanities. Special fee required. expand their teaching lives. The seminar will Faculty. This course unites post-structuralist liter- provide teachers with a community of col- ary theory with cultural studies. Through a range A&HE 4151. Teaching of writing (3) leagues with whom they can build and explore of class activities and readings, the course will Faculty. The course integrates theory and prac- professional growth in the areas of instructional explore intersections between feminism, post- tice for teachers. Topics include the textual strategies, pedagogy, and the critical issues of modern aesthetics, and “popular” texts. Special character of genres, critical perspectives on writ- contemporary teaching, as well as an opportuni- fee required. ing instruction, research on writing, evaluation ty to reflect and discuss issues of concern. and assessment of writing, and classroom meth- Offered fall semester only. A&HE 5154. Rhetoric and teaching (3) ods for teaching writing. This course is taught Faculty. The course examines the applicability with A&HE 4156, Writing: Nonfiction, as part A&HE 4557. Transitional B: Seminar in of the rhetorical tradition for students and teach- of a 6-point sequence. Special fee required. the teaching of English (1) ers, emphasizing the culture and knowledge Faculty. This 1-credit course serves as a follow exhibited in texts, writers, and readers. Special fee A&HE 4152. Literacies and technologies up to A&HE 4556 for students enrolled in the required. in the secondary English classroom (3) Transitional B program. Through reading, writ- Faculty. Introduces students to media techno- ing, videotaping, reflecting and discussing, inser- A&HE 5204. Fieldwork in teaching logy as it relates to secondary English educa- vice teachers will continue to develop their pro- English (1-6) tion. English is an increasingly mediated and fessional identity, confidence, and resources. Faculty. Permission of instructor required. technologized discipline. New technologies have The class will offer a supportive community of Opportunity for qualified students, individually or enabled emerging practices that have significant colleagues and will focus on praxis– the reci- in small groups, to develop and pursue projects, in implications for literacy learning and teaching. procity of theory and practice– in NYC’s public consultation with an advisor, in schools, commu- Special fee required. schools. Offered spring semester only. nities, and other field settings.

A&HE 4155. Critical issues in the secondary *A&HE 4561. Teaching narrative A&HE 5504. Research paper: English classroom (2-3) and story (3) Teaching of English (3) Faculty. An examination of critical issues that Faculty. An examination of narrative theories, Faculty. Required of all Ed.M., Ed.D., and Ph.D. shape and reshape the teaching and learning narrative design, and philosophies of composi- students. This course seeks to facilitate the writ- of literacies in English classrooms. Special fee tion. ing of the paper representing a refined presenta- required. tion of a student’s research questions and area of inquiry. Special fee required. Teachers College Columbia University 2009-2010 41 A&HE 5514. Readers’ responses: A&HE 6204. Advanced fieldwork in TEACHING OF Research, theory, and practice (3) teaching English (1-6) Faculty. This course is an advanced seminar for Faculty. Permission of instructor required. ENGLISH TO SPEAKERS students exploring research issues related to an See description for A&HE 5204. OF OTHER LANGUAGES examination of reading processes. Various mod- els of critical literacy will be studied including A&HE 6404. Internship in college Program Coordinator: the influence of psychological, transactional, teaching of English (1-6) Professor James E. Purpura feminist, and social accounts of reading on cur- Faculty. Permission of instructor required. rent theory and practice. Special fee required. Opportunities to work in various field-based Program Office: (212) 678-3795 sites. Students must inquire to see if opportuni- Email: [email protected] A&HE 5518. Teaching English in diverse ties are available during any given semester. Website: www.tc.edu/a&h/Tesol social and cultural contexts (2-3) Faculty. A seminar examining how gender, A&HE 6450. Internship in teaching For updated information on the TESOL class, race, ethnicity and sexual orientation English (1-3) Program, consult the TESOL web page at: issues inform instructional goals, curriculum Faculty. Permission of instructor required. www.tc.columbia.edu/academic/tesol/. planning/implementation, and practices in the A forum designed to offer students an opportu- For questions about the TESOL program, email: teaching of literature, language, and composi- nity to explore key issues in the field through tion in English language arts classrooms. their involvement with students, teachers, and [email protected]. Special fee required. classroom settings throughout the city. Special fee required. For updated information on the TESOL Program A&HE 5590. Master’s seminar: in Japan, consult the Tokyo web page at: Teaching of English (1) A&HE 6504. Doctoral seminar: Teaching www.tc.columbia.edu/a&h/Tesol-Japan Faculty. Designed to prepare students for com- of English (1-3) or see the program section in this bulletin. pleting the integrative project for the M.A. Faculty. (Must be taken at least once during degree, students participate in seminars which course of doctoral study.) Doctoral seminar For updated information on the TESOL are oriented towards creating an academic, acquaints students with the uses and history Certificate Program, a six-week intensive non- professional, and social network. Students of the field of English Education and helps stu- credit program, consult the TESOL Certificate research an area of special interest and share dents focus on issues that will shape their own Program web page at: their findings. Special fee required. research. Special fee required. www.tc.edu/a&h/TesolCert. A&HE 6011. The politics of teaching English A&HE 6514. Postmodern textual theories (3) (3) Faculty. Teachers will examine literary and Degrees Offered: Faculty. An examination of political and socio- theoretical texts central to postmodern theory. cultural theories of language, literature, and Students will explore, through a diverse range TESOL-TEACHING OF ENGLISH TO composition that inform diverse ideological con- of means and media, texts deemed pivotal to SPEAKERS OF OTHER LANGUAGES (TESL) structions of knowledge, curriculum, and peda- postmodern approaches and principles. Special gogy in English language arts education. Special fee required. Master of Arts (M.A.) fee required. Master of Education (Ed.M.) A&HE 6904. Research and independent Doctor of Education (Ed.D.) A&HE 6015. College teaching of English (3) study (1-6) Faculty. An examination of programs and meth- Faculty. Permission of instructor required. TESOL- INITIAL CERTIFICATION (TESL-INIT) ods of instruction in English courses on the col- Advanced research and independent study Master of Arts (M.A.) lege level. Special fee required. under the direction of a faculty member. Students work individually or with others. A&HE 6151. Narrative research in Program Description: English education (3) A&HE 7504. Dissertation seminar: The program in TESOL provides students Faculty. Permission of instructor required. Teaching of English (3) with a solid foundation in the English lan- A survey of approaches to and examples of Faculty. Permission of instructor required. guage so that pedagogical and research ques- narrative research, including oral history, Designed to help students shape the writing of tions related to the teaching, learning and life history, biography, autobiography, and the review of literature, research methodology, assessment of English as a second or foreign autoethnography. Special fee required. data analysis and implications of the research. language (ESL/EFL) may be formulated, exam- Special fee required. ined and resolved. More specifically, the A&HE 6152. Advanced narrative research TESOL program helps students develop strate- in English education (3) A&HE 8904. Dissertation advisement in Faculty. This advanced course will provide con- the teaching of English (0) gies, firmly grounded in theory, research and text for students to build on their prior knowl- Faculty. Permission of instructor required. All practice, to teach ESL in the U.S., to teach edge of various genres of narrative research Ed.D. and Ph.D. students must be continuous- EFL internationally, or to do research on the (biography, autobiography, testimonial, oral his- ly registered for Dissertation Advisement until teaching, learning or assessment of English as tory, or life history, for example), to engage in completion of the program. Fee to equal 3 a second or foreign language. The program sustained study of a variety of theoretical and points at current tuition rate for each term. emphasizes study in the following areas: methodological perspectives that might frame • Second language teaching methodologies their research, and to further develop their • Teaching of the language skills own narrative research projects. • Content area education for ESL students • ESL/EFL materials development and curriculum design • Language teacher education

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

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

Teachers College Columbia University 2009-2010 43 Required courses outside the program • ORLJ 4009 Understanding behavioral additional courses in these areas. The follow- (6-9 points): research (3) ing elective research preparation courses • A course in Special Education (2-3) • HUDM 5122 Applied Regression should be taken in consultation with the • A course in Bilingual Education (or Analysis (3) doctoral advisor: Foundations of Education/Urban • HUDM 5123 Linear models and Education) (2-3) experimental design (3) Required Research Methods Courses: • An elective breadth course in consultation • C&T 5502 Introduction to qualitative with a faculty advisor (2-3) • HUDM 6051-2 Psychometric theory research in curriculum and • TESOL and Applied Linguistics elective. I and 2 (3) teaching (2-3) • HUDM 4050 Introduction to measure- This requires a faculty advisor’s approval (3) • HUDM 6055 Latent structure anaysis (3) ment (2-3) • HUDM 6122 Multivariate anaysis I (3) • ORLJ 4009 Understanding behavioral Students can normally expect to complete research (3) the TESOL K-12 Certification M.A. Program • One of the qualitative research methods • HUDM 4122 Probability and statistical in four semesters and one summer term. courses offered at the college (To be inference (3) chosen with faculty advisor’s approval). • ITSF 4092 Qualitative research and MASTER OF EDUCATION (60 POINTS) evaluation in international The TESOL Program offers a Master of Educa- Electives in TESOL or Applied Linguistics (9): education (3) tion (Ed.M.), requiring a minimum of 60 points To be chosen with an advisor’s approval. • ITSF 5000 Methods of inquiry: of graduate study. The Ed.M. involves in-depth Ethnography and participant observation (or ITSF 5001 study in one or more areas of TESOL. The All Ed.M. students must complete an Ed.M. project, written on a research topic arising or 5002) (3) Ed.M. is designed to complement former profes- • HUDM 5122 Applied Regression from their course-related interests and subject sional training at the M.A. level, and it some- Analysis (3) to approval by their faculty advisor. times serves as initial preparation for entering • HUDM 5123 Linear models and experi- the doctoral program. Students who did not mental design (3) receive an M.A. in TESOL from Teachers DOCTOR OF EDUCATION (90 POINTS) • HUDM 6051-2 Psychometric theory College will be expected to complete specified The TESOL Program offers an Ed.D. in I and 2 (3) required courses (see program sheets), from the TESOL requiring a minimum of 90 points of • HUDM 6055 Latent structure anaysis (3) TESOL M.A. in addition to their program of graduate study. The Ed.D. involves sustained • HUDM 6122 Multivariate anaysis I (3) study. Exemptions based on prior coursework or and in-depth study in an area of specialization • One of the qualitative research methods courses their equivalent from another program must be in TESOL and is designed for students wishing to pursue empirical research in one of the fol- offered at the college (To be chosen with faculty approved by the professor teaching the course advisor’s approval). Electives in TESOL or Applied lowing areas: language teaching methodology, and the faculty advisor. Linguistics (9): To be chosen with an advisor’s language in the content areas, language approval. Required courses (12 points): teacher education, second language acquisi- • A&HL 4001 Sociolinguistics and education tion, second language assessment, second lan- In order to progress through these stages, doctoral • A&HL 4104 Discourse analysis (or A&HL guage literacy, second language classroom students are required to take a sequence of doc- 4105, Conversation analysis, interaction, and language program evaluation. toral seminars at the 5500, 6500, 7500, and 8900 or A&HL 4106, Text and Students who did not receive an M.A. or Textuality) levels. Students begin to take these courses when Ed.M. in TESOL from Teachers College they have reached approximately 45-50 points in • A&HL 5575 Research literacy in applied will be expected to have completed all the linguistics and TESOL the program, and after they have been taking required courses, or their equivalent, from courses at Teachers College for a minimum of one the TESOL Ed.M. Breadth requirement (6-9 points): year. After that, doctoral students are required to Those students who do not already have a register for and attend doctoral seminar every Doctoral students have three types of require- degree from Teachers College must take three semester. ments: concentration requirements, research courses of at least 2 points each from outside methods requirements, and doctoral prepara- the department with an advisor’s approved. Doctoral students are required to demonstrate tion requirements. research preparedness in a substantive area by At least one out-of-program course must be: passing the research paper at the 5500 level, Concentration Requirement: • C&T 5502 Introduction to qualitative the certification exam at the 6500 level, and Students are required to take a minimum research in curriculum the certification paper at the 6500 level. Then, number of points in their concentrations. and teaching (2-3) as evidence that they are able to carry out origi- The exact courses should be decided in con- • HUDM 4050 Introduction to nal research under the guidance of a doctoral sultation with their advisor. measurement (2-3) committee, they must write a dissertation • HUDM 4122 Probability and statistical prospectus at the 7500 level as a part of the dis- Research Requirements (12 points): inference (3) sertation seminar, and complete a doctoral dis- To ensure that students have the skills to do • ITSF 4092 Qualitative research and sertation while continuously registered for dis- scholarly research in their area of concentra- evaluation in international sertation advisement at the 8900 level. tion, they are required to take a minimum of education (3) 12 points in research methods, statistics and • ITSF 5000 Methods of inquiry: To prepare for these requirements, students will measurement. Also, depending on the type Ethnography and participant need to take one or more of the seminars in of dissertation (see research methods, mea- observation (or ITSF 5001 consultation with an academic advisor. These surement or statistics courses from the Ed.M.) or 5002) (3) seminars occur at the 5500, 6500, 7500 and being written, students may be asked to take

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

8900 levels. All of these seminars are offered and practice of teaching writing to ESL and starting with the novice practicum, progressing each semester. To determine which seminar to EFL students in a wide range of contexts. to the integrated skills practicum, and culminat- register for, consult an academic advisor. Special fee: $20. ing in the specialized practicum, the goal being to provide gradient learning and practice oppor- • A&HL 5501/ Research paper in applied A&HT 4171. TESOL methodologies tunities leading to increased awareness and A&HT5505/ linguistics (1-3 each course) for 7-12 (3) development of sophisticated teaching skills. A&HT5507 or Professor Hruska. Teaching ESL to secondary Students who are enrolled in the M.A. TESOL • A&HL 6501/ Doctoral seminar in applied students, stressing content area ESL and sec- General Track are required to take two to three A&HT6505/ linguistics (1-3 each course) ond language literacy. Special fee: $20. of the practica, depending on whether they have A&HT6507 or under or over two years of full-time teaching • A&HL 7501/ Dissertation seminar in A&HL 4185. Pedagogical approaches in the experience prior to matriculation, and to take A&HT7505/ applied linguistics content areas for teachers of K-12 ESL (3) the courses in sequence. A&HT7507 (1-2 each course) Faculty. This course examines subject matter or education for ESL students in the K-12 setting. The practica include: 18-20 hours of student • A&HT 8905 Dissertation advisement: Students investigate “best practices” within teaching, 6 to 10 hours per week for teaching TESOL (0) the mainstream setting with a view to helping preparation, 1 hour per week for observations, ESL students gain access to core subject mat- and 2 hours per week for the related seminar. ter knowledge. Special fee: $20. Doctoral students should consult the Office A&HT 4776. Supervised student teaching of Doctoral Studies to be certain of complying *A&HT 4500. Advanced English language in TESOL: K-6 (3) with the latest procedures, deadlines, and study (1-2) Professor Hruska. Permission of instructor documents. Faculty/staff. Developmental ESL for non- required. A supervised teaching experience for native speakers of English who wish to improve M.A. students who are interested in working COURSES: (* = course open to non-majors) their academic writing and speaking skills; toward a New York State teaching certificate in emphasis on writing research papers or giving TESOL K-12 (Kindergarden to 12th grade) and General Courses oral presentations in graduate seminars or other who have not taught ESL in grades K-12 for at professional venues. Topics and emphasis least two years, full time. During the terms of A&HT 4000. Special topics in TESOL (1-6) change each term. Course may be taken more practice teaching, students are not permitted to Faculty. Provides an in-depth examination of spe- than once. Limit 1 point toward TESOL or hold full time jobs. Special fee: $20. cial topics of current theoretical or pedagogical Applied Linguistics degree. Special fee: $20. concern in the field of second or foreign language A&HT 4777. Supervised student teaching in education. Topics may vary from term to term. A&HT 5000. Advanced topics in TESOL TESOL: 7-12 (3) This course may be repeated for credit with (1-6) Faculty/staff. Permission of instructor required. change of topic. Special fee: $20 Faculty. Provides an in-depth examination of A supervised teaching experience for M.A. stu- research of current theoretical or pedagogical dents who are interested in working toward a A&HT 4076. TESOL methodologies concerns in the field of second or foreign lan- New York State teaching certificate in TESOL for K-6 (3) guage education. Emphasis will be on the col- K-12 (Kindergarden to 12th grade) and who Faculty. Introduction to activities, materials, and lection and analysis of data related to the spe- have not taught ESL in grades K-12. During the principles particularly suited to students in ele- cial topic. Topics may vary from term to term. terms of practice teaching, students are not per- mentary schools. Special fee: $20. This course may be repeated for credit with mitted to hold full time jobs. Special fee: $20. change of topic. *A&HT 4077. TESOL classroom practices A&HT 5360-A&HT 5379 and (3) A&HT 5087. Second language acquisition A&HT 5381. Specialized practica for Dr. Fuchs. Introduction to the major language in the classroom (3) ESL teachers (3 each course) teaching approaches that have been influential Professor Han. This course provides an inter- Faculty/staff. Permission of instructor required. in the 20th century. Special fee: $20. face between second language acquisition These practica offer a teaching experience in (SLA) theories and classroom practices TC’s Community Language Program (CLP). *A&HT 4078. TESOL materials (3) through: (a) exploring the practical implica- Special fee: $10. Faculty/staff. Practice in designing, developing, tions of SLA research for second language and evaluating ESL or EFL materials used for teaching, and (b) offering an arena for critical students in different settings. Special fee: $20. reflections on past and current teaching prac- Workshops tices. Special fee: $20. *A&HT 4080. Teaching in linguistically Faculty/staff. Not all workshops are offered each diverse classrooms (3) A&HT 5519. Instructed second language term or year. Selections are offered according to Faculty/staff. Supports teachers in mainstream acquisition and assessment (3) student interest and staff availability. Workshops classrooms, grades 5-12, in building a knowl- Professor Purpura. Prerequisite: A&HL 4088. usually meet over 1 or 2 weekends. edge base and a repertoire of instructional Examines how teaching, learning and assess- strategies that will enhance the learning of ment of grammar have been conceptualized, A&HT 4160-4180. TESOL methodologies language-minority students. Special fee: $20. researched and explained in recent decades. (Noncredit, 0 or 1 point each) Explores differing conceptualizations of lan- A&HT 4086. Language classroom guage ability as a basis for teaching grammar • A&HT 4160. The silent way observation (3) under different conditions and as a basis for • A&HT 4164. Language for specific Faculty/staff. Introduction to the systematic measuring and explaining grammatical acqui- purposes observation of teaching in diverse contexts. sition. Special fee: $20. • A&HT 4165. English for academic Special fee: $20. purposes Language Teaching Practica • A&HT 4166. Computer-assisted *A&HT 4089. Teaching writing to ESL language learning students (3) The practicum courses provide guided profes- • A&HT 4167. Media-assisted language Faculty/staff. An introduction to the theory sional practice. They are offered in three tiers, learning

Teachers College Columbia University 2009-2010 45 • A&HT 4168. Culture and second Doctoral Preparation A&HL 5519. Instructed second language language teaching acquisition and assessment (3) • A&HT 4169. Literature in the A&HT 5505. Research paper: TESOL ESOL class (1-3 each course) A&HL 5575. Research literacy in applied • A&HT 4172. Teaching English in EFL linguistics and TESOL (3) • A&HT 4173. Task-based and functional A&HL 5507. Research paper: Applied approaches to language linguistics and TESOL (1-3 each course) A&HL 5581. Psycholinguistics and learning second language acquisition (1-3) • A&HT 4174. Teaching second A&HL 6507. Doctoral seminar: Applied language grammar linguistics and TESOL (1-3 each course) A&HL 5582. Sociolinguistics and second • A&HT 4175. Facilitating autonomy A&HL 7507. Dissertation seminar: Applied language acquisition (1-3) in language learning • A&HT 4176. Teaching listening linguistics and TESOL (1-3 each course) A&HL 5586. Interlanguage phonology (1-3) • A&HT 4177. Teaching speaking A&HT 6505. Doctoral seminar: TESOL A&HL 5588. Trends in second language • A&HT 4178. Teaching reading (1-3 each course) • A&HT 4179. Teaching writing acquisition research (3) • A&HT 4180. Trends in TESOL A&HT 7505. Dissertation seminar: TESOL metholodogies (1-3 each course) A&HL 6087. Advanced second language acquisition (3) A&HT 8905. Dissertation advisement: A&HT 4817-A&HT 4819. Experiences in A&HL 6201. Advanced fieldwork in learning another language (Noncredit, 0 or 1 TESOL (0) applied linguistics and TESOL (1-6) point each) See also: Faculty/staff. A series of workshops designed to A&HL 6501. Doctoral seminar in applied provide language teachers with an opportunity A&HL 4001. Sociolinguistics and education linguistics (1-3 each course) to learn a foreign language through a brief (3) immersion experience, so that they can reflect A&HL 6587. Seminar in second language upon the experience from a learner’s perspec- A&HL 4003. Schools of linguistics (3) acquisition: Acquisitional and cross-cultural tive. Methods vary from term to term. These A&HL 4005. Semantic systems and the pragmatics (3) workshops may be taken more than once lexicon (3) pending advisor’s approval. A&HL 4014. Gender, language, and See also: A&HT 4860-A&HT 4880. Specialized education (3) For additional acceptable courses in teaching TESOL materials (0-1) methods and practica, see the listing under Faculty/staff. Not all workshops are offered A&HL 4085. Pedagogical English Bilingual/Bicultural Education in the Depart- each term or year. Workshops are offered grammar (3) ment of International and Transcultural according to student interest and staff avail- Studies. ability. Workshops usually meet over 1 or 2 A&HL 4087. Introduction to second weekends. language acquisition (3) A&HL 4088. Second language assessment Independent Research, Fieldwork and Internships (3) A&HL 4101. Phonetics and phonology (3) A&HT 4905. Research and independent study in TESOL (1-6) A&HL 4104. Discourse analysis (3) Faculty/staff. Permission of instructor required. Research under the direction of a faculty mem- A&HL 4106. Text and textuality (3) ber. Students work individually or with others. Course may be taken more than once. A&HL 4901. Research and independent study: Applied linguistics (1-6) A&HT 5205. Fieldwork in TESOL (1-3) Faculty/staff. Permission of instructor required. A&HL 5085. Advanced English syntax (3) Opportunity for qualified students, individually A&HL 5201. Fieldwork in applied or in small groups, to develop and pursue proj- linguistics (1-6) ects, in consultation with an advisor, in schools, communities, and other field settings. A&HL 5501. Research paper in applied Course may be taken more than once. linguistics (1-3) A&HT 6205. Advanced fieldwork A&HL 5512. History of language testing in TESOL (1-6) research (3) Faculty/staff. Permission of instructor required. Opportunity for qualified students, individually A&HL 5515. Advanced topics in applied or in small groups, to develop and pursue proj- linguistics I (3) ects, in consultation with an advisor, in schools, communities, and other field settings. A&HL 5516. Advanced topics in applied Course may be taken more than once. linguistics II (3)

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

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: 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 pro- gram provides opportunities for current teach- ers of English to earn an M.A. while teaching part or full-time. This program suits teachers of English in the Japanese school system (ele- mentary, 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 pro- grams subject to approval. All offerings are in English, and applications are accepted on a rolling basis.

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

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

Teachers College Columbia University 2009-2010 47 48 www.tc.columbia.edu General Information: (212) 678-3000 Biobehavioral Sciences

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

PROGRAMS: DEPARTMENTAL MISSION:

MOVEMENT SCIENCE AND offers programs that derive edu- EDUCATION 50 The Department of Biobehavioral Sciences cational and clinical applications from an understanding of the biological processes underlying Applied Physiology human communication, movement, and their disorders. An understanding of the normal bio- Motor Learning Physical Education behavioral processes is applied to clinical practice. The scientific knowledge obtained from Kinesiology (Ph.D. only) studying each of these specialized fields is used to enhance the educational, adaptive, and com- municative capabilities of individuals with normal and impaired abilities across the lifespan. CURRICULUM AND TEACHING IN PHYSICAL EDUCATION 56 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 59 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 60 Our doctoral graduates are prepared for university faculty positions, administrative positions in field-based settings, and may also pursue careers in research.

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

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

FACULTY:

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

Teachers College Columbia University 2009-2010 49 Ya Ching Hung Paul Gallo MOVEMENT SCIENCE (Movement Science and Education: (Movement Science: Applied Physiology) Motor Learning and Control) Motor Learning and Control) AND EDUCATION Terry Kaminski Shirit Kamil Rosenberg (Movement Science and Education: (Movement Science and Education: The Movement Science and Education area Motor Learning and Control) Applied Physiology) of study includes the following sub-specialties: Janet Falk-Kessler Michael Soupios Applied Physiology; Motor Learning and (Movement Science and Education) (Movement Science and Education: Control; Physical Education; Curriculum and Andrew McDonough Motor Learning and Control) Teaching in Physical Education; and (Movement Science and Education: Carol Tompkins Kinesiology. Motor Learning and Control) (Speech-Language Pathology) Justine Joan Sheppard APPLIED PHYSIOLOGY (Speech-Language Pathology, CLINICAL INSTRUCTORS: Neuroscience and Education) Vanessa D’Auria Program Coordinator: Prithui Raj Subramaniam (Speech-Language Pathology) Professor Carol Ewing Garber (Movement Science and Education: Erika Bresler Program Office: (212) 678-3891 Physical Education) (Speech-Language Pathology) Email: [email protected] Karin B. Wexler Adrienne Frohlich Website: www.tc.edu/bbs/Movement (Speech-Language Pathology) (Speech-Language Pathology) Lesley Wolk Bernadine Gagnon Degrees Offered: (Speech-Language Pathology) (Speech-Language Pathology) Ellen Goldberg APPLIED PHYSIOLOGY (APHY) ASSISTANT PROFESSORS: (Speech-Language Pathology) Master of Arts (M.A.) Karen Froud Nicole Kolenda Master of Education (Ed.M.) (Speech-Language Pathology, (Speech-Language Pathology) Doctor of Education (Ed.D.) Neuroscience and Education) Jo Ann Nicholas See also: The interdepartmental program Erika Levy (Director of the Edward D. Mysak in Applied Physiology and Nutrition in the (Speech-Language Pathology, Speech and Hearing Center) Department of Health and Behavior Studies. Neuroscience and Education) Erika Ozkan (Speech-Language Pathology) Tara McIsaac Emily Perdios (Speech-Language Pathology) MOTOR LEARNING (Movement Science and Education: Tiffany Shahoumian AND CONTROL Motor Leaning and Control) (Speech-Language Pathology) Program Coordinator: ADJUNCT ASSISTANT PROFESSORS: Elise Wagner Professor Andrew Gordon Carol M. Kaufman (Assistant Director of the Edward D. Mysak Speech and Hearing Center) Program Office: (212) 678-3325 (Speech-Language Pathology) Email: [email protected] Ashwini K. Rao (Movement Science and Education: For information about faculty and their scholarly Motor Learning and Control) and research interests, please refer to the Faculty Degrees Offered: section of this bulletin, or visit www.tc.edu/faculty. James Rose MOTOR LEARNING AND CONTROL (MTLG) (Movement Science and Education: Master of Arts (M.A.) Physical Education) Master of Education (Ed.M.) FULL-TIME LECTURERS: Doctor of Education (Ed.D.) Catherine Crowley (Speech-Language Pathology) CURRICULUM AND Jo Ann Nicholas TEACHING IN (Speech-Language Pathology) PHYSICAL EDUCATION INSTRUCTORS: Cynthia S. Cohen Program Coordinator: Professor Stephen Silverman (Speech-Language Pathology) Nancy Freedman Email: [email protected] (Speech-Language Pathology) Degrees Offered: CURRICULUM AND TEACHING IN PHYSICAL EDUCATION (PECT) Master of Arts (M.A.) Master of Education (Ed.M.) Doctor of Education (Ed.D.)

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

PHYSICAL EDUCATION span in typically developing and impaired indi- opportunity for financial support, applicants are viduals. Movement analysis is used to elucidate encouraged to apply by early January for Fall Program Coordinator: the neuromotor control processes underlying admissions. Professor Stephen Silverman skilled performance in everyday functional Program Office: (212) 678-3324 behaviors, sport, and dance. The teacher or Interviews are required for applicants planning Email: [email protected] therapist’s role in facilitating skill learning and to pursue the doctoral program (these may be performance is emphasized. done by conference call when extensive travel is Degrees Offered: necessary). Students intending to pursue doc- Health and physical education has a long and toral study are strongly encouraged to make an PHYSICAL EDUCATION (PHED) distinguished history at Teachers College. appointment to visit the College for at least one Master of Arts (M.A.) Teachers College offered one of the first gradu- day to meet with faculty and doctoral students, PHYSICAL EDUCATION- ate degrees in health and physical education to audit a course or seminar, and to become INITIAL CERTIFICATION (PHED-INIT) and continues to offer a wide array of opportu- acquainted with research areas and resources. Master of Arts (M.A.) nities for graduate study. In addition to courses in curriculum and teaching in physical educa- Degree Requirements for PHYSICAL EDUCATION- PROFESSIONAL CERTIFICATION (PHED-PROF) tion, there are a variety of other courses in the Programs in Movement Science: Master of Arts (M.A.) movement science, health studies, curriculum Applied Physiology and Motor Learning and teaching, and other areas that provide stu- and Control KINESIOLOGY dents with many opportunities for course options. All programs are designed to allow MASTER’S DEGREE PROGRAMS Program Coordinator: flexibility in program planning. For the M.A. and Ed.M. programs with special- Professor Andrew Gordon ization in Movement Science and Education, Each of these specialties has five components: Program Office: (212) 678-3325 students have two options. They may specialize 1. Substantive study of theory and research Email: [email protected] in one of the three areas offered within Move- as embodied in lecture and laboratory courses. ment Science (Applied Physiology, Motor Learn- 2. Development of clinical or educational ing and Control, Physical Education) or in con- Degree Offered: skills in laboratory and fieldwork courses. sultation with an advisor, they may arrange a KINESIOLOGY (KINE) 3. Research training to enable students to read flexibly-designed program of study cutting across and interpret original research and to carry out specialization in the movement sciences that will Doctor of Philosophy (Ph.D.) educational, clinical, or laboratory research. meet their professional needs and academic For more information about special application 4. Seminars to discuss theory and research, interests. requirements, program description and degree identification of research problems, and clini- program requirements for the Ph.D. program cal/educational applications. MASTER OF ARTS in Kinesiology, contact Professor Gordon at 5. Elective courses to meet specific student The M.A. program emphasizes bridging between [email protected] needs which may be taken throughout the the movement sciences and clinical or educa- College and University in such areas as tion practice. The objective is to develop a com- Anatomy, Biology, Business, Chemistry, Com- Movement Sciences prehensive and coherent view of theory and Program Description: puter Science, Health Education, Higher and research that can be applied to practice within Adult Education, Neurosciences, Nutrition, There are three specialties in Movement the student’s professional field. The program Physiology, Psychology, Public Health, and Sciences: requires 32 points of study or comprehensive Science Education. A list of recommended examination. Students are expected to make elective and related courses is available to stu- The Applied Physiology concentration focuses satisfactory progress toward the completion of dents in the Movement Science office. At least on the study of the physiological effects of degree requirements. Program faculty will annu- 2 courses (of at least 2 points each) outside of acute and chronic exercise, how exercise influ- ally review each student’s progress. Please note the program area are required. ences health, and on the promotion of physical that satisfactory performance is defined at a activity in community, clinical and public minimum as no incomplete grades, and no Special Application BBSR or BBS courses in which the grade earned health settings. The effects of exercise training Requirements/Information: on physiological processes, neuromuscular and is lower than B-. While students have come from a variety of biomechanical function, health, and physical fields, the following backgrounds are most well-being are emphasized. Students can apply A final project is required for the M.A. and may appropriate: movement sciences, dance, exer- involve one of four options: their academic work to jobs that involve exer- cise science, physical therapy, occupational cise testing and training, including programs therapy, physical education, athletic training, 1. A scholarly review of research and theory designed to improve health and physical fit- biology, nutrition, nursing, and psychology. ness in healthy individuals and in people with within a topical area drawing application to Students with strong academic records, who educational or clinical practice. or at risk for chronic illness or disability, and in have deficiencies in their science backgrounds, 2. A basic or applied research. community, clinical, research, and public may be admitted with the understanding that 3. An educational project including the devel- health settings. these deficiencies will be remedied with appro- opment of an assessment instrument/method priate courses. When possible, it is strongly rec- for clinical or educational practice or a pres- Motor Learning and Control study focuses ommended that prospective students communi- entation for a continuing education program. on the behavioral, biomechanical, and neural cate with an academic advisor to discuss pro- 4. An examination covering all core movement bases of development, acquisition, and per- gram plans prior to admission. Admissions are science courses, core specialization courses, formance of functional movement skills. on a rolling basis and applicants can be accept- research methods, and substantive study in Acquisition of skill is examined over the life- ed in any semester. However, for greatest movement sciences. Teachers College Columbia University 2009-2010 51 For initial advisement and approval of M.A. • BBSR 5194 Applied physiology lab- work is required for the degree, 30 points of projects, students must consult with their aca- oratory II (3) which must be completed at Teachers College. demic advisor. The M.A. program can be com- • BBS 5060 Neuromuscular responses Transfer credit from another university is pleted in 12–18 months of full-time study or and adaptation to exercise awarded at the discretion of the faculty advisor. two to three years of part-time study (depending (2) A maximum of 30 points completed outside of on the student’s other responsibilities). • BBS 5068 Brain and behavior I Teachers College may be transferred. All Communication in the coursework taken in fulfillment of the Ed.M. Specific requirements for the Motor Learning nervous system (1-2) degree requirements may subsequently be and Control concentration include: • BBSR 5582 Research design in the applied towards more advanced degrees (Ed.D., • BBS 5060 Neuromuscular responses movement sciences (3) Ph.D.). Students can focus on: (a) preparation and adaptation to exercise (2) as a “scholar of practice” who is able to trans- • BBS 5068 Brain and behavior I: Substantive study in movement sciences (mini- late research and theory into appropriate clini- Communication in the mum 6 points). These may include, but are not cal or educational strategies; (b) preparation as nervous system (2) limited to: a clinical instructor, clinical or educational • BBSR 5582 Research design in the • BBSR 5095 Exercise and health (3) supervisor, or applied investigator; or (c) prepa- movement sciences (3) • BBSR 5596 Topics in applied physio- ration for study towards the doctoraldegree. • BBSR 4060 Motor Learning (3)* logy (3) • BBSR 4161 Motor Learning Laboratory • BBSR 4060 Motor learning (2-3) Students are expected to make satisfactory (2, co-requisite BBSR 4060) • BBSR 4005 Applied anatomy and bio- progress toward the completion of degree • BBSR 4050 Biomechanical Analysis of mechanics (3) requirements. Program faculty will annually Human Movement (3) • BBSR 4055 Neuromotor processes (3) review each student’s progress. Please note that • Substantive study: minimally 6 points in • BBSR 5028 Motor Development (2-3) satisfactory performance is defined at a mini- movement sciences (BBSR courses including • BBS 5069 Brain and behavior II: mum as no incomplete grades, and no BBSR or offerings in physical education) beyond the Perception, emotion, mem- BBS courses in which the grade earned is lower above listed courses. ory and cognition (1-2) than B-. For Ed.M. students satisfactory pro- • Laboratory courses: one course of minimally • BBSQ 4043 The human nervous gress in research/special project work is also 2-3 points in movement sciences (BBSR system (3) expected. course). • BBSR 5057 Movement disorders (3) • Seminars, tutorials or conferences: minimally • BBSR 4070 Introduction to the psy- All Ed.M. students must complete a final, 2-3 points in movement sciences (BBSR chosocial study of human culminating project involving either: (a) an courses). movement (2-3) applied research study, which can focus on • Electives: minimally one additional non-BBSR • BBSR 5195 Advanced applied physio- clinical or educational issues, or (b) a laborato- course outside the program in Movement logy laboratory (3) ry research study. Students intending to con- Sciences and Education (course at Teachers • BBSR 4900 Research and Independent tinue study towards the doctoral degree should College for at least 2 points) besides BBS 5060 Study in Movement arrange their Ed.M. program to include core and BBS 5068. Science and Education courses required for doctoral specialization in • Individual program: minimally 6 points in (1-3 points) Applied Physiology or in Motor Learning and movement sciences (additional BBSR courses Control. in substantive, laboratory, fieldwork or semi- Seminars, tutorials or conferences in movement nar study) and/or related areas outside of the sciences (minimum 2-3 points): For the Master of Education program, specific program (including graduate courses at • BBSR 5595 Research seminar in applied requirements for courses, or equivalents trans- Columbia University). physiology (1-3) ferred from prior graduate study, include con- • BBSR 4865 Tutorials in motor learning centration-specific core course requirements for BBSR 5504. Research training in motor (0-3) the M.A. degree, at least 6 points in research learning (2) • BBSR 5860 Movement sciences confer- methods and statistics, substantive study in Students will enroll in this competency based ence (0-1) movement sciences (minimum 15 points), course during their last year of study to immerse • BBSR 6564 Advanced topics in neuro- research seminars or tutorials (minimum 5 themselves in current research in motor learn- motor processes (3) points), and elective courses, with at least two ing and control, as well as receive advisement of courses (minimum 4 points) outside of the BBS their final project. Note that if all coursework is Elective Courses outside of Movement Sciences department. To meet the College breadth complete but the student has not yet completed (a minimum of 2 courses of 2 or more points requirement for graduation, students must have the final project, students must continue to per course). a total of three courses (for at least 2 points enroll for 1 point (above and beyond the 32 each) outside of the Movement Sciences points) each semester until the project is com- MASTER OF EDUCATION Program. Students can meet the breadth plete. The Ed.M. program provides for advanced requirement through electives or core course study in the movement sciences and for indi- requirements, so long as the courses taken to Specific requirements for the Applied vidually designed study to meet the student’s meet those requirements fall outside the pro- Physiology Concentration include: professional needs and interests. The following gram. program description concentrates on describing Required Core Courses (minimum 15 points): course requirements. It is important to recog- Research training students will enroll in either • BBSR 4095 Applied physiology I (3) nize that these are only the more formal and research training in motor learning (BBSR • BBSR 4195 Applied physiology labora- identifiable features of the program. A mini- 5504) or research seminar in applied physiology tory I (3) mum of 60 points of relevant graduate course- (BBSR 5595) for at least during their last year

52 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAVIORALIOBEHAVIORAL SSCIENCESCIENCES of study to immerse themselves in current DOCTOR OF EDUCATION normally transfer approximately 30 points and research in their movement science concentra- (APPLIED PHYSIOLOGY) therefore enroll for approximately 60 points of tion as well as receive advisement on their The goal of the Doctor of Education with spe- coursework at Teachers College during their final project. Note that if all coursework is cialization in Applied Physiology is to prepare doctoral program. complete but the student has not completed doctoral students to pursue scholarly and sci- the final project, students must continue to entific work. Students are expected to con- Research training uses an apprenticeship model. Students work closely with faculty enroll for 1 point (above and beyond the tribute significantly to the completion of at least one comprehensive research project prior throughout their preparation: initially as 60 points) each semester until the project is to initiation of their dissertation proposal. The apprentices with access to considerable complete. skills developed during completion of this proj- advisement, subsequently as collaborators, ect will enable students to carry out their dis- then progressing to a position as independent DOCTORAL PROGRAMS sertation project independently. Students are researchers. Typically, the dissertation research In the preparation of doctoral students, the encouraged to present the work leading up to is an extension of one prior study. Often, goal is to develop those competencies neces- the dissertation proposal at national meetings research leading up to the dissertation is pre- sary to pursue scholarly and scientific work and to contribute to the publication of results sented at national meetings or is published in and to formulate strategies to enhance profes- in peer-reviewed journals. Research may be professional journals. sional practice. Formal admission to the doc- completed in the applied physiology laborato- toral program is based upon level of achieve- ries at Teachers College or in another clinical/ Movement Sciences Core Courses research setting. If the work is completed out- ment in coursework and seminars; demonstra- (minimum 12 points) side of Teachers College, students are expected • BBSR 4095 Applied physiology I (3) tion of research competence; a research direc- to demonstrate that they have contributed sig- tion compatible with faculty and laboratory • BBSR 4195 Applied physiology labora- nificantly to the completion of the required tory I (3) resources; and signs of professional promise. projects. All work (either at Teachers College • BBSR 5194 Applied physiology labora- A list of current research projects in Applied or outside of the College) must be developed tory II (3) Physiology and in Motor Learning and Control and completed in conjunction with advisement • BBS 5060 Neuromuscular responses can be obtained from the secretary in the of Movement Science faculty. The preliminary and adaptation to exercise Movement Science office. work may be published prior to graduation, but (2) the final study may only be published upon • BBS 5068 Brain and behavior I: Applicants for the M.A., Ed.M. and Ed.D. completion of the degree. All Ed.D. students Communication in the degrees are reviewed on an ongoing basis are encouraged to write a grant to obtain pre- nervous system (1-2) doctoral fellowship funding to support their throughout the academic year. However, con- research and to provide some training in grant- Research Methods and Statistics sideration for general and diversity awards is manship. given to those applicants who meet the early (minimum 12 points): application deadline. See the Admissions sec- Students are expected to commit themselves • BBSR 5582 Research design in the tion of this bulletin for details. Prior to formal to their graduate studies. A minimum commit- movement sciences (3) admission, enrollment in up to 8 points of study ment entails engaging in research activity • HUDM 4120 Basic concepts in statistics as a non-matriculated student is permitted. related to the doctoral degree three days per (if no undergraduate sta- week (at least two weekdays). This minimum tistics-does not count toward the research Applicants for the Ph.D. in Kinesiology are commitment will ensure that advisement, methods requirements) (3) reviewed once a year subsequent to the research activities and coursework can be completed in an efficient and timely fashion. • HUDM 4122 Probability and statistical December 15th application deadline. inference (3) Students are expected to make satisfactory • HUDM 5122 Applied regression analysis Specialization in Applied Physiology, Motor progress toward the completion of degree (3) Learning and Control, or Physical Education requirements. Program faculty will annually • HUDM 5123 Experimental design (3) is required for the doctoral program in these review each student’s progress. Please note that • HUDM 6122 Multivariate analysis I (3) areas. Within each area of specialization, stu- satisfactory performance is defined at a mini- • HUDM 6123 Multivariate analysis II (3) dents prepare course and laboratory projects, mum as no incomplete grades, and no BBSR or research papers and other materials appropri- BBS courses in which the grade earned is lower Research Seminar (Registration required ate for their projected professional activities. than B-. For doctoral students satisfactory each semester) The program requires 90 points of graduate progress in research/special project work is also • BBSR 5595 Research seminar in applied physiology (typically, stu- study. expected. dents enroll each semester In the preparation of doctoral students, the until degree requirements The doctoral program prepares individuals for goal is to develop those competencies neces- are completed) (1-3 points leadership roles in the movement sciences and sary to pursue scholarly and scientific work and each semester) in the fields of physical education, nutrition, to formulate strategies to enhance professional dance education and rehabilitation (occupa- practice. Substantive study in movement sciences (BBSR) tional, physical and respiratory therapy). (minimum 9 points). These may include, but are Graduates have assumed positions as faculty The following program description concen- not limited to: members and program directors in universities trates on describing course requirements. It • BBSR 5095 Exercise and health (3) and colleges; as researchers in educational, is important to recognize that these are only • BBSR 5596 Topics in applied physiology clinical or biomedical settings; and as adminis- the more formal and identifiable features of (3) can be taken multiple the program. A minimum of 90 points of rele- trators, supervisors or consultants in clinical times with different topics) vant graduate coursework is required for the • BBSR 4060 Motor learning (2-3) or educational facilities. Preparation focuses degree, 45 points of which must be completed advanced study and research training within • BBS 5069 Brain and behavior II: at Columbia University. Students who com- Perception, emotion, mem- the specialization. plete a master’s degree at another university ory, and cognition (1-2)

Teachers College Columbia University 2009-2010 53 • BBSQ 4043 The human nervous system For the doctoral program with specialization in • Individual program and electives (17) • BBSR 5057 Movement disorders Motor Learning and Control, specific course • BBSR 4070 Introduction to the psycho- requirements (or equivalents transferred from prior Teaching Assistantships: Program faculty social study of human graduate study) are: believe strongly in the value of assistant teach- movement (2-3) ing. Teaching assistantship can provide students • BBSR 5195 Advanced applied physio- • BBS 5060 Neuromuscular responses with valuable opportunities to learn new materi- logy laboratory (3) and adaptation to exercise • BBSR 4900 Research and independent al, review material previously acquired and (2) obtain teaching skills and materials. The objec- study in movement science • BBS 5068 Brain and behavior I: tive of the required teaching assistantship is to and education (1-3 points) Communication in the • BBSR 6900 Supervised independent nervous system (2) provide Ed.D. students with a quality learning research in movement • BBSR 4050 Biomechanical analysis experience that will benefit them regardless of science and education of human movement (3) whether they pursue academic or nonacademic (1-8 points) • BBSR 4060 Motor learning (3) careers. Doctoral students are required to serve • BBSR 4151 Laboratory methods in as a teaching assistant for one Masters level Elective cognate courses offered at Teachers biomechanics (3) course before graduating (whether in a paid or College outside of Movement Sciences and at • BBSR 4161 Motor learning laboratory non-paid capacity). Every effort will be made to Columbia University (to complete required (2-3) points). Students take elective courses in cog- match student preferences with available oppor- • BBSR 5151 Introduction to the analysis tunities, but students should expect that they nate areas to help them develop additional of biomechanical signals, or may not always receive their first preference. competencies that will help them reach career an approved course in com- goals or gain deeper understanding of the the- puter programming (3) Beyond this, additional teaching assistantship oretical and scientific bases for their disserta- • BBSR 5504 Research training in motor opportunities may be available for more tion research. There are many hundreds of learning (2-3 points each advanced courses. courses from which to select at Teachers semester, continuous enroll- College and at Columbia University. Those ment required until comple- Graduate Study/Clinical Practice Traineeships courses from the master’s degree not approved tion of degree requirements, are available for occupational and physical ther- as substitutions for courses above may be typically 18 points) apists enrolled in or admitted to degree pro- counted toward elective credit. It is strongly • BBSR 5582 Research design in the grams in Movement Science. They are offered recommended that most doctoral students in movement sciences (3) applied physiology take organic chemistry and in collaboration with several clinical agencies • Four courses (12 points) selected from: located in the metropolitan New York area that biochemistry, if they have not done so in pre- BBSQ 4047, BBSR 4055, BBSR 4070, BBSR provide services to diverse groups including vious study. 4865, MSTC 5000, BBSR 5050, BBSR 5028, pediatric, adult, and geriatric clients. These BBSR 5055, BBSR 5057, BBSR 5251, BBSR DOCTOR OF EDUCATION 5860 traineeships involve up to 20 hours per week (MOTOR LEARNING AND CONTROL) • Three topical seminars (9 points) selected in a clinical setting and provide stipend and In the preparation of doctoral students, the from: BBSR 5596, BBSR 6563, BBSR 6564, tuition benefits. International students may goal is to develop those competencies neces- BBSR 6565, BBSR 6571 qualify, contingent on obtaining appropriate sary to pursue scholarly and scientific work • Statistics sequence minimum (9 points): New York State clinical licensure. The latter and to formulate strategies to enhance profes- HUDM 4122, HUDM 5122 and may take up to 12 months so interested pros- sional practice. HUDM 5123 pective students should contact the coordina- tor as soon as possible during the application Research training uses an apprenticeship Two courses in educationally-relevant areas must process. The instructional staff in Movement model. Students work closely with faculty also be selected from the list below or substituted Science provides clinical supervision. A case throughout their preparation: initially as with advisor permission: study approach is used to directly bridge apprentices with access to considerable between substantive study and clinical prac- advisement, subsequently as collaborators, • C&T 4004 Basic course in school tice. For more detailed information, contact then progressing to a position as independent improvement (3) researchers. • C&T 4052 Designing curriculum and the Coordinator of Clinical Traineeships at instruction (3) (212) 678-3325. Typically, the dissertation research is an • C&T 4078 Curriculum and teaching in extension of one or two prior studies. Often, urban areas (3) COURSES: research leading up to the dissertation is pre- • C&T 4114 Multicultural approaches to sented at national meetings or is published in teaching young children (3) BBS 4032. Neuroscience of human speech professional journals. • C&T 4159 Teacher education programs and language (1-2) (3) Professor Froud. An introduction to the neuro- In addition to substantive study and research • C&T 5020 The environments of school logical bases of normal speech and language perception, production and use. preparation, students are expected to design (3) • ORLH 4010 Purposes and policies of an individual program representing their higher education (3) BBS 5060. Neuromuscular responses research area and professional concerns. Such • ORLH 4011 Curriculum and instruction and adaptation to exercise (2) preparation requires a significant commitment in higher education (3) Professor Garber. A review of the physiology to graduate study. Doctoral students (and • ORLH 4040 The American college stu- of muscle contraction in addition to in-depth Ed.M. students planning to pursue the doctor- dent (3) discussion of topics related to the field which al degree) are required to be engaged in • ORLH 4820 Cultural diversity training in include: the relationship between muscle act- research at least three days per week (on or higher education settings: ivation and respiration during exercise, muscle off-site) and be available for advisement at Issues and concerns (3) fatigue, eccentric versus concentric contractions least two mornings or afternoons. • ORLH 4830 Transforming the curricu- and adaptation to strength training. lum: Theory and practice (3)

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

BBS 5068. Brain and behavior I: Topics include the initiation, motivation and and computer-based kinematic analysis. Communication in the nervous system (1-2) quality of performance, the roles of arousal, Students design and conduct a pilot research Professor Gordon. An introduction to commu- attention, and gender as well as principles of study using biomechanical analysis of a func- nication within the nervous system and func- cognitive and behavioral change. Class read- tional movement. Special fee: $75. tional brain neuroanatomy. Examination of ings, discussion and assignments are designed chemical circuits in the brain and associated to facilitate the application of theory to the BBSR 4161. Motor learning laboratory (1-2) pathologies, such as Parkinson’s disease, Tour- students’ current sport or exercise-related Faculty. An introduction to qualitative and ettes, schizophrenia, depression, and anxiety. employment. quantitative analysis of movement and action during acquisition of functional skills. BBS 5069. Brain and behavior II: BBSR 4090. Physical fitness, weight Corequisite: BBSR 4060. Perception, emotion, memory and cognition control, and relaxation (2-3) (1-2) Instructor Rosenberg. Contributions of exercise BBSR 4195. Applied physiology laboratory I Faculty. An introduction to brain processes to human well-being throughout life. Class- (3) associated with perception, emotion, memory room, gymnasium, and laboratory experiences Professor De Meersman and lab assistant. and cognition. Consequences of damage to included. Designed for teachers, counselors, Co/prerequisite: BBSR 4095. The discussion these neurobehavioral processes are examined and others who desire an introduction to basic and practice of techniques for collection and through reading and discussion of clinical case concepts of physical fitness. analyses of physiologic data (calibration, basal studies. metabolism, body composition, static pulmon- BBSR 4095. Applied physiology I (3) ary functions, VO2 measurements, physiogra- BBSQ 4043. The human nervous system (3) Professor De Meersman. Prerequisite: a course phy). Lab fee: $100. Faculty. Anatomy and basic physiology of the in human physiology. Physiological bases of central and peripheral nervous systems. Reflex exercise. Lectures concerning the effects of BBSR 5151. Introduction to the analysis systems, sensorimotor processes and the spe- exercise on the major physiological systems of biomechanical signals (2-3) cial senses; introduction to neuropathology (cellular, cardiovascular, thermoregulatory, Professor Gordon. Introduction to the con- and clinical neurology as related to rehabilita- pulmonary, renal, body fluids, hormonal). cepts and techniques used in the analysis of tion. biomechanical signals. Students will apply BBSR 5028. Motor development across the these techniques to actual kinematic, kinetic Substantive Study lifespan (2-3) and electromyographic data using the Lab- Professor McIsaac. Review and analysis of the- VIEW programming language. BBSR 4005. Applied anatomy and oretical models and experimental research biomechanics (3) related to development and performance of BBSR 5194. Applied physiology laboratory II Faculty. Topics include: gross anatomy and motor skills throughout the lifespan. (3) function of human skeletal and muscular sys- Professor Garber. The discussion and practice tems, mechanics of human movement, and BBSR 5050. Neurophysiology of motor of techniques for collection and analysis of analysis of skills in dance and physical educa- control and electromyography (3) physiologic data (strength testing, electromyog- tion. Designed primarily for students without Faculty. Advanced topics dealing with the raphy, computerized data acquisition). Lab fee: a prior course in anatomy or biomechanics. experimental and clinical use of electromyogra- $100. Students will be expected to participate in a phy. Topics will be integrated with the kine- laboratory offered immediately preceding the matics of movements being observed. A lab- BBSR 5195. Advanced applied physiology scheduled class time. Lab fee: $50. oratory project using EMG will be required. laboratory (3) Lab fee: $50. Professor Garber. Prerequisite: BBSR 5194. BBSR 4050. Biomechanical analysis of Introduction of advanced physiologic measure- human movement (3) BBSR 5055. Bases of motor control ment techniques and concepts. Included are Professor Gordon. Permission required. Covers systems (3) indirect calorimetry, spectrophotometry, vascu- the principles and techniques required to ana- Faculty. Study of control processes subserving lar volume dynamics, autonomic reflexes, ther- lyze human movement, which can be used to the coordination of movement. moregulation, noninvasive cardiac output, develop practical research questions. Quanti- computer data plethysmography, tonometry, tative and qualitative techniques for analysis BBSR 5057. Movement disorders (3) acquisition, and post-acquisition analyses. Lab of movement are discussed in relation to the Professor Gordon. Study of the patho- fee: $100. study of learning, motor control, motor devel- physiology of various movement disorders opment, and motor impairments. Lab fee: $50. and the resulting motor impairments. BBSR 6070. Neural basis of respiration (3) Faculty. This course is designed to expose stu- BBSR 4055. Neuromotor processes (3) BBSR 5095. Exercise and health (3) dents to topics in respiratory control which Faculty. Prerequisite: BBSQ 4043 or equiva- Professor Garber. Prerequisite: BBSR 4095 or relates to the fields of motor learning, exercise lent. An examination of the structure and equivalent. The role of exercise in diagnosis, physiology, and speech. Topics include posture, function of the nervous system with specific prevention, and rehabilitation of health prob- balance and breathing, respiratory control of reference to adaptive motor control. lems such as cardiovascular disease, pulmonary upper airway muscle activity, neural basis of disease, diabetes, obesity, and stress. exercise hyperpnea. BBSR 4060. Motor learning (2-3) Interactions with nutrition are stressed. Professor McIsaac. Study of factors relating to Seminars and Conferences the acquisition and performance of motor Laboratory Courses skills. Includes review and analysis of appropri- BBSR 4865. Tutorials in motor learning ate research findings. BBSR 4151. Laboratory methods in (1-2) biomechanics (3) Faculty. Review of theoretical and experimental BBSR 4070. Introduction to the psycho- Dr. Kaminski. Permission required. Enrollment studies in motor learning and motor control. social aspects of sport and exercise (2-3) limited. Prerequisite: BBSR 4050. Students Topics to be announced. Dr. Muzii. This course is designed to introduce develop technical skills in the application students to the major psychosocial topics relat- of biomechanics to the study of movement ed to the performance of sport and exercise. behavior including video-based data collection

Teachers College Columbia University 2009-2010 55 BBSR 5596. Topics in applied physiology (3) BBSR 5504. Research training in CURRICULUM AND Faculty. Prerequisite: BBSR 5095 or equiva- motor learning (1-3) lent. A seminar format used for discussion of Professor Gordon, Dr. McIsaac and Dr. TEACHING IN advanced topics. Open only to doctoral and Kaminski. Permission required. A competency- PHYSICAL EDUCATION advanced master’s students. based approach to the preparation of researchers Program Coordinator: in the areas of neuromotor control and perceptu- Professor Stephen Silverman BBSR 5860. Motor learning conference (1) al-motor processes. Several learning experiences Faculty. Topics and speakers are announced in are offered each semester, involving lectures, lab- Program Office: (212) 678-3324 a separate brochure which may be obtained oratory practica, seminars and individual Email: [email protected] from the department office. research advisement.

BBSR 4861. Workshop in motor learning BBSR 5582. Research design in the Degrees Offered: and control (1-2) movement sciences (3) CURRICULUM AND TEACHING Faculty. Students carry out a case study of skill Faculty. Basic concepts of research design and IN PHYSICAL EDUCATION (PECT) acquisition in a functional movement task and statistical analysis. Students learn to interpret integrate qualitative and quantitative findings articles and design projects. Master of Arts (M.A.) in a final essay, characterizing the learning Master of Education (Ed.M.) process. BBSR 5595. Research seminar in Doctor of Education (Ed.D.) applied physiology (1-3) BBSR 6563. Neuromotor processes seminar Professors De Meersman and Garber. M.A. Program Description: (2) students carrying out research-culminating The 32-point M.A. program is designed so Faculty. Offered in conjunction with review projects enroll in this course near the end of physical educators can develop greater knowl- and analysis of research related to conference their course of study to discuss and present edge about curriculum and teaching. The 60- topic. their projects. Ed.M. and doctoral students point Ed.M. program is designed to prepare enroll at least once in connection with each teachers for leadership roles in schools. The BBSR 6564. Advanced topics in neuro- research project they complete. program provides opportunities to study motor processes (2-3) school-wide issues of curriculum, teaching, Faculty. Topic changes annually. BBSR 6900. Supervised independent administration, and school reform. Specialized research in movement science (1-9) BBSR 6565. Seminar in motor learning Faculty. For advanced students who wish to concentrations also are available in physical and motor control (3) conduct research under faculty guidance. fitness program development and administra- Faculty. Review and analysis of theories and tion. research in a selected topical area pertaining to BBSR 7500. Dissertation seminar in acquisition of skill or control processes underly- movement science (0-3) The Teach and Study Program, which is for ing skilled performance. Re-enrollment is per- qualified teachers of physical education, assists mitted as topics vary. BBSR 8900. Dissertation advisement in applicants in finding a physical education movement science (0) teaching position (part-time or full-time) in Fieldwork Faculty. Advisement on doctoral dissertation. schools in the Teachers College vicinity. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in BBSR 5200. Fieldwork in movement The 90-point Ed.D. program prepares students science (1-4) catalog on Continuous Registration for Ed.D. to serve in leadership roles as specialists in Faculty. Permission required. For advanced degree. students prepared to investigate problems. physical education curriculum and teaching, MSTC 5000. Neurocognitive models of administrators in schools and colleges, teacher BBSR 5251. Fieldwork seminar in motor information processing (1-3) educators, and/or researchers and faculty learning and motor control (1-2) See the Department of Mathematics, Science members in institutions of higher education. Faculty. Applications of theory/research to ther- and Technology for course description. apeutic or educational practice for students in Special Application field-based settings. Requirements/Information: Teach and Study applicants should request a BBSR 6201. Supervision of educational or separate application from the program office. clinical practice in the movement sciences They must also submit the Teachers College (0-2) Faculty. Permission required. Corequisite: Application for Admission. Actual supervisory experience during that semester. For doctoral students in the move- Doctoral applicants are required to submit a ment sciences. Field-based experiences in the writing sample (preferably a course paper, mas- guidance of therapists or educators engaged in ter’s thesis, or published article). Prior formal applying the movement sciences to clinical training and/or teaching experience in physical practice. education is required for admission to the doc- toral program. Applicants without a major or Research Preparation minor in physical education at the undergrad- uate level should submit letters verifying their BBSR 4900. Research and independent physical education teaching experience. study in movement science and education (1-6) Faculty. Master’s degree students undertake research and independent study under the direction of a faculty member.

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

Degree Requirements: All doctoral students participate in an inten- BBSR 6340. Supervision in physical The specific career goals of the student are sive seminar that reviews research in physical education (3) used in planning the graduate program. education and also attend a continuous Faculty. For doctoral candidates and supervi- Programs include one or more of the following research semester during most semesters of sors in curriculum and teaching. Field-based features: their enrollment in the program. Students experiences in the analysis and evaluation of must satisfactorily complete all parts of the programs and teacher performance. Field-Based Experiences program certification exam and a literature The theoretical study of curriculum and teach- review to be certified and officially begin the BBSR 6540. Research seminar in curricu- ing concepts is integrated with field-based dissertation process. lum and teaching in physical education (3) applications of those concepts. Part of the stu- Faculty. Examines research problems and dent’s graduate study experience takes place in During the dissertation process, students work methodologies in curriculum and teaching elementary, secondary, or college physical edu- closely with an advisor and complete pilot in physical education. cation settings. Students who are concurrently studies to enhance their research skills. Courses that overlap all Movement employed as physical education teachers use Students who are planning on academic Science Programs their own schools as field sites; other students careers that will include conducting research are assigned to selected field sites. may participate in faculty research projects BBSR 4070. Introduction to the psycho- throughout their program to further enhance social study of human movement (2-3) Program Design and Development their research preparation. Faculty. A general overview of knowledge and Students critically examine an array of tradi- theory pertaining to the psychosocial dynamics tional and innovative physical education pro- COURSES: of behavior in sports and dance. gram designs, and then formulate their own conception of curriculum. Program evaluation BBSR 4700. Student teaching in physical BBSR 4900. Research and independent techniques are studied and then used to con- education (3) study in movement science and education duct field evaluations of ongoing programs. Faculty. Student teaching in both elementary (1-6) Students learn systematic techniques for pro- and secondary schools for a full semester. Includes a required seminar. Faculty. Permission required. Master’s degree gram development and use them to plan pro- students undertake research and independent grams for field settings. BBSR 5040. Curriculum designs in physical study under the direction of a faculty member. education (3) Teaching: Performance and Analysis Faculty. Review of existing curriculum designs, BBSR 5200. Fieldwork in movement Students critically evaluate existing theories traditional and new. Systematic development science and education (1-4) and models of teaching, and devise their own of curriculum plans. Faculty. Permission required. For advanced concepts of teaching. A spectrum of analytic students prepared to investigate problems. techniques is used to analyze videotaped and BBSR 5041. Analysis of teaching in live samples of interactive teaching. physical education (3) BBSR 5582. Research design in movement Professor Silverman. An analysis of the deci- science and education (3) Study and Application of Concepts of sions and actions of teachers in relation to Professor Silverman. Basic concepts of re- Human Movement and Health their role as director of learning. Includes experiences in executing and analyzing teach- search design and statistical analysis. Students Students study theory and research in the learn to interpret articles and design projects. applied sciences of anatomy, movement analy- ing skills. sis, exercise physiology, health, nutrition, BBSR 5043. Administration of physical BBSR 6900. Supervised independent motor learning, and their applications to pro- education and athletics (2-3) research in movement science and gram designs and teaching strategies. Dr. Meyers. For prospective and in-service education (1-9) administrators. Preparation for carrying out Faculty. Permission required. For advanced Culminating Experience administrative functions related to program students who wish to conduct research under Students in the M.A. and Ed.M. programs are planning, scheduling, budgeting, equipment faculty guidance. required to complete a culminating experience and facilities, safety and liability, staff develop- that integrates material from their course- ment, community relations, and others. BBSR 7500. Dissertation seminar in work. This experience can be field-based, the- movement science and education (0-3) oretical, or a research project related to physi- BBSR 5240. Fieldwork in curriculum and teaching in physical education (2-4) Faculty. Permission required. Candidate devel- cal education. The student and his or her ops proposal for doctoral dissertation in con- advisor will discuss and design an individual Faculty. Field projects in program evaluation, curriculum development, analysis of teaching, sultation with advisor. Seminar convenes only experience that helps meet the goals of the and the application of teaching strategies. on days when candidates present proposals for student’s program. approval. BBSR 5543. Seminar in physical education Research Competence (for Ed.D. students) (2-3) BBSR 8900. Dissertation advisement in All doctoral students develop proficiency in Professor Silverman. Examination of current movement science and education (0) research and complete a dissertation under the issues in curriculum and teaching in physical Faculty. Individual advisement on doctoral advisement of a faculty sponsor. With their education relative to diverse student popula- dissertation. Fee to equal 3 points at current career goals in mind, students design their pro- tions and associations with other disciplines. tuition rate for each term. For requirements, grams to include coursework that focuses on Advanced students prepare and present inte- see catalog on continuous registration for research methods and the results of research in grative papers. Ed.D. degree. physical education, and participate in research experiences to demonstrate competence and successfully complete the dissertation.

Teachers College Columbia University 2009-2010 57 PHYSICAL EDUCATION M.A. degree. Among the other requirements early in their program. Content course deficien- are: (a) an undergraduate degree in kinesiolo- cies will be made up, with the approval of the Program Coordinator: gy or physical education or the equivalent in program coordinator, through courses at Teachers Professor Stephen Silverman coursework (see below); (b) completion of 100 College, Columbia University or another college hours of pre-practica; (c) completion of a full or university. Students who are deficient in physi- Program Office: (212) 678-3324 semester of student teaching (BBSR 4700, cal activity courses will be required to make up Email: [email protected] Website: www.tc.edu/bbs/Phys-Ed 3 points); (d) completion of state-approved courses through the Columbia College Physical courses in Detection and Reporting of Child Education program or other educational experi- Degrees Offered: and Substance Abuse and in Violence Pre- ences that are approved by program faculty. vention; (e) satisfactory scores on the state PHYSICAL EDUCATION (PHED) administered Physical Education Content Required courses for physical education teacher Master of Arts (M.A.) Specialty Test, ATS-W, and LAST tests. See certification: •BBSR 4060 Motor learning (2) PHYSICAL EDUCATION- the Teacher Education section of this bulletin INITIAL CERTIFICATION (PHED-INIT) for details. The exact coursework needed to •BBSR 4700 Student teaching in physical education (3) Master of Arts (M.A.) complete New York State teacher certification requirements will be determined by the pro- •BBSR 4865 Tutorials in motor learning (1) PHYSICAL EDUCATION- gram coordinator when evaluating previous PROFESSIONAL CERTIFICATION (PHED-PROF) •BBSR 5040 Curriculum designs in coursework. Master of Arts (M.A.) physical education (3) •BBSR 5041 Analysis of teaching in Program Description: Entry to Teacher Certification Program physical education (3) The course of study provides students with a Students entering the physical education •BBSR 5240 Fieldwork in curriculum broad background in physical education, the teacher certification program normally have and teaching in physical education (6) movement sciences, and related areas. It is an undergraduate degree in kinesiology or a related field (e.g., physical education, exercise •BBSR 5543 Seminar in physical designed for students whose career goals education (3) include teaching in schools and other environ- science, movement science). Students who do not have a degree in physical education are •BBSR 5582 Research design in the ments, fitness management, coaching, and movement sciences (3) required to have the equivalent in coursework related areas. Students who are interested in •C&T 4020 The environments obtaining K–12 New York State teacher certi- in order to be admitted to the program or may of schools (3) fication in physical education must complete make up the prerequisites once admitted to •HBSE 4000 Introduction to special the state approved program and may require the program. education (3) additional coursework beyond that required for the degree. Students should contact the As a prerequisite to entering the teacher educa- program coordinator for transcript review and tion program all students are required to have a to develop a plan to meet teacher certification minimum of 24 hours in the disciplinary aspects requirements. of kinesiology including courses in: (a) exercise/ applied physiology; (b) fitness and physical Degree Requirements: activity program planning; (c) biomechanics After consultation with their advisor, students and anatomy; (d) sport psychology; (e) sport will select a minimum of 18 of the 32 required sociology/cultural studies of physical activity; points in movement sciences and education (f) motor learning; (g) measurement and evalu- courses. At least 6 points in Curriculum and ation/assessment of physical activity; (h) growth Teaching in Physical Education are required. and motor development; and (i) prevention Additional courses may be selected from the and treatment of athletic injuries. All students following areas: are required to document competence in a wide • Applied physiology variety of motor activities including: (a) team • Motor learning sports; (b) individual sports; (c) racquet activi- • Psychosocial study of human movement ties; (d) dance and rhythms; (e) aquatics; (f) • Health education fitness activities; and (g) adventure activities. • Nutrition In order to meet the motor activity prerequi- • Curriculum and teaching sites, students may have completed a college class, have significant documented participation Integrative Paper in the activity, or completed community educa- As part of their culminating experience, stu- tion courses (e.g., Water Safety Instructor class dents present a special project that integrates through the American Red Cross). In addition, their course experiences with an independent- students in the Physical Education certification ly defined issue of professional concern. program are required to have first aid and CPR certification issued by a national certification Physical Education Teacher Certification agency. Students wishing to be eligible for New York State Department of Education certification Each student’s transcript will be evaluated to as a K–12 physical education teacher must determine if he or she has completed the pre- complete additional requirements beyond the requisites. Students who do not have the pre- requisites will be required to make them up

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

NEUROSCIENCE Course Requirements: • BBS 5069 Brain and behavior II: Psychological processes underlying development, Perception, emotion, memory, AND EDUCATION learning, and cognition. and cognition (1-2) • BBSQ 4040 Speech and language Program Coordinator: Professor Peter Gordon At least one course is required of the areas of disorders (3) developmental psychology and cognitive psy- • BBSN 5070 Neural bases for language and Program Office: (212) 678-8162 chology. Possible courses fulfilling these require- cognitive development (3) Email: [email protected] ments are listed below, but other courses in Website: www.tc.edu/bbs/NeuroSci these areas or courses taken previously are also Advanced Courses acceptable. Students who wish to develop more advanced knowledge within the neurosciences may register for Degree Offered: Developmental Psychology up to 12 points of advanced courses in neuroscience NEUROSCIENCE AND EDUCATION (NEUR) • HUDK 4021 Developmental psychology: offered outside of TC at Columbia University Infancy (2-3) College of Physicians and Surgeons, and Faculty Master of Science (M.S.) • HUDK 4022 Developmental psychology: of Arts and Sciences. Program Description: Childhood (2-3) • HUDK 4023 Developmental psychology: Seminars Neuroscience and Education was the first gradu- Adolescence (2-3) All students are required to register for: ate program in the country to focus on the edu- • HUDK 4024 Developmental psychology: • BBSN 5575 Integrative seminar in neuro- cational and clinical implications of recent Adulthood and the lifespan sciences and education (3) advances in understanding brain-behavior rela- (2-3) tionships. One objective of the multi-discipli- • HUDK 5023 Cognitive development (3) Practicum and Research Experience nary program is to prepare a new kind of special- • HUDK 5024 Language development (2-3) Students find placements in research or clinical ist: a professional with dual preparation able to settings either at TC or throughout the city in bridge the gap between research underlying Learning and Cognition order to provide an experience that will become brain, cognition and behavior, and the problems • HUDK 4029 Human cognition and learning the basis for their thesis project. Students may reg- encountered in schools and clinics. A second • HUDK 4820 Education for thinking objective is to provide rigorous training and rele- ister for research credit or independent study dur- • HUDK 4015 Psychology of thinking ing this period. vant experiences that would allow students to • HUDK 5025 Spatial thinking further their knowledge and make links between neuroscience, cognition, education, and clinical Psychological Evaluation and Assessment Master’s Integrative Project Opportunities for student participation in practice. The M.S. program is intended for pro- Two courses in statistics, measurement, or fessionals and non-professionals alike who would assessment are required. These could include research are available. Preparation of a mas- like to acquire knowledge in fields related to the following: ter’s integrative project is required for the neuroscience, and participate in ongoing • HUDM 4050 Introduction to measurement degree. The integrative project involves either research, educational, or clinical practice. (2-3) a research project, a practicum report, or an • HUDM 4120 Basic concepts in statistics integrative review. It requires a committee of Special Application (3) one advisor in the Neuroscience and Educa- Requirements/Information: • HUDM 4122 Probability and statistical tion program and another faculty member. Applications will be considered throughout the inference (3) year. Applications are available on-line by click- • HUDM 5122 Applied regression analysis COURSES: ing on “Prospective Students” on the TC main (3) website. • HUDM 5123 Linear models and experi- BBSN 5033. Human clinical neuro- mental design (3) psychology (3) Degree Requirements: Faculty. Permission required. Prerequisite: Educational or Clinical Specialization The program of study for the M.S. in Neurosci- HBSK 4075 or equivalent. Cognitive and emo- A set of courses representing a cohesive ence and Education offers a systematic sequence tional disorders associated with particular brain of courses within the neurosciences. sequence of study in such areas as: audiology, functions or locations. • Basic courses provide a thorough intro- counseling psychology, educational psychology, duction to the neural bases of behavior. elementary education, motor learning, nursing, BBSN 5070. Neural bases for language • Advanced courses explore implications of science education, speech pathology or special and cognitive development (3) brain-behavior research for educational and education. clinical practice. Faculty. Permission required. Examination of • Supervised practica enable students to Neurobiological Bases of Behavior neural mechanisms involved in language, read- engage in ongoing research projects in neu- and Educational Applications ing, and the acquisition of academic skills. roscience-related fields or to be involved in Particular attention to language disorders, vari- neuropsychological assessments and inter- Core Courses ations in cerebral organization, and hemisphere ventions. The courses indicated below are for students specialization. with little or no prior background in Neuro- science. With consultation and approval of BBSN 5575. Integrative seminar in neuro- the advisor, three to four courses are required sciences and education (3) unless equivalent preparation can be demon- Faculty. Primarily for students in the strated. Neuroscience and Education program during • BBS 4032 Neuroscience of human preparation of the final Ed.M. project; others speech and language (2) by permission. In-depth examination of the • BBS 5068 Brain and behavior I: implications for education and clinical practice Communication in the of defined areas within the neurosciences. nervous system (2)

Teachers College Columbia University 2009-2010 59 SPEECH AND LANGUAGE Programs leading to the M.S., Ed.D., and Ph.D. will be considered for admission. In addition to degrees in Speech-Language Pathology prepare the regular admission requirements, doctoral PATHOLOGY graduates for positions in a variety of profes- applicants must also submit: sional settings: school systems, community Program Coordinator: speech and hearing centers, rehabilitation cen- Doctor of Education (Ed.D.) Professor John H. Saxman ters, hospital clinics, private practice, state At least one letter of recommendation specifi- Program Office: (212) 678-3895 departments of education, health departments, cally related to the applicant’s professional Email: [email protected] federal agencies, and colleges and universities. ability and potential. Whenever possible, this Website: www.tc.edu/bbs/SpeechLanguage should be from a licensed or certified speech Because of the program’s central concern with and language pathologist or audiologist familiar Degrees Offered: the processes of individual human communica- with the applicant’s area of specific interest. A tion, swallowing and their disorders and man- paper, no more than five or six pages in length, SPEECH AND LANGUAGE PATHOLOGY agement, it has special interests in, and rela- describing a major clinical problem in need of (SPTH) tions with, the fields of psychology, linguistics, investigation or clarification in the applicant’s Master of Science (M.S.) anatomy and physiology, acoustics, special edu- area of interest may also be submitted. Doctor of Education (Ed.D.) cation, medicine, and dentistry. Doctor of Philosophy (Ph.D.) Doctor of Philosophy (Ph.D.) SPEECH-LANGUAGE PATHOLOGY- Many of the program’s courses in normal and If possible, at least one letter of recommenda- INITIAL CERTIFICATION (SPTH-INIT) disordered speech and hearing, and upper tion related to the applicant’s research poten- Master of Science (M.S.) aero-digestive processes contribute to profes- tial by a professional familiar with the appli- sional preparation in speech and language arts, cant’s interests and aptitudes. A paper, not SPEECH-LANGUAGE PATHOLOGY- kindergarten through secondary school educa- more than 5 or 6 pages in length, describing a PROFESSIONAL CERTIFICATION (SPTH-PROF) tion, special education, remedial reading, psy- major research need in the applicant’s area of Master of Science (M.S.) chology, and various health related profes- interest. Completion of at least 90 points in BILINGUAL EXTENSION INSTITUTE (SPTB) sions, including physical therapy, occupational liberal arts courses. Certificate therapy, dental hygiene, nursing, and hospital administration. All Doctoral Applicants Doctoral applicants are strongly urged to dis- Program Description: Special Application The master’s program in Speech and Language cuss their plans with one of the department’s Requirements/Information: faculty before completing the application pro- Pathology is accredited by the Council on Ideally, candidates should have a broad liberal Academic Accreditation of the American cess. After all credentials have been received arts background with concentration in the bio- in the Admission Office, an interview will be Speech-Language-Hearing Association. logical and behavioral sciences. The program in Speech-Language Pathology arranged by the Department’s Doctoral Admission and Monitoring Committee. and Audiology offers, advanced education and Students from diverse academic and experi- training in the processes of individual human ence backgrounds are routinely accepted into Degree Requirements: communication (speech, hearing, language and the program and encouraged to apply. upper aero-digestive disorders); disorders of MASTER OF SCIENCE human communication, and swallowing and Applications for master’s in Speech-Language This degree program leads to professional remedial procedures for such disorders. Pathology are considered for admission regard- licensing, professional certification, and if elect- Emphases and interests of the program are less of specific certification of interest. reflected in the work of the following faculty: ed, to teacher of speech and hearing handi- Professor O’Malley– psychoacoustics, including Foundation courses that provide information capped certification. Students are required to frequency selectivity, two-tone suppression, relating to normal speech, language and hear- complete academic and practice requirements auditory spectral resolution, pitch, and auditory ing processes; introductory level courses in for the New York State License in Speech- temporal acuity; Professor Saxman– speech speech, language, and hearing disorders; and, Language Pathology and the Certificate of and language development and disorder, vocal appropriate related areas required for the mas- Clinical Competence offered by the American tract function and dysfunction and lifespan ter’s program can be taken as a matriculated Speech-Language-Hearing Association to be development of speech processes; Professor graduate student at Teachers College or at eligible for graduation with the Master of Levy– cross-language speech production and another accredited institution. Science Degree. perception and second-language speech learn- ing; Professor P. Gordon– language acquisition, Students with undergraduate preparation in This requirement means that it is the responsi- psycholinguistics, cognitive development in communication sciences and disorders typical- bility of the student to satisfy the required 74 infants and children; Professor Froud– acquired ly have completed the foundation courses. points of coursework in appropriate specified language pathology, neural correlates of normal Students who choose to take the foundation areas for the ASHA CCC-SLP before comple- and abnormal speech and language. Catherine work at Teachers College should plan on ex- tion of the M.S., either through coursework Crowley– Bilingual Speech Language tending their master’s program as appropriate, taken at Teachers College or through an Pathology, and identifying critical factors that usually one semester and a summer session. approved distribution of courses completed at help distinguish between speech and language Teachers College and at another regionally difference and disorders. Doctoral candidates should have completed a accredited institutions (including undergradu- professional master’s degree in communication ate coursework). sciences and disorders prior to matriculation. Under exceptional circumstances, students This requirement is in addition to the specific with a master’s degree in a closely related field courses and minimum points required by

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

Teachers College faculty to satisfy the Master • BBS 5068 Brain and behavior I: Additional Coursework of Science degree requirements. Although Communication in the Students are required to take a minimum of 6 course points from other institutions are not nervous system (1-2) points of professional area coursework within transferred to the student’s program, courses the program in Speech-Language Pathology in taken elsewhere and approved by the student’s The remainder of the normal human communi- addition to the required core courses. Some academic advisor as equivalent to coursework cation processes requirement can be fulfilled additional courses are offered yearly, while oth- required to satisfy the ASHA certification through a variety of course options such as: ers are offered on a less regular or a one-time requirements or selected departmental require- BBSQ 5044, Speech and language perception basis. There are also seminars that are open to ments do not need to be repeated at Teachers and processing; A&HL 4101, Phonetics and advanced master’s students. The following is a College. phonology; HBSE 4079, Language development list of additional courses: and habilitation; HUDK 5024, Language devel- • BBSQ 4046 Introduction to augmenta- The minimum number of points for completion opment; HUDK 5090, The psychology of lan- tive and alternative commu- of the Program in Speech-Language Pathology guage and reading; A&HL 4000, Introduction nication (1) is approximately 50, including practicum to linguistics; A&HL 4003, Linguistic analysis; • BBSQ 4047 Early motor behaviors in courses. Students who have no previous ITSF 4024, Linguistic foundations of bilingual/ children: Normal and abnormal (3) applicable coursework in the field typically bicultural education; and other courses listed in the program materials. • BBSQ 5118 Cleft palate and speech require 74 points to complete the requirements habilitation (2-3) for graduation. Professional Coursework • BBSQ 5119 Alaryngeal speech (1) • BBSQ 5130 Assessment and interven- Students admitted to the program with under- In professional area coursework, students are tion in dysphagia (2) graduate majors in speech and language pathol- required to take 7 points in hearing disorders • BBSQ 6111 Current issues and practices ogy or with substantial prior coursework can and a minimum of 30 points in speech-language in speech-language patho- expect to complete the program within disorders. The professional area coursework in logy (1-3) two calendar years (four semesters and two speech-language pathology must be at the grad- summer sessions) of full-time study. 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, Students admitted with little or no prior course- not part of the core requirements. In addition, Evaluating research in speech-language patholo- work can expect to complete the program in only 3 points of practicum coursework can be gy, and audiology or to have previously taken two and one-half calendar years of full-time used to fulfill the 30-point professional area equivalent coursework. This course is offered study. Some accommodations can be made for requirement. Only courses for which a grade of during the fall term. part-time study during a portion of the program, at least a C has been earned can be used to ful- Breadth Courses but students must be enrolled in practicum fill these requirements. experiences (BBSQ 5331/2) from their first Students in this program are required to take Core Coursework semester and in all subsequent semesters of two Teachers College courses (for at least 2 their enrollment. The following core courses must be taken at points each) in departments other than their Teachers College or the equivalent course major program area. These courses may be used Academic and Practicum Requirements material must have been taken as part of a stu- to fulfill the requirements for coursework in dent’s prior coursework and approved by the Basic Human Communication Processes: normal human communication processes or may student’s academic advisor: In the area of normal human communication be in related professional areas. Breadth courses may be taken pass/fail. Currently, any advisor processes, students are required to take two Speech-Language Pathology courses in each of three areas of speech, lan- approved non-BBSQ course meets the breadth • BBSQ 4040 Speech and language requirement. guage, and hearing, including: disorders (2) • anatomic and physiologic bases • BBSQ 5111 Assessment and Bilingual Emphasis Track • physical and psychophysical bases evaluation (3) The Bilingual Emphasis Track is for students • linguistic and psycholinguistic aspects • BBSQ 5112 Articulation disorders (3) who wish to develop expertise in working with • BBSQ 5113 Voice disorders (3) culturally and linguistically diverse children and These courses will total at least 15 points. This • BBSQ 5114 Stuttering: Theory adolescents with communication disorders. coursework may be taken at either the under- and therapy (3) Following the bilingual emphasis track will satis- graduate or graduate level. Students with an • BBSQ 5115 Language disorders fy the coursework and field placement require- undergraduate degree in communication disor- in children (3) • BBSQ 5116 Language disorders ments for the bilingual extension to the New ders will have taken some or all of this course- in adults (3) York State teachers of students with speech and work as part of their undergraduate preparation. • BBSQ 5130 Assessment and interven- language disabilities certificate. Under New York tion in dysphagia (2) State Education Department regulations, the Material covered in the following courses must bilingual extension certificate is required to pro- have been included as part of the student’s prior Hearing vide speech and language intervention for bilin- coursework or must be taken at Teachers • BBSQ 4042 Audiology (2-3: Majors take gual children and adolescents ages 3 through College: course for 2 points only) • BBSQ 4030 Speech science (3) • BBSQ 5125 Clinical approaches to 21. This includes working in a school system in • BBSQ 4031 Anatomy and physiology aural habilitation of New York State as well as providing bilingual for speech, language and children (3) therapy in a private practice where funding hearing (3) • BBSQ 5129 Audiological concepts comes from the New York City Department of • BBS 4032 Neuroscience of human and principles (1) Education or the New York State Education speech and language (2) • BBSQ 5343 Hearing measurements (1) Department.

Teachers College Columbia University 2009-2010 61 The requirements for the New York State bilin- course in Laboratory Methods and Instrumen- Center. Practical training at the master’s and gual extension certificate, as integrated into the tation in Clinical Practice that is taken for doctoral levels includes lecture/demonstra- Master’s of Science program in speech-language 1 point. All students meet once a week for a tions, small-group instruction, and direct pathology, are: lecture/presentation. Students are also assigned experience with clients. Students engaged in • BBSQ 5041 School speech-language- to small group workshop sessions during the practica are supervised individually and in hearing programs (2-3) day. groups by the faculty and staff of the program. • BBSQ 5111 Assessment and • Hearing Practicum. Students are required Unusual opportunities for learning and inquiry evaluation (3) to enroll in BBSQ 5343, Hearing measure- with reference to advanced clinical, superviso- • BBSQ 5115 Language disorders ment. This is a one-semester, 1-point prac- ry, teaching, and research activities are provid- in children (3) ticum that fulfills the New York State require- ed within the large, well equipped, and active • BBSQ 5120 Communication disorders ment for clinical hours in Audiology. Edward D. Mysak Speech and Hearing Center. in bilingual/bicultural children (3) DOCTOR OF EDUCATION Opportunities for clinical and research • Fifty hours of bilingual therapy/evaluations This degree program leads to a professional experiences also exist in numerous affiliated with children and/or adolescents supervised doctorate in Speech-Language Pathology and field settings. For example, practical training by a certified bilingual speech-language is designed to prepare candidates for profes- experiences are available in approximately pathologist as part of the total hours sional leadership in clinical, supervisory, and 60-80 selected field facilities including hospital, required by ASHA. teaching activities. A minimum of 90 points rehabilitation centers, and school settings. • A passing score on the New York State must be completed. There is no language Education Department’s Target Language requirement. The program’s Clinic Laboratory is used to Proficiency Test in the student’s non-English train students in the application of precision language and in English. Students must DOCTOR OF PHILOSOPHY instrumentation for objective measurement of pass the test before their last semester at This program is designed for individuals the phonatory, articulatory, and fluency dim- Teachers College. primarily interested in careers in Speech- ensions of speech behavior. The laboratory is Language Pathology, in research, and college Practicum Requirements an integral element in the diagnostic and treat- teaching. A minimum of 75 points must be ment services provided by the Speech and • Therapy practicum. Students enroll in completed. There is no language requirement. Hearing Center and enhances opportunities for Practicum (BBSQ 5331 and BBSQ 5332) clinical research. starting with their first semester at Teachers All doctoral candidates must complete a dis- College and continue in Practicum during sertation. For details concerning the doctoral Special learning and research experiences each subsquent semester, including at least programs, please consult the Office of are available through the program’s Speech one summer (BBSQ 5315 and BBSQ 5316). Doctoral Studies’ bulletins for additional infor- Research Laboratory and for qualified Assignment and participation in each of mation. Requirements for the Degree of students, in laboratories maintained by the these Practicum experiences is determined Doctor of Education and Requirements for the Department’s programs in applied physiology by and at the discretion of the Clinic Program Degree of Doctor of Philosophy are available and motor learning. Additional research facili- Coordinator. by request from the program office (212) 678- ties are available in several related Teachers 3895. College programs and Columbia University Students continue in Practicum until a satisfactory departments in various affiliated institutions level of clinical competence appropriate for entry Continuing Professional Education throughout the greater New York metropolitan into the Clinical Fellowship Year has been demon- Each year the Speech-Language Pathology area. strated. Students without background in the field program offers courses, workshops, and special typically enroll for six or seven semesters of events designed for postgraduates and other Traineeships Practicum, while students with background tend practicing professionals in the field and related Traineeships on the master’s and doctoral to enroll for five or six semesters of Practicum. fields. Also, under the Alumni Audit Program, levels from the Veterans Administration, Students accrue a minimum of 400 supervised clin- alumni may audit courses offered through the the League Center, and other agencies are ical hours within a minimum of three service sites program at substantially reduced fees. The available through the department. in addition to the on-campus Edward D. Mysak program in Speech-Language Pathology and Speech and Hearing Center. These field place- Audiology is approved by the Continuing The program for preparing teachers of students ments typically include a school site, a hospital, Education Board of the American Speech- with speech and language disabilities is and a rehabilitation site. Language-Hearing Association as a continuing approved by the New York State Education education sponsor. Department. The Ph.D., Ed.D., and M.S. • Diagnostics. Students are required to enroll programs are also registered by the New York in one semester of diagnostic Practicum Academic, Practical, and Research and New Jersey State Education Departments. (BBSQ 5312). This Practicum experience Training Opportunities follows BBSQ 5111, Assessment and evalua- Instruction in the areas of speech and lan- tion, and is contingent upon satisfactory guage pathology and audiology includes formal completion of academic coursework and coursework (lectures, seminars, colloquia) therapy Practicum experiences in a variety and practica training. The formal coursework of disorder areas. Assignment to this Practi- within each area is supplemented by videotape cum is also determined by and at the discre- and live-case presentations by the instructors tion of the Clinic Program Coordinator. and by direct experiences with clients within • Clinic Lab. Students must enroll in BBSQ the Edward D. Mysak Speech and Hearing 5333 or BBSQ 5334, depending on previous academic background. This is a one-semester

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

COURSES: BBSQ 4031. Anatomy and physiology for BBSQ 5115. Language disorders in speech, language and hearing (3) children (3) General Dr. Nicholas. Basic structures and functions Ms. Crowley. Prerequisites: An introductory of the articulatory, vocal, and auditory mecha- course in speech-language pathology and a BBSQ 4040. Speech and language nisms. Application of such study to the field course in normal language development. disorders (2-3) of speech-pathology and audiology. Language disorders in children, including Professor Saxman. Discussion of speech and native English speakers and children from cul- language disorders and of remedial procedures. BBSQ 5044. Speech and language turally and linguistically diverse homes, cover- For speech pathology-audiology majors with- perception and processing (2-3: Majors ing the full range of disabilities. Course covers out academic background in speech and hear- take course for 2 points only) birth through late adolescence and includes ing and students in language arts, psychology, Professor O’Malley. Examination of the models impact of language disorders on language guidance, special education, childhood educa- proposed to explain speech perception and dis- acquisition, literacy development, and uses tion, health education, nursing education, cussion of the research which assigns to speech of technology. physical and occupational therapy, and dental and language a special role. hygiene. BBSQ 5116. Language disorders in Applied Speech Science Courses adults (3) BBSQ 4042. Audiology (2-3: Majors take (Speech-Language Pathology) Professor Froud. Prerequisite: BBSQ 4040 and course for 2 points only) BBS 4032 or equivalent. Theoretical and prac- Professor O’Malley. This course covers acous- BBSQ 5125. Clinical approaches to tical approaches to understanding the etiology, tics, anatomy and physiology of the auditory aural habilitation of children (3) assessment, classification, and treatment of system, pure tone and speech audiometry, Dr. Nicholas. Prerequisite: BBSQ 4042 or aphasia and other communication disorders types and communication effects of hearing equivalent. Clinical procedures available to in adulthood. loss, amplification, and immitance. audiologists, speech pathologists and deaf edu- cators for implementing speech-reading, audito- BBSQ 5118. Cleft palate and speech BBSQ 4046. Introduction to augmentative ry training, and speech language therapy for the habilitation (2-3) and alternative communication (1) hard-of-hearing child. Use of amplification and Professor Saxman. Prerequisite: An introduct- Ms. Cohen. This introductory course will pro- counseling approaches. ory course in speech pathology. Etiology and vide a comprehensive overview of Augmen- symptomatology of the communication impair- tative and Alternative Communication (AAC). BBSQ 5111. Assessment and evaluation (3) ment associated with cleft lip and palate and A thorough examination of the assessment and Ms. Crowley. Permission required. Required other craniofacial disorders. The role of the therapeutic processes will be presented. Empha- of speech pathology majors. Prerequisites: speech pathologist in the multidisciplinary sis will be placed upon individuals exhibiting An introductory course in speech-language approach to total habilitation of children and severe communication disorders secondary to pathology and a course in normal language adults. congenital/acquired cognitive and motor impair- development. Studies use of published tests, ments. Low and high-tech AAC systems will be technology, and alternative and curriculum- BBSQ 5119. Alaryngeal speech (1) discussed and demonstrated. Important to based strategies in assessment. Focuses on Faculty. Prerequisite: An introductory course speech therapists, special educators, psycholo- impact of bilingualism and sociolinguistics on in speech pathology. Survey of medicosurgical gists, occupational and physical therapists, the assessment of culturally and linguistically treatments for laryngeal carcinoma. Analysis of school administrators and other health profes- diverse clients across the lifespan, covering physiologic, acoustic, and psychosocial aspects sionals. the full range of disabilities. of alaryngeal speech. Study of therapeutic methods. BBSQ 4047. Early motor behaviors in BBSQ 5112. Articulation disorders (3) children: Normal and abnormal (2-3) Professor Levy. Prerequisites: Phonetics course BBSQ 5120. Communication disorders Dr. Sheppard. Study of normal and abnormal and an introductory course in speech pathology. in bilingual/bicultural children (3) development of sensory-motor speech process- Study of phonological rule disorders and disor- Ms. Crowley. Study of effect of bilingualism, es and related oral motor behaviors; etiology, ders associated with functional and various bilingual education, sociolinguistics, psycho- diagnosis, and management of pre-speech and structural and neurological problems. Critical linguistics and multicultural perspectives in eating pathologies in infants and severely analysis of research in etiology, testing, and education on the communication disordered handicapped individuals from an early inter- therapy. child. Considers appropriate assessment and vention perspective. treatment to ensure optimal academic success BBSQ 5113. Voice disorders (3) for English Language Learners, bidialectal, and BBSQ 5041. School speech-language- Faculty. Prerequisite: BBSQ 4031 or equivalent bicultural children with communication disor- hearing programs (2-3) and an introductory course in speech pathology. ders, covering the full range of disabilities. Dr. Kaufman. Prerequisite: BBSQ 4040 or Study of voice disorders associated with func- equivalent. Analyzes impact of federal and tional, structural, endocrinological, and neuro- BBSQ 5130. Assessment and intervention state laws on service delivery in school setting. logical problems. Analysis of recent research in dysphagia (2) Develops skills to meet the needs of communi- and major approaches to voice therapy. Dr. Sheppard. Clinical practice in swallowing cation-disordered students with the full range and feeding disorders in children and adults. of disabilities, including working with other BBSQ 5114. Stuttering: Theory and therapy Normal and abnormal development and professionals to assist children in accessing (3) mature function assessment, and treatment. the general curriculum. Dr. Wexler. Prerequisite: An introductory course in speech pathology. Analysis of major theories Applied Hearing Science Courses Basic Speech and Hearing Science and research on stuttering. Study of prophylac- (Audiology) tic principles for younger children and evalua- BBSQ 4030. Speech science (3) tive and therapeutic procedures for older chil- BBSQ 5125. Clinical approaches to Professor Saxman. Kinesiologic approach to dren and adults. aural habilitation of children (3) the study of phonetics and the phonetics of Faculty. Prerequisite: BBSQ 4042 or equiva- physiologic impairment. Practice in use of the lent. Clinical procedures available to audiolo- International Phonetic Alphabet and other gists, speech pathologists and deaf educators for descriptive systems. Teachers College Columbia University 2009-2010 63 implementing speech-reading, auditory training, • BBSQ 5335. Infant evaluation clinic (0) • BBSQ 6516. Fluency and its and speech-language therapy for the hard-of- Dr. Sheppard. Observation and partici- disorders (3) hearing child. Use of amplification and coun- pation in the evaluation of pre-speech • BBSQ 6517. Neuropathology seling approaches. and feeding behaviors in at-risk infants of speech (3) and in the development of individual- BBSQ 5129. Audiological concepts and ized management programs. Special BBSQ 6940-BBSQ 6941. Supervised principles (1) fee: $150. research in speech-language pathology Professor O’Malley. Prerequisite: BBSQ 4042, and audiology (3) Audiology. This course covers auditory path- • BBSQ 5336. Stuttering clinic (0) Faculty vary by section. Permission required. ologies, electrophysiological (ABR), and elec- Dr. Wexler. Observation and Prerequisite: BBSQ 5941. Doctoral candidates tracoustical (OAE) tests. Tests of central audi- participation in group therapy for are required to enroll in their advisor’s section tory function, controversial issues in audition. adult stutterers. Special fee: $150. for both semesters. Opportunity to design and conduct pilot studies and projects. Practica BBSQ 5343. Hearing measurement (1) Dr. Nicholas. Prerequisite: BBSQ 4042. BBSQ 7500. Dissertation seminar in BBSQ 5210-BBSQ 5212. Practicum in Practice in hearing screening, audiological speech-language pathology and audiology (2) school speech-language pathology (3) evaluation, and aural rehabilitation issues Professor Saxman and faculty. Prerequisite: Dr. Nicholas. Permission required. Participation across the lifespan. For speech and language BBSQ 6941. Development of doctoral disser- and student teaching in a school remedial pathology majors. Special fee: $150. tations and projects and presentation of plans speech and hearing program: survey, organiza- for approval. Doctoral candidates are required tion, remedial procedures. Special fee: $150. BBSQ 6351-BBSQ 6355. Advanced to enroll for one year and must begin the practice (2) sequence in the fall term immediately follow- BBSQ 5312. Diagnostic methods and Faculty. Advanced practice in speech-language ing completion of BBSQ 6941. practice in speech-language pathology (3) pathology and audiology required. Doctoral Dr. Nicholas. Required of speech pathology students are required to register in four BBSQ 8900. Dissertation-advisement in majors. Prerequisite: BBSQ 5111. Methods of sections during their period of candidacy. speech-language pathology and audiology (0) assessing native English speakers and culturally Observation of faculty during therapy, diagno- Faculty. Prerequisite: BBSQ 7500. Individual and linguistically diverse clients, including sis, supervisory, teaching, or research activities advisement on doctoral dissertations. Fee to English Language Learners. Ways to plan or and participation in such activities. equal 3 points at current tuition rate for each modify instruction based upon information term. For requirements, see section in catalog gathered through assessment. Analysis of lan- • BBSQ 6351. Clinical (2) on Continuous Registration for Ed.D./Ph.D. guage skills related to literacy and overall aca- • BBSQ 6352. Supervision (2) degrees. demic achievement. Uses of instructional and • BBSQ 6353. Teaching (2) assistive technology in assessment. Methods of • BBSQ 6354. Laboratory (2) BBSQ 5820. The Bilingual Extension assessing clients within the full range of disabili- • BBSQ 6355. Administration (2) Institute (6) ties and across the lifespan. Special fee: $150. The Institute is co-sponsored by the Depart- Research Courses and Seminars ment of Biobehavioral Sciences and the BBSQ 5331-BBSQ 5336. Therapy Center for Educational Outreach & practicum BBSQ 5940. Evaluating research in speech- Innovation and is approved for non-matricu- Faculty. Assessment and intervention planning language pathology and audiology (3) lated, non-degree students. Ms. Crowley, and implementation for clients across the full Professor O’Malley. Required of all master’s Coordinator. range of disabilities and across the lifespan. and first-year doctoral students. Evaluation Coursework covers the needs of native English of research methods. This Institute satisfies the academic and field speakers and English Language Learners in experience requirements of the New York hospitals and school settings. College-super- BBSQ 5941. Research needs and methods State Education Department for the bilingual in speech-language pathology and audiology vised practica. For bilingual emphasis students, extension to the teachers of students with at least fifty clock hours in providing bilingual (3) speech and language disabilities teaching cer- services. Professor Saxman. Permission required. Prerequisite: BBSQ 5940. Required of first- tificate. All Institute content is geared to • BBSQ 5331-BBSQ 5332. year doctoral students. Development of ratio- developing the knowledge and skills needed to Regular clinic (3) nales for doctoral dissertations and projects. provide quality bilingual speech and language Dr. Nicholas (Coordinator). services. Through this “communication disor- Observation and practice in speech BBSQ 6513-BBSQ 6517. Seminars in basic ders” lens, the Institute provides content in and language therapy at the Speech and applied speech science (3) bilingualism and normal processes of second and Hearing Center and at related Faculty. Permission required. For doctoral can- language acquisition, theories and methods of field facilities. Weekly lecture on princi- didates and advanced master’s degree students bilingual education, sociolinguistics, psycholin- in speech-language pathology. Doctoral candi- ples of speech and language therapy guistics, and dialectology. Institute content is (three semesters). Majors enroll until dates are required to enroll in at least three tied to the development of clinical judgment practicum requirements for the M.S. sections. Seminars involve intensive study and degree are completed. Special fee: analysis of current research and issues in the based upon the current research and the law $150. particular topics. including identifying a language disorder from a language or cultural difference, providing • BBSQ 5333-BBSQ 5334. Laboratory • BBSQ 6513. Phonological services to meet the curriculum standards in methods and instrumentation in impairment (children and adults) (3) the native language and in English, and col- clinical practice (1) • BBSQ 6514. Language: Brain, laborating with teachers and families. Great Faculty. Instruction and practice in biology and language acquisition (3) effort is made to connect lectures, presenta- • BBSQ 6515. Voice and its acoustic and physiologic measures tions, discussions and hands-on experience in disorders (3) related to voice, articulation, and class to the experience of clinical work in fluency disorders. Majors must enroll for one term. Special fee: $150. 64 www.tc.columbia.edu General Information: (212) 678-3000 BBIOBEHAVIORALIOBEHAVIORAL SSCIENCESCIENCES schools. The Institute meets for six weekends in May, June, September, October, November, and December and is taught by its eight-person faculty.

Continuing Education

BBSQ 5815. Managing swallowing and feeding problems in the classroom (2) Dr. Sheppard. Study of eating and swallowing disorders in children: assessment and manage- ment strategies for eating and swallowing dis- orders.

BBSQ 6111. Current issues and practices in speech-language pathology (1-3) Faculty. Topics will vary with respect to current issues and practices in speech-language path- ology.

Teachers College Columbia University 2009-2010 65 66 www.tc.columbia.edu General Information: (212) 678-3000 Counseling and Clinical Psychology

CHAIR: George Bonanno 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 68 The Department of Counseling and Clinical Psychology prepares stu- dents to investigate and address the psychological needs of individuals, families, groups, organ- COUNSELING PSYCHOLOGY 72 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 77 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 79 vention. Increasingly, both aspects of this training have been focused on the needs of at-risk children and adolescents. The clinical component of the program reflects an ongoing psycho- dynamic tradition with additional opportunities for training in other theoretical models.

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

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

Teachers College Columbia University 2009-2010 67 CLINICAL vidual faculty web pages). Our on-site clinic, theory, psychology of perception, and experi- The Dean Hope Center, now functions as both mental psychology. An applicant may be PSYCHOLOGY a research and clinical training center. The accepted with a deficiency in one of these Center is currently participating in a nation- areas on condition that the deficiency be Program Coordinator and wide study of client demographics, risk factors, remedied (either during the summer or with- Director of Clinical Training: and mental and physical health status. out degree credit, during the first semester). Professor Barry A. Farber 2. Clinical and Research Experience: Though Program Office: (212) 678-3267 Our clinical training has an ongoing psycho- not required, the Program values the addition- Email: [email protected] dynamic tradition with increasing opportunities for supervision and didactic work in Cognitive- al evidence of maturity, competence, and Website: www.tc.edu/ccp/Clinical Behavioral, Interpersonal, and other modalities. capacity for responsibility that comes from This training emphasizes intervention and a broad range of work and life experiences. Degrees Offered: assessment across the lifespan within the con- Most students admitted to the program have CLINICAL PSYCHOLOGY (CLIN) text of schools, families, and communities. We engaged, after college, in some type of super- Doctor of Philosophy (Ph.D.) are committed to an enhanced focus on eth- vised work in a clinical setting, as well as Master of Science (M.S.)- en passant nic, cultural, and theoretical diversity not only research that is commensurate with the inter- in our curriculum and clinical training, but est of a faculty member in the program. Program Description: also among our students, faculty, and clinical The Clinical Psychology Program offers a supervisors. Numerous practica and externship 3. Graduate Record Examination (GRE): course of scientist-practitioner education opportunities are available throughout the New Applicants must submit the results of the leading to the degree of Doctor of Philosophy York area, and our students commonly secure GRE Aptitude tests and the GRE Advanced (Ph.D.). The Master of Science (M.S.) and placement at the most competitive internship Examination in Psychology, taken no more Master of Philosophy (M.Phil.) degrees are sites. than five years prior to the date of the applica- earned en passant. tion. Unless English is not the applicant’s first It should be noted, however, that those stu- language, scores on the Verbal and Quantita- Graduates from this program seek positions in dents whose career goal is full-time private tive tests and the Advanced Test of less than teaching, research, policy, administration, and practice without a significant research com- 650 will make acceptance less likely. On test psychotherapy. Completing a 95-point doctoral mitment will find our program inappropriate retakes, the Admissions Committee will con- degree, including an internship, typically takes for their needs. Increasingly, the program is sider the higher scores. Applicants are urged five to seven years. Practicum work is done in emphasizing work in the child-clinical area. to take the GRE no later than November. the Teachers College Dean Hope Center for In fact, students may elect a specialty track Psychological and Educational Services in child-clinical psychology. 4. References: Applicants must submit at least (Director: Dr. Dinelia Rosa). two letters of recommendation from individu- All Clinical Psychology doctoral students are als able to comment on their scholarly and Our scientist-practitioner model means that we staff members in the Dean Hope Center after personal qualifications. are dedicated to training students to generate their first semester in the Program and carry a new empirically-based knowledge in clinical regular caseload of clients. The Center spon- 5. Personal Statement: Applicants should try psychology and to perform clinical work that is sors a weekly case conference, at which stu- to say something about the range of their constantly informed by traditional and emerg- dents present and discuss cases. Clinical work interests and experience, attempting to give ing scholarship in the field. We fully expect our is supervised by core faculty members or by the Admissions Committee a flavor of the students to learn to expertly produce, analyze, adjunct faculty who are psychologists in private person behind the application. and present scientific material. We also expect practice in New York. Students usually carry our students to become proficient at providing four clients as part of their psychotherapy Applicants whose qualifications appear most clinical services to a diverse population. practicum and receive two hours of supervision promising are invited to a personal interview, Furthermore, we expect our students to learn each week with two different supervisors. usually in late February or early March. As a to integrate these goals. Finally, we are com- rule, no applicant will be accepted on the mitted to the belief that training as a clinical Special Application basis of an application alone. Applicants are psychologist must be deeply rooted in psychol- Requirements/Information: interviewed by one student and one faculty ogy itself, its body of knowledge, methods, and member of the Admissions Committee. All DOCTOR OF PHILOSOPHY ethical principles that form the basis and con- material included in the admissions procedure 1. A bachelor’s degree from a regionally text of clinical research and practice. is accorded professional confidentiality by the accredited college or university or its equiva- Committee. The fact that students submit lent in another country is required. An appli- Thus, the primary goal of the Clinical their applications with this knowledge consti- cant who applies while still an undergraduate Psychology Program is to provide rigorous tutes permission to have these materials read can be accepted only on condition that the training in both contemporary clinical science by both faculty and student members of the bachelor’s degree be received in time for enroll- and clinical assessment and intervention. The Committee. ment. The undergraduate transcript must research programs of our faculty span a wide include a course in statistics and at least nine range, including studies of childhood risk and additional credits from among the following resilience; clinical intervention in diverse soc- areas, at least one of which should include a iocultural and geographic contexts; religious laboratory experience: personality, social psy- and spiritual development; altruism and care- chology, developmental psychology, abnormal giving; emotion and coping with trauma; and psychology, physiological psychology, learning psychotherapy process and outcome (see indi-

68 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 2009-2010 69 CCPX 4037. Introduction to cognitive topics include Interpersonal Psychotherapy, CCPX 5038. Cognitive, behavioral, behavior therapy (CBT) (3) Assessment, and Health psychology. and interpersonal therapies (3) Professor Verdeli. Overview of the essential Professor Verdeli. Open to doctoral candidates principles and techniques of CBT for mood CCPX 4230. Fieldwork in clinical in psychology, others by permission. Introduc- and anxiety disorders. psychology (3) tion to theory and technique underlying treat- Dr. Cooper. Supervised practice in field place- ment within the following modalities: Cogni- CCPX 4038. Comparative psychotherapies (3) ments for M.A. students in applied or general tive, Behavioral, Interpersonal, and Short- Faculty. Survey and analysis of representative psychology. Term Psychodynamic. The course will explore psychotherapies in current practice: psychoan- the application of these various treatment alytic, neo-Freudian, Gestalt, Jungian, client- CCPX 4542. Introduction to contemporary approaches to a range of disorders including centered, existential, behavior therapy, and psychoanalytic thought (3) depressive disorders, anxiety disorders, OCD, others. Dr. Kosseff. Examination of current psycho- and schizophrenia. dynamic ideas, including object relations theory, CCPX 4039. Nontraditional psycho- self-psychology, theories of narcissism, border- CCPX 5039. Empirical bases of therapies (3) line pathology, and the nature of the therapeu- psychotherapy (3) Dr. Menahem. Overview and evaluation of tic relationship. Professor Farber. Permission required. Analysis nontraditional treatment approaches including of research efforts concerned with investigat- existential, humanistic, Jungian, spiritually- CCPX 5020. Emotion, culture, and health (3) ing the process and outcome of psychotherapy. oriented, holistic, and transpersonal psycho- Professor Bonanno. This course covers the Emphasis on client, therapist, and system vari- therapies, Ericksonian hypnosis, and Eastern- impact of overwhelming emotions on human ables that contribute to the probability of ther- oriented models. health and self-regulatory responses. The role of apeutic success. culture in these responses is explored, as well as CCPX 4060. The psychology of loss historical context and theoretical perspectives. CCPX 5040. Development and psycho- and trauma (3) pathology: Atypical contexts and population Professor Bonanno. Focus on how humans CCPX 5030. Ethical and professional issues (3) cope with significant losses and trauma: histor- in clinical psychology (1) Faculty. Using contemporary research as the ical developments, recent empirical advances, Dr. Khan. Limited to doctoral students in clinical basis, the focus is on the interface between cross-cultural variations, and clinical and psychology. Orientation to program and field; classical developmental psychology theories social implications. ethical and professional issues. and patterns of development identified in atypical contexts (e.g., poverty) and among CCPX 4120. Psychotherapy through CCPX 5032. Adult psychopathology (3) atypical populations (e.g., resilient youth). fiction and film (3) Professor Midlarsky or Professor Miller. Major Implications for interventions and policy are Professor Farber. Psychotherapy, the therapist, clinical disorders of adulthood viewed from clini- also discussed. and psychopathology as reflected in current cal and research perspectives; current issues in fiction and film. diagnosis and treatment. CCPX 5045. Psychotherapy, religious diversity, and spirituality (3) CCPX 4121. Psychological themes in CCPX 5033. The evolution of Freud’s Professor Miller. This course will focus on the classic literature (3) psychological theories (3) role of religion and spirituality in psychothera- Faculty. Understanding personality, motivation, Faculty. Intensive examination of selected psy- py. Research, theory and case material will be conflict and psychopathology, through critical chological works of Sigmund Freud from 1892 to used to clarify healing dimensions of religion analyses of classic literature, including works by 1940, focusing on theoretical innovations, modi- and spirituality. Discussion will focus on a re- Shakespeare, Dostoyevsky, Doctorow, and fications, and elaborations. examination of models of psyche and goals of Woolf. treatment. CCPX 5034. Child psychopathology (3) CCPX 4125. Women and mental health (3) Professor Farber. Major clinical syndromes of CCPX 5102. Research and clinical Dr. Nereo. Stressors, manifestations, and treat- childhood and adolescence viewed within the applications of DSM-IV (3) ment of psychopathology in women; theories context of normal development. Consideration Dr. Wright. Diagnostic, clinical, and research of Klein, Horney, Thompson, and others. of various theoretical, diagnostic, etiological, and applications of the DSM-IV; ethical, cultural, therapeutic viewpoints. Fall semester: doctoral and gender issues in the diagnostic process. CCPX 4126. The mother-child matrix: candidates in psychology; others by permission Developmental and clinical implications (3) (prerequisite: CCPX 4542). Spring, Summer CCPX 5230. Fieldwork in clinical Professor Miller. The mother-child relation- semesters: Open to all. psychology (0-1) ship: Implications for development and influ- Professor Midlarsky. Limited to doctoral candi- ence on clinical theory and practice, focus on CCPX 5036. Clinical work with diverse dates in clinical psychology. Supervised prac- theories of parenting, ruptures in the relation- populations (3) tice in field placements. ship and therapy with mothers and children. Dr. Rosa. Permission required. An experiential seminar for practicum students in Clinical and CCPX 5330. Principles and techniques CCPX 4150. Introduction to forensic Counseling Psychology who are working with of clinical assessment (3) psychology (3) clients different from themselves. Dr. Wright. Limited to doctoral candidates in Dr. Owen. The practice and application of Clinical, Counseling, and School Psychology. forensic psychology to medical-legal problems CCPX 5037. Dynamic psychotherapies (3) Theory and practice of psychological testing; and nomenclature in diagnosis, evaluation, Dr. Blumberg. Open to doctoral candidates in focus on cognitive assessment. assessment, treatment, and testimony regarding psychology; others by permission (prerequisite: criminal behavior, psychopathology, and civil, CCPX 4542). Theories of psychoanalytic psy- CCPX 5333. Practicum in clinical family, and criminal law. chotherapy with emphasis on original sources: assessment (3) Freud, Winnicott, Kohut, ego psychology, and Dr. Wright. Permission required. Didactic CCPX 4199. Issues/Topics (3) object relations theory. focus on personality assessment, including pro- Topics in clinical psychology. Clinical faculty, jective measures; supervised practice in com- lecturers, and adjunct professors. Specialized prehensive psychological assessment as staff member of the Dean Hope Center.

70 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. Pivnick. 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: Children 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 meth- ods 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 2009-2010 71 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, Program Coordinator and ble from personal growth. medical schools, elementary and secondary Director of Training: Professor Marie L. Miville schools, adult basic education centers, employ- Thus, students are continuously exposed to ment and training centers, rehabilitation cen- Program Office: (212) 678-3397 opportunities to examine the connection ters, hospitals, mental health centers, industry, Website: www.tc.edu/ccp/CounPsych between scientific knowledge and professional senior citizens centers, and community and practice. To highlight the importance of this government agencies. Degree Offered: integration, education and training in theory, COUNSELING PSYCHOLOGY (COUN) inquiry, and practice occur concurrently Regardless of the eventual work setting, stu- Doctor of Philosophy (Ph.D.) throughout the Program. dents in the Program are expected by the end of their training to have achieved the follow- Program Description: The academic curriculum of the Program pro- ing objectives: The Ph.D. Program in Counseling Psychology vides students with numerous opportunities to reflects a scientist-practitioner training model develop professional and personal competen- 1. Be capable of engaging in culturally-rele- whereby emphasis is placed on preparing pro- cies associated with becoming counseling psy- vant and psychologically appropriate psy- fessional psychologists who chologists. In particular, extensive coursework, chotherapeutic interventions that (a) (a) are competent in addressing problems asso- practical experiences, and other learning emphasize normal personal and interper- ciated with the adaptive functioning of opportunities allow students to identify their sonal functioning, (b) address dysfunction human beings, strengths and assets with regard to their per- from a strengths-based perspective, (c) con- (b) can successfully apply relevant research lit- sonal and professional development, and take sider developmental issues across the life- erature to client concerns, and risks to develop new competencies in various span, and (d) consider the role of environ- (c) can contribute to the research knowledge professional roles. The academic curriculum mental and contextual issues in individuals’ base. also reflects the importance of students (a) lives. developing professional identities as a ethical 2. Be competent in conducting research and Our philosophy is consistent with many of the counseling psychologists, (b) being socialized effectively applying research to their profes- historical traditions in the field of counseling into the profession of counseling psychology, sional work. psychology, including (a) the optimal develop- and (c) contributing to counseling psychology 3. Possess the requisite foundations in core ment and functioning of individuals, groups, as a specialty discipline as well as to the broad- areas of professional psychology. and other systems (e.g., institutions, communi- er field of applied psychology. 4. Be ethical scientist-practitioners. ties); (b) an appreciation of the strengths and 5. Be socialized into the profession and able uniqueness of individuals; (c) a belief in the The Counseling Psychology Program is also to contribute to counseling psychology as a unbounded potential of human beings; and firmly committed to issues pertaining to multi- specialty discipline, as well as to the broader (d) a respect for the integrity of all people. cultural diversity, and seeks faculty members, field of applied psychology, through Our training philosophy strongly encourages staff, and students who reflect such diversity, research, scholarship, conference presenta- students to adopt approaches to client treat- including, but not limited to, race, ethnicity, tions, and service. ment that consider the various contexts in gender, age, sexual orientation, socioeconomic 6. Demonstrate an understanding of persons, which clients develop and operate. The status, religious/spiritual orientation, disability groups, and organizations in their environ- Program also stresses the critical roles of self- status, and national origin. Moreover, issues mental contexts, including cultural, social, exploration and personal reflection as compo- of human diversity are largely integrated economic, educational, occupational, and nents of professional development. throughout the entire curriculum and, indeed, institutional contexts. throughout the entire program in that stu- 7. Demonstrate multicultural competence in Central to our training model is the belief that dents are actively exposed to numerous oppor- research and practice. academic scholarship and research are insepa- tunities to develop competence in addressing 8. Be able to work in a variety of professional rable from professional practice. Hence, the issues pertaining to cultural and identity group practice settings. Counseling Psychology Program recognizes the membership with various populations. The importance of preparing graduates who mani- Program also seeks to create a milieu of Special Application fest the highest standards of excellence in aca- growth, collaboration, and collegiality among Requirements/Information: demic or service delivery settings. Throughout faculty, staff, and students with regard to An undergraduate major in psychology or one the Program, we emphasize the integration of respecting and affirming various dimensions of the other social or behavioral sciences is scientific psychology and professional practice of cultural diversity. desirable but not essential. It is expected that through attention to didactic and experiential the personal statement which accompanies learning, synthesizing skill acquisition with Thus the specific goals of the program and the student’s application will show a realistic effective use of self, and clarifying personal and their associated competencies prepare students assessment of the student’s professional inter- professional identities. This integrative per- to work in a variety of settings with emphasis ests and goals, as well as how she/he fits with spective implies the following assumptions: on education (e.g. colleges and universities), the doctoral program’s training objectives. 1) Learning is an ongoing process and, as a health (e.g., outpatient clinics, hospitals, nurs- result, students are responsible for being ing homes etc.) and related agencies. With the Applicants for the doctoral program are con- cognizant of issues and trends within the help of a Faculty Advisor, students register for sidered for fall admission only. For doctoral profession; required and elective courses, which in light of applicants, all admissions materials must be their previous preparation, special needs, and

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

Teachers College Columbia University 2009-2010 73 training and must be approved to apply for CCPJ 4066. Foundations of testing and CCPJ 5025. Group counseling (3) internship. Students must have completed accountability (3) Faculty. Prerequisite: Admission into the all coursework during the academic year Faculty. Introduces students to foundational Ed.M. program in Psychological Counseling in which they are applying for internship. concepts/skills in testing, emphasizing the prin- or Ph.D. program in Counseling Psychology; ciples of design, selection, validation, and Students must have passed all certification CCPJ 4064, CCPJ 5371. Students will explore appropriate use of formal and informal assess- the functions of group counseling in meeting and comprehensive examinations as well as ment tools for classroom instruction and vari- client needs. Emphasis will be placed on theo- have an approved dissertation proposal. ous other practice-based, research, clinical, ry and principles of group process and on and/or accountability contexts. The course is the development of group skills through par- The Dissertation particularly geared towards educational practi- ticipation in class role-plays and in a group For most doctoral students, the completion tioners and other professionals who use data counseling experience. Attention to the prac- of course requirements presents few problems. from assessments to inform their day-to-day tice of effective group leadership will also be Successful completion of a dissertation is usual- practices or for research. addressed. ly less easily managed. Unless carefully planned CCPJ 4068. Counseling women (2-3) CCPJ 5060. Assessment in counseling in advance, it can prove a difficult hurdle. Faculty. Emphasis on the factors that influence Accordingly, the program has several built-in psychology (2-3) the familial and intrapsychic issues of women. Faculty. The course is designed to provide features designed to facilitate the formulation The integration of theories provides a frame- an overview of the basic principles, theories, and successful execution of an acceptable dis- work for understanding the implications of issues and practices in the field of psychologi- sertation proposal and assistance in completing women’s development for counseling and cal testing. Tests of both cognitive and person- the dissertation. These include the completion psychotherapy. ality functioning will be included, with empha- of a research competence project, the Disserta- sis on identification of both problems and tion Seminar course, and a Review of Research CCPJ 4160. School counseling for strengths. children and adolescents (3) course. Faculty. Principles and practices in the guid- CCPJ 5061. Assessment in counseling ance of children and adolescents examined psychology (1-3) COURSES: from a multidisciplinary and multicultural per- Faculty. Open only to doctoral students in spective with special emphasis on facilitating Courses at the 4000 level do not usually developmental processes of school, family, and Counseling Psychology. Students will explore require permission of the instructor and are community contexts. The role of the Guid- a range of contemporary issues in testing and open to majors as well as non-majors. Many ance Counselor in developing preventive and will also receive supervised testing experience 5000-level courses also are open to non-majors rehabilitative interventions in urban and sub- in a hospital or clinic. This course is offered in with appropriate background; 6000-level cours- urban schools/communities will be considered. the spring only for the students who have es are usually limited to majors with advanced Special fee: $15. completed CCPJ 5060. standing in the program. See listings below for prerequisites and limitations on enrollment. In CCPJ 4165. Consultation in community CCPJ 5062. Career counseling and addition to the courses listed below, students agencies and resources (2-3) development (3) should consult the offerings of other psycholo- Faculty. Community services and programs Faculty. General concepts of career develop- gy programs in this catalog. in family and personal counseling, health and ment and methods of assessment in career child care, mental health, career counseling, counseling. This course also highlights various CCPJ 4061. Principles and practices job placement, and service to the aged. issues related to the career development of of vocational rehabilitation (2-3) diverse client populations in light of contem- Faculty. History and legislation, principles, CCPJ 4166. Current issues in gerontology porary socio-political phenomena. Materials settings, major issues. The counselor’s role in (2-3) fee: $40. the rehabilitation program. Faculty. Current and emerging emphases in theory, research, and practice. Registration not CCPJ 5063. Psychological and cultural CCPJ 4062. Medical aspects of limited to one term. Topics are announced in aspects of disability and rehabilitation (2-3) disabilities and rehabilitation (2-3) the course schedule distributed each semester. Faculty. Personality theory and physical dis- Faculty. Limiting aspects of the major physical abilities. Personality and environmental vari- and emotional disabilities. Understanding and CCPJ 4560. Professional and ethical issues ables in the adjustment and rehabilitation using medical knowledge in rehabilitation in psychological counseling (3) process. counseling. Faculty. Professional orientation for Ed.M. stu- dents in psychological counseling. Ethics and CCPJ 5064. Marriage and family therapy: CCPJ 4064. Theories of counseling (3) professional issues; employment opportunities Theory and practice (3) Faculty. Approaches to counseling; theories and work settings (masters only). Faculty. Open to majors in counseling and and research findings; educational, vocational, clinical psychology and to others with appro- and personal counseling; typical problems; CCPJ 4873. The Winter Roundtable priate backgrounds. The course focuses on the illustrative cases. on cultural psychology and education (1) relationship between self and system. Integra- Faculty. An annual national conference where tive theory models based on systemic thinking CCPJ 4065. Career development top leaders in education and psychology share are explored. Family systems approaches of women (2-3) their expertise. relevant to working with individual adults, Faculty. Applicability of existing theories children, couples, and families are studied. of vocational choice and adjustment to the CCPJ 5020. Racism and racial identity Illustrative cases are presented and discussed. career development of women. New and in psychology and education (3) emerging concepts, theories, and research find- Faculty. A review of the debate on the influ- CCPJ 5065. Psychology of the undergradu- ings. Psychological, sociological, and economic ence of race and racism on education, mental ate: Issues for counseling and psychology (3) factors which facilitate or impede the career health, and other social sciences. Introduction Faculty. Theory and research on the psycho- development of women. of current theoretical and research develop- logical development of women and men in ments which explore the influence and role of college. Focus on intellectual, psychosocial, racial identity (black and white) in individual moral, and vocational development with development and professional practice. attention to the needs of special student 74 www.tc.columbia.edu General Information: (212) 678-3000 COUNSELING AND CLINICAL PSYCHOLOGY groups and to the campus context and climate. Prerequisites: CCPJ 4064, CCPJ 5025, CCPJ Practica Institutional structures and responses. Issues 5062, CCPJ 5371 and either HUDK 4022, for counseling 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 illness of two semesters is required at 2 points per Prerequisites: CCPJ 4064, CCPJ 5062, CCPJ and retirement, and survey of interventions term. Additional points of credit may be added 5371, CCPJ 5025; and either HUDK 4022, designed to address these problems. only with the approval of the instructor. 4023, 4024 or HUDK 5029 (or their equiva- lents). 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: $50. problems. first Wednesday in February for fall and per- mission 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: $20. Faculty. Permission required. For doctoral Fieldwork and Internships students in counseling psychology only. Super- CCPJ 5372. Foundations of counseling vised experience in approved and appropriate skills II (3) Faculty. Permission required. Limited Enroll- CCPJ 5260. Fieldwork in psychological agencies, institutions, and establishments. ment. Continuing laboratory experience for counseling and rehabilitation (2-4) Students are required to petition faculty for helping professionals in further development Faculty. Limited to second-year students in internship training to be approved to apply for of basic counseling skills with emphasis on Ed.M. program in Psychological Counseling. internship. Students must have completed all increasing one’s self-awareness and self-reflec- Required: Written application by the last coursework during the academic year in which tive ability. Practice and experience in attend- Wednesday in September for spring and sum- they are applying for internship. Students ing, influencing and helping skills through in- mer and by the first Wednesday in February would have to have passed all certification and class discussions, experiential activities, weekly for fall and permission of the instructor. comprehensive examinations as well as to have an approved dissertation proposal. journals, and counseling/clinical integration. Exploring assets and defenses that may facilitate or hinder therapeutic transactions.

Teachers College Columbia University 2009-2010 75 *CCPJ 6330. Basic practicum in individual * Students must register for CCPX 6335/6336 • CCPJ 6575. Research models and proce- counseling and psychotherapy (2-4) (1 point) in the summer for year-long commit- dures with racial/cultural emphases (2-3) Faculty. Open only to doctoral students in ments. Professor Carter. counseling psychology. Permission required and enrollment limited. Individual work with clients Seminars • CCPJ 6576. Prevention, multicultural under supervision on a range of issues and training, spirituality, and counseling (0-1) problems. Personal, social, relationship, educa- CCPJ 5560. Review of research Faculty. tional, and vocational adjustment and develop- in counseling psychology (3) mental focus. Faculty. Required of and limited to doctoral • CCPJ 6577. Psychological interventions candidates in counseling psychology. Explora- with older persons (2-3) CCPJ 6350. Externship in counseling tion of theoretical and methodological appro- Faculty. psychology (0-3) aches in counseling psychology. Faculty. Year-long placement in a field-setting • CCPJ 6578. Research practicum for clinical experience. (Required for doctoral CCPJ 5563. Special topics and issues psychology undergrad minor (2-3) students). Students petition to be placed into a in counseling psychology (1-3) Faculty. supervised two-day-a-week training site and see Faculty. New and emerging developments, individual and group counselors. To apply, practices, and concerns in the field are exam- • CCPJ 6579. Research practicum students must complete practicum sequence, ined and evaluated. Topics are announced in identity and intimacy (2-3) pass certification/comprehensive examinations, the schedule of classes that is posted online Faculty. and have completed most coursework. For stu- each semester. Registration not limited to one dents to be eligible for externship they need to term. CCPJ 7502. Dissertation seminar (1-3) have completed at least two years of course- Faculty. Permission required. Prerequisite: work and at least one and a half years of CCPJ 6560. Advanced professional issues CCPJ 5560 and CCPJ 6572-CCPJ 6579. An practicum. Externships involve students apply- (0-1) advanced research course designed to facilitate ing to affiliated programs (i.e., institutions and Faculty. Students will familiarize themselves the development of doctoral dissertations and organizations with which we have established with a range of professional issues that affect presentation of plans for approval at all steps affiliated agreements). We require students to their learning and development as counseling in the process. Required of all doctoral stu- be on site for at least two days a week for eight psychologists and will have the opportunity dents before or after an approved proposal. to ten months, that the students be supervised to explore topics not currently available in Registration limited to two terms. For require- by a licensed psychologist, and that the stu- the curriculum. Limited to doctoral students ments, see section in catalog on Continuous dents be trained in individual and group modes in psychology. Registration for Ed.D./Ph.D. degrees. of service delivery. CCPJ 6569. Professional ethics and CCPJ 7572. Advanced research practicum *CCPJ 6360. Practice in psychological coun- standards in psychology (3) in counseling psychology (0) seling (4 points each for fall and spring) Faculty. Ethics and standards of psychological Faculty. Permission required. Prerequisite: Faculty. Required: permission of the instructor. practice and research. Limited to doctoral stu- CCPJ 6572-79. This course is a continuation of For advanced doctoral candidates in counseling dents in psychology. Others by special permis- CCPJ 6572-79 and is only open to students psychology. Course involves a weekly seminar, sion. who have completed two semesters of the pre- client assignments with individual supervision, requisite. and exposure to a range of theoretical appro- CCPJ 6572-CCPJ 6579. Research aches to the clinical/counseling interview. Stu- practicum in counseling psychology Independent Study and Research dents register for 4 points each term. Faculty. Permission of instructor required. Students may register for intensive individual Students participate in ongoing research under study of a topic of special interest. Registration CCPJ 6362. Group practicum (3) the direction of a faculty member. Participa- in independent study is by permission of the Faculty. Permission required. Students must tion includes formulation of hypotheses, iden- instructor under whose guidance the work will submit written application by the midterm date tification of appropriate variables and meas- be undertaken. Credit may range from 1 to 3 of the preceding semester. Limited to advanced ures, data collection and analysis, and prepara- points each term except for CCPJ 8900 students with appropriate backgrounds in group tion of research reports. Students register for (Dissertation advisement) and registration is work. Students will practice group counseling two consecutive terms. not limited to one term. Hours for individual skills in selective settings. conferences are to be arranged. • CCPJ 6572. Multicultural competencies CCPJ 6363. Advanced group and (1-3) CCPJ 4902. Research and independent family systems practicum (2) Professor Sue. study in psychological counseling (1-3) Faculty. Permission required. Prerequisites: CCPJ 5025. (Year Course). Advanced group • CCPJ 6573. Cross cultural research (2-3) CCPJ 6902. Advanced research and inde- supervision to provide service to clients in the Professor Smith. pendent study in counseling psychology Dean Hope Center and/or outside agencies. (1-3) • CCPJ 6574. Multicultural perspectives on CCPJ 6368. Advanced supervision social attitudes, identity, and development CCPJ 8900. Dissertation advisement (0) and teaching of counseling (0-2) (2-3) Faculty. Individual advisement on doctoral Faculty. Permission required. Supervision and Professor Miville. dissertation. Fee to equal 3 points at current related teaching activities for advanced doctor- tuition rate for each term. al students under the guidance of a faculty member. Registration not limited to one term.

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

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

Teachers College Columbia University 2009-2010 77 Rehabilitation Counselors by completing a • Research and program evaluation: ORLJ Required courses often are scheduled in the series of specified courses, three to four years of 4009, Understanding behavioral research afternoon and evening, so it is possible for stu- post-master’s work experience in an appropriate (3), and ORL 5522, Evaluation methods I dents with flexible schedules to attend on a setting, and successful performance on an exam- (3) part-time basis and complete the program; ination sponsored by the Commission on • Professional orientation and ethics: CCPJ however, it should be noted that at times, Rehabilitation Counselor Certification (CRCC). 4560, Professional and ethical issues in psy- required courses may be offered during the day Consult the Master’s Student Handbook for chological counseling (3) and students must be prepared to make needed more information about Rehabilitation counsel- • Foundations of mental health counseling and accommodations. Full-time students generally ing specialization. consultation: CCPJ 5371, Foundations complete the program in about two years. The of counseling (3) (also listed under length of program completion for part-time In 2005, Teachers College received approval Counseling Theory and Practice), and CCPJ students varies with the number of points in from New York State to offer a License- 4165, Consultation in community agencies which they enroll each semester. Qualifying Mental Health Counseling and resources (3) Program (COUM). Along with completion • Clinical instruction: CCPJ 5360, Practicum In addition to required core courses, students of required coursework, students can become in career and personal counseling (4), and will be expected to select electives from the eligible for licensure when they complete 3000 CCPX 5630, Case conference (0) various areas of psychology and other appropri- hours of post-master’s supervised experience in • Recognition and reporting of child abuse ate disciplines that will provide breadth the practice of mental health counseling and and maltreatment. and depth to their preparation as counselors. pass a national examination. For information • One year of supervised fieldwork: CCPJ Consult the Master’s Student Handbook for regarding licensure, please contact the Office 5260, Fieldwork in psychological counseling further information about Ed.M. program of the Professions, New York State Education and rehabilitation (6 points total spread requirements. Department (http://www.op.nysed.gov/mhp.ht). over two or three semesters); CCPJ 5263, A special project is required in addition to the A dual specialization in Mental Health Supervised fieldwork in elementary school counseling (6 points total spread over two 60 points of coursework. Students should plan Counseling and School Counselor also is avail- to complete their project in the same semester able (COUD). or three semesters); or CCPJ 5265, 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 The Comprehensive Exam, which is a mandatory Ed.M. program (COUM, COUS, COUD, and or three semesters). requirement for obtaining the en passant M.A., is COUP) must take specific required courses in generally taken in the semester in which 45 cred- the following content areas: School counselors (COUS and COUD) also • Human growth and development: HUDK are required 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 cul- bicultural children, adolescents, and their tural psychology and education (1) and two families of the following: CCPJ 5165, Racial-cultural • Child abuse and maltreatment identifica- counseling laboratory (4); CCPJ 5020, tion, reporting and intervention Racism and racial identity in psychology and • Violence prevention and intervention** education (3) or CCPJ 5164, Multicultural counseling and psychology (3) High School • Counseling theory and practice: CCPJ 4064, • HUDK 4023, Developmental psychology: Theories of counseling (3), and CCPJ 5371, Adolescence Foundations of counseling (3) • CCPJ 5265, Supervised fieldwork in second- • Psychopathology: CCPJ 5563, Special topics ary school counseling and issues in counseling psychology (3); • CCPJ 4160, School counseling for children CCPX 5032, Adult psychopathology (3); or and adolescents, or CCPX 5034, Child psychopathology (3) • ITSF 5123, School counseling of bilingual/ • Group counseling: CCPJ 5025, Group coun- bicultural children, adolescents, and their seling (3) families • Lifestyle and career development: CCPJ 5062, • Child abuse and maltreatment identifica- Career counseling and development (3) tion, reporting and intervention • Assessment and appraisal: CCPJ 5060, 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)

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

PSYCHOLOGY Degree Requirements: Clinical Psychology. The remaining points may The programs for the Master of Arts (M.A.) be taken as electives either in or outside of IN EDUCATION degree in Psychology in Education: General, the department. and Personality and Psychopathology require Program Coordinator: 36 points of coursework and a special project. The Curriculum: Professor Elizabeth Midlarsky The General Track requires 18 points in the PERSONALITY AND Clinical Psychology program, whereas the Program Office: (212) 678-3267 PSYCHOPATHOLOGY TRACK Email: [email protected] Personality and Psychopathology Track is built (36 points total and special project) Website: www.tc.edu/ccp/psyched/proginfo.asp around a 24-point core of courses in Clinical Psychology (CCPX). Degree requirements may I. Required Courses (24 points): Degrees Offered: Two Tracks be completed on a full-time basis in a calendar year (two semesters plus one or two summer A. Adult Psychopathology GENERAL PSYCHOLOGY (PSYG) sessions at the end), one year and one semes- • CCPX 5032 Adult psychopathology (3) Master of Arts (M.A.) ter, or the equivalent in part-time study. Many students prefer to remain in the M.A. program B. Developmental Psychopathology PERSONALITY AND PSYCHOPATHOLOGY for more than one academic year. • CCPX 5040 Development and (PSYA) psychopathology: Atypical contexts and Master of Arts (M.A.) In addition to the courses taken within the population (3) Program in Clinical Psychology, M.A. stu- or Program Description: dents in both program tracks must take at • CCPX 5034 Child psychopathology (3) The General Track is designed to provide stu- least three Teachers College courses outside dents with a broad exposure to clinical psycho- the department. Each of these courses must be C. Psychotherapeutic Approaches/ logy and to other areas of psychology that may taken for 2 or 3 points. Psychological Intervention be of interest. The Personality and Psycho- • CCPX 4037 Introduction to cognitive pathology Track aims to give students intro- Transfer credits from courses taken outside of behavior therapy (3) ductory training at the graduate level in psy- Teachers College are not accepted toward any or • CCPX 4038 Comparative psycho- chopathology, research methods in psychology, M.A. program at Teachers College. Only therapies (3) psychological perspectives on social contexts courses at Teachers College are accepted or and social problems, and theories of psycho- toward the M.A. degree. • CCPX 5045 Psychotherapy, religious therapy. It includes clinical coursework and diversity, and spirituality (3) opportunities to gain experience in relevant All students matriculating in the M.A. fieldwork and research, both inside and out- Program are given a copy of the Student D. Social Psychology side the classroom. Handbook for the specific academic year in • CCPX 4010 Social problems for clinical which they matriculate. The Handbook out- psychologists. (3) Graduates of these academic M.A. programs lines all program requirements including cur- or are not trained for the independent practice riculum and guidelines for the special project. • CCPX 4060 The psychology of loss and trauma (3) of counseling psychotherapy or psychological The basic curriculum includes: assessment. However, with a Master of Arts E. Basic Processes in Applied Psychology degree, graduates may find employment in The Curriculum: (Any of these may be taken twice) research centers, social service agencies, com- • CCPX 4000 Introduction to applied munity colleges, and hospitals. Completion of GENERAL PSYCHOLOGY TRACK psychology (3) the M.A. degree does not guarantee admission (36 points total and special project) or to a doctoral program, here or elsewhere, but • CCPX 4030 Psychology of adjustment (3) outstanding students are likely to be more I. Required Courses (18 points): or attractive candidates. • CCPX 4126 The mother-child matrix: • Students may take 18 points of any mas- Developmental and clinical implications (3) Special Application ter’s-level (typically 4000- and 5000- Requirements/Information: or level) courses in the Program in Clinical • CCPX 5546 Research perspectives on At least one of the two required letters should Psychology. critical social problems (3) be an academic reference. The GREs are rec- • Students are required to complete a ommended but not required. special project. F. Two or more of the following • Certain classes may be restricted to • CCPX 4032 Assessment and treatment of Applications are considered for fall admission. doctoral students only. Please refer to alcohol and chemical depend- All admissions materials must be received the course schedule to determine which ency (3) by the early or final deadlines as advertised courses are open to M.A. students. • CCPX 4036 Personality and behavior by the College. For information on application change (3) deadlines, see the Admissions section of this • CCPX 4120 Psychotherapy through II. Electives (18 points total): fiction and film (3) bulletin. • CCPX 4125 Women and mental health (3) * To satisfy the College breadth requirement, • CCPX 4150 Introduction to forensic students must complete at least three Teachers psychology (3) College courses (a course for this purpose is • Course in clinical health one in which a minimum of 2 points is earned) psychology (3) outside the Department of Counseling and

Teachers College Columbia University 2009-2010 79 • CCPX 4230 Fieldwork in clinical psychology (3) • CCPX 4542 Introduction to contemporary psychoanalytic thought (3) • CCPX 5533 Research methods in clinical psychology (3) • Topics course determined in consultation with advisor.

II. Electives (12 points)

Breadth requirement- three out-of-department Teachers College courses each requiring 2-3 points (1-point courses do not count towards the breadth requirement). The following courses are recommended but not required to meet the breadth requirement:

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

2. Statistics • HUDM 4120 Basic concepts in statistics (3) • HUDM 4122 Probability and statistical inference (3) • HUDM 5122 Applied regression analysis (3)

3. Miscellaneous • BBSN 5033 Human clinical neuro- psychology (3) • HBSS 4110 Health promotion for children and adolescents (3) • HBSS 4113 Human sexuality education (3) • HBSS 4115 Health promotion for aging adults (3) • HBSS 4123 Violence and its prevention (3) • HBSS 4130 Alcohol and health (2-3)

Any remaining points may be taken either in or outside of the department. The degree requirements for both tracks within the M.A. program may be completed on a full-time basis in a calendar year, although many students elect to meet the requirements over a longer period of time. Be sure to consult with the Program Coordinator or the M.A. Program Assistants about course selection and about the special project.

CCPX COURSES: Please refer to course descriptions listed under Clinical Psychology.

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

CHAIR: Professor Celia Genishi LOCATION: 306 Zankel Building TELEPHONE NUMBER: (212) 678-3765 FAX: (212) 678-3237 WEBSITE: www.tc.edu/C&T

PROGRAMS: DEPARTMENTAL MISSION: CURRICULUM AND TEACHING 85 The Department of Curriculum and Teaching, established in 1938, EARLY CHILDHOOD 86 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 89 ways in which curriculum, teaching, and schooling contribute to social inequalities, and a com- mitment to educating for social justice. Our location in New York City compels us to focus ELEMENTARY INCLUSIVE intensely on the lives of children and youth who attend under-resourced schools and face com- EDUCATION AND TEACHING plex challenges in urban centers, but this focus does not exclude attention to problems of teach- STUDENTS WITH DISABILITIES 90 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 90 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 92 educators who have broad repertoires of knowledge, practices and dispositions that enable all children, including those who have acquired labels, to gain access to and succeed with the kind of education that historically has been reserved for children of privilege. Teacher inquiry, critical perspectives, knowledge of content and pedagogy, a curricular stance, and the interrelationship of theory and practice are also woven throughout our certification and our advanced programs.

Typical positions for which students are prepared include:

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

Teachers College Columbia University 2009-2010 81 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) Min Hong (Early Childhood Education) Lucy McCormick Calkins Monica White (Curriculum and Teaching) CURRICULUM AND (Curriculum and Teaching, Literacy Education) on sabbatical 2009-2010 TEACHING LECTURERS: Celia Genishi (Early Childhood Education) Lynne M. Bejoian (Inclusive Education, A. Lin Goodwin (Teacher Education) Initial certification and professional certification Disability Studies in Education) Sharon Lynn Kagan programs are designed to meet New York State Britt Hamre (Inclusive Education, (Early Childhood Education) certification and New York City licensure Teacher Education) Nancy Lesko (Curriculum and Teaching) requirements. Cathy Rikhye Karen Zumwalt (Curriculum and Teaching) (Early Childhood Special Education) DEPARTMENTAL PROGRAM DESCRIPTIONS (Early Childhood ADJUNCT PROFESSORS: Nancy Sall Special Education) MASTER OF ARTS Beatrice Fennimore There are two different types of Master of Arts (Early Childhood Education) INSTRUCTORS: programs within the Department of Curriculum (Early Childhood Education) and Teaching: Initial Certification programs and ASSOCIATE PROFESSORS: Lisa Beck Lisa Cederbaum Professional Certification programs. Thomas Hatch (Curriculum and Teaching) (Early Childhood Education) on sabbatical 2009-2010 With one exception, initial certification M.A. Mary Coakley (Literacy Specialist) Michelle Knight-Diop programs are designed for people with little or Ellie Cook (Curriculum and Teaching) no teaching experience or preparation who wish (Elementary Inclusive Education) Celia Oyler (Inclusive Education, to become teachers. Programs in this depart- Allison Devoe Teacher Education) ment leading to initial certification are: Early (Elementary Inclusive Education) Molly Quinn (Inclusive Education, Childhood Education, Early Childhood Special Ellen Ellis (Literacy Specialist) Curriculum and Teaching) Education, Early Childhood Education and Susan L. Recchia Kristin May-Galvin Special Education: Dual Certification-Initial, (Early Childhood Education) (Early Childhood Special Education) Elementary Inclusive Education, Elementary Marjorie Siegel Megan Lawless Inclusive Education with an extension in Gifted (Elementary Inclusive Education) (Curriculum and Teaching, Education, and Dual Certification in Elementary Sujung Um Literacy Education) Inclusive Education and Teaching Students Mariana Souto-Manning (Elementary Inclusive Education) with Disabilities. (Early Childhood Education) For information about faculty and their scholarly The Literacy Specialist Program is also an initial ADJUNCT ASSOCIATE PROFESSORS: and research interests, please refer to the Faculty certification program, but is designed for people Janet Andron Hoffman section of this bulletin, or visit us at who already hold initial certification as a teacher www.tc.edu/faculty. (Early Childhood Education) in New York State. The Literacy Specialist Pro- Lisa Wright (Gifted Education) gram thus enables people who are already certi- fied teachers to add a new certification area to ASSISTANT PROFESSORS: their professional credentials. Upon completion Alicia Broderick (Inclusive Education, of the program and two years successful teaching Disability Studies in Education) experience, students will receive professional Sam Shreyar (Early Childhood Education) certification in their first certification area. Srikala Naraian (Inclusive Education, Disability Studies in Education) Professional Certification M.A. programs are (on leave, 2009-2010) designed for individuals who are already certified to teach in New York, or another state, and who 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 pro- grams meet the formal educational requirements for professional certification in the State of New York, provided they meet the state’s require- ments (initial certification in the area, successful performance on state tests, and two years teach- ing experience).

82 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- resulting in a minimum first-year enrollment of Analogies Test (MAT) is required for applica- gram to include developing curricula, studying 9 points. A student can enroll for more than tion to the Ed.M. program in the Department teaching, designing professional development, this minimum, but C&T 5000 must be part of of Curriculum and Teaching. and engaging in action research, all with a his or her first-year course of study. A first-year focus on challenging inequalities and imagin- student is defined as a student who matricu- Admission to programs leading to the Ed.D. ing new possibilities for education. lates in the fall term or who matriculated in degree is determined on the basis of academic the previous spring or summer term and is ability as evidenced by success in prior acade- The Ed.M. is a 60-point program, with the enrolling for his or her first fall term. mic work and/or other measures of academic possibility of transferring in 30 points from aptitude; demonstrable potential for research, relevant graduate study. It does not lead to C&T 5000 is designed to make beginning doc- field inquiry, or development activities in edu- New York State certification as teacher or toral students aware of important problems cation; and three years of successful teaching as building administrator. and issues in curriculum and teaching, to or equivalent experience. All applicants are introduce students to methods of formulating required to submit Graduate Record Examin- Two years of teaching experience or the equiv- questions and to modes of inquiry appropriate ation (GRE) or Miller Analogies Test (MAT) alent is a prerequisite for admission. to doctoral-level research, and to build a cohe- scores that are no more than five years old, sive student cohort. and are required to submit a writing sample. DOCTOR OF EDUCATION The Department of Curriculum and Teaching The Department of Curriculum and Teaching This is a rigorous course, with respect to both evaluates Ed.D. applications twice per year. offers a single Doctor of Education program the quantity and sophistication of the material with different areas of concentration. The for which students are held responsible. The All admissions materials must be received by program requires 90 points of graduate study course requires a commitment of time and the early or final deadlines as advertised by the beyond the baccalaureate, 40 points of which effort commensurate with the norms of schol- College. For information on application dead- may be transferred from previous graduate arship at the doctoral level. lines, see the Admissions section of this bul- work at other institutions, should they meet letin. requirements of the Teachers College degree. It is our belief that the demands placed on the students by this course will benefit students Applicants interested in the Ed.D. program in and that those who complete the course and the Department of Curriculum and Teaching pass the certification examination will be well should consult the booklet, “Studying for the prepared to continue their doctoral studies Ed.D. Degree in the Department of Curricu- successfully through the dissertation phase. lum and Teaching,” available from the Depart- Students accepted into the Ed.D. program will ment of Curriculum and Teaching. receive a list of course texts with their accept- ance letters so they can begin their reading The concentrations within the Ed.D. early. program are: • Curriculum Studies Departmental Special Application • Early Childhood Education (specialization) Requirements/Information: • Early Childhood Policy For professional certification M.A. admission, • Early Childhood Special Education please submit a resume and: (a) proof of early (Concentration within Early childhood, elementary or secondary school Childhood Education) teacher initial NYS certification (formerly pro- • Educational Leadership and School Change visional) or certification from another state, or • Gifted Education (b) proof that you have completed an accredit- • Disability Studies in Education ed Elementary, Early Childhood or Secondary • Literacy Education teacher preparation/student teaching program. • Religious Education An undergraduate GPA of 3.0 is a minimum • Urban and Multicultural Education requirement. Teaching experience is desirable, but not required. (For admission requirements Doctoral students in all concentrations may for the Initial certification M.A. programs, also take coursework to prepare themselves as please refer to the appropriate section below.) teacher educators.

Teachers College Columbia University 2009-2010 83 MASTER’S AND CERTIFICATION PROGRAMS IN CURRICULUM AND TEACHING

Certification Code Degree Certification Area Prerequisites Teaching Experience Level

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

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

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

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

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

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

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

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

PROFESSIONAL Social Studies

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

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

84 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM ANDANDTTEACHINGEACHING

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

Teachers College Columbia University 2009-2010 85 Social Context Selective Courses—Diversity Integrative Project (1 point) • Literacy Education (2-3 points) C&T 4502 (1): An initiating seminar taken in • Religious Education Students choose one Selective course from the the fall semester of the student’s first year of • Urban and Multicultural Education following: the program. The purpose of this seminar is to • C&T 4000 Disability in contexts (3) initiate a project that will integrate each stu- • C&T 4001 Differentiated instruction in dent’s learning experiences and expand her/his EARLY CHILDHOOD inclusive classrooms (2-3) knowledge and practice of leadership. The • C&T 4078 Curriculum and teaching project may take a number of forms, including EDUCATION in urban areas (2-3) an article for publication, a curriculum frame- Program Coordinators: • C&T 5037 Literacy, culture, and the work, curriculum development, and action Professor Celia Genishi and teaching of reading (3) research. The seminar instructor will be Professor Susan Recchia responsible for guiding students’ completion Social Context Selective Courses–General of their integrative projects. The final project Program Office: (212) 678-3860 (2-3 points) will be evaluated by two readers: the seminar Email: [email protected] Students choose one Selective course from the instructor and one other faculty member in Email: [email protected] following: the Department of Curriculum and Teaching. Website: www.tc.edu/c&t/ChildSpecEd • C&T 4004 School change (3) Students will have up to four semesters follow- • C&T 4023 Differentiated curriculum ing the seminar (not including summer) to Degrees Offered: for gifted students (2-3) complete the integrative project. EARLY CHILDHOOD EDUCATION- • C&T 4032 Gender, difference, INITIAL CERTIFICATION (ECED-INIT) and curriculum (3) DOCTOR OF EDUCATION • C&T 4161 The teacher: Socio-historical The basic curriculum for Ed.D. students Master of Arts (M.A.) cultural contexts of teaching includes: EARLY CHILDHOOD EDUCATION/SPECIAL (2-3) Core Courses: EDUCATION-INITIAL CERTIFICATION (ECSE-INIT) • C&T 5000 Theory and inquiry in • C&T 4199 Curriculum and immigration Master of Arts (M.A.) (2-3) curriculum and teaching (6 points fall and 3 points EARLY CHILDHOOD EDUCATION- SPECIAL Elective Courses (0-2 points) spring, of the first year) EDUCATION/DUAL CERTIFICATION- INITIAL (ECSE-DUAL) Students have already met the College require- Research Core: ment of three courses outside their department, • HUDM 4122 Probability and statistical Master of Arts (M.A.) so electives may be taken inside or outside the inference (3) EARLY CHILDHOOD EDUCATION (ECED) Department of Curriculum and Teaching. Two (2) research methodology courses rele- Master of Education (Ed.M.)* Doctor of Education (Ed.D.) MASTER OF EDUCATION vant to the student’s research interests. *Early Childhood Policy only The program of study for Ed.M. students is as Students must complete at least two of the follows: required research core courses prior to enrolling in Dissertation Seminar. The third Program Description: • A minimum of 15 points (including the core course may be taken concurrently with Master of Arts courses) must be taken in the Department of Dissertation Seminar. There are three initial certification programs Curriculum and Teaching. Students must in Early Childhood Education: also complete the College’s breadth require- At least one semester of a research seminar taught by ment, which consists of three Teachers Coll- a member of the department faculty is also required. The course of study for the M.A. in Early ege courses (a minimum of 2 points each) Childhood Education (ECED-INIT) leads to initial certification in Early Childhood taken outside Curriculum and Teaching. The Research Requirements: Education (birth-8 years). The course of study program does not require an internship, but • C&T 7500 Dissertation seminar in for the M.A. in Early Childhood Special Edu- one can be arranged as part of the student’s curriculum and teaching cation (ECSE-INIT) leads to initial certifica- program plan. (1-3) • C&T 7501 Dissertation seminar in tion as a Teacher of Students with Disabilities, Early Childhood (birth-8 years). Core Courses (9 points) curriculum and teaching (1-3) • C&T 4002 Curriculum theory and Students with backgrounds in elementary edu- history (3) cation or with no previous coursework in edu- Other courses are selected in consultation • C&T 4005 Principles of teaching and cation must complete at least 40 points in with an advisor. learning (3 point option, Concentrations include: order to obtain the Master of Arts degree and no practicum) • Curriculum Studies the department’s recommendation for initial certification. • C&T 4052 Designing curriculum and • Early Childhood Education (specialization) instruction (3) • Early Childhood Policy The course of study in Dual Certification: • Curriculum and Teaching Courses (minimum • Early Childhood Special Education: Early Childhood Education/Early Child- of 6 additional points) (Concentration within Early • Out-of-Department Courses three Teachers hood/Special Education (ECSE-DUAL) leads Childhood Education) to initial certification as both an Early Child- College courses (minimum of 2-3 points • Educational Leadership and School Change each) hood Education teacher and a Teacher of • Gifted Education Students with Disabilities in Early Childhood • Disability Studies in Education (birth-8 years). Students must complete at

86 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM ANDANDTTEACHINGEACHING least 48 points in order to obtain the Master of • HUDK 4027 Development of math- • C&T 4083 Working with families of Arts degree and the department’s recommen- ematical thinking (3) young children with disa- dation for initial dual certification. bilities (2); or Foundation Courses • C&T 4119 Issues and interdisciplinary Students in these programs are prepared to • A&HH 4070 History of education in methods for working with teach in diverse and inclusive environments, the U.S. (or equivalent) (3) parents of young children (2); or including homes, schools, and other communi- • C&T 4001 Differentiating instruction • C&T 4615 Young children, families, and ty settings, which serve children from birth to in inclusive classrooms (2) social policy (2-3) age 8 and their families. Child-centered and • C&T 4114 Multicultural approaches culturally sensitive practices are emphasized to teaching young children (2) Culminating Project: throughout the program, focusing on the need • C&T 4119 Issues and interdisciplinary Students complete an integrated portfolio for multiple methods of instruction to accom- methods for working with over the course of the program reflecting modate a broad range of learners. Through a parents of young children their growth as an early childhood teacher. (2) (or equivalent) curriculum that integrates general and special early childhood education content, we aim to Dual Certification Program in Early Culminating Project: enable our initial certification students to Childhood/Early Childhood Special Education Students complete an integrated portfolio over become outstanding early childhood teachers, (Code: ECSE-DUAL) the course of the program reflecting their decision makers, and intellectual and ethical Course requirements for M.A. students seeking growth as an early childhood teacher. leaders. Honoring the importance of under- initial dual certification as both early childhood standing children’s development and learning teachers and teachers of students with disabilities MASTER OF ARTS in context, the Master of Arts program empha- in early childhood (birth–8 years): sizes collaboration with families and other pro- Course requirements for M.A. students seeking initial certification as teachers of students with fessionals and considers policies that affect Core Courses disabilities in early childhood (birth–8 years): families’ access to desirable services, especially • C&T 4080 Risk and resilience in in urban settings. Our students participate in early development: several field experiences, which serve as the Core Courses Birth-8 years (3) foundation from which theories about develop- • C&T 4080 Risk and resilience in • C&T 4112 Integrated curriculum ment, learning, and curriculum come to life early development (2) in early childhood (6) and through which teachers begin to construct • C&T 4112 Integrated curriculum • C&T 4302 Supervised practicum their professional practice. in early childhood (6) in the assessment of • C&T 4302 Supervised practicum in young children with Degree Requirements: the educational assessment exceptionalities (3) of young children with • C&T 4308 Field experiences in exceptionalities (3) MASTER OF ARTS early childhood/early • C&T 4308 Field experiences in Course requirements for M.A. students seeking childhood special early childhood/early- education (2) initial certification as early childhood teachers childhood special (birth–8 years): • C&T 4708 Student teaching- infancy education (2) and early childhood (two • C&T 4708 Student teaching- infancy terms) (6) Core Courses and early childhood (two • C&T 5308 Advanced practicum- • C&T 4080 Risk and resilience terms) (6) infancy and early child- in early development (2) • C&T 5118 Infant and toddler hood (2-3) • C&T 4112 Integrated curriculum development and • C&T 5118 Infant and toddler in early childhood practice (3) development and practice (3) education (6) • C&T 4308 Field experiences in Methods Courses early childhood/early Methods Courses • A&HM 4022 The artistic lives of • A&HM 4022 The artistic lives of childhood special young children (2) education (2) young children (2) • C&T 4131 Language and literacy • C&T 4131 Language and literacy • C&T 4708 Student teaching- infancy in the early childhood and early childhood in the early childhood curriculum (3) curriculum (3) (two terms) (6) • C&T 4132 Learning and teaching • C&T 5118 Infant and toddler • C&T 4132 Learning and teaching in the primary in the primary reading/ development and reading/writing classroom practice (3) writing classroom (or equivalent) (3) (or equivalent) (3) • HBSS 4116 Health education for • HBSS 4116 Health education for Methods Courses teachers (1) teachers (1) • A&HM 4022 The artistic lives • HUDK 4027 Development of math- • HUDK 4027 Development of of young children (2) ematical thinking (3) mathematical thinking (3) • C&T 4131 Language and literacy • Special education elective (2) • Special education elective (2) in the early childhood curriculum (3) Foundation Courses Foundation Courses • C&T 4132 Learning and teaching • HBSE 4001 Teaching students with in the primary • A&HH 4070 History of education in disabilities in inclusive the U.S. (or equivalent) reading/writing classroom classrooms (2); or (or equivalent) (3) (3); and • C&T 4001 Differentiating instruction in • C&T 4001 Differentiated instruction • HBSS 4116 Health education for inclusive classrooms (2); and teachers (1) in inclusive classrooms (2-3); or

Teachers College Columbia University 2009-2010 87 • HBSE 4001 Teaching students with young children and their families. It is predi- Degree Requirements: disabilities in inclusive cated on the principle that undergirding all classrooms (2); and policy work, candidates must have thorough MASTER OF EDUCATION • C&T 4083 Working with families of understandings of both substantive content (EARLY CHILDHOOD EDUCATION young children with (early childhood practices, pedagogy, and POLICY CONCENTRATION) disabilities (2); or theory) and research skills. While the focus of The basic curriculum for the Early Childhood • C&T 4119 Issues and interdisciplinary this program is on U.S. early childhood policy, methods for working with Education Policy Concentration consists of there will be opportunity for international and three course categories which include: parents of young children comparative work. (2); • C&T 4114 Multicultural approaches A total of 45 points that must be taken at Early Childhood Special Education to teaching young children Teachers College. First, a set of courses in The Department of Curriculum and Teaching (2) offers a doctoral concentration in Early Curriculum and Teaching will provide the • C&T 4615 Young children, families, foundation for early childhood pedagogy and social policy (2-3) Childhood Special Education, within the Early Childhood Education specialization. This con- and practice (15 points). Second, courses in centration prepares students for careers related Human Development will provide analytic Culminating Project: to leadership and advocacy in the field, policy training and focus (15 points). A third Students complete an integrated portfolio over research and scholarship, and higher educa- set of course options (15 points) is selected in the course of the program reflecting their tion and teacher preparation programs. Core consultation with an advisor. growth as an early childhood teacher. courses emphasize theory and foundations in general and special early childhood education Departmental Requirements: MASTER OF EDUCATION and research methods and training. Seminars • C&T 4005 Principles of teaching Early Childhood Policy and advanced practica focus on special topics and learning (3) The Master of Education (Ed.M.) with an in the field. Opportunities for involvement in • C&T 4113 Early childhood methods Early Childhood Policy concentration is faculty-sponsored research and professional and programs (3) designed to give students a firm grounding in development activities are an integral part of • C&T 4121 Early childhood teaching early childhood pedagogy, programs, and prac- the program concentration. strategies within a social tice as well as in policy analysis and policy context (3) making related to young children and their Special Application • C&T 5513 Seminar in early childhood families. Students will combine theoretical Requirements/Information: education I (3) knowledge with practice in the policy field; Three programs leading to the Master of Arts • C&T 5514 Seminar in early childhood they will also become familiar with an array degree and initial certification in early child- education II (3) or of policy issues impacting contemporary child hood and early childhood special education • C&T 6502 Studies in curriculum and family life. While the focus of this work are available through the Department of and teaching (3) is on U.S. policy, there will be opportunity for Curriculum and Teaching: Early Childhood international and comparative work as well. Education, Early Childhood Special Policy Concentration Requirements: Education, and dual certification in Early • HUDF 4000 Education and DOCTOR OF EDUCATION Childhood General and Early Childhood public policy (3) (EARLY CHILDHOOD EDUCATION) Special Education. Admission to each of these • HUDF 5645 Policy seminar I (3) At the doctoral level, the specialization in programs is determined on the basis of aca- • HUDF 5646 Policy seminar II (3) Early Childhood Education prepares candi- demic ability and promise as an early child- • HUDM 4122 Probability and statistical dates for college teaching, research, policy, and hood educator as evidenced by prior academic inference (3) or other leadership positions in early childhood work, letters of reference, and the applicant’s • C&T 5502 Introduction to qualitative education. The program is highly selective, own personal statement of purpose. research in curriculum and aiming to identify and train individuals whose teaching (3) prior education and experience, whether or Admission to programs leading to the Ed.D. • C&T 6408 Advanced internship: Infancy not it has been specifically in the field of early degree is determined on the basis of academic and early childhood (3) childhood, gives promise of the ability to ability as evidenced by success in prior aca- develop modes of inquiry suitable to the field’s demic work and/or other measures of aca- Electives: complexities. demic aptitude; demonstrable potential for Beyond the core courses, students’ programs research, field inquiry, or development activi- are individually planned with their advisors, Early Childhood Policy ties in education; and three years of successful The Doctor of Education (Ed.D.) concentra- teaching or equivalent experience. All appli- based on their professional goals and interests. tion in Early Childhood Policy prepares candi- cants are required to submit Graduate Record dates for leadership positions, college teaching, Examination (GRE) or Miller Analogies Test DOCTOR OF EDUCATION and research in early childhood policy. The (MAT) scores that are no more than five years (EARLY CHILDHOOD EDUCATION concentration is highly selective, aiming to old, and are required to submit a writing sam- SPECIALIZATION AND EARLY CHILDHOOD identify and train individuals whose prior edu- ple. The Department of Curriculum and SPECIAL EDUCATION CONCENTRATION) cation and experience, whether or not it has Teaching evaluates Ed.D. applications twice The basic curriculum for Ed.D. students been specifically in the field of early child- per year. includes: hood, gives promise of the ability to develop modes of inquiry suitable to the field’s com- All admissions materials must be received by Core Courses: plexities. Combining rigorous methodological, the early or final deadlines as advertised by • C&T 5000 Theory and inquiry in conceptual, and practical interdisciplinary the College. For information on application curriculum and teaching experiences, the program is designed for those deadlines, see the Admissions section of this (6 points fall and 3 points spring, of the first year) interested in shaping the policy agenda for bulletin.

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• C&T 5513 Seminar in early childhood • HUDF 4000 Education and public New York State and the Initial Program education I (3) policy (3) require that degree/teacher certification candi- • C&T 5514 Seminar in early childhood • HUDF 5430 Internship (3) dates complete a distribution of liberal arts education II, or one addi- coursework at either the graduate or under- tional 6000-level research Other courses are selected in consultation graduate levels. This includes a minimum of seminar (3) with an advisor. 6 points in each of the following domains: English, Mathematics, Social Science, Science, Research Requirements: and two-term length courses in a language • C&T 7500 Dissertation seminar in other than English (proven proficiency may curriculum and teaching I ELEMENTARY INCLUSIVE (1-3) substitute for coursework in language). In • C&T 7501 Dissertation seminar in EDUCATION addition, those seeking New York State certifi- curriculum and teaching II cation must demonstrate knowledge of tech- (1-3) Program Coordinator: nology and experience in the arts. • HUDM 4122 Probability and Professor Celia Oyler This requirement can be satisfied by: statistical inference (3) 1. Transcript review of coursework taken Two (2) research methodology courses rele- Program Office: (212) 678-3695 prior to entering Teachers College; vant to the students’ research interests. Email: [email protected] 2. Elective coursework taken at Teachers Website: www.tc.edu/c&t/ChildEdPre College either as a part of or in addition Students must complete at least two of the to the 40 points required for the degree; required research core courses prior to Degree Offered: 3. Graduate or undergraduate coursework enrolling in dissertation seminar. The third taken elsewhere, in consultation with facul- ELEMENTARY INCLUSIVE EDUCATION- course may be taken concurrently with ty, while completing the Teachers College INITIAL CERTIFICATION (ELEM-INIT) Dissertation Seminar. Master of Arts (M.A.) degree; these would be in addition to Preservice Program degree requirements; Other courses are selected in consultation 4. Successful completion of the College Level with an advisor. (See Department website Program Description: Examination Program (CLEP) test can be for further information.) This program prepares teachers to teach all substituted for coursework in a second lan- children, particularly in urban contexts. The guage, or in each of the liberal arts subjects. DOCTOR OF EDUCATION course of study emphasizes curriculum devel- (EARLY CHILDHOOD EDUCATION opment for heterogeneous classrooms, critical Please note that for states other than New POLICY CONCENTRATION) multiculturalism, teaching for equity and York, requirements for certification may be dif- The basic curriculum for Early Childhood social justice, and an inquiry approach to ferent. It is up to the student to be aware of Education Policy concentration includes: teaching and learning. Because the program any additional provisions. Contact the applica- prepares teachers for inclusive classrooms, it is ble State Education Departments for current Required Departmental Core: possible to add on an additional 12 points in certification requirements. • C&T 5000 Theory and inquiry in critical special education and be recommend- curriculum and teaching ed for the additional certification: Teaching Special Application (6 points fall and 3 points Students with Disabilities. (See next section Requirements/Information: spring, of the first year) for details.) All admissions materials must be received by the early or final deadlines as advertised by the Required Research Core: This is a 40-point M.A. initial program for College. Those who complete their applica- • C&T 5502 Introduction to qualitative applicants with little or no teaching experi- tions after the early deadline may not have the research in curriculum and ence or preparation who are seeking certifica- opportunity to begin student teaching in their teaching (3) or tion at the elementary level, grades 1-6. The first year, even if admitted. For information on • HUDF 5645 Policy seminar I (3) M.A. initial program includes a professional application deadlines, see the Admissions sec- • C&T 7500 Dissertation seminar in student-teaching sequence from September tion of this bulletin. curriculum and teaching I through May. (1-3) Degree Requirements: • C&T 7501 Dissertation seminar in Students may complete the program on a The basic curriculum for M.A. Elementary curriculum and teaching II full-time or part-time basis; students have Preservice students includes: (1-3) the option to complete the program with an • The Integrating Core, which includes such • HUDM 4122 Probability and statistical accelerated schedule (an academic year plus topics as teaching methods, teaching in inference (3) preceding and following summer sessions) urban and culturally diverse settings, cur- • HUDM 5122 Applied regression analysis (3) or to extend their program over 2-5 years. riculum development, multicultural educa- Students planning to student teach are tion, alternative models of teaching, and Required Early Childhood Policy required to file a Declaration of Intention to classroom management and organization Concentration: Student Teach (available from the Program (designated C&T 4123, C&T 4726, and • C&T 5513 Seminar in early childhood Office) by April 1 prior to the fall term in C&T 4124.) Students complete the education I (3) which they plan to begin student teaching. Integrating Core concurrently with the stu- • C&T 5514 Seminar in early childhood A non-refundable deposit of $150.00 is also dent teaching semesters. In addition to the education II (3) or required by April 30. Two courses are required Integrating Core, which accounts for appro- • C&T 6502 Studies in curriculum to be taken before beginning the professional ximately half of the 40 points required, the and teaching (3) sequence: C&T 4143 and C&T 4000. following courses are required for certifica- tion and the master’s degree:

Teachers College Columbia University 2009-2010 89 • One course in educational foundations ELEMENTARY INCLUSIVE GIFTED (2-3)*, philosophical, historical, sociological, child development, etc. EDUCATION AND EDUCATION • C&T 4143, Multicultural social studies in TEACHING STUDENTS Program Coordinator: the elementary and middle schools (3) WITH DISABLITIES Professor James Borland • Two courses in methods of teaching literacy (DUAL-CERTIFICATE PRESERVICE PROGRAM) (3): C&T 4132 and C&T 4133 to be taken Program Office: (212) 678-3765 in conjunction with student teaching Program Coordinator: Email: [email protected] • One literacy elective Professor Celia Oyler Website: www.tc.edu/c&t/GiftedEd • One course in methods of teaching mathe- matics (3): MSTM 5010, Mathematics in Program Office: (212) 678-3695 Degrees Offered: the elementary school Email: [email protected] • One course in methods of teaching science Website: www.tc.columbia.edu/C&T/ GIFTED EDUCATION EXTENSION • C&T 4000, Disability in contexts (3) Child-EdPre/index.asp CERTIFICATION (GIFT-EXT) • HBSS 4116, Health education for teachers Master of Arts (M.A.) Degree Offered: * Students with appropriate undergraduate ELEMENTARY INCLUSIVE EDUCATION- courses in these areas may be eligible for a ELEMENTARY INCLUSIVE EDUCATION AND INITIAL CERTIFICATION WITH GIFTED EXTENSION waiver of these requirements. Minimum point TEACHING STUDENTS WITH DISABILITIES- (ELGF-DUAL) requirements for the degree will not be re- INITIAL DUAL CERTIFICATION (ELEM-DUAL) Master of Arts (M.A.)) duced. Please consult with faculty. Master of Arts (M.A.) Please note: The Ed.D. with a concentration • C&T 4000 and C&T 4143 must be taken Program Description: in Gifted Education is available through prior to student teaching. The dual certification program is designed for Curriculum and Teaching (see page 85). students who do not hold any teaching certifi- cation. This 52-point M.A. program builds Program Description: upon the 40-point Elementary Inclusive Students who are interested in gifted education Program. After completing the 40-point pro- have two options on the M.A. level at Teachers gram, students enroll in a special one semester College. critical special education core that offers cap- stone courses toward the Teaching Students Those with no background in education can with Disabilities certification (grades 1-6). obtain the extension in gifted education as well as certification as an elementary school teacher The program prepares teachers for co-teach- through the Elementary Inclusive Education ing, planning differentiated curriculum, work- Program with the gifted extension (ELGF- ing in diverse cultural contexts, collaborative DUAL). This option allows students in the team planning, and community-based student Elementary Inclusive Education Program to advocacy and problem-solving. This focus receive the New York State certificate extension builds upon the foundation in equity, social in gifted education along with their initial ele- justice, and multicultural pedagogy from the mentary education certification by including Elementary Inclusive Program. 12 credits in gifted education in their course of study. Students who choose this option com- The requirements for this program are the plete an additional semester of student teaching same for the Elementary Inclusive Program, (4 credits) in a gifted education setting, which with one exception: instead of a literacy elec- can be an inclusive setting, along with three tive, students in the dual certification program courses in gifted education. See program are required to enroll in an assessment course: description below. C&T 4301. (Please note the requirements and The M.A. certification program in the Educa- deadlines for the Elementary Inclusive Pro- tion of Gifted Students (GIFT-EXT) is designed gram are the same for the dual certification for students who have graduated from an program.) accredited teacher education program and who Critical Special Education Core: hold an initial teaching certificate. Graduates of the program are recommended for the New • C&T 4311 Disability studies York State certificate extension in Gifted practicum: School Education. Thus, completion of this program based (3) provides students with both certification in gift- • C&T 5080 Access to full participation ed education and knowledge relating to the in schools (3) nature, needs, and pedagogy of gifted students • C&T 5905 Discourses in disability (3) that contributes to greater effectiveness as a • C&T 5081 Collaborative communica- teacher in a variety of situations. tion in cultural contexts (3)

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Special Application Degree Requirements: • Health education (1) Requirements/Information: • Student teaching: Gifted (4) Admission to programs leading to the M.A. Elementary Inclusive Education Initial • Student teaching (8) degree is determined on the basis of academic Certification with Gifted Extension • Core (6) ability as evidenced by success in prior academic (52 points) • Literacy Methods (6) work and/or other measures of academic aptitude • Math methods (3) and demonstrable potential for excellence in The gifted education extension option allows teaching or development activities in education. students in the Elementary Inclusive Educa- Each student’s academic progress is reviewed The Graduate Record Examination (GRE) or tion Program to receive the New York State by the faculty of the Program in Gifted Educa- Miller Analogies Test (MAT) is not required for extension in gifted education along with their tion and the Elementary Inclusive Program. admission to the M.A. programs. The Depart- initial elementary education certification by Students must achieve average grades to con- ment of Curriculum and Teaching evaluates M.A. including 12 credits in gifted education in tinue in the program. Specifically, this means applications three times per year. For information their course of study. Students who choose that one must have a “B” average in all cours- es to be allowed into student teaching. If a on application deadlines, see the Admissions this option complete an additional semester student receives any course grade of less than section of this bulletin. of student teaching (4 credits) in a gifted edu- cation setting, which can be an inclusive set- a “B-,” he or she must meet with faculty. Professional Certification Program leading ting, along with three courses in gifted educa- to the Extension in Gifted Education tion. This is a 52-point M.A. program. During the Elementary Inclusive Education (32 points): Program student-teaching year, students must Students who are interested in entering this achieve a grade of “C” or better in Core and program can choose this option either when must receive a “Pass” on their fall student The Nature of Giftedness (7-12 ) they apply for admission to the Elementary teaching portfolio in order to continue onto Inclusive Education Program, by designating the spring semester. Required Courses: the extension on their applications, or by • C&T 4021 Nature and needs of gifted informing Professor Borland and Professor Culminating Project: students (2-3) Oyler of their intention to pursue the exten- The culminating project in the Gifted • C&T 5023 Giftedness and intelligence: sion once they have matriculated in the Education Extension Program in the Theoretical approaches (2-3) Elementary Inclusive Education Program. Elementary Inclusive Education Program con- • C&T 6506 Advanced Seminar: sists of a professional-development portfolio. Giftedness (3) Since the extension program combines course This portfolio documents a student’s profes- and requirements from the Elementary sional growth as an educator over a period of Elective Course: Inclusive Education Program and the Program time of his or her choosing but which must • C&T 4025 Educating young potentially in Gifted Education, advisement is provided by include the period in which he or she is a stu- gifted children (2-3) the faculty of both programs. Faculty in the dent at Teachers College. The student is Program in Gifted Education advise students responsible for designing, compiling, managing, Teaching Gifted Students (6-8 ) on matters related to courses in gifted educa- and submitting the portfolio to Professor tion, student teaching in gifted education, and Borland as a requirement for graduation. Required Courses: the culminating project. • C&T 4023 Differentiated curriculum for gifted students (2-3) If students have any questions about the • C&T 4822 Instructional models in the edu- extension program, they should get in touch with Professor Borland at cation of gifted students (1-2) [email protected]. • C&T 5024 Planning and implementing programs for gifted students (3) Students can enroll on a part-time or a full- time basis. Students enrolled full-time can Out-of-Program Requirements (9-16 ) complete the program in four semesters and a Additional courses to be determined in consultation summer. with your advisor. • C&T 4021 Nature and needs of gifted students (3) Field Placement (3) • C&T 5023 Giftedness and intelligence: • C&T 4702 Student teaching-giftedness (3) Theoretical approaches (2-3) • C&T 5302 Advanced practicum- • C&T 4023 Differentiated curriculum giftedness (3) for gifted students (3) • C&T 5822 Instructional models in Culminating Project (0) the education of gifted A culminating project, arranged in consultation with students (2) your advisor, that demonstrates your ability to integrate • Science methods course (3) your theoretical knowledge with practical problems and • Literacy elective (3) issues in gifted education. • C&T 4143 Multicultural social studies in the elementary and middle school (3) • Math methods (3) • C&T 4000 Disability in contexts (3) • Foundations course (2)

Teachers College Columbia University 2009-2010 91 New York City and the nation. Students can • A&HL 4001 Sociolinguistics and LITERACY SPECIALIST intern in both high-need and state-of-the-art education (3) (BIRTH–GRADE 6) schools, apprentice with mentor teachers, • A&HT 4077 TESOL classroom research staff development and school reform, practices (3) and participate in any of more than 100 full- • ITSF 4013 Literacy and Program Coordinator: day conferences offered each year. development (2-3) Professor Lucy Calkins • ITSF 4015 Introduction to Candidates who wish to research and improve computers, language, Program Office: (212) 678-3931 their own literacy teaching or serve in leader- and literacy (2-3) Email: [email protected] ship positions to help others do the same are • ITSF 4028 Teaching literacy in Website: www.tc.edu/c&t/Literacy encouraged to apply, as are those who intend bilingual settings (3) to engage in scholarly work and continue their • MSTU 4049 Technologies and Degree Offered: education through the doctoral level. literacies (2-3)

LITERACY SPECIALIST- INITIAL CERTIFICATION (LITI-INIT) Special Application Within-Department Selectives: Required Master of Arts (M.A.) Requirements/Information: of all students (4 points) All admissions materials must be received by Program Description: the early or final deadlines as advertised by Students must select at least two courses The M.A. in literacy education is a 32-point the College. For information on application from the following list: program leading to New York State certifica- deadlines, see the Admissions section of this • C&T 4858 Institute: Teaching of tion as a Literacy Specialist. This program is bulletin. reading (3) designed to immerse the literacy educator • C&T 5800 Institute: Teaching of in an intense study of practice, theory, and Degree Requirements: writing (1, 3, 6) research. The eventual goal is to equip each Students may enroll in the program full-time Either: participant to assume a leadership role in liter- or part-time. The basic curriculum for M.A. • C&T 4137 Literacy and learning in acy education. The program regards the teach- students includes: the content areas (3) or ing of reading and writing as complex under- Core: Required of all students (23 points) • C&T 4842 Institute: Content area takings, and strives to equip its students to 3 credits fall; 3 credits spring literacies (3) teach well. Students investigate individual lit- • C&T 4138 Teaching literacy in COURSES: eracy learning, group literacy learning, teacher the early years (3) development, community partnerships, institu- • C&T 4139 Constructing critical readers (3) C&T 4000. Disability in contexts (3) tional change and other contemporary and Dr. Bejoian. For students preparing to be • C&T 4151 Teaching of writing (3) political issues facing literacy education. The both general and special-education teachers. program assumes that teachers’ own literacy • C&T 4200 Fieldwork in curriculum Exploration of the historical, legal, cultural, work will be a source of knowledge and inspi- and teaching (6) and social/emotional experiences and repre- ration in their teaching. Students write cre- 3 credits fall; 3 credits spring sentations of the characteristics of people atively as well as professionally, participate in • HBSK 4072 Theory and techniques across the full range of disabilities. The course their own reading clubs, and keep portfolios of of reading assessment focuses on life contexts, including education, family (caregiver), employment, and independ- their own reading and writing development. and intervention (3) ent living as well as lifespan transitions. It The TC faculty in literacy has a long history of • C&T 4140 Literature for younger children (2-3) or draws on a wide range of interdisciplinary social action with areas of special interest that scholarship and ways of knowing. include content area literacies, curriculum • C&T 4141 Literature for older children (2-3) development in reading and writing, children’s C&T 4001. Differentiating instruction literature, school reform, ethnographic studies • C&T 5037 Literacy, culture, and the in inclusive classrooms (2-3) of literacy, teacher development, process teaching of reading (2-3) Professor Naraian and faculty. For students approaches to reading and writing, and the preparing to be both general and special-edu- impact of class, race, and gender on literacy Master’s Action Research Project: cation teachers. This course is designed to learning. Students participate in challenging Required of all students (1 point) foster collaborative, problem-solving relation- ships among general and special education courses, engage in readings, learn from men- • C&T 4502 Master’s project (1) teachers and student families in designing and torships, and conduct their own action- modeling inclusive pedagogies and practices research projects in which they demonstrate Completion of Master’s Action Research Project for diverse learners. It also overviews the class- their abilities to synthesize theory and practice room uses of assistive instructional technolo- and to weave the two throughout their indi- gies and other accommodations in a laboratory vidual work. Out of Department Selectives: Required of format. all students (4-6 points) To satisfy the college Teachers College students enrolled in the breadth requirement, students must complete C&T 4002. Curriculum theory and history Literacy Specialist program have the opportu- two Teachers College courses in addition to (3) nity to work with the Teachers College Read- HBSK 4072, which is part of the core. (A Professor Lesko. The nature and design of ing and Writing Project– a think-tank and pro- course for this purpose is defined as one in educational activities: theory, research, and practice of curriculum design. fessional development organization that works which a minimum of 2 points is earned outside in field-based ways with schools throughout the program). • A&HE 4052 Adolescents and C&T 4004. School change (3) Professors Hatch or Knight. Major themes literature (3) include state of the field regarding school

92 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM ANDANDTTEACHINGEACHING change, schools as social organizations, the about school curricula, policies, and practices C&T 4113. Early childhood methods individual in the organization, theories of as gendered. Gender will not be considered in and programs (3) change, and implementation strategies and isolation but as interwoven and complicated Faculty. Comparative study of traditional, cur- processes. with cultural, racial, religious, class, and sexual rent, and innovative program models designed identities, among others. The course materials for children from birth through 8 years of age. C&T 4005. Principles of teaching will move beyond the identification of the and learning (3-4) problems to examine various efforts to create C&T 4114. Multicultural approaches to Faculty. Examination of the relationships gender-sensitive curricula and programs. teaching young children (2-3) among teaching, learning, and assessment; Faculty. Analysis of major curriculum models teaching as a profession; and schools as com- C&T 4051. Supervision for elementary for learning in young children through use of plex social organizations. and secondary schools (2-3) culturally and environmentally-derived con- Faculty. Theory and practice of supervision in tent. C&T 4020. The environments of elementary and secondary schools. Emphasis is school (2-3) on the role of the supervisor in improvement C&T 4117. Play: The roots of competence Faculty. Space, objects, and territoriality; of instruction and curriculum development. in young children (3) school and classroom size; the environment as Students practice techniques for improving Faculty. The origins of play and related aspects hidden curriculum; risk and stress in school; supervisory skills through role playing, case of development with implications for practice. interrelationship of the cognitive, social and studies, and analysis of teaching. Attention physical conditions and outcomes of schools given to creating programs for continuous pro- C&T 4119. Issues and interdisciplinary and classrooms. fessional growth of elementary and secondary methods for working with parents of young school teachers, paraprofessionals, and leader- children (2-3) C&T 4021. Nature and needs of gifted ship personnel. Dr. Hoffman. Issues such as separation, prob- students (2-3) lematic behaviors, and assessment are exam- Professor Borland or Dr. Wright. Psychological C&T 4052. Designing curriculum and ined in the development of interdisciplinary factors, personal and social, affecting identifi- instruction (2-3) strategies for working with parents of young cation and development of gifted children and Professors Lesko, Goodwin, Zumwalt, and children, with and without disabilities. youth; implications for education, counseling staff. Application of models for designing cur- Sessions are taught by an interdisciplinary and guidance. riculum and instruction. Students design cur- team of faculty and invited speakers from spe- riculum in collaborative groups. cial education, clinical psychology, early child- C&T 4022. Instructional models in hood education, psychiatry, pediatrics, and the education of gifted students (2-3) C&T 4078. Curriculum and teaching social work. Professor Borland. A review and application of in urban areas (2-3) special instructional systems for educating the Professor Knight. Analysis of social context C&T 4121. Early childhood teaching gifted. Special attention devoted to frame- and resources for curriculum and teaching in strategies within a social context (2-3) works developed by Bloom, Gordon, Parnes, urban areas. Faculty. Exploration of the teaching strategies Renzulli, Stanley, Tannenbaum, and Taylor. used in early childhood education through Course also offered as summer workshop C&T 4080. Risk and resilience in analysis of the social contexts out of which C&T 4822. early development (2-3) they have arisen. Emphasis on assimilation and Professor Recchia and Dr. Sall. A first course application of differing strategies through C&T 4023. Differentiated curriculum in child development, pre-birth through age workshop format. for gifted students (2-3) 8, within a family context. Primary focus is on Dr. Wright. This course examines the charac- the impact of risk and disability on develop- C&T 4122. Issues in parenthood and teristics of appropriate and defensible curricu- mental outcomes, and those factors that pro- education (2-3) lum for gifted children and youth. Particular mote resilience in young children, with and Dr. Hoffman. Examination of relevant theory emphasis is placed on instructional strategies, without disabilities, and their families. and research on parent development. Topics curriculum theories, flexible grouping tech- include transition to parenthood, pregnancy, niques, and meeting the needs of gifted learn- C&T 4083. Working with families of parenting children of different ages, at-risk ing in the regular classroom. young children with disabilities (2-3) parents, parenting the special needs child, and Professor Recchia or faculty. This course offers single parenthood. Methods of working with C&T 4025. Educating young potentially current and historical perspectives on the role different parent populations are addressed. gifted children (2-3) of families in the lives of young children with Dr. Wright. Examination of theories and prac- special needs, with a focus on family struc- C&T 4123. Curriculum and instruction tices relevant to the education of the young tures, resources, and concerns. Students will in elementary inclusive education (3) (preschool through second grade) potentially explore strategies for facilitating partnerships Professor Broderick and Dr. Hamre. Permission gifted child with particular focus on talent between families and professionals that sup- required. An introduction to teaching, learn- development, differentiated curriculum, non- port the developmental and educational needs ing, and curriculum in elementary classrooms, traditional identification techniques, at-risk of young children with disabilities. including: learning processes, instructional children, and parent education. planning, child observation and assessment, C&T 4112. Integrated curriculum in early classroom management and environments, C&T 4029. Creativity: Its nature and childhood education (full-year course) (6) working in urban, diverse, and inclusive set- nurture (2-3) Professors Genishi, Recchia, Shreyar, Dr. Sall, tings, and culture and community. The course Faculty. An examination and critical appraisal and faculty. A two-semester course focused emphasizes the relationship between theory of theories of creativity, test development to on integrated theories and methods in ECE/ and practice, and supports students in the measure creativity, and methods designed to ECSE. Will incorporate historical and socio- development of self-analytic, reflective, and enhance the creativity of children and adults. cultural contexts, emphasis on physical and problem solving skills. Special fee: $100. interpersonal environments in early childhood C&T 4032. Gender, difference, and settings, centrality of play, social studies and C&T 4124. Curriculum development curriculum (3) science, adapting curricula for full range of in elementary inclusive education (3) Professor Lesko. This course offers a multifac- abilities from infancy through grade 2. Professor Broderick and Dr. Hamre. Permission eted, interdisciplinary introduction to thinking Teachers College Columbia University 2009-2010 93 required. Continuation and extension of C&T (including technologies), and methods of develop supervisory skills through case studies, 4123, with an emphasis on curriculum design assessing and teaching decoding, spelling, flu- role playing, and analysis of teaching. issues, standards, and multi-level curriculum ency, text use, and comprehension. development. Students work in teams to devel- C&T 4161. The teacher: Socio-historical, op multi-grade/age curriculum. C&T 4139. Constructing critical readers (3) cultural contexts of teaching (2-3) Professors Calkins and Siegel. Prerequisite: Professor Zumwalt or faculty. Exploration of C&T 4130. Critical perspectives in C&T 4138. Examination of theory and prac- what it means to be a teacher through analysis elementary education (2-3) tice on teaching reading in intermediate grade of historical studies, teacher autobiographies, Professor Zumwalt or faculty. Required for all classrooms. Consideration of curriculum proposals for change, and personal reflection. professional certification M.A. students (ele- design, assessment practices, teaching methods Focus questions are: What is a good teacher? mentary). Co-requisite: C&T 4502 (section 1). and children’s literature. Emphasis on curricu- What is a professional teacher? Prerequisite: Examination of issues related to contemporary lar structures and strategies for teaching com- PreK-12 teaching experience. elementary education in the United States prehension and critical analysis of fiction and from the perspective of teacher as a reflective nonfiction texts. C&T 4200. Fieldwork in curriculum practitioner and curriculum maker, with a focus and teaching (1-4) on teaching for social justice. Designed to com- C&T 4140. Literature for younger Faculty. Permission required. Majors work under plement students’ master’s action research proj- children (2-3) guidance. Students should have had previous ects. Faculty. Critical study of literary trends and coursework with their supervising staff member materials for children in prekindergarten, and should select a problem relating to this C&T 4131. Language and literacy in kindergarten, and early grades. Consideration work. the early childhood curriculum (3) of developmental issues and reader response Professor Genishi. Introduction to research and theory relating to young children. C&T 4301. Formal assessment of practices related to early communication and exceptional students (2-3) literacy in early childhood settings (birth C&T 4141. Literature for older Faculty. Permission required. Participation in through grade 2). Focus will be on children children (2-3) educational assessment of referred children. whose first language is English, as well as Professor Calkins. The course integrates theo- Analysis of observational and standardized test English language learners, and on curricula ry and practice for teachers. Topics include data; formulation of educational enrichments, and adaptations for full range of learners. writing development, research on writing, accommodations, and modifications. Conducted (3 credits toward state literacy requirement). models for responding to and evaluating stu- in the Dean Hope Center for Educational and dent writing, and classroom methods for Psychological Services or in appropriate commu- C&T 4132. Learning and teaching in teaching the writing process in elementary nity facilities. Course meets double sessions. Lab the primary reading/writing classroom (3) classrooms. fee: $150. Professors Calkins and Siegel. Permission required. Examines principles of literacy learn- C&T 4143. Multicultural social studies in C&T 4302. Supervised practicum in the ing in young children and introduces theories, the elementary and middle school (1-3) educational assessment of young children practices, and materials for teaching reading/ Professors Oyler, Quinn and Dr. Hamre. with exceptionalities (2-3) writing in primary grades. Permission required. Teaching, learning, and Dr. Rikhye or faculty. Permission required. curriculum development in social studies Prerequisite: C&T 4080. Participation in educa- C&T 4133. Learning and teaching in the including a critical examination of content tional assessment of young children with excep- intermediate reading/writing classroom (3) and methodology, current practices and issues, tionalities. An introduction to formal and infor- Professors Calkins and Siegel. Permission state, and professional standards. Materials mal assessment strategies and their applications required. Examines strategies for teaching, fee: $20. to work with young children. Analysis of obser- organizing, and assessing reading and writing vational and test data; formulation of education- in intermediate grades. C&T 4145. Critical perspectives in al interventions. Lab fee: $150. secondary education (2-3) C&T 4136. Methods and materials Professors Knight and Lesko. A comprehen- C&T 4308. Field experiences in early child- for reading instruction (2-3) sive examination of adolescent development hood/early childhood special education (2) Faculty. A survey of approaches to reading and learning as they relate to issues of curricu- Professor Recchia or faculty. A practicum for instruction from kindergarten through middle lum, teaching, and learning. students in the Early Childhood initial certifica- school with a critical examination of modern tion program that serves as a prerequisite for methods, materials, trends, and issues. C&T 4151. Teaching of writing (3) student teaching. Field experiences will relate Professor Calkins. The course integrates theo- to work in other courses and be paired with an C&T 4137. Literacy and learning in ry and practice for teachers. Topics include ongoing seminar designed to respond directly the content areas (3) writing development, research on writing, cur- to issues as they arise in field placements. Professor Siegel. Introduction to theory, riculum development, methods of teaching research, and practice on the role of literacy in writing, models for responding to and evaluat- C&T 4311. Advanced practicum— learning mathematics, social studies, science, ing student writing, and classroom methods for teaching students with disabilities (3) and the arts. Examination of talk, texts, and teaching the writing process in elementary Professors Oyler and Drs. Bejoian, Hamre. reading/writing practices used in content area classrooms. Permission required. Part-time practicum in teaching. New York City schools, coupled with critical C&T 4159. Teacher education programs (2-3) special education core classes. Co-requisites: C&T 4138. Teaching literacy in the Faculty. Current developments in programs for C&T 5080, 5081, and 5905. early years (3) the preparation and professional development of Professor Siegel. Examination of theory, teachers for elementary and secondary schools. C&T 4502. Master’s project (0-1) research, and practice of literacy learning and Professors Knight, Lesko, Zumwalt, or faculty. teaching in the early years, including children C&T 4160. Supervision in initial teacher Permission required. Required for M.A. who are English language learners and children education programs (2-3) students in the Curriculum and Teaching experiencing difficulty with school literacy. Faculty. Theory and practice of supervision of Program. Students work to develop proposals Emphasis on alternative models of designing student teachers. This course will help students to initiate required Master’s action research literacy curricula, selection and use of materials project. 94 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM ANDANDTTEACHINGEACHING

C&T 4503. Problems: Curriculum and education for both younger and older children C&T 5024. Planning and implementing teaching—independent study (1-3) in a range of urban settings, including opportu- programs for gifted students (3) Faculty. Permission required. Majors work indi- nities in the College’s professional develop- Professor Borland. Examination of factors affect- vidually or in small groups with a staff member. ment schools. Students applying to student ing planning and implementation of programs Students should have had previous course- teach must file a Declaration of Intention to for the gifted, components of gifted programs, work with their supervising staff member and Student Teach by April 15th prior to the fall and systems approach to program planning. should select a problem relating to this work. term. Students develop written program plans for specific settings. C&T 4615. Young children and social C&T 4842. Institute: Content area policy: Issues and problems (2-3) literacies (2-3) C&T 5036. Child and family policy (2-3) Dr. Fennimore. Overview of social policy Professor Siegel. Introduces K-12 teachers to a Professor Kagan. Course provides a foundation towards young children as it affects classroom toolkit of theories and practices to aid them in of knowledge concerning the role of child and practice and professional goals. Situations such rethinking and redesigning literacy practices family perspectives in informing public policy. as child abuse, divorce and custody, student used in teaching mathematics, science, social classification, and foster care are examined. studies, and other content areas. C&T 5037. Literacy, culture and the teaching of reading (2-3) C&T 4702. Student teaching—giftedness (3) C&T 4858 Institute: Teaching of Professor Siegel. Examines current practices Dr. Wright. Observation and student teaching. reading (1 or 3) of reading instruction in light of theory and Permission required. Course requires 3-5 days a Professor Calkins. Designed to help teachers research on literacy as a social, cultural, and week for participation in community, school, of grades K-8 develop a theoretical framework political practice. Emphasis on intersections and agency programs and a weekly seminar on for the teaching of reading and a repertoire of of class, race/ethnicity, gender, and sexuality campus. strategies for enhancing students’ independ- as critical axes for understanding culturally- ence and skills as readers. specific language and literacy practices, and C&T 4708. Student teaching—early child- as a basis for re-imagining reading instruction hood (2-3) C&T 4899. Federal Policy Institute (3) rooted in the experiences of students. Dr. Rikhye or faculty. Observation and student Professor Kagan. The Federal Policy Institute teaching. Permission required. This two-course (FPI) is designed to give students a first-hand C&T 5042. Special topics in children’s sequence requires 3-5 days a week for partici- opportunity to meet with key policy leaders literature (2-3) pation in community, school, and agency pro- around the most crucial, contemporary policy Faculty. Study of specific genres or curricu- grams and a weekly seminar on campus. issues. Key themes will include: the enduring lum issues in children’s literature. Topics are values of American education and how they announced in course schedules distributed each C&T 4726. Professional laboratory shape current policy; current issues in national semester. Registration not limited to one term. experiences/student teaching (year-long) educational reform; and the role of the federal in elementary education (4-6) government in shaping educational policy. C&T 5053. Staff development processes Professors Broderick, Quinn, Naraian, Oyler, and procedures (3) and staff. Permission required. Students must C&T 4900. Research and independent Faculty. Concepts and practices related to staff begin in the fall term. Students engage in study: Curriculum and teaching (1-8) development, professional education, and orga- an intensive field placement under the spon- Faculty. Master’s degree students undertake nizational improvement. Attention given to sorship of a classroom teacher with supervi- research and independent study under the applications of staff development using institu- sion shared by the cooperating teacher and direction of a faculty member. tional cooperation, organizational dynamics, and Teachers College staff members. The experi- research on teacher training. Designed for prin- ence begins with a three-week practicum peri- C&T 5000. Theory and inquiry in cipals, supervisors, curriculum directors, and od, followed by a ten-week student teaching curriculum and teaching (Total of 9 others concerned with staff and program devel- experience; students spend a minimum of 3 1/2 points, 6 points fall and 3 points spring) opment to deal with change in their own institu- days in the classroom each week. Assignments Faculty. Required of and limited to first- tional contexts. to classrooms provide an emphasis on educa- year Ed.D. students in the Department of tion for both younger and older children in a Curriculum and Teaching; must be taken in C&T 5074. Curriculum and teaching range of urban settings, including opportunities both the fall and spring semesters. Introduction policy (3) in the College’s Professional Development to and exploration of important problems and Professor Sobol. Prerequisite: C&T 4004. Schools. Offered in conjunction with C&T issues in curriculum and teaching, methods of Examination of the theoretical and political 4123 and C&T 4124. Students applying to stu- formulating questions, and modes of inquiry bases of curriculum and teaching policies and dent teach must file a Declaration of Intention appropriate to doctoral-level research. their influences on school organizations and to Student Teach by April 15th prior to the teaching practices. Explores the policy-making fall term. C&T 5006. Readiness for school: process from policy design through implementa- Pedagogical and political issues (3) tion. C&T 4729. Professional laboratory Professor Kagan. Course examines different experiences/student teaching (semester-long) conceptions of school readiness, focusing on C&T 5080. Access to full participation in elementary education (4-6) challenges faced by practitioners and policy in schools Professors Broderick, Quinn, Oyler and staff. makers. Participants will examine different Faculty. This course is designed to offer an in- Permission required. Students engage in an approaches to the implementation and assess- depth understanding of issues that frame the intensive field placement under the sponsor- ment of readiness. participation of students with disabilities in vari- ship of a classroom teacher with supervision ous educational settings. It will critically exam- shared by the cooperating teacher and C&T 5023. Giftedness and intelligence: ine the legal and structural framework that regu- Teachers College staff members. The experi- Theoretical approaches (2-3) lates the education of students with disabilities. ence begins with a three-week practicum peri- Professor Borland. Theories of cognition as This course will explore current pedagogical od, followed by a ten-week student teaching they relate to the issues of intelligence and cre- practices within the field of special education, experience; students spend a minimum of ativity presented as a basis for conceiving of while it simultaneously seeks to build the tool- 3 1/2 days in the classroom each week. Assign- students as exceptional and for differentiating kit of teachers to meet the needs of students ments to classrooms provide an emphasis on their curriculum. with varying kinds and degrees of educational needs. This will involve a critical examination Teachers College Columbia University 2009-2010 95 of classroom structures for participation that visits. Initial internships arranged. Students Institute is appropriate for elementary and have traditionally been made available to stu- submit reports analyzing experiences. secondary teachers. dents with disabilities as well as the explo- ration of alternate ones that can facilitate the C&T 5308. Advanced practicum— C&T 5902. Independent study— learning and development of a diverse student infancy and early childhood (1-6) giftedness (1-4) body. Professors Genishi, Recchia and faculty. Professor Borland. Permission required. Permission required. Students engage in action Qualified students work under guidance on C&T 5081. Collaborative communication research at their practicum sites. practical research problems. Proposed work must in cultural contexts (3) be outlined prior to registration; final written Faculty. This course is designed for students C&T 5321. Practicum in early childhood report required. taking the Inclusive Elementary Disability education: Curriculum development, Studies Core, as well as for students in the observation, and assessment in early C&T 5905. Seminar in disability studies CUED program with a Disability Studies childhood (3-4) in education (2-4) Concentration. This course will explore, from Faculty. Permission required. Supervised pro- Professor Broderick. Permission required. a disability studies perspective, strategies for fessional field experiences in early childhood Students work in small groups under guidance developing effective communication and inter- settings. Emphasis on emerging issues and on practical problems related to teacher-as- personal interaction skills appropriate for both refinement of practice. scholar practitioner, teacher-as-classroom collaborative and consultative relationships in researcher, and teacher-as-change agent. schools. Focus will be on the development of C&T 5323. Supervision and the organiza- Emphasis on ethical practices for diverse learn- these skills in interactions with both school tion of programs for families with young ers. Special fee: $25. professionals and family members of students. children (3) Particular attention will be paid to the devel- Faculty. Prerequisites: C&T 5118. Assessment C&T 5908. Independent study— opment of these skills in ways that are respon- procedures, supervision, and social policy are infancy and early childhood (1-4) sive and relevant to diverse students. related to the development and administra- Professor Recchia and faculty. Permission tion of programs for families with infants and required. Qualified students work under guid- C&T 5112. Issues in child care and toddlers. ance on practical research problems. Proposed education: Infancy through school age (2-3) work on research problems must be outlined Faculty. An examination of such issues as C&T 5502. Introduction to qualitative prior to registration; final written report inclusion, equity, effects of welfare reform, research in curriculum and teaching (2-3) required. training needs, and the role of transdiscipli- Professors Genishi, Knight, and Siegel. nary supports within the context of recent Introductory seminar on methods in qualita- C&T 6200. Field study in designing demographic, social, political, and economic tive research, with focus on case studies in curriculum and instruction (1-3) changes in our society. Public and private sec- classrooms and schools. Faculty. Permission required. Field experiences tor responses to newly emerging issues, the in relation to designing, conducting, and evalu- dilemmas posed, and recommended solutions. C&T 5513-C&T 5514. Seminar in early ating programs in curriculum and instruction. Evaluations of the adequacy of the responses childhood education (3) to the demand for child care, and the nature, Professors Genishi and Recchia. Required of C&T 6259-C&T 6260. Fieldwork in characteristic, and quality of the supply. all second-year doctoral students in early preservice teacher education (1-4) Invited speakers present perspectives from childhood education and early childhood spe- education, health and mental health, govern- cial education and open to other post-master’s C&T 6400. Internship program in ment, business, the community, advocacy, and students with permission. Examination of curriculum research (1-6) communication. underlying issues and currents in early child- Faculty. Permission required. Firsthand experi- hood education, with formulation of initial ence in a center where curriculum research is in C&T 5114. Development of multicultural research plans. progress. curriculum for the early years (2-3) Faculty. Exploration of dynamics of curriculum C&T 5515. Infancy research seminar (1-6) C&T 6405. Advanced internship— development for young children from three Professor Recchia. Permission required. learning disabilities (1-6) through eight years of age. Participants will Research in infant development is facilitated Faculty. Permission required. Postmaster’s level. design a curriculum using principles of curricu- and coordinated through exploration of a Intensive professional internship designed to lum construction and a multicultural, inclu- variety of research methods within a seminar meet individual student’s needs. Students submit sive philosophy. Prerequisite: C&T 4114 or format. reports analyzing experiences. equivalent. C&T 5800. Institute: Teaching of writing C&T 6408. Advanced internship— C&T 5118. Infant and toddler development (1, 3, or 6) infancy and early childhood (1-6) and practice (2-4) Professor Calkins. The focus of the institute Professors Kagan and Recchia. Permission Professor Recchia. Permission required. will be on the teaching of writing with the par- required. Post-master’s level. Intensive profes- Theory is related to practice and research with ticipants also working on their own writing. sional internship at agency chosen to meet indi- infants, toddlers, and families. Students partic- There will be a combination of large group vidual student’s needs. Students submit reports ipate in classroom practice and meet for week- presentations, small interactive sessions, and analyzing experiences. ly seminar on-site at the Rita Gold Early writing workshops. Separate sections will be Childhood Center. Enrollment is for one or offered for advanced participants. A partial list C&T 6452-C&T 6453. Internship program two semesters. of topics to be covered includes: the central in supervision and curriculum improve- role of planning and curriculum development ment (2-4) C&T 5302. Advanced practicum— in the teaching of writing, methods for holding Faculty. Permission required. Prerequisite: C&T giftedness (1-6) our students accountable for doing their best 4160 or C&T 4051. Work with curriculum lead- Professor Borland and Dr. Wright. Permission work, classroom structures that support ers in an ongoing program. Fieldwork involves required. Guided experiences for advanced inquiry and collaboration, and using literature school system problems and leadership processes. students in Giftedness. Supervised group field to help students craft their writing. The • C&T 6452. Professional (2-4) • C&T 6453. Initial (2-4)

96 www.tc.columbia.edu General Information: (212) 678-3000 URRICULUM CCURRICULUM ANDANDTTEACHINGEACHING

C&T 6501-C&T 6502. Studies in C&T 6551. Seminar in supervision and C&T 7500-C&T 7501. Dissertation curriculum and teaching (2-3) curriculum improvement (3) seminar in curriculum and teaching (1-3) Faculty. Permission required. Integrating semi- Faculty. Permission required. Prerequisite: Professors Genishi, Knight, Recchia and nar provides an opportunity for students to C&T 4051, C&T 4005, or equivalent. Zumwalt. Two semesters required of all doctor- discuss issues and questions fundamental to Primarily for doctoral students. Intensive study al candidates in the department unless propos- the field of curriculum and teaching. of selected problems. Major emphasis on for- al is defended in the first semester. Develop- mulation of supervision strategies and curricu- ment of doctoral dissertations and presenta- C&T 6503. Seminar in field research (1-3) lum change. tion of proposals for approval. Faculty. Permission required. Corequisite: C&T 6200-C&T 6201. Collect and organize C&T 6569. Seminar in theory and C&T 8900. Dissertation advisement in data and report field study findings. Abstract research in curriculum (1-3) curriculum and teaching (0) generalizations or limited theories as guides to Faculty. Permission required. Critical study of Faculty. Individual advisement on doctoral practice and further research. classroom environment as a laboratory for dissertations. Fee to equal 3 points at current teacher education. tuition rate for each term. For requirements, C&T 6505. Spencer Seminar (1-6) see section in catalog on Continuous Registra- Faculty. This seminar is designed to prepare C&T 6900. Directed research and tion for Ed.D. degree. doctoral students to conduct collaborative theory development in curriculum school-based inquiry focused on educational and teaching (1-8) Continuing Education practice in elementary, middle, and high Faculty. Permission required. schools or early childhood settings. Special C&T 4802. Models of curriculum attention is given to issues of school-university C&T 6914-C&T 6915. Advanced studies and teaching (non-credit or 1) collaboration, context-sensitive research in early childhood and childhood education Professor Goodwin or Genishi. An institute methodologies, urban educational improve- (1-4) focusing on current issues in curriculum and ment, and the relation of research to develop- Professors Genishi, Kagan, and Recchia. teaching, such as innovative models of teach- ment in school settings. Participation in field Permission required. Identification and theo- ing or curriculum development in specific set- research and development is required. retical and empirical investigation of selected tings. Topics vary and institute may be taken topics, problems, and issues in early childhood more than once for credit. C&T 6506. Advanced seminar— and childhood education. Topics vary. May be giftedness (2-3) taken more than once for credit. Professor Borland. For doctoral students in C&T 4822. Instructional models in the edu- Giftedness. Recent developments in theory cation of gifted students (non-credit, 1 or 2) and research in gifted education. Professor Borland. What should gifted stu- dents learn? How can we differentiate the cur- C&T 6507. Advanced seminar— riculum for gifted learners in order to meet learning disabilities (3) their special needs more effectively? These and Professor Broderick. For doctoral students in other questions will be addressed in this three- learning disabilities and related fields. Recent day workshop devoted to the discussion, developments in theory and research as relat- analysis, and evaluation of instructional mod- ed to learning disabilities from psychological, els designed or adapted for gifted students. educational, sociological, and other sources. Emphasis will be placed on the principles of curricular differentiation and on providing an C&T 6508. Advanced seminar— overview of a range of models designed to infancy and early childhood (3) modify content, enhance the development of Professors Genishi and Recchia. For doctoral thinking skills, and enhance creativity. students in early childhood, early childhood special education, and related fields. Recent C&T 4835. Improving reading instruction developments in theory and research as related (non-credit or 1) to current issues in the field. Professor Siegel. An institute focusing on current issues in reading and related areas. C&T 6532. Seminar in reading/language Includes oral and written language develop- arts and related research (3) ment and children’s literature. Professors Calkins and Siegel. Permission required. Open only to advanced master’s C&T 4853. Multisensory teaching of basic and doctoral students with a specialization in language skills for students with learning literacy or a related area who have completed disabilities (non-credit or 3) recent methods courses in literacy. In-depth Dr. Rowe. Introduction to the theoretical study and discussion of trends and issues in and practical issues of teaching a multisensory literacy development and instruction. instructional language approach in reading, spelling, and handwriting, and in the structure C&T 6533. Advanced study of children’s of English, based on alphabetic phonics to literature (3) dyslexic students. Offered in fall and summer Professor Calkins and faculty. Permission terms. Materials fee: $30. required. Issues and problems relating to the formulation of knowledge about children’s C&T 4854. Multisensory teaching of basic literature. skills I (non-credit or 1) Dr. Rowe. Prerequisite: C&T 4853. Two day- long workshops combined with the teaching of alphabetic phonics curriculum in school settings. Extension of practice in schedule II, teaching reading, spelling, and handwriting.

Teachers College Columbia University 2009-2010 97 C&T 4855. Multisensory teaching of basic skills II (non-credit or 1) Dr. Rowe. Prerequisite: C&T 4854. Two day- long workshops combined with the teaching of alphabetic phonics curriculum in school settings. Extension of C&T 4854.

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

C&T 5810. Differential instruction for gifted students (non-credit, 1 or 2) Professor Borland and Dr. Wright. This three- day workshop provides participants with the opportunity to learn about and discuss new challenges and approaches to identifying and educating gifted students. Presentations and discussions will provide the core for each day. Small group work and individual consultations will also be integrated throughout the three days. The emphasis of these sessions will be on the creation of practical products and practices that can be used in the participants’ schools. Schools are also encouraged to send both individuals and teams with clearly articu- lated issues and problems they would like to have discussed. Students enrolled for 2 credits will attend additional seminars to be sched- uled during the class.

C&T 5853. Advanced multisensory teach- ing of basic language skills for students with learning disabilities (non-credit or 2) Dr. Rowe. Prerequisites: C&T 4853, C&T 4854, and C&T 4855. In-depth extension of multisensory techniques for teaching reading strategies, spelling situations and formulas, advanced syllable division, lesson planning, dictionary skills, composition, and comprehen- sion. Two-week summer session.

C&T 5854. Advanced multisensory teaching of basic skills I (non-credit or 1) Faculty. Two day-long workshops to extend and refine skills in advanced phases of curricu- lum while teaching in school settings.

C&T 5855. Advanced multisensory teaching of basic skills II (non-credit or 2) Faculty. A continuation of C&T 5854. Four day-long workshops.

98 www.tc.columbia.edu General Information: (212) 678-3000 Health and Behavior Studies

CHAIR: Professor John P. Allegrante LOCATION: 531A Thorndike Hall TELEPHONE NUMBER: (212) 678-3964 FAX: (212) 678-8259 EMAIL: [email protected] WEBSITE: www.tc.edu/HBS

PROGRAMS: DEPARTMENTAL MISSION: APPLIED EDUCATIONAL PSYCHOLOGY 101 The mission of the Department of Health and Behavior Studies is 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 106 ing that provides the evidence base to inform the design, implementation, and evaluation of Health Education interventions in schools and other community settings that can improve health and mitigate Nursing Education learning and other disabilities.

NUTRITION 112 *Preparing practitioners, scholars, and leaders who can help people to realize their full potential, Nutrition Education make informed decisions, and attain the best possible quality of life. Nutrition and Public Health Community Nutrition Education Thus, the department is committed to the professional preparation of those who will serve *Applied Physiology and Nutrition diverse at-risk or high-needs populations by conducting socially consequential and policy- Behavioral Nutrition relevant research and fostering interdisciplinary collaboration in practice to address problems in society that no single disciplinary approach can achieve. SPECIAL EDUCATION 119 Applied Behavior Analysis Blindness and Visual Impairment The programs in the Department fall into the following categories: Cross-Categorical Studies Deaf and Hard of Hearing Applied Educational Psychology Guidance and Rehabilitation This area of study includes the following programs: Reading Specialist and School Psychology. Such study prepares students to serve as educators, scientists, and service providers in a variety Instructional Practice in Special Education of settings, including universities, schools, psychoeducational clinics, hospital-based child study Intellectual Disability/Autism clinics, and community agencies. Physical Disabilities Research in Special Education Health Studies and Nutrition Severe or Multiple Disabilities These areas of study include the following programs: Health Education, Nursing Education, and Nutrition (Applied Physiology and Nutrition, Community Nutrition Education, Nutrition and Public Health, Nutrition Education, and Behavioral Nutrition). Students in Nutrition may TEACHING OF also complete a Dietetic Internship option accredited by the American Dietetic Association. AMERICAN SIGN LANGUAGE These programs prepare students to serve in leadership roles in community-based organizations, AS A FOREIGN LANGUAGE 130 government agencies, corporations, health care settings, and educational settings. Current knowledge in behavioral science and education is integrated with field-based applications for * Offered jointly with the Department of health promotion and disease prevention. Biobehavioral Sciences. Special Education Among the programs included in Special Education are Administration of Special Education Programs, Applied Behavior Analysis, Blindness and Visual Impairment, Cross-Categorical Studies, Deaf and Hard of Hearing, Guidance and Rehabilitation, Instructional Practice, Intellectual Disability/Autism, Physical Disabilities, Research in Special Education, Supervision of Special Education Programs, and Severe or Multiple Disabilities. These programs prepare stu- dents to serve as leaders and scholar-practitioners skilled in the development, evaluation, and application of practices that improve the life prospects of people with disabilities.

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

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

Teachers College Columbia University 2009-2010 99 FACULTY: ASSISTANT PROFESSORS: INSTRUCTORS: Peg Cummins (Special Education: David Cohen (Special Education: PROFESSORS: Blindness and Visual Impairment) Blindness and Visual Impairment) John P. Allegrante (Health Education) Russell Rosen (Special Education: Alison Carson (Special Education) Charles E. Basch (Health Education) ASL as a Foreign Language) Christina Costa (Nutrition) Isobel R. Contento (Nutrition) Stephanie DiFiglia-Peck (Nutrition) R. Douglas Greer LECTURERS: Joe Dixon (Special Education) (General and Special Education: Susan Garni Masullo (Reading Specialist) Mary Anne Gray (Reading Specialist) Applied Behavior Analysis) Jessica Singer Dudek Leah Greenberg (Special Education) Linda Hickson (General and Special Education) Maria Hartman (Special Education) (Special Education: Kate MacKenzie (Nutrition) Intellectual Disability/Autism) ADJUNCT ASSISTANT PROFESSORS: Tara Malka (Special Education) Kathleen A. O’Connell Evan Berk (Nutrition) Amanda Mazin (Special Education) (Nursing Education) Bonnie Bernstein (Nutrition) Shelley Mesznik (Nutrition) Stephen T. Peverly (School Psychology) Jeanne Coleman (Health Education) Giani Pedulla (Special Education: Philip A. Saigh (School Psychology) Maria Dolores Cox (Special Education) Blindness and Visual Impairment) Barbara C. Wallace (Health Education) Grant Gautreaux (Special Education) Mary Ellen Rooney (Special Education: Michelle Greenwald (School Psychology) Intellectual Disability/Autism) ADJUNCT PROFESSORS: Susan Hall (School Psychology) Michelle Saunders (Special Education: Ann E. Boehm (School Psychology) Margot Hodes (Health Education) Blindness and Visual Impairment) Robert E. Fullilove, III (Health Education) L.P. Johnson (Health Education) Lynn Settlow (Reading Specialist) Mindy Thompson Fullilove Richard Keller (Special Education) Kyle Shadix (Nutrition) (Health Education) William Kernan (Health Education) Michelle Veyvoda (Special Education) Joan Gussow (Nutrition) Ishita Khemka (Special Education: John T. Pinto (Nutrition) Intellectual Disability/Autism) For information about faculty and their scholarly Jill Klein (School Psychology) and research interests, please refer to the Faculty ASSOCIATE PROFESSORS: Pamela Koch (Nutrition) section of this bulletin, or visit us at Marla R. Brassard (School Psychology) Michael Koski (School Psychology) www.tc.edu/faculty. Robert E. Kretschmer Noelle Regina Leonard (School Psychology) (Special Education: Deaf and Hard of Hearing) Susan Lipkowitz (Special Education) Dolores Perin (Reading Specialist) Jennifer Mascolo (School Psychology) Randi Wolf (Nutrition) Patrick McAuliffe (School Psychology and Reading Specialist) VISITING ASSOCIATE PROFESSORS: Jose Eduardo Nanin (Health Education) C. Ronald MacKenzie (Health Education) Araxi Pasagian Macaulay Elizabeth A. Walker (Health Education) (Health Education) Lesley Rennis (Health Education) ADJUNCT ASSOCIATE PROFESSORS: Erin Rivelis (School Psychology) Caroline Camuñas (Nursing Education) Katherine Roberts (Health Education) Dolleen-Day Keohane Dimitra Robokos (Reading Specialist) (Special Education: Maya Rom (Health Education) Applied Behavior Analysis) Britta Rothschild (School Psychology) Toni Liquori (Nutrition) James Sumowski (School Psychology) Ray Marks (Health Education) Rebecca Urciuoli (Reading Specialist) Christine E. Pawelski (Special Education) Mary Margaret Whelley (School Psychology) Margaret G.E. Peterson Ruth Zealand (Special Education) (Health Education) Karen Reznik Dolins (Nutrition) Lora A. Sporny (Nutrition)

100 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 4085 Behavioral management • Research focus: Emphasis on evidence-based READING in the classroom (scientifically based) intervention strategies SPECIALIST (child focus) (3) or for struggling readers. • HBSK 5099 Writing interventions Program Coordinator: • Lifespan perspective: Students learn to theory and practice (3) Professor Dolores Perin deliver assessment and intervention to indi- (Choose HBSK 5099 or 4085 or 4077. Students who viduals from preschool emergent literacy have taken a behavioral management course or are Program Office: (212) 678-3942 through adolescence and adulthood. otherwise experienced in managing classroom behav- Email: [email protected] Students learn to develop content-area ior should take HBSK 5099.) literacy interventions. Adults include adult Website: www.tc.columbia.edu/hbs/ literacy students and college dyslexics. It is ReadingSpecialist/ • HBSK 5098 Diagnosis of reading and never too late to improve literacy skills. writing disabilities Degree Offered: • Clinical experience: Students take (HBSK 4072 and practica in a clinic at Teachers College HUDM 4050 prerequisite) (3) READING SPECIALIST- where they deliver services to struggling • HBSK 5373 Practicum in literacy INITIAL CERTIFICATION (READ-INIT) readers of all ages, who come from low- assessment and intervention I Master of Arts (M.A.) income households. (HBSK 4072 prerequisite or • School experience: One practicum may be corequisite) (3) Program Description: taken at the student’s own school or an- • HBSK 5376 Practicum in literacy The Reading Specialist M.A. program provides other selected school. assessment and intervention II students with a broad foundation in applied • Professional development focus: Preparation (HBSK 4072 and HBSK 5373 prerequisite) (3) educational psychology as it relates to literacy for professional development in advanced • HBSK 5377 Practicum in literacy acquisition and concentrated preparation in seminar as well as in graduate assistantship. assessment and intervention III assessment and intervention in reading and • Full-time students (four courses in each aca- (HBSK 5376 prerequisite) (3) writing difficulties. The program provides demic semester and summer courses) can • HBSK 5580 Seminar in consultation and experience in working with child, adolescent, complete the program in one calendar year. evaluation in reading (to be and adult learners. taken during the final spring Special Application of the program) (3) Key program characteristics are: Requirements/Information: • HUDK 5090 Psychology of language and • Preparation for two New York State Students who apply to the Program must pos- reading (2-3) or certifications: Teacher of Literacy, Birth-6 sess an undergraduate degree in a field rele- • HUDK 4022 Developmental psychology: and Teacher of Literacy, 5-12. vant to literacy. Applicants are reviewed based Childhood (2-3) or • HUDK 4023 Developmental psychology: • Preparation to work with children, adoles- on their undergraduate and any other academ- Adolescence (2-3) cents, and adults with reading and writing ic performance, a personal statement, and at • HUDM 4050 Introduction to measurement difficulties. least two references. Students who wish to (2-3) • Individualized and small group focus: be recommended by TC for New York State Students are prepared to teach reading Literacy Teacher certification upon completion Elective Courses and writing to struggling readers both of the M.A. requirements must enter the pro- (2 or 3 courses, total 6 points): individually and in small groups. This pre- gram with prior certification in a regular edu- See program documents available at pares them to provide literacy instruction cation area. Applicants who do not have this www.tc.edu/hbs/Reading-Specialist in pull-out programs, inclusion classrooms, certification are asked to contact Professor and regular classrooms. Dolores Perin ([email protected]). Course grades • Balanced literacy focus: Integration of Information about New York State certifica- Courses must be taken for a letter grade, rigorous, evidence-based phonics training tion is also available from the Office of not pass/fail. with authentic literacy-encompassing word Teacher Education ([email protected]). recognition, reading comprehension, fluen- Completion of M.A. Project cy, vocabulary development, spelling, and Degree Requirements: The Master’s Integrative Project addresses expressive writing. areas related to literacy and related learning • Assessment and intervention focus: MASTER OF ARTS difficulties among children, adolescents, and Students learn to deploy a battery of class- The Master of Arts consists of 34 points (mini- adults. This culminating project is conducted room-based and standardized assessment mum 12 courses: 10 required, 2 elective) and under the supervision of an advisor. measures to identify strengths and weak- can be pursued either part-time or full-time. nesses of individual students and groups Completion of a Master’s Integrative Project COURSES: and then to develop an intervention plan is required for graduation. See courses in Reading Specialist and School based on the assessment findings. Psychology programs.

Teachers College Columbia University 2009-2010 101 SCHOOL Program Goals: available to spend a minimum of one full day Goal 1: Have a sound theoretical foundation per week for practica in their first year and PSYCHOLOGY in cognitive and developmental psychology; two full days per week for fieldwork in their access and diagnose learning, behavior, and second year. Internships are full-time. Program Coordinator: social-emotional problems and strengths; and Professor Stephen Peverly plan, implement, and evaluate effectiveness Suggested sequence of courses by year of psychological and educational prevention and semester: Program Office: (212) 678-3942 and intervention programs that promote Email: [email protected] cognitive, behavioral, and social-emotional First Year: Website: www.tc.edu/hbs/SchoolPsych growth of children and families. Fall Degrees Offered: • HBSK 4025 Professional and ethical Goal 2: Effectively participate in their commu- functions of school APPLIED DEVELOPMENTAL AND LEARNING nity by promoting cognitive, behavioral, and psychologists PSYCHOLOGY- SCHOOL PSYCHOLOGY (SPSM) social-emotional, and educational growth of • HBSK 4072 Theory and techniques of reading assessment Master of Education (Ed.M.) children and families. and intervention SCHOOL PSYCHOLOGY (SPSD) • HBSK 5031 Family as a context for Goal 3: Understand and respect individual Doctor of Philosophy (Ph.D.)* child development differences and differences in culture, race/ • HBSK 5320 Individual psychological Program Description: ethnicity, gender, socioeconomic status, and testing I sexual orientation and work effectively in • HBSK 5378 Practicum in psycho- Both our master’s and doctoral programs are multicultural and pluralistic social contexts. educational assessment of fully approved by the National Association of school subject difficulties School Psychologists (NASP). Our Ph.D. pro- Goal 4: Have a breadth of knowledge and gram is also fully approved by the American variety of skills to plan and conduct psycho- Spring Psychological Association (APA). These pro- logical and educational research and evalua- • HBSK 4073 Childhood disorders grams focus on the application of cognitive and tion programs. • HBSK 5321 Individual psychological developmental psychology to the promotion of testing II competence in learning and mental health in • HBSK 6380 Practicum in psycho- Goal 5: Be actively involved in the profession schools and other educational contexts. Course- educational assessment and committed to professional ethics and stan- work provides students with a strong foundation with culturally diverse dards and to life-long learning. in the theory and research of cognitive and dev- students • HBSS 6100 Measurement and elopmental psychology and its application to: Special Application program evaluation (a) the instruction and learning of school-related Instructions/Information: • HUDF 4029 Sociology of schools subjects, particularly reading and (b) the under- The GRE General Test and an academic writing (HUDF 4021 and HUDF standing and treatment of mental health prob- sample (a paper from an undergraduate or prior 4027 are acceptable alter- lems. Practica and internship experiences provide graduate class) are required for applicants to natives.) students with the opportunity to apply this the Ed.M. and Ph.D. degrees. Any student knowledge directly to their work with clients. wishing to focus on Low Incidence/Handicaps/ Summer • ORL 5362 Group dynamics: Deaf and Hard of Hearing should indicate this Clients are seen in a variety of contexts, includ- A systems perspective on the application form under “Area of ing our collaborating schools (we provide school • HBSK 6584 Seminar: School psychology Specialization.” psychological services to children and youth in consultation several schools that serve children from racially, Degree Requirements: ethnically, and linguistically diverse low, and mid- Second Year: dle income environments). Faculty research, all Fall MASTER OF EDUCATION of which is cognitively and/or developmentally • HBSK 4074* Development of reading Our National Association of School oriented, provides yet another vehicle for stu- comprehension strategies Psychologists (NASP)-approved Master of and study skills dents (doctoral primarily) to develop and apply Education program requires 69 points of or their knowledge. coursework. The course of study stresses a • HBSK 5085* Observing and assessing preschool children The overall goal of the program is to educate firm grounding in the core areas of psychology, especially cognitive psychology, as well as in • HBSK 5050 Therapeutic interventions school psychologists who can promote the cog- for school psychologists the tools traditionally used by school psychol- nitive, behavioral, and social growth and devel- • HBSK 5070 Neural bases for language opment of children and families from diverse ogists to apply their knowledge and skills to and cognitive development linguistic, cultural or racial backgrounds. school settings. Completion of the Ed.M. pro- • HBSK 5280 Fieldwork in school psycho- gram in School Psychology can lead to certifi- logical services cation as a school psychologist in New York • HBSK 6382 Advanced practicum in *In addition to the Ph.D., the program in School State. psychoeducational inter- ventions in schools Psychology also has a New York State Department of Education registered Ed.D. option. However, that Ed.M. students should plan on three years degree is not accredited by the American Psycho- of full-time attendance, including summers. logical Association (APA), and the program has not Although part-time attendance is possible, accepted applications or admitted students to the full-time attendance leads to a richer educa- Ed.D. program in several years. tional experience. Ed.M. students must be

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

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

Teachers College Columbia University 2009-2010 103 There are many opportunities for fieldwork shaping token economies, contingency manage- knowledge, attention, strategic processes, and internship experiences in the New York ment, and evaluation of behavior modification. meta-cognition, transfer, and context. The City area including public and private schools Focuses on applications but includes familiar- application of this information to practice is (e.g., St. Mary’s School for the Deaf; St. ization with research. stressed. Joseph’s School for the Deaf; and St. Francis HBSK 4903. Research-independent study HBSK 5098. Diagnosis of reading and School) and hospitals (e.g., Manhattan Eye in reading (1-3) writing disabilities (3) and Ear Hospital). Faculty. Permission required. Individualized Faculty. Prerequisites: HBSK 4072 and research and fieldwork projects in literacy HUDM 4050. Presents theories and practices COURSES: assessment and intervention. of diagnosing dyslexia and other disorders of (Reading Specialist and School Psychology literacy. Students learn to administer, score, programs) HBSK 5031. Family as a context for and interpret a test battery and to formulate a child development (3) diagnosis. Materials fee: $50. HBSK 4025. Professional and ethical Professor Brassard. Prerequisite: any introduc- functions of school psychologists (3) tory developmental psychology course. Exam- HBSK 5099. Writing interventions theory Professor Peverly. Permission required. ines theories of family functioning and empiri- and practice (3) Overview of issues associated with the school cal evidence of family processes that mediate Professor Perin. This is a literacy course that psychologist’s roles within educational settings child and adolescent development outcomes. applies research on cognitive, linguistic, affec- including assessment, intervention, and consul- Emphasis on family factors associated with tive, social, and cultural processes underlying tation. Education and disability law and ethics children’s cognitive, emotional, and academic writing performance to the development of are stressed. development, including home-school collab- writing interventions. Writing is discussed oration and social functioning within cultural within a larger context of reading comprehen- HBSK 4072. Theory and techniques of contexts. Materials fee: $10. sion and subject-matter knowledge. Students reading assessment and intervention (3) learn to evaluate and design content area writ- Professor Perin. Overview of theories, assess- HBSK 5050. Therapeutic interventions ing interventions for both typically developing ment, and intervention techniques for reading for school psychologists (3) and special-needs populations of differing ages and writing across the lifespan. Both typical Professor Saigh. This course is intended to pro- in various educational settings. development and literacy difficulty are vide school psychology students with informa- addressed. Materials fee: $50. tion about applied behavior analysis, behavior HBSK 5271-HBSK 5273. Supervised therapy, and cognitive-behavior therapy. Infor- fieldwork in remedial reading and school HBSK 4073. Childhood disorders (3) mation pertaining to behavioral assessment, difficulties Professor Saigh. Information involving the single-case research designs and behavioral and Faculty. Permission required. symptoms, life-course, prevalence, and etiology cognitive-behavioral approaches to the treat- of a number of psychiatric disorders that are ment of childhood disorders and problems is • HBSK 5271. Supervised externship manifested in childhood and adolescence is considered. Information involving treatment in psychoeducational practice (1-3) presented. Information involving assessment efficacy is a major focus of the course. Dr. Rothschild. Supervised experience and treatment is also considered. This course Materials fee: $20 in a school, hospital, or community considers psycho-educational assessment, diag- clinic focusing on psychoeducational nosis, and treatment of child and adolescent HBSK 5051. Child-adolescent PTSD assessment, counseling, remediation, disorders. A testing lab is included. Materials and related disorders (3) and consultation. Prerequisite: HBSK fee: $75. Professor Saigh. This course presents information 5280. Supervisory fee: $100. about the history, epidemiology, etiology, assess- HBSK 4074. Development of reading com- ment, prevention, and cognitive-behavioral treat- • HBSK 5272. Supervised field prehension strategies and study skills (3) ment of child-adolescent post-traumatic stress dis- placement in reading (1-3) Professor Peverly. Reading and study skills: order (PTSD) and related internalizing disorders. Professor Perin. Students conduct Practical procedures based on research find- Analogue diagnostic and treatment training is projects in a variety of field sites, ings appropriate for teachers, counselors, and provided. Materials fee: $50. including K-12 schools, community others. Discussion focuses on students in the colleges, and adult education programs, middle elementary grades through young adult- HBSK 5070. Neural bases for language under faculty supervision. The field hood. and cognitive development (3) experience provides an opportunity to Dr. Sumowski. Permission required. Examina- understand both practical and theo- HBSK 4077. Adult basic literacy (3) tion of neural mechanisms involved in lan- retical aspects of pressing questions Professor Perin. An examination of the learning guage, reading, and the acquisition of academic concerning literacy acquisition across of reading and writing by adults who have not skills. Particular attention is paid to language the lifespan. achieved full literacy. Populations discussed disorders, variations in cerebral organization, include adults with learning disabilities, adult and hemisphere specialization. • HBSK 5273. Supervised experience basic education students, community college in supervision (1-2) continuing education and developmental edu- HBSK 5085. Observing and assessing Professor Brassard. Advanced doctoral cation students, immigrants and others who preschool children (3) students are supervised in their super- have limited English language proficiency, stu- Professor Boehm. Overview of assessment pro- vision of the comprehensive psycho- dents in correctional settings, and participants cedures used with preschool and kindergarten- educational assessments with clients in in adult literacy programs outside of the U.S. age children including review of related tests, the Center for Educational and Psycho- the development of observation procedures, logical Services performed by first-year HBSK 4085. Behavioral management and the development of screening programs. school psychology students enrolled in in the classroom (3) Materials fee: $75. HBSK 6380. Professor Saigh. Behavioral analysis and man- agement techniques applied to the classroom. HBSK 5096. The psychology of memory (3) HBSK 5280. Fieldwork in school Observation and recording of behaviors, Professor Peverly. An analysis of perspectives psychological services (2) behavior change, reinforcement schedules, on human memory with particular attention to Dr. Mascolo. Permission required. Limited to second-year students in School Psychology. 104 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES

Must be taken concurrently with HBSK 6382- grade of B+ or better. Students gain literacy HBSK 6480. School psychologist internship HBSK 6383. Supervised school-based experi- assessment and intervention experience work- (0-3) ence in psychoeducational practice (two ing with small groups of learners in a school- Dr. Rothschild. Permission required. Limited to days per week for the entire academic year). based setting. The practicum focuses on the Ed.M. or doctoral students in school psychol- Includes university-based supervision. Super- full developmental range from early childhood ogy. Supervised experience in the delivery of visory fee: $100 per semester. through adolescent and adult literacy, including psychological services in approved and appro- content-area reading and writing. Students priate agencies, institutions, and schools. HBSK 5320-HBSK 5321. Individual have opportunities to work with classroom psychological testing (3) teachers, literacy teachers, and other school HBSK 6570-HBSK 6578. Research Dr. Mascolo and Professor Brassard. personnel while continuing to adhere to profes- in applied educational psychology (0-3) Permission required. This is a year-long course sional ethical guidelines and standards in their Faculty. Permission required. Prerequisite: open to Ed.M. and doctoral students in School assessment, teaching, and preparation of familiarity with statistical procedures and Psychology. Background, administration, and reports. Materials fee: $100. research design. Students participate in ongoing interpretation of major psychological tests research or other special projects under from both nomothetic and ideographic per- HBSK 5378. Practicum in psychoeducational the direction of a faculty member. spectives. Both courses cover the administra- assessment of school subject difficulties (3) tion of major cognitive and personality meas- Dr. Whelley. Covers the assessment of academic • HBSK 6570. Neurosciences and ures and the interpretation and integration of skills, especially reading and cognitive function- education (0-3) data into case reports. Lecture plus lab/super- ing. The administration, scoring, and meaning- Faculty. visory section. Supervisory fee: $100; materials ful interpretation of test performance are fee: $50 per term. addressed. Students work in pairs with client. • HBSK 6571. Cognitive processes and strategies in young children (0-3) • HBSK 5320. Individual psycho- HBSK 5580. Seminar in consultation Faculty. logical testing I (3) and evaluation in reading (3) • HBSK 5321. Individual psycho- Professor Perin and Dr. Masullo. Current • HBSK 6572. Post-traumatic stress logical testing II (3) topics in literacy and schooling; professional disorder (0-3) issues; evaluation of intervention programs Professor Saigh. HBSK 5373. Practicum in literacy and research; preparation for integrative assessment and intervention I (3) project requirement. • HBSK 6573. Text comprehension Faculty. Prerequisite or corequisite: HBSK (0-3) 4072, grade of B or better. This is the first of HBSK 6320. Practicum in college Faculty. three practica that provide experience in the instruction (1-3) assessment and instruction of literacy skill Faculty. Permission required. Supervised expe- • HBSK 6574. Cognitive processes including phonemic awareness, decoding, rience in preparation of instructional materials related to studying (0-3) word recognition, vocabulary, fluency, spelling, and in assessment of student performance at Professor Peverly. expressive writing, and reading comprehension. the college and university level. Students receive clinical practice in administer- • HBSK 6575. Risk and resilience (0-3) ing, scoring, and interpreting a classroom test- HBSK 6380. Practicum in psycho- based battery and providing an instructional educational assessment with culturally • HBSK 6576. Acquisition of intervention to a client with literacy difficulty. diverse students (3) reading and writing ability (0-3) At this level, students work with children in Professor Brassard and Drs. Hall and Rivelis. Professor Perin. early childhood and elementary education. All Permission required. Supervised experience in work is conducted in a clinical setting under psychoeducational assessment, including obser- • HBSK 6577. Psychoeducational the guidance of a supervisor and the course vation, interviewing, and testing of children aspects of deafness (0-3) instructor. Besides assessment and intervention, and youth from culturally diverse backgrounds; Professor Kretschmer. students learn to conduct intake interviews and integration and interpretation of data. client conferences, conceptualize individuals’ Consideration of intervention procedures. • HBSK 6578. Research: Family learning patterns, interact with parents and Students work with clients in the Dean Hope and school violence (1-3) other family members, follow ethical guidelines Center. Additional supervisory session required. Professor Brassard. appropriate for the profession, prepare regular Supervisory fee: $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. Klein. In this course, students develop and HBSK 5376. Practicum in literacy (3) practice basic skills in school consultation and assessment and intervention II (3) Dr. Leonard. Permission required. Concurrent counseling. Through readings, discussions, pre- Faculty. Prerequisite or corequisite: HBSK registration in HBSK 5280 required for all sentations, and role plays, students demonstrate 4072, HBSK 5373, grade of B+ or better. School Psychology students. Cognitive-behav- an understanding of counseling theories and Students work in a clinical setting to provide ioral interventions with children, adolescents, approaches, approaches to consultation, as well assessment and interventions within the con- and their families. Special fee: $150. as practices consistent with professional ethics text of a diagnostic teaching model for an indi- and legal standards. Students reflect on their vidual with literacy difficulties. Clinical work is HBSK 6383. Neuropsychological own cultural background and acquire knowl- conducted under the guidance of a supervisor assessment of children and adults (3) edge relevant to cross-cultural consultations. and the course instructor. Professional guide- Dr. McAuliffe. Permission required. lines, practices, and writing continue to be Prerequisites: HBSK 5320 and either BBSN HBSK 6903. Research-independent emphasized. Materials fee: $100. 5033 or BBSN 5070. Analysis, administration, study in reading (1-3) and interpretation of special procedures used Faculty. Permission required. Advanced stu- HBSK 5377. Practicum in literacy to assess brain damage/dysfunction in adults dents work with professor on research projects assessment and intervention III (2-3) and children. Special fee: $150. related to literacy skills across the lifespan. Dr. Masullo. Prerequisite: HBSK 5376,

Teachers College Columbia University 2009-2010 105 HBSK 7503. Dissertation seminar: EALTH TUDIES Students also may participate in research Schooling and reading (1-3) H S being conducted in the Research Division Faculty. Permission required. The Health Studies area of study includes at the Hospital for Special Surgery, the the following programs: Health Education Department of Medicine at the Weill Medical HBSK 8902. Dissertation advisement: and Nursing Education. College of Cornell University, or with the Schooling and reading (0) Diabetes Research and Training Center at Faculty. Permission required. Individual advisement on doctoral dissertations. Fee to HEALTH the Albert Einstein College of Medicine. All equal 3 points at current tuition rate for each EDUCATION have multi-institutional collaborative efforts term. For more information please see section involving faculty from the Program in Health on continuous registration for Ed.D. degree. Program Coordinator: Education at Teachers College. Professor John P. Allegrante The program prepares graduates who will Program Office: (212) 678-3964 assume positions of leadership and service as Email: [email protected] professional health educators in a variety of Website: www.tc.edu/hbs/HealthEd practice, research, and policy-making settings. Graduates of the program take positions as Degrees Offered: leaders in health promotion and disease pre- HEALTH EDUCATION (HLTH) vention programs of voluntary health agencies, hospitals and other health care organizations, Master of Arts (M.A.) universities, business and industry, and health- Master of Science (M.S.) related governmental agencies in the United Doctor of Education (Ed.D.) States and in other countries.

Program Description: Each degree program has some flexibility in The Program in Health Education at Teachers order to accommodate differences in previous College has had a long history in preparing professional preparation, interests, and profes- health education specialists. Health education sional career objectives of students. In general, is a professional field that has expanded rapidly, the programs of study emphasize the develop- primarily because of national policy that has ment of competencies in assessing individual emphasized health promotion and disease pre- and community need for health education; vention. Its goal is to facilitate voluntary health- planning effective health education programs; related behavioral and social change through implementing health education programs; the application of principles of behavioral and coordinating the provision of health education social sciences. services; acting as a resource person in health education; communicating health and health As such, health education is concerned with educational needs, concerns, and resources; motivating and enabling individuals and groups evaluating the effectiveness of health educa- to assume responsibility for their health by tion programs; and conducting research in learning and adopting behaviors and supporting health education. social policies that can promote and maintain health. Students at both the master’s and doctoral levels are encouraged to become actively The program at Teachers College is grounded in involved in departmental, college, and univer- the belief that community-level structures and sity functions that facilitate interaction with organizations play a key role in determining the faculty and other students and that have the health of the people. It offers courses in which potential to enrich the student’s intellectual students learn to analyze and understand and and professional growth. They are expected to thus become able to influence community struc- undertake the complex and challenging tasks tures that either enhance or undercut health- associated with graduate study and other relat- promoting individual behaviors. ed learning experiences in such a manner as to demonstrate their intellectual discipline. Such In addition to Health Education courses, stu- discipline includes integrity, creativity, and dents are encouraged to pursue interdiscipli- innovation, as well as the student’s abilities to nary study and research throughout Teachers conceptualize at a high level, think critically, College, as well as other divisions of Columbia communicate effectively both orally and in University such as the School of Public Health writing, and provide leadership. and the Graduate School of Arts and Sciences. The Center for Health Promotion at Teachers Students also are expected to demonstrate the College, which involves students and faculty, ability to appreciate, relate to, and communi- provides opportunities to take part in ongoing cate with ethnically, racially, and linguistically research projects in health promotion and diverse individuals and groups of people who disease prevention. possess different personal, social, and cultural histories than their own. They are also

106 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES encouraged to develop a strong sense of pro- points, must be taken. The remaining course- • HBSS 5112 Social marketing and health fessional identity and commitment to profes- work may be completed at Teachers College or communications (3) sional affairs in health education. This might in other graduate divisions of the University, • HBSS 5113 Community health take the form of active membership in appro- but no more than 12 points from other facul- analysis and intervention (3) • HBSS 5115 Assessment and counseling priate national, regional, or local professional ties of the University will be credited toward for health promotion (3) organizations, participation in professional the minimum point requirement. No transfer • HBSS 5116 Social relations, meetings, presenting an abstract or a paper at credit is granted for work completed at other emotions, and health (3) a professional meeting, or serving on a profes- institutions. • HBSS 5408 Practicum in individual sional committee. health advisement (3) The program of study includes required and • HBSS 5410 Practicum in health Completion of the M.A. degree program elective courses in several areas. The exact education (1-6) makes graduates eligible to qualify for certi- program and sequence of study are determined • HBSS 5800 Health Disparities Research fication as a Certified Health Education by the student’s previous academic prepara- Conference Specialist through the National Commission tion, professional experience, and professional • HBSS 6100 Measurement and program evaluation (3) for Health Education Credentialing, Inc. career objectives. Programs of study typically Specific information regarding each program • HBSS 6145 Health psychology (3) exceed the minimum College requirement of • HBSV 4000 Introduction to nutrition: and its degree requirements can be obtained 32 points. Selection of courses that fulfill an Facts, fallacies, and trends (3) by writing to the program coordinator, area requirement in the program of study list- • HBSV 4010 Food, nutrition, and Professor John P. Allegrante. ed below is guided by individual needs of the behavior (3) student and is not limited to those courses • HBSV 4011 Women and weight, Special Application that are listed. It should be noted that the eating problems Requirements/Information: point requirements indicated for each area of and body image (2) The deadlines for application for admission study given below are minimum requirements. • HBSV 4013 Nutritional ecology (3) to the M.A. and M.S. degree programs are January 15 (early deadline) and April 2 (final MAJOR (21 POINTS) Broad and Basic Areas of Professional deadline), with ongoing review of applications. Required Core Courses (12 points): Scholarship and Practice (6-9 points): The application deadline for admission to the • HBSS 4100 Introduction to health • One course in learning theory pertaining to Ed.D. degree program is January 15. The GRE education (3) a population group of interest, such as the is required for Ed.D. applicants who wish to • HBSS 4102 Principles of epidemiology child, adolescent, adult, or older adult. be considered for merit-based departmental in health promotion (3) • One course in communications, computing, scholarships. • HBSS 4118 Relapse prevention for or instructional technology and media. problem behaviors (3) • One required course in research methods, • HBSS 5110 Determinants of health Admissions to the M.A., M.S., and Ed.D. evaluation, measurement, or statistics. behavior (3) degree programs is based upon several criteria • HBSS 5040 Research methods in including adequacy and relevance of under- Elective Courses (9 points): graduate preparation, relevance of prior profes- health and behavior • HBSS 4110 Health promotion for sional experience and related activities, and studies I (3)* children and adolescents (3) *Substitutions may be permissible with potential to benefit from additional profession- • HBSS 4111 Addictions and approval from a Health Education advisor. al preparation in health education. In general, dependencies (3) applicants who present strong undergraduate • HBSS 4112 Social policy and Essay or Integrative Project academic preparation in the behavioral and prevention (3) In order to broaden the student’s background social sciences, education, nursing, public • HBSS 4113 Human sexuality in education, a formal essay or integrative proj- health, social work, or allied health professions education (3) ect is required. are given priority consideration for admission • HBSS 4114 Health promotion for to the program. Applicants to the Ed.D. multicultural populations (3) • HBSS 4115 Health promotion for MASTER OF SCIENCE degree program are required to submit a writ- aging adults (3) The Master of Science degree requires a mini- ing sample at the time of application (prefer- • HBSS 4116 Health education for mum of 60 points and an essay or project. The ably a course paper, master’s thesis, or pub- teachers (1-3) College requires that a minimum of 30 points lished article). • HBSS 4117 HIV/AIDS epidemiology and formal essay or 32 points with an integra- and education (3) tive project be completed under the auspices of Degree Requirements: • HBSS 4120 Topics in health education (2-3) Teachers College, including 18 points that must MASTER OF ARTS • HBSS 4121 Death education (3) be earned in Teachers College courses. The minimum College requirements for the • HBSS 4122 Women’s health (3) In order to broaden the student’s background Master of Arts degree in Health Education • HBSS 4123 Violence and its prevention (3) in education, no fewer than three Teachers include satisfactory completion of a program • HBSS 4130 Alcohol and health (3) College courses from outside the major depart- of no less than 30 points of coursework and • HBSS 4140 Developing workplace health ment, each for a minimum of 2 points, must be a formal essay or 32 points with an acceptable promotion programs (3) taken. The remaining coursework may be com- • HBSS 4141 Health and illness in cross- departmental integrative project. At least pleted at Teachers College or in other graduate cultural perspective (3) divisions of the University. 20 points must be earned in Teachers College • HBSS 4901 Research and independent courses. In order to broaden the student’s study in health education background in education, no fewer than three (1-4) Although no transfer credit toward the Master Teachers College courses from outside the • HBSS 5111 Planning health education of Science is granted for work completed at major department, each for a minimum of 2 programs (3) other institutions, a maximum of 30 semester

Teachers College Columbia University 2009-2010 107 hours (or 28 points if a formal essay is not sub- DOCTOR OF EDUCATION • HBSS 4102 Principles of epidemiology mitted) of graduate credit may be used from The Doctor of Education degree requires a in health promotion (3) other recognized institutions to reduce the minimum of 90 post-baccalaureate points and • HBSS 4118 Relapse prevention for degree requirement. Applicants who have the preparation and defense of a dissertation. problem behaviors (3) completed the Master of Arts (M.A.) degree Up to 45 graduate-level points taken at other in Health Education through Teachers institutions may be transferred toward doctoral Advanced Core Courses (Required 15 points): College, which is applicable to the M.S. requirements. Candidates for the Ed.D. degree • HBSS 5110 Determinants of health degree, must offer a minimum of 45 points of are also expected to demonstrate satisfactory behavior (3) the required 60 points under Teachers College performance on a departmental certification • HBSS 5111 Planning health education registration. examination and to prepare and defend an programs (3) acceptable dissertation project. In addition to • HBSS 5112 Social marketing and The program of study for the Master of the College requirements, all candidates for health communications (3) Science degree in Health Education includes the Ed.D. degree in Health Education must • HBSS 6100 Measurement and program required and elective courses in several areas. have fulfilled the equivalent of the require- evaluation (3) The exact program and sequence of study is ments for the Master of Arts (M.A.) degree • HBSS 6145 Health psychology (3) determined by the previous academic prepara- in health education. tion, professional experience, and professional Elective Courses (21 points): career objectives of the student. Selection of For those students entering the doctoral pro- (See M.A. list for course selection) courses that fulfill an area requirement in the gram with only a baccalaureate degree, the program of study listed below is guided by M.A. degree must be completed first. Those Research Seminar and Preparation individual needs of the student and is not lim- applicants who, at the time of admission to of the Dissertation (5 points): ited to those courses that are listed. It should the program, do not present the equivalent of • HBSS 6510 Research seminar in be noted that the point requirements indicat- a master’s thesis are required to prepare and health education (3) • HBSS 7501 Dissertation seminar in ed for each area of study given below are mini- present an acceptable essay or pre-doctoral health education (2) mum requirements. project prior to or during the term in which • HBSS 8900 Dissertation advisement 60 points of applicable graduate study have in health education (0) MAJOR (36 POINTS) been completed. Introductory Core Courses (9 points): Broad and Basic Areas of Scholarship • HBSS 4100 Introduction to health The program of study for the Doctor of Edu- and Practice (27-30 points): education (3) cation degree in Health Education includes • Nature of education, persons, and • HBSS 4102 Principles of epidemiology required courses, coursework in required areas, learning processes (required 6-9 points) in health promotion (3) and elective courses. The exact program and • Communications, computing, and • HBSS 4118 Relapse prevention for instructional technology and media problem behaviors (3) sequence of study is determined by the previ- ous academic preparation, professional experi- (required 2-3 points) • Methods of evaluation and research Advanced Core Courses ence, and professional career objectives of the student. Programs of study typically exceed the (required 17-18 points) (Required 15 points): • General research methods minimum College requirement of 90 points, • HBSS 5110 Determinants of health (required 6 points) behavior (3) with most candidates offering between 90-120 • Statistics (required 6 points) • HBSS 5111 Planning health points for the degree. Selection of courses that • Measurement and evaluation education programs (3) fulfill an area requirement in the program of (required 5-6 points) • HBSS 5112 Social marketing and study listed below is guided by individual health communications (3) needs of the student and is not limited to COURSES: • HBSS 6100 Measurement and those courses that are listed. program evaluation (3) Introductory Courses • HBSS 6145 Health psychology (3) A student who presents evidence of proficien- • Elective Courses (12 points) cy in those required courses or in an area of HBSS 4100. Introduction to health (See M.A. elective list for course selection) coursework required for the program may, at education (3) • Essay or Integrative Project the discretion of the major advisor and upon Faculty. Determinants of health; relationship approval of the department chairman, select between health and human behavior; the role Broad and Basic Areas of Professional and substitute courses that represent more of health education as a strategy in health pro- Scholarship and Practice (18 points): advanced study in the area in which the stu- motion and disease prevention; selected issues • Nature of education, persons and and problems. learning processes (required 6 points) dent has demonstrated competence or addi- • Communications, computing and tional preparation in other areas in which HBSS 4102. Principles of epidemiology instructional technology and media the student’s preparation is less extensive. It in health promotion (3) (required 2-3 points) should be noted that the point requirements Professor Basch. Principles and methods of • Methods of evaluation and research indicated for each area of study given below epidemiologic investigation; application of (required 9 points) are minimum requirements. epidemiology to prevention and control of • General research methods disease, using health education. (required HBSS 5040, 3 points)* MAJOR (50 POINTS) • Statistics (required 3 points) Introductory Core Courses HBSS 4110. Health promotion for • Measurement and evaluation (Required 9 points): children and adolescents (3) (Required 2-3 points) • HBSS 4100 Introduction to health Faculty. Basic topics in promoting child and * Substitutions may be permissible with an education (3) adolescent health; relationships between approval from a Health Education advisor.

108 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES school, family, and community in promoting HBSS 4120. Topics in health education HBSS 5110. Determinants of health the health status of school-age children. (2-3) behavior (3) Faculty. Review and synthesis of current Professor Allegrante. Theory-based analysis of HBSS 4111. Addictions and dependencies (3) knowledge on a selected topic related to the cultural, social-psychological, and social- Professor Wallace. Social-psychological, cul- health, such as teenage suicide, child abuse, structural determinants of health-related tural, clinical, and pharmacological factors violence, teenage pregnancy, and mental behaviors; implications for planned change at associated with the use of psychoactive drugs health. individual, small-group, and community levels. and other compulsive behaviors. HBSS 4121. Death education (3) HBSS 5111. Planning health education HBSS 4112. Social policy and prevention (3) Dr. Coleman. Designed to increase aware- programs (3) Professor Allegrante. Analysis of current ness/insight of the multidimensional aspects Professor Basch. Process of developing social, national health policy, its social, economic, of death, dying, and bereavement. Gain skills epidemiological, behavioral, and educational and political determinants, and implications as health care professionals in dealing with diagnoses; principles of planning, implementing, for health education. death, its causes, treatment of life-threatening and evaluating health education interventions. illness, including AIDS, suicide, and violent HBSS 4113. Human sexuality education (3) death. Explore customs across cultures, after- HBSS 5112. Social marketing and health Faculty. Explore human sexuality from a vari- life beliefs, near-death experiences, and ethical communications (3) ety of perspectives; explore students’ own atti- issues. Faculty. Principles and theories of marketing tudes about human sexuality and how they and communication applied to health educa- affect them personally and professionally; HBSS 4122. Women’s health (3) tion. Practice in developing and evaluating examine methods of teaching and designing Faculty. Explore biologic and environmental health communications. sexuality education programs. influences on women’s health risks and dis- ease. Additionally, students will acquire HBSS 5113. Community health analysis HBSS 4114. Health promotion for multi- knowledge to evaluate clinical studies in the and intervention (3) cultural populations (3) literature and gain basic understanding of the Faculty. Survey and analysis of concepts, issues, Professor Wallace. Health status, needs, and process of planning and developing women’s strategies, and methods relevant to community problems of multicultural populations in urban health promotion programs. health analysis and intervention. environments and sensitivity to these issues in effective programs. HBSS 4123. Violence and its prevention (3) HBSS 5115. Assessment and counseling Professor Wallace. This course covers the for health promotion (3) HBSS 4115. Health promotion for aging nature and prevention of invisible and covert, Professor Wallace. Assessment of clients’ adults (3) as well as visible and overt violence, including health-compromising behaviors to reduce Dr. Marks. Changes in aspects of health during intrapersonal, interpersonal, family, communi- relapse and facilitate referrals to mental health the middle and later years; recent develop- ty, gang, school, societal, and international staff; interventions for motivational counseling, ments in the field of gerontology as well as leg- manifestations. psychoeducational group, and focus group for- islation and community organization designed mats are covered. to meet health needs of aging persons. HBSS 4130. Alcohol and health (3) Professor Wallace. Background and theory HBSS 5116. Social relations, emotions, HBSS 4116. Health education for teachers related to alcohol use and misuse; health and and health (3) (1-3) social consequences of alcohol misuse; consid- Faculty. Covers theory and research on the Faculty. As part of teacher certification in New eration of special populations, such as children effects of social relationships and emotions on York and other states, students must be trained of alcoholics; review of alternative approaches health. Reviews and evaluates the use of social in the following health areas: reporting child to prevention and treatment. support and expressive writing interventions abuse, instruction in alcohol and other drugs, for treating chronic health problems, such as and school violence prevention. This course HBSS 4140. Developing workplace heart disease, cancer, and arthritis, or acute satisfies these requirements and reviews theory health promotion programs (3) illnesses, such as upper respiratory infections. and research on children’s health and health Professor Allegrante. Provides a comprehen- Also considers the role of emergent technolo- behavior change. Students will learn how to sive step-by-step process to designing, imple- gies in supportive-expressive therapies. develop health-related lesson plans and how to menting, and evaluating health promotion identify, prevent, or intervene on behalf of chil- programs at the workplace. HBSS 5408. Practicum in individual health dren at risk or presenting with social-emotional advisement (3) or physical health problems. HBSS 4141. Health and illness in cross- Faculty. Individual and small group practice in cultural perspective (2-3) the application of basic principles of counseling HBSS 4117. HIV/AIDS epidemiology Faculty. Examination of the role of healing and in the area of health problems. and education (3) medicine, both historically, and cross-cultural- Faculty. The role of schools, parents, and com- ly and of the utility of considering cultural HBSS 5410. Practicum in health education munities in educating youth about AIDS and practices and beliefs when designing health (1-6) human sexuality; review of methods and education programs. Faculty. Permission required. Advance registra- resource materials for providing such educa- tion required in the semester prior to taking tion; consideration of controversial issues sur- Intermediate and Advanced Courses the course. Intensive field experience in a com- rounding these topics. munity setting. Essay required at end of field HBSS 5000. Health promotion in higher experience. HBSS 4118. Relapse prevention for education (3) problem behaviors (3) Dr. Kernan. This course will explore the com- HBSS 5710. Supervised teaching in health Professor Wallace. Theory and techniques of plex issues and challenges facing those working education (1-6) relapse prevention across a range of addictive to enhance the quality of student health and Faculty. Permission required. Advance registra- behaviors. Topics include relapse prevention student learning at college and universities. tion required in the semester prior to taking the for psychoactive substance use, eating disor- course. Supervised health teaching in a school. ders, gambling, and sex. Essay required at end of teaching experience.

Teachers College Columbia University 2009-2010 109 HBSS 5800. Annual health disparities HBSS 6510. Research seminar in health research conference (1-6) education (2-3) NURSING Professor Wallace. The Annual Health Dispari- Faculty. Permission required. Review of research EDUCATION ties Conference at Teachers College, Columbia literature, methods, and problems in health edu- University provides an opportunity to gain up- cation. Program Coordinator: to-date knowledge on evidence-based appro- Professor Kathleen A. O’Connell aches to reducing and eliminating disparities in HBSS 6901. Research and independent study health, and moving our nation and global com- in health education (1-6) Program Office: (212) 678-3120 munity toward achieving equity in health for Faculty. Permission required. Open to matriculat- Email: [email protected] all. Toward this end, invited keynote speakers ed doctoral students. Research and independent and panelists present the latest research and study under faculty direction. Proposals must have Website: www.tc.edu/hbs/NurseEd scholarship in the field, while state-of-the-art prior approval of a faculty member. and evidence-based models of practice are also Degree Offered: presented. Students fulfill course requirements HBSS 7501. Dissertation seminar in health NURSING EDUCATION- PROFESSORIAL ROLE by writing a paper that integrates what they education (2) (NURS) learned across the two days of conference ses- Faculty. Permission required. Open to certified sions with their own independent research doctoral candidates only. Development and pres- Doctor of Education (Ed.D.)* across the three weeks post-conference. entation of doctoral dissertation proposals. This program is currently not accepting appli- cations for admission. For information about HBSS 6100. Measurement and program HBSS 8900. Dissertation advisement in the program please call the Office of evaluation (3) health education (0) Admission at 212-678-3710. Professor Basch. Theory, methods, and prob- Faculty. Permission required. Individual advise- lems of measurement and evaluation; standards ment on doctoral dissertations. Fee to equal Program Description: for evaluation of health, education, and related 3 points at current tuition rate for each term. social programs; skills in critical evaluation of Teachers College was the first academic setting research and evaluation reports. to educate nurses. Nursing education began at Teachers College in 1899. The Nursing HBSS 6145. Health psychology (3) Education Program has a long and disting- Professor O’Connell. Topics include social uished tradition of commitment to the educa- learning theory, attribution, and attitudes as tion of nurses who have diverse roles in aca- they apply to health promotion, disease pre- demic and community settings in the United vention, reactions to illness, and adherence to States and abroad. Current placement of the treatment regimens. program within the Department of Health and Behavior Studies ensures education with an Seminars and Research interdisciplinary approach to problems in nurs- ing, health, and society. HBSS 4901. Research and independent study in health education (1-4) This program is designed for: Faculty. Permission required. Research and (1) Nurse practitioners with master’s degrees independent study under faculty direction. Proposals must have prior approval of a faculty who want to take the lead in developing inno- member. vative interventions for improving health behavior outcomes in primary care; HBSS 5040. Research methods in health (2) Nurse educators with master’s degrees who and behavior studies I (3) want to gain more expertise in all aspects of Professor O’Connell. Introduction to research, education, including gaining the research skills study designs, and data collection methods in that all faculty of the 21st century will be research in health and behavior studies, expected to have; and including nursing, nutrition, and health educa- (3) Clinical specialists with master’s degrees tion with emphasis on reading and under- who want to improve their effectiveness in standing research literature. helping patients with chronic illness achieve HBSS 5510. Seminar in health maximal functioning. education (3) Faculty. Current problems, issues, and trends The purpose of this program is to give stu- in health education. dents who are registered nurses with master’s degrees in nursing doctoral-level education HBSS 6500. Research grant writing aimed at understanding and changing health for health and behavior studies (3) behavior. It is well established that over 50% Professor O’Connell. Techniques of research of mortality of U.S. citizens can be attributed grant preparation with emphasis on National to lifestyle. With the globalization of the mar- Institutes of Health grants will be covered. Students will prepare an actual grant. In addi- ketplace and of epidemics of infectious dis- tion, funding agencies, the budgeting process, eases, lifestyle and health behavior also signifi- building research teams, the review process, cantly affect the health and well-being of responding to reviewers, and resubmitting much of the world’s population. Graduates of grants will be covered. this program will be prepared to design inter- ventions and conduct research on health

110 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES behavior, health education, and health promo- addition, students choose a functional empha- • HBSN 6930 Independent study in tion. In addition, graduates of the program will sis area in research, education, or another area nursing education (1-3) be conversant with theory and current trends consistent with the program and with advisor in nursing so that they can use nursing knowl- approval. Nine points in addition to those Research edge and expertise to improve the health and points required of all students must be taken • HBSS 5040 Research methods in well being of the citizens of the United States in the functional area. Points will be allotted health and behavior and of the global community. as follows: studies I (3) Nursing 42 points • HBSN 5043 Research methods in health and behavior To ensure that knowledge in nursing and Health and Behavior 12 points Research 18 points studies II (3) in health behavior and health promotion is • HBSN 6540 Seminar on dissertation passed on to the next generation of nurses, Education 6 points Emphasis area 9 points design development (3) graduates of this program will also be prepared Elective 3 points • HBSN 6541 Advanced seminar on to engage in educationally sound programs for Total 90 points dissertation design nursing students and for clients. Graduates of development (3) the program will thus be able to take their Nursing Courses • HBSN 7500 Dissertation seminar (3) place among distinguished nursing leaders who • HBS 5551 Bioethics (3) • HBSN 8900 Dissertation carry out cutting-edge research and engage in • HBSS 6500 Research grant writing advisement (0) innovative strategies for teaching clients to for health and behavior modify their health behavior. studies (3) Additional statistics and research methods • HBSN 6501 Seminar in professional courses from Department of Human In order to build on previous work done by nursing (1) Development: HUDM 4122 and HUDM 5122 nurses and other investigators in the health • HBSN 6503 Advanced topics in or equivalents required. behavior arena, students will attain a back- theories of nursing (3) • HBSN 6600 Colloquium in nursing ground in the study of nursing theory, nursing COURSES: theory (3) research, and professional issues affecting the • HBSN 6908 Independent study in General Nursing Courses nursing profession. In addition, students will professional nursing (1-3) gain expertise in managing health behavior • HBSN 6909 Independent study in Nursing domain courses deal with theory, pro- change and in using research and statistical nursing theory (1-3) fessionalization, research, issues, and trends. approaches. Study of methods and approaches • HBSN 6940 Independent study in They are also open to interested students, to teaching clients and to teaching nursing nursing research (1-3) nurses or non-nurses, from other departments students at undergraduate and graduate levels and include coursework in nursing theory, pro- will be included as an integral part of the Health and Behavior Studies Courses fessional nursing, and nursing research. preparation of nurse scholars. Students also • HBSS 4102 Principles of epidemiology are expected to demonstrate the ability to in health promotion (3) Nursing Theory appreciate, relate to, and communicate with • HBSS 4114 Health promotion for multicultural populations (3) ethnically, racially, and linguistically diverse HBS 5551. Bioethics (3) • HBSS 4115 Health promotion for individuals who possess different personal, Dr. Camuñas. Review of bioethical issues in aging adults (3) society, health care, and health care delivery. social, and cultural histories than their own. • HBSS 4118 Relapse prevention for problem behaviors (3) HBSN 5005. Interdisciplinary theory Special Application • HBSS 5110 Determinants of health in nursing (3) Requirements/Information: behavior (3) Professor O’Connell. Prerequisites: HBSS In addition to the requirements for admission • HBSS 5112 Social marketing and 5110, HBSN 6503, HBSS 5040, or equiva- to Teachers College, an applicant for the health communications (3) lents. Evaluation of utility of theories and Doctor of Education degree in Nursing must • HBSS 5113 Community health analy- models from nursing and related disciplines be a registered nurse in any U.S. state or in sis and intervention (3) in posing research problems in nursing. • HBSS 5115 Assessment and counsel- Canada and hold a baccalaureate degree and a ing for health promotion (3) master’s degree. Applicants are required to HBSN 5040. Research methods in health • HBSS 6145 Health psychology (3) and behavior studies I (3) take the Graduate Record Examination (GRE) • HBSV 4011 Women and weight, eating Professor O’Connell. Introduction to research, and provide a writing sample (a course paper, problems and body image (2) study designs, and data collection methods in master’s thesis, published paper, or other • HBSV 5013 Strategies for nutrition research in health and behavior studies includ- scholarly writing). The personal statement education and health ing nursing, nutrition, and health education should include the research interest area of behavior change (3) with emphasis on reading and understanding the applicant. • HBSV 5015 Nutritional epidemiology (3) research literature.

Degree Requirements: Nursing Education HBSS 6500. Research grant writing The Doctor of Education program in Nursing (Courses may also be selected from the courses for health and behavior studies (3) Education requires a minimum of 90 points focused on adult education in the Department Professor O’Connell. Techniques of research grant preparation with emphasis on National beyond the baccalaureate degree. Up to 38 of Organization and Leadership and appropriate Institutes of Health grants will be covered. graduate-level points taken at another institu- education courses in other departments) • HBSN 6530 Seminar on curriculum Students will prepare an actual grant. In addi- tion may be transferred toward doctoral tion, funding agencies, the budgeting process, requirements. For all students, the program in nursing education (3) • HBSN 6635 Colloquium in nursing building research teams, the review process, includes coursework in four areas: nursing, education (3) responding to reviewers, and resubmitting health behavior, research, and education. In grants will be covered.

Teachers College Columbia University 2009-2010 111 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 the Critical analyses of selected theories. vanced aspects of research design and method. following areas: Nutrition Education; Nutrition and Public Health; Community Nutrition Edu- HBSN 6600. Colloquium in nursing HBSN 6940. Independent study in cation; Applied Physiology and Nutrition; theory (3) nursing research (1-6) Behavioral Nutrition Professor O’Connell. Prerequisites: two courses Faculty. Permission required. Allows student in nursing theory. Examination of a selected to contract with individual faculty member Program Coordinator: nursing theory or theory problem in depth. for research-related work in a defined area Professor Isobel R. Contento Course may be repeated for credit if different of study. topics are covered. Program Office: (212) 678-3950 HBSN 7500. Dissertation seminar in Email: [email protected] HBSN 6909. Independent study in nursing (3) Website: www.tc.columbia.edu/hbs/Nutrition nursing theory (1-6) Faculty. Permission required. Prerequisite: Faculty. Permission required. Individual guided HBSN 6540 and certification. The depart- learning experience in a selected nursing theo- mental examination, involving presentation Degrees Offered: ry or theory problem. Topic agreed upon bet- of dissertation proposal for faculty approval. NUTRITION EDUCATION (NUTR) ween student and faculty. This course is required of all certified doctoral Master of Science (M.S.) candidates and may be taken only once. Doctor of Education (Ed.D.) Professional Nursing HBSN 8900. Dissertation advisement NUTRITION AND PUBLIC HEALTH (NUTH) HBSN 6501. Seminar in professional in nursing (0) Faculty. Individual advisement on doctoral Master of Science (M.S.) nursing (1) 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 COMMUNITY NUTRITION EDUCATION rate for each term. See catalog on continuous (NUTC) HBSN 6908. Independent study in registration requirements for Ed.D. degree. Master of Education (Ed.M.) professional nursing (1-6) Faculty. Permission required. Individual guided Nursing Education APPLIED PHYSIOLOGY AND NUTRITION learning experience at the doctoral level in a selected aspect of professional nursing. Topic HBSN 6530. Seminar on curriculum (APPN) agreed upon between student and faculty. in nursing education (3) Master of Science (M.S.) Faculty. Permission required. Open only to doc- Nursing Research toral candidates. Intensive study of selected BEHAVIORAL NUTRITION (NUBH) issues and/or designs in nursing curricula. Doctor of Philosophy (Ph.D.) HBSS 5040. Research methods in health and behavior studies I (3) HBSN 6635. Colloquium in nursing education (3) Program Description: Professor O’Connell. Introduction to research, There is an increased awareness that the qua- study designs, and data collection methods Faculty. Prerequisite: determined by instructor lity of the diets that people habitually consume in research in health and behavior studies, based on topic selected. Examination of selected including nursing, nutrition, and health educa- problems in nursing education practice and contributes to the quality of their lives. Since tion with emphasis on reading and understand- administration. Course may be repeated for its founding in 1909, the Program in Nutrition ing research literature. credit if different topic covered. at Teachers College has been a leader in devel- oping strategies for promoting health through HBSN 5043. Research methods in health HBSN 6930. Independent study in encouraging dietary change. and behavior studies II (3) nursing education (1-6) Professor O’Connell. Prerequisites: HBSS 5040, Faculty. Permission required. Individual guided Current academic initiatives and research learning experience at the doctoral level in a HUDM 4122, or equivalents. Builds on intro- focus on analyzing and facilitating change in ductory research methods course to enhance selected aspect of nursing education. Topic agreed upon between student and faculty. individuals and communities and on ways of ability to design research, interpret findings and modifying both personal choice and the food statistical analyses, and critique research reports. system within which such choices are made. HBSN 6540. Seminar on dissertation In particular, faculty and students are engaged design development (3) in a number of food and nutrition-related Faculty. Permission required. Prerequisites: demonstrations and research projects includ- HBSN 5043, HBSN 6503, HBSN 5005, statis- ing the cognitive and psychosocial factors tics, and certification. Required of all doctoral influencing food choice in children, adoles- candidates. Group critique of dissertation pro- cents, and adults; characteristics of the dietary posals; focus on beginning- to intermediate- change process; nutritional epidemiology; level aspects of analysis of theory and research issues in clinical nutrition, exercise, and nutri- design. This course may be repeated as often as tion; food and environment education in necessary until the student is ready for the schools; food policy; and social, economic, departmental examination. Once HBSN 6540 is taken, continuous fall/spring enrollment in and technological factors affecting the long- the course is required until the semester during term sustainability of the food system. which the departmental examination is held.

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

Building on its rich history, the Teachers tion. These include food and environmental as a prerequisite), and two semesters of human College program aims to prepare graduates to education programs designed for children, par- physiology with labs. Introductory nutrition, take positions of leadership and service in ents and teachers, childhood obesity preven- biochemistry, and human physiology must nutrition counseling and education in health tion, and fruit and vegetable promotion in have been taken within five years with a grade promotion and disease prevention programs, urban communities. In particular, the Center of B or better. Courses in food science and in health agencies, hospitals, private practice, for Food and the Environment (www.tc.edu/cfe) food management and a course in microbiolo- media organizations, and the workplace; to conducts activities within the research, educa- gy are also required for students wishing to serve as teachers, faculty, or resource specialists tion, and policy arenas. Because of Teachers become registered dietitians. in schools and universities; to fill a variety of College’s location in New York City, there are planning, instructional, and administrative also virtually unlimited opportunities for stu- Students in Nutrition may also complete a dents to become involved in a variety of roles in community and public health agencies; Dietetic Internship option accredited by the food/nutrition-related activities. The faculty or to serve as researchers in a variety of areas American Dietetic Association. Applicants and staff can arrange for students who have related to behavioral aspects of diet, nutrition who wish to complete the Dietetic Internship credit hours available to receive credit for such education, nutritional epidemiology, clinical activities where appropriate. (DI) option must submit directly to the nutrition, nutrition and exercise, and sustain- Internship Director a specific DI application ability of the food system. Dietetic Internship along with an ADA DPD verification state- For students interested in professional certi- ment (see Nutrition website for more informa- The program provides students a thorough fication as Registered Dietitians (R.D.), the tion). Applicants must apply for admission for grounding in nutrition science, nutrition edu- Department sponsors a Dietetic Internship the M.S. degree and be fully admitted to the cation, and nutrition in clinical and public program accredited by the American Dietetic M.S. program. For students who do not have health settings. In addition, the program em- Association (ADA). Students may begin the a bachelor’s degree that satisfies DPD, the phasizes the development of competencies in: internship in September each year. needed coursework can be taken at undergrad- uate nutrition programs in the New York met- • Designing and implementing nutrition The internship is designed to bridge a student’s ropolitan area in addition to completing the education with individuals, groups, and academic education and professional career requirements for the M.S. degree at the communities; and thus focuses on developing practitioner College. Our ADA academic program advisor • Facilitating healthful and ecologically skills. The internship sequence of courses will work with students to develop an integrat- sustainable food choices; (HBSV 5241-HBSV 5244) is offered on a part- ed plan of studies and to facilitate the process. • Conducting clinical assessments and nutri- time basis requiring eleven months to com- tion counseling; plete. Students may complete the requirements Admission to the doctoral programs is based • Designing and implementing public health for the Dietetic Internship concurrently while upon the applicant’s academic and work nutrition assessments and programs; completing the requirements for the M.S. record. Normally a student will be formally • Understanding and applying principles degree programs in Nutrition. Students must admitted to the doctoral program only after of nutritional epidemiology; satisfy all academic requirements for the degree completion of coursework equivalent to the • Applying nutrition science and exercise award and the Dietetic Internship. Our ADA 40-50 point Master of Science degrees or the science principles to exercising individuals; didactic program advisor will work with stu- 60-point Master of Education degree. • Thinking critically and independently; dents to develop an integrated plan of studies • Acting collaboratively and effectively with and to facilitate the process. Students who suc- Degree Requirements: others in organizations and communities cessfully complete the Dietetic Internship are with regard to important food and then eligible to take the registered dietitian MASTER OF SCIENCE nutrition issues; certification examination. The major program emphases are in the fields • Conducting food and nutrition-related of Nutrition Education, Nutrition and Public research. Students may enroll for all degree programs Health, and Applied Physiology and Nutrition. on a full-time or part-time basis. Students in all three Nutrition programs may Because of the breadth of its aims, the program qualify for the Dietetic Internship through has long admitted academically qualified stu- Special Application coursework for the M.S. degrees and the com- dents with undergraduate degrees in fields other Requirements/Information: pletion of additional academic prerequisites than nutrition or the related sciences (so long The nutrition programs have ongoing admis- and requirements specifically for the Dietetic as they can meet the science prerequisites), sions, and will review applications throughout Internship. Students who wish to complete the since such students often bring valuable skills the year. Preference in scholarship awards will Dietetic Internship after the award of the M.S. and attitudes to the graduate study of nutrition. be for those applicants who meet the College degree may pursue an Ed.M. degree in Com- early deadline. munity Nutrition Education. All three M.S. The program puts a heavy emphasis on provid- Nutrition degrees require the following core ing students with practical experiences in addi- The GRE General Test is required for all courses: tion to traditional classroom lectures and dis- degrees. A writing sample is required for doc- • HBSV 4010 Food, nutrition and cussions. Among the course-related educational behavior toral applicants, preferably a master’s thesis, experiences available to students are field expe- • HBSV 4013 Nutritional ecology riences in community nutrition, planning, and course paper, or published article. • HBSV 4014 Community nutrition teaching of nutrition sessions to selected audi- • HBSV 4034 Diet therapy ences in the community, food education and For full admittance, applicants must also pro- • HBSV 5010 Advanced nutrition I gardening projects in schools, dietary analyses, vide evidence of completion of prerequisite • HBSV 5011 Advanced nutrition II and online computer activities. Students are courses, including introductory nutrition, • HBSV 5013 Strategies for nutrition welcome to participate in research and demon- statistics, general and organic chemistry with education and health stration projects within the Program in Nutri- labs, biochemistry (requiring organic chemistry behavior change

Teachers College Columbia University 2009-2010 113 • HBSV 5014 Analysis of the current In addition to the core in nutrition science disease prevention and the widespread interest literature and research and the behavioral sciences, coursework is in the safety and sustainability of the food sys- in nutrition required in epidemiology, program planning, tem, there is a need for highly qualified nutri- • HBSV 5015 Nutritional epidemiology and public health policy. Students are required tion professionals who are able to develop • HBSV 5034 Clinical nutrition to take HBSV 5018 unless previously taken. appropriate policies and programs. The two • HBSV 5036 Nutrition counseling Other courses in public health are selected to doctoral specializations prepare graduates for a • HBSV 5231-33 Extended fieldwork in nutrition and education, complement the student’s previous academic variety of leadership positions in policy-mak- nutrition and public health, background and work experiences and to take ing, education and administration in schools or applied physiology into account the student’s interests and career and colleges/universities, in media organiza- and nutrition goals. tions, hospitals, the workplace, and in govern- • BBSR 5582 Research design in ment, community and public health, and other movement sciences The Nutrition and Public Health major pre- service agencies. The program’s goal is to turn and education or pares graduates to take leadership roles in out graduates capable of (a) initiating needed • HBSS 5040 Research methods in government, community, and public health action and responding positively and creatively health and behavior agencies, carrying out a variety of planning, to the clearly inevitable changes of the coming studies I or instructional, and administrative tasks related decades in the physical, intellectual, and polit- • HBSS 6100 Measurement and to health promotion and disease prevention. program evaluation ical environments in which the food, health, These include community and individual and educational systems operate and (b) con- nutritional assessment and evaluation; pro- As noted above, all three Master of Science ducting research and evaluation studies using gram planning and management; coalition programs require a block of supervised field- appropriate designs and data collection and building; and participation in multidisciplinary work as well as a substantial integrative analysis methods. health teams to provide programs to meet departmental project. Fieldwork can take public needs. place in the New York City area, in other parts The Nutrition Education specialization focuses of the United States, or in an international on leadership roles in many settings, such as Applied Physiology and Nutrition: setting, depending on the interests of the stu- colleges and universities, health promotion The Program in Nutrition and the Program dent. The Dietetic Internship may satisfy the and disease prevention programs, voluntary in Applied Physiology offer a joint course of fieldwork experience requirement. Students health agencies, government and international study leading to a 48 to 53-point Master of must also submit a portfolio of their work. agencies, businesses, hospitals, and food advo- Science degree in Applied Physiology and cacy organizations, where they work with indi- Nutrition (APN). In addition to the core Nutrition Education: viduals, groups and communities, and serve as courses in nutrition, students are required to Students working toward the 41 to 47-point faculty members, program developers, and take a core of courses in applied physiology Master of Science degree in Nutrition evaluation and research specialists. (see section below on APN for more details). Education have the option of electing courses The program prepares students to provide that will especially prepare them to conduct The Nutrition and Public Health specializa- individual counseling and group education individual and group counseling and patient tion focuses on leadership roles in colleges and in nutrition and exercise and to design and education or to provide food and nutrition universities, and in government, community, implement exercise and nutrition programs education in community, school, work site, health care, and public health agencies, carry- in weight control centers, work sites, fitness health care, or mass media settings. ing out a variety of tasks related to health pro- centers, health centers, community centers, motion and disease prevention. These include and hospitals. In addition to the core curriculum in nutrition community and individual nutritional assess- ment and evaluation; program planning and science, the behavioral aspects of diet, and Community Nutrition Education: nutrition education, students are required to management; coalition building; participation The program of study for the 60-point Master in multidisciplinary health teams to provide take HBSV 5018, Nutrition and human devel- of Education degree in Community Nutrition opment, and HBSV 5513, Seminar in nutri- programs to meet public needs; and conduct- Education includes additional coursework ing research and evaluation studies. tion education. They are also required to take in advanced nutrition and permits stronger at least two electives from a variety of other emphases in the behavioral sciences, commu- Admissions Requirements disciplines in keeping with their own goals and nity assessment and planning, and education. their area of specialization. The degree con- Admission to the Ed.D. program involves A community-based, research, or other inte- completing the application form available forms to the guidelines for the training of grative project is required. Nutrition Education Specialists set forth by online or through the Admissions Office, the Society for Nutrition Education. including all regular procedures such as tran- Doctoral Degrees scripts from all institutions attended, 3 letters The Program in Nutrition offers the Doctor Nutrition and Public Health: of recommendations, GRE scores, personal of Education (Ed.D.) and the Doctor of Philo- statement, and a writing sample, which can be The Program in Nutrition and Public Health sophy (Ph.D.) degrees. is an approved program of the Association a thesis or substantial paper of Faculties of Graduate Programs in Public Doctor of Education (Ed.D.) Program of Study Health Nutrition. Coursework for the 41 to The Doctor of Education is offered in two 47-point Master of Science degree conforms The general requirements for the Doctor of areas of specialization: Nutrition Education Education include a minimum of 90 graduate to the recommendations of that association, and Nutrition and Public Health. so that the degree is equivalent to one offered credits, of which at least 45 must be taken by a school of public health. under Teachers College registration. Overall, With the increasing appreciation of the impor- students will be expected to develop compe- tance of nutrition for health promotion and

114 www.tc.columbia.edu General Information: (212) 678-3000 HHEALTHEALTH AND AND BEHAVIORBEHAVIOR SSTUDIESTUDIES tence in nutrition science, behavioral science, assume research roles in centers for research on Research Training and Apprenticeship methods of empirical research and data analy- behavioral aspects of obesity, chronic disease The primary modality for training for Ph.D. sis, critical thinking and analysis, and broad prevention, and health promotion. Thus, the students is working with their sponsor in some areas of scholarship, in addition to developing program aims to prepare researchers with basic ongoing research project: Students will work special skills and knowledge appropriate to and applied behavioral skills within an educa- closely with one faculty member on an ongoing their chosen degree in nutrition education or tional context. research project to gain practical experience in public health nutrition. Students will also be the development of study instruments, inter- expected to pass a certification examination, Admission Requirements vention protocols, data collection, data man- usually after the completion of 60 points and Admission to the Ph.D. program involves com- agement and analysis, manuscript preparation Research Seminar in Nutrition (HBSV 6550- pleting the application form available online or and submission, and presentation of results at 6551), and to conduct original research that through the Admission Office, including all reg- relevant scientific meetings. During their first culminates in the production of a dissertation. ular procedures such as transcripts from all insti- year after completing basic core coursework, tutions attended, 3 letters of recommendations, students will also participate in two semester- Students will be expected to take courses in and writing sample, which can be a thesis, sub- long part-time internships with other Columbia the following categories: stantial paper, or published article. research labs to gain additional research per- I. Major field and specialization: 50-60 points spectives. (Contact the Program in Nutrition II. Research and evaluation: 12-18 points The student should have a master’s degree in office for more detailed descriptions of the Ph.D. requirements.) III. Broad and basic areas of professional nutrition or a closely related discipline from scholarship: 15-24 points an accredited institution, along with the neces- sary prerequisite undergraduate courses in gen- COURSES: The specific courses selected will depend on eral, organic and biochemistry, and human phys- the student’s particular background, interests iology. Admissions will be based on grades, GRE HBSV 4000. Introduction to nutrition: and goals. In consultation with a faculty advi- scores, letters of recommendation, personal Facts, fallacies, and trends (3) Dr. Sporny. (Course is offered to nonmajors sor, students should develop a program plan statement, and an appropriate match between and to those desiring admission to the Nutri- early in their course of study to provide a the applicant’s interests, the research work of tion Program and to the Dietetic Internship rational basis for their course selection. the Ph.D. faculty, and funding availability. The Program.) Overview of the science of nutrition (Contact the Program in Nutrition office for student should normally have scores of 600 and its relationship to health, taught through an more detailed descriptions of the doctoral or above on each of the quantitative and ver- analysis of historic and contemporary controver- degree requirements.) bal components of the general GRE test and 5 sies, such as fat versus carbohydrates in the diet; or 6 on the analytical component. The student vegetarianism; and supplement use. Special Doctor of Philosophy (Ph.D.) will generally be expected to be full-time and attention will be paid to American trends in The increasing prevalence of chronic disease to work on on-going research projects of the food consumption and their impact on health and obesity worldwide has added urgency to faculty. and to the dietary practices employed in the pursuit of weight maintenance, health, and the need for qualified researchers trained in fitness. understanding the complex interaction of biol- Program of Study ogy, environment, and personal behavior, as The general requirements for the Doctor of HBSV 4010. Food, nutrition, and well as skilled in the development of interven- Philosophy include a minimum of 75 graduate behavior (3) tions to potentially attenuate the rapidly rising credits, of which at least 45 must be taken Professor Contento. For nonmajors and rates of obesity and chronic diseases such as under Teachers College registration. majors. A study of physiological, psychological, diabetes in both adults and children. and socio-cultural factors that affect eating For the Ph.D., total classroom course require- behaviors and the development of individual The program prepares scholars to conduct ment is 45-51 credits, including prior master’s and cultural food patterns. Topics include the research on the critical issues related to: degree work, and 24-30 credits (advanced topi- chemical senses, why we like sweet, salt, and fat; self-regulation of what and how much we • determinants of health behaviors related cal seminars, research seminar and dissertation eat; effect of early experiences with food; food to nutrition and to physical activity; advisement) devoted to research-related courses • relationships among food and nutrition- and mood; interaction of food and culture and activities. Students will also be expected to through history; eating, cooking, and time use related behaviors and health outcomes pass a certification examination and an using techniques of behavioral epidemiology; trends; meat meanings; psychosocial and cultur- advanced seminar, and to write a dissertation. • design and implementation of theory-based al factors in food choice. behavioral nutrition and physical activity Students will be expected to take courses in HBSV 4011. Women and weight, eating interventions the following categories: problems and body image (2) • methodological considerations in the design Dr. Bernstein and Faculty. An intense, two-week and evaluation of interventions. I. Core courses: 33 points II. Courses to develop depth within each short course held in the summer. This course for students and practitioners examines the psycho- specialization: 15-21 points There are three specializations: logical, sociological, physiological, and nutrition- III. Research preparation: 21-27 points Behavioral Nutrition al issues related to weight, eating disorders, body Nutritional Epidemiology image and cultural messages as they relate to The specific courses selected will depend on the Nutrition and Physical Activity women. Potential interventions are also exam- student’s particular background, interests and ined. The issues will be discussed using case goals. In consultation with a faculty advisor, stu- The graduates from this program will be lead- material, films, and the current research litera- dents should develop a program plan early in their ture. Taught by a licensed psychologist and a ers who will assume professorial and research course of study to provide a rational basis for their nutritionist. roles in universities and colleges within depart- course selection. ments of nutrition epidemiology, foods and nutrition, and physical activity, as well as

Teachers College Columbia University 2009-2010 115 HBSV 4013. Nutritional ecology (2-3) HBSV 5011. Advanced nutrition II (3) HBSV 5036. Nutrition counseling (2) Dr. Liquori and Professor Gussow. A course for Dr. Pinto. In-depth review of current knowl- Ms. Mesznik. This course focuses on providing nonmajors and majors. Nutrition and food as edge and research on the biochemical and students an understanding of client-centered viewed from a global, ecological perspective. physiological aspects of vitamins, minerals, counseling models and practicing a variety of Topics include food/population problems and and phytonutrients; applications to diet. essential skills: nonverbal, active listening, food aid, food product development and promo- goal assessment, motivational interviewing, tion here and abroad, energy and food relation- HBSV 5013. Strategies for nutrition and group counseling. Special fee: $10. ships, food safety and the changing American education and health behavior change (3) diet, organic agriculture and natural food, Professor Contento. Understanding and applica- HBSV 5231-HBSV 5233. Extended field- biotechnology, and other topics as appropriate. tion of theoretical frameworks from the behav- work in nutrition and education, nutrition ioral sciences and education to design and deliv- and public health, and applied physiology HBSV 4014. Community nutrition (2) er food and nutrition education and physical and nutrition Ms. MacKenzie. This course provides an activity. promotion to various groups and to Dr. Sporny. A block of supervised field experi- understanding of where and how food and facilitate the adoption of healthful behaviors. ence required of all degrees. Fieldwork is taken nutrition services are delivered to further the Includes both didactic and field practice compo- near completion of coursework. national goal of healthy people in healthy com- nents. munities and of the roles of nutrition profes- • HBSV 5231. Nutrition and sionals in providing these services. Nutrition HBSV 5014. Analysis of current literature public health (3) services, both private and government-spon- and research in nutrition (3) sored, will be the primary focus. The course Professor Wolf. Critical examination and eval- • HBSV 5232. Nutrition and includes 35-40 hours of concurrent field expe- uation of current controversies and issues in education (2) rience. Nutrition students only. nutrition and food. Topics are reviewed and dis- cussed in depth. Students learn how to analyze • HBSV 5233. Applied physiology HBSV 4034. Diet therapy (3) and nutrition (2) the medical and layperson literature concerning Faculty. This course is designed to integrate the such topics as dietary fat and disease, calcium basic skills of dietary assessment with many HBSV 5241-5244. Dietetic internship and osteoporosis, fruit/vegetables and cancer, aspects of patient care and counseling, culmi- in nutrition weight loss regimens, supplements and alterna- nating in an understanding of the art and sci- Ms. Costa. Internship in service settings in ence of dietary assessment and planning. Stu- tive therapies. metropolitan New York, Rockland and West- dents will be able to assess the food intake and chester counties, and Southern Connecticut. the needs of individuals of diverse ages and HBSV 5015. Nutritional epidemiology (3) It includes experiences in clinical nutrition, backgrounds. Students will learn how to develop Professor Wolf. Study of methods for assessing community nutrition, food service manage- nutrition care plans based on diet, medical his- food and nutrient intake, energy expenditure, ment, and research in dietetics. Cumulative tory, and clinical findings. Case studies that and body composition and for evaluating nutri- experience totals 1088 hours. Malpractice/per- cover a wide variety of health conditions will be tional status of individuals and communities sonal liability insurance, health insurance, lab used to illustrate how these skills are applied in from clinical assessments, dietary intakes, and coat, and physical exam required. practice. behavioral evaluation. • HBSV 5241. Dietetic internship - HBSV 4150. Sports nutrition (3) HBSV 5018. Nutrition and human Module I (3) Dr. Dolins. For nonmajors only. A practical development (3) Ms. Costa. Special fee: course designed to assist health professionals Dr. Sporny. The focus of this course is on the $150. give the most accurate and up-to-date infor- physiologic changes and nutritional needs mation to active people to help them improve throughout the life cycle. Pregnancy, fetal devel- • HBSV 5242. Dietetic internship - health and performance. Integration of princi- opment, infancy, childhood, adolescence, adult- Module II (3) ples of nutrition and exercise physiology and hood, and the later years will be examined. Ms. Costa. Special fee: application to exercising individuals. Topics for Special attention will be paid to the following $150. discussion include energy expenditure, fuel issues: breast feeding versus bottle feeding, intro- substrate metabolism, specific nutrient needs, duction of solid foods to infants, coping with • HBSV 5243. Research and independ- ergo-genic aids, hydration, and weight issues picky eaters, maintaining a healthy feeding rela- ent practice (2) for exercising individuals and athletes. tionship between caregiver and child, prevening Dr. Koch. Special fee: $20. health and dietary problems in children and HBSV 4902. Research and independent adolescents (including disordered eating), • HBSV 5244. Internship in food service study in nutrition education (1-8) women’s nutrition and reproductive function, (2) Faculty. Permission required. Master’s degree menopause and hormone replacement therapy, Mr. Shadix. Special fee: $20. students undertake research and independent and the changes that occur in an aging person study under the direction of a faculty member. and the dietary modifications needed to pro- HBSV 5333. Practicum in community mote health and prevent disease. service (1-2) Intermediate and Advanced Courses Dr. Koch. Practical experiences in community, HBSV 5034. Clinical nutrition (3) food, and nutrition programs. HBSV 5000. Topics in nutrition I (1-3) Faculty. This course is designed to provide stu- Faculty. Review and synthesis of current dents in nutrition and other health sciences HBSV 5513. Seminar in nutrition knowledge on a selected topic related to with an overview of the pathophysiology of education: Theory and applications (2) food and nutrition. disease and resultant nutritional implications. Professor Contento. An in-depth examination The course provides a vocabulary which will of the use of current theories and research in HBSV 5010. Advanced nutrition I (3) enable students to converse with other medical the design, implementation, and evaluation of Dr. Berk. In-depth review of current knowl- professionals, a rationale for medical nutrition nutrition education interventions. Course is edge and research on biochemical and physio- therapy, and parameters for monitoring nutri- designed to supplement topics covered in HBSV logical aspects of energy metabolism, carbo- tional status of patients in a clinical setting. 5013. Required of nutrition education master’s hydrates, lipids and lipid metabolism, and and doctoral students. Students may register for proteins; regulation of intake and impact more than one semester. on health and disease.

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

HBSV 5593. Nutrition for exercise APPLIED PHYSIOLOGY The GRE General Test is required. Acceptable and sport (3) substitutes to the GRE are: GMAT, MCAT Dr. Dolins. Discussions of interactions between AND NUTRITION and DAT. Prerequisites for admission include a exercise and nutrition as applied to health and strong academic background, including at fitness. Controversial topics emphasized. Majors Program Coordinator: least one course each in statistics, general and in either applied physiology or nutrition are Professor Isobel R. Contento organic chemistry, introduction to nutrition, eligible to enroll during their second year of (Nutrition) study. (See also section on the interdisciplinary human physiology, and biochemistry (the lat- Applied Physiology and Nutrition degree pro- ter three taken within the last five years, in Program Office: (212) 678-3950 gram in this catalog.) which grades of B or better were earned). The Email: [email protected] biochemistry course must have at least a one- HBSV 5902. Guided study in nutrition Website: www.tc.edu/hbs/nutrition semester course in organic chemistry as a pre- (1-4) requisite. Applicants who are deficient in the Faculty. Permission required. Opportunity for Degree Offered: required background in physiology and chem- advanced students to investigate areas of spe- APPLIED PHYSIOLOGY AND NUTRITION istry may be admitted on probation, with the cial interest in nutrition. (APPN) understanding that the deficiencies will be completed in the first year of study. HBSV 6500-HBSV 6501. Seminar in Master of Science (M.S.) nutrition (3 per section) Professors Contento and Wolf. For doctoral Program Description: The undergraduate specializations that pro- and other advanced students. Evaluative dis- The Program in Nutrition and the Program vide the most relevant foundations for the cussion of current literature on specific nutri- in Applied Physiology (in the Department of APN program include nutrition, exercise phys- tion and food-related topics. Biobehavorial Sciences) offer a joint 50 to 53- iology, physical education, biology, physical point Master of Science degree program. therapy, nursing, health education, and psy- HBSV 6550-HBSV 6551. Research chology. seminar in nutrition (2-3) There are two main rationales for this pro- Professors Contento and Wolf. Required of all Degree Requirements: Ed.M. and Ed.D. candidates. Discussion of cur- gram. First, both disciplines are concerned Students take a set of core courses in both rent research issues and student projects. Stu- with the theory of energy intake, transforma- dents may register for more than one semester. tion, and liberation. Second, there are many nutrition and applied physiology. While the practical problems that can be more satisfac- program provides a solid foundation in the sci- HBSV 6902. Research and independent torily addressed by attending to both nutrition entific basis of nutrition and exercise, it also study in nutrition (1-4) and exercise than by attending to either one emphasizes practical applications in all cours- Professors Contento and Wolf. Permission alone. Most prominent are health problems es. The applied physiology lab courses provide required. Open to matriculated doctoral stu- such as obesity, cardiovascular disease, dia- hands-on experience in physiological measure- dents. Research and independent study under betes, and osteoporosis. ment techniques. The interviewing and assess- faculty direction. ment courses provide firsthand experience in Health professionals and educators need to the collection of nutritional data. Courses in HBSV 7502. Dissertation seminar in behavioral or educational methods provide nutrition (2-3) know how these two aspects of lifestyle inter- Professors Contento and Wolf. Development act in children and adults to enhance health insight into how applications are made in of doctoral dissertations and presentation of and prevent disease. Another application is clinical or educational settings. plans for approval. to sports performance, physical fitness, and ergonomics. Coaches, athletes, teachers, and There are two tracks from which students may HBSV 8900. Dissertation advisement in work physiologists can profit from an under- choose when fulfilling fieldwork. Students may nutrition (0) standing of how nutrition and exercise interact participate in clinical or educational fieldwork Faculty. Advisement on doctoral dissertations. to influence work capacity. To be effective in in some setting that provides services/educa- Fee to equal 3 points at current tuition rate applying these concepts, professionals must be tion in both exercise and nutrition, such as for each term. For requirements, see catalog on aware of appropriate educational and behav- work site fitness programs, health promotion continuous registration for Ed.D. degree. ioral change theory and strategies. projects, etc. Such fieldwork develops concrete application skills. Our location in New York The program prepares students to: City provides ready access to a wide range of • Provide individual counseling and group field experiences and professional contacts instruction in nutrition and exercise. that are helpful in securing employment after • Design, implement, and evaluate exercise graduation. Contact Dr. Sporny for details at and nutrition programs in schools, weight (212) 678-3952 or [email protected]. control centers, work sites, recreational agencies, health centers, and hospitals. Students can complete the academic require- • Evaluate and apply research. ments for dietetic registration (R.D.) through coursework for the M.S. and other programs in Special Application the New York area approved by the American Requirements/Information: Dietetic Association (ADA). The Program This program has ongoing admissions and in Nutrition offers a Dietetic Internship. Stu- will review applications throughout the year. dents may work concurrently on the require- Preference in scholarship awards will be for ments for the M.S. degree and the Dietetic those applicants who meet the College Internship. Students must satisfy all academic early deadline. requirements for the degree award and the

Teachers College Columbia University 2009-2010 117 Dietetic Internship. Our ADA didactic pro- gram advisor will work with students to devel- op an integrated plan of studies and to facili- tate the process.

Core Requirements for all M.S. Applied Physiology and Nutrition Majors: • BBS 5060 Neuromuscular responses and adaptation to exercise • BBS 5068 Brain and behavior I • BBSR 4095-4195 Applied physiology I and lab 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 • HBSV 4010 Food, nutrition, and behavior • HBSV 4013 Nutritional ecology • HBSV 4014 Community nutrition • HBSV 4034 Diet therapy • HBSV 5010-5011 Advanced nutrition I and II • HBSV 5013 Strategies for nutrition education and health behavior change • HBSV 5014 Analysis of current literature and research in nutrition • HBSV 5015 Nutritional epidemiology • HBSV 5034 Clinical nutrition • HBSV 5036 Nutrition counseling • HBSV 5233 Extended fieldwork in applied physiology and nutrition • HBSV 5593 Nutrition for exercise and sport

118 www.tc.columbia.edu General Information: (212) 678-3000 Special Education Website: www.tc.edu/hbs/SpecialEd Program Office: (212) 678-3880

ADMINISTRATION OF SPECIAL EDUCATION PROGRAMS (SEAD) GUIDANCE AND REHABILITATION (HABL) Degree Offered: Program Coordinator: Doctor of Education (Ed.D.) Professor Linda Hickson Email: [email protected] This program is currently not accepting applications for admission. Degree Offered: Master of Arts (M.A.)

APPLIED BEHAVIOR ANALYSIS INSTRUCTIONAL PRACTICE IN SPECIAL EDUCATION (INST) Program Coordinator: Program Coordinator: Professor R. Douglas Greer Email: [email protected] All faculty Email: [email protected] Degrees Offered: Degree Offered: APPLIED BEHAVIOR ANALYSIS- DUAL CERTIFICATION Master of Education (Ed.M.) (BIRTH TO GRADE 6) (ABAS-DUAL) Master of Arts (M.A.) INTELLECTUAL DISABILITY/AUTISM APPLIED BEHAVIOR ANALYSIS (ABAS) Doctor of Philosophy (Ph.D.) Program Coordinator: Professor Linda Hickson Email: [email protected] BLINDNESS AND VISUAL IMPAIRMENT Degrees Offered: Program Coordinator: INTELLECTUAL DISABILITY/AUTISM (ITDS) Professor Peg Cummins Email: [email protected] Doctor of Education (Ed.D.) Doctor of Philosophy (Ph.D.) Degrees Offered: INTELLECTUAL DISABILITY/AUTISM-INITIAL DUAL * We are currently not accepting applications for our dual certification CERTIFICATION (ITDS-DUAL) programs. Master of Arts (M.A.) BLINDNESS AND VISUAL IMPAIRMENT- INITIAL CERTIFICATION INTELLECTUAL DISABILITY/AUTISM AND EARLY (BVIM-INIT) CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION Master of Arts (M.A.) (ITDE-DUAL) Master of Education (Ed.M.) Master of Education (Ed.M.) BLINDNESS AND VISUAL IMPAIRMENT/ADOLESCENCE INTELLECTUAL DISABILITY/AUTISM AND EDUCATION- INITIAL DUAL CERTIFICATION (BVAI-DUAL)* ELEMENTARY/CHILDHOOD EDUCATION- INITIAL DUAL BLINDNESS AND VISUAL IMPAIRMENT/ CERTIFICATION (ITDC-DUAL) CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION Master of Education (Ed.M.) (BVCI-DUAL)* INTELLECTUAL DISABILITY/AUTISM AND CHILDHOOD BLINDNESS AND VISUAL IMPAIRMENT/EARLY CHILDHOOD EDUCATION- TRANSITIONAL B CERTIFICATION (ITDC-TRAN) EDUCATION- INITIAL DUAL CERTIFICATION (BVEI-DUAL) Master of Arts (M.A.) Master of Education (Ed.M.) INTELLECTUAL DISABILITY/AUTISM AND MIDDLE BLINDNESS AND VISUAL IMPAIRMENT (BVIM) CHILDHOOD GENERALIST- TRANSITIONAL B CERTIFICATION Doctor of Education (Ed.D.) (ITDG-TRAN) Master of Arts (M.A.)

CROSS-CATEGORICAL STUDIES (SECC) PHYSICAL DISABILITIES (PDIS) Degree Offered: Program Coordinators: Doctor of Education (Ed.D.) Professors Peg Cummins and Robert Kretschmer This program is currently not accepting applications for admission. Degrees Offered: Doctor of Education (Ed.D.) Doctor of Philosophy (Ph.D.) DEAF AND HARD OF HEARING Program Coordinator: RESEARCH IN SPECIAL EDUCATION (SERS) Professor Robert Kretschmer Email: [email protected] Program Coordinators: Degrees Offered: Professors Linda Hickson and R. Douglas Greer b HEARING IMPAIRMENT (DHEA) Degree Offered: Master of Education (Ed.M.) Doctor of Education (Ed.D.) Doctor of Education (Ed.D.) HEARING IMPAIRMENT- INITIAL CERTIFICATION (DHEA-INIT) SEVERE OR MULTIPLE DISABILITIES- ANNOTATION (MULT-ANOT) HEARING IMPAIRMENT/EARLY CHILDHOOD EDUCATION- Program Coordinator: INITIAL DUAL CERTIFICATION (DHEI-DUAL) Professor Linda Hickson Email: [email protected] HEARING IMPAIRMENT/CHILDHOOD EDUCATION- Degree Offered: INITIAL DUAL CERTIFICATION (DHCI-DUAL) Master of Arts (M.A.) HEARING IMPAIRMENT AND READING SPECIALIST- INITIAL DUAL CERTIFICATION (DHRI-DUAL) SUPERVISION OF SPECIAL EDUCATION PROGRAMS (SUPV) HEARING IMPAIRMENT/ADOLESCENCE EDUCATION: English, Social Studies, Mathematics, Biology, Physics, Degree Offered: Earth Science (DHAE-DUAL) Master of Education (Ed.M.) Master of Education (Ed.M.) This program is currently not accepting applications for admission.

Teachers College Columbia University 2009-2010 119 Program Description: The Dean Hope Center provides learner-cen- Teacher II, and Master Teacher Ranks. The tered demonstrations of assessments and eval- latter is an advanced certification recognizing The special education programs at Teachers uations, instructional practices, and follow-up criterion-referenced expertise in applied College build upon a more than 80-year tradi- evaluations that promote student-directed behavior analysis and applications with chil- tion of leading the field of special education in learning and performance across settings and dren and youth. Doctoral students who hold policy, practice, and research for individuals time. Special education students work in col- the CABAS® Master Teacher Rank complete with disabilities across the age span. laboration with students from school psycholo- requirements for and are eligible to submit for gy, speech pathology, health, and nutrition, as CABAS® Board Certification as Assistant, Students who earn M.A., Ed.M., Ed.D., well as clinical and counseling psychology pro- Associate, and Senior Behavior Analyst and Ph.D. degrees in special education from grams. The Center provides opportunities for Ranks. Teachers College assume leadership and schol- practicum experience and research-based arly positions at all levels of professional activi- demonstrations of effective practice. The Doctoral and post-doctoral students with ty including public and private schools, com- Center has an extensive remediation and test- Behavior Analyst Ranks are eligible for munity and national service agencies, hospital ing library, testing rooms, observation rooms, CABAS® Board Certification based on their and rehabilitation programs, colleges and uni- and audio and video recording capabilities research publication record (i.e., Assistant, versities, research centers, and local, state, and available for graduate student use. Associate, and Senior Research Scientist). federal education agencies. The Center for Opportunities and Outcomes Financial assistance is available to students The graduate coursework, independent studies, for People with Disabilities provides support admitted to the Applied Behavior Analysis research projects, and dissertations draw from for research, evaluation, and demonstration program in the form of paid internships at the following five areas: efforts aimed at increasing opportunities for the CABAS® Professional Teaching Schools. • Special education foundations. Includes individuals with special needs to become fully Some international internships and training coursework on theories of process and included members of society. The Center pro- opportunities are available at our CABAS® models of practice, cognitive structure and vides opportunities for students to participate sites in Europe. Faculty members, students, process, behavioral selectionism and com- in research and evaluation projects in such and CABAS® school professionals associated plex behavior, disability constructs, equity areas as ethnic and cultural differences; lan- with the Program in Applied Behavior and excellence in public policy, psycho- guage and communication; motivation and Analysis are published in numerous journals. linguistics and verbal behavior, and family verbal behavior; systems of schooling and studies and child development. models of service delivery; inclusion and its The Department maintains close working rela- • Service delivery systems. Includes ad- social impact; families and siblings; cognition, tionships with a wide network of public and ministration and supervision, pedagogy, personality, problem solving, and self-regulated private schools, agencies, and clinical facilities. enrichment and acceleration, inter- thinking; reading, literacy, and the arts; deci- Students may participate in field-based activi- disciplinary programming, community- sion-making and abuse prevention; personnel ties ranging from the Very Special Arts Festi- based systems change, infancy/early child- preparation; social justice and social policy; val hosted by the New York City Department hood intervention, elementary education, and self-determination and independence. of Education and Teachers College to school- transition and rehabilitation, urban educa- based practica in a variety of settings. tion, and technology. Students enrolled in the Program in Applied • Exceptionality areas. Provides coursework Behavior Analysis complete their M.A. and Financial Aid in behavioral disorders (e.g., autism, emo- Ph.D. internships in schools that meet the In addition to College-wide financial aid, tional disturbance), blindness and visual research-based and professional accreditation instructional, research, and administrative impairment, deafness and hearing impair- standards for the designation of CABAS® internships may be available through the ment, intellectual disability/autism, physical Professional Teaching Schools (e.g., Harlem Program in Special Education. The Depart- disabilities, and multiple handicapping con- Children’s Zone Promise Academy Schools ment collaborates with schools and agencies in ditions including intellectual disability/ and Gems Early Intervention, The Fred S. the metropolitan area to provide internships. autism coupled with sensory and/or physical Keller School, for typically developing chil- When funds are available, federal traineeships disabilities. dren and children with autism spectrum disor- and assistantships are awarded by the program • Assessment and intervention strategies. ders 16 months to age 5, Hillcrest School to qualified students. In order to be eligible for Includes management of social and unsocial K-2, Alexander Hamilton School grades 3-5 a federal traineeship, an applicant must be a behavior, communication and language, Rockland County district-based classes sum- United States citizen and be fully admitted to mobility, mathematics, reading, problem mer placements in The Jigsaw CABAS® in a degree program. solving, visual skills and visual perceptual Guildford, England. See www.CABAS.com. processing, and self-regulation. Students are encouraged to apply for all types • Research and evaluation. Includes applied Applied Behavior Analysis students do intern- of financial aid for which they are eligible. behavior analysis, experimental research ships simultaneously with their coursework at Paid internships are available for some stu- with individuals, group experimental design, the university. They spend their days in our dents who have been admitted to the Program program evaluation, ethnography, and post- professional teaching schools and the evenings in Applied Behavior Analysis. The New York positivistic inquiry. in classes at the university. The internships are City Department of Education has, for a num- coordinated closely with the university course- ber of years, provided full scholarships for any- In addition to lectures and seminars in the pre- work in behavior analysis. one interested in becoming a teacher for indi- ceding five areas of study, students participate viduals who are deaf or hard of hearing or who in special projects and complete practicum Students in the M.A. program also complete have a visual impairment or are blind. assignments in a variety of settings, which requirements for and are eligible to apply for Endowed fellowships and research assistant- include the following: CABAS® Board Certification for Teacher I, ships are available to students who are prepar-

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

Teachers College Columbia University 2009-2010 121 and without visual impairments or blindness at PreK-12 stand-alone Program in Blindness and taken at the undergraduate level or elsewhere the early childhood level (birth through grade Visual Impairment that leads to state certifica- that fulfills any of the certification require- 2); (2) Master of Education (Ed.M.) Degree, tion and the M.A. and Ed.M. degrees, assuming ments may result in a waiver of such course- Educators of Learners with Blindness and Vis- all other requirements are met. Applications for work at Teachers College. However, even with ual Impairment: Childhood- for individuals the Blindness and Visual Impairment dual certi- a waiver, the program would still require com- who are seeking dual certification as a teacher fication Ed.M. Programs including BVAI- pletion of 60 credits. of students with and without visual impair- DUAL, blindness and visual impairment/adoles- ments or blindness at the childhood (elemen- cence, BVCI-DUAL, blindness and visual Specialization Requirements, Hearing tary) level (grades 1-6); (3) Master of Educa- impairment/childhood education, and BVEI- Impairment M.A./Ed.M. Students tion (Ed.M.) Degree, Educators of Learners DUAL, blindness and visual impairment/early • HBSE 4070 Psychosocial and cultural with Blindness and Visual Impairment: childhood are not being accepted at this time. aspects of people who are Secondary for individuals who are seeking dual d/Deaf or hard of hearing certification as teachers of students with and Master’s options in Hearing • HBSE 4079 Language development without visual impairments or blindness at the Impairment (M.A./Ed.M.) and rehabilitation: The secondary (high school) level (grades 9-12) in The Master of Education (Ed.M.) program in foundations areas of mathematics, physics, chemistry, biolo- Hearing Impairment, which includes an en pas- • HBSE 4072 Development of language gy, environmental sciences, social studies, or sant M.A., is designed to meet the needs of of individuals who are English education. Students enrolled in any of individuals seeking initial certification in the d/Deaf or hard of hearing the dual certification programs and who com- education of individuals who are d/Deaf or • HBSE 4073 Audiological principles plete all coursework at Teachers College may hard of hearing. The program has two options: and the teaching of speech obtain both a Master of Arts (M.A.) degree in 1) a course of study that leads to pre-K-12 cer- and listening skills to indi- Blindness and Visual Impairment (after all tification as an educator of individuals who are viduals who are d/Deaf or blindness degree requirements are met) and a d/Deaf or hard of hearing and 2) a course of hard of hearing Master of Education (Ed.M.). These individu- study that leads to certification as an educator • HBSE 4871-4872 American Sign Language als will be expected to have student teaching of individuals who are d/Deaf or hard of hear- I, II experiences with both individuals who have ing and focuses on a specific age group and/or • HBSE 4707 Observation and student visual impairments or blindness as well as indi- content domain. The first option prepares stu- teaching in special educa- viduals with sight. For those applicants work- dents to become certified teachers of individu- tion: Deaf and hard ing toward dual certification at the secondary als who are d/Deaf or hard of hearing through- of hearing level, they will be required to complete all out the entire school age span from preschool • HBSE 4074 Linguistics of American fieldwork and student teaching placements in to high school (N-12) or within a specific age Sign Language high schools and must also complete all stu- range or content domain, for students who • HBSE 4077 Seminar in teacher-as- dent teaching and fieldwork requirements for already hold a regular education certificate. researcher the content/subject area. Students who pursue this option typically func- • HBSE 4071 Special methods: Methods tion as teachers within resource rooms, itiner- of teaching reading and The actual number of credits required in all of ant teachers, or classroom consultant teachers. writing to individuals who the aforementioned programs related to blind- This option also permits those individuals who are d/Deaf or hard of ness and visual impairment may vary slightly are already certified as regular education pre- hearing depending upon the individual’s background school or elementary school teachers or teach- • HBSE 4082 Assessment and evalua- and the particular area of dual certification ers of content material at the middle and sec- tion of infants, children, the person is interested in obtaining. Individ- ondary levels to teach students who are d/Deaf and youth with exception- uals who matriculate into the program and are and hard of hearing at a specific age level or alities already certified in regular education are ex- content domain. If an applicant is interested in • Area specialization courses in area of second pected to complete the 45-point core course- teaching in an inclusion class, a self-contained certification to be decided through advise- work in Program for Educators of Learners classroom, a school for the d/Deaf or hard of ment (approximately 15-16 additional with Blindness and Visual Impairment. hearing, or a specific content domain but is not credits). yet certified in regular education, that appli- Admission into the dual certification program cant will need to pursue the second program Breadth Requirements: requires dual acceptance. Once the student option. The second option leads to dual certifi- In order to broaden the student’s background is admitted to the Program for Educators of cation, in early childhood regular education, in education, three Teachers College courses Learners with Blindness and Visual Impairment, regular elementary education, or a subject outside the Teachers College major depart- the application is then forwarded to the appro- domain (i.e., English, mathematics, social stud- ment must be completed (in this case, a priate area of dual certification, e.g., Curricu- ies, or an area of science) in addition to certifi- course is defined as one for which at least two lum and Teaching for Early Childhood and cation as a teacher of the d/Deaf or hard of points are earned). These should be selected Childhood, etc. for review. Although admission hearing. from the following areas: to the second area of certification is not guar- • Age-appropriate developmental anteed when an individual is admitted to the All program options require a minimum of 60 psychology course Program in Blindness and Visual Impairments, credits and take approximately two years to • Educational foundations course the probability is high that acceptance will be complete. Individualized programs can be • Health requirement obtained given the use of similar standards for developed for individuals with previous aca- • Technology requirement the program. If for some reason a student were demic background in regular education or in not admitted to the area of secondary certifica- the education of individuals who are d/Deaf or tion, the student would still be eligible for the hard of hearing and may lead to additional cer- tification. With advisor’s approval, coursework

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

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

Teachers College Columbia University 2009-2010 123 • HBSE 4072 Development of language • HBSE 4010 Nature and needs of persons M.A. program in the Teaching of Students of individuals who are with intellectual disability/ with Severe or Multiple Disabilities leads to a d/Deaf or hard of hearing autism recommendation for an annotation to their • HBSE 4073 Audiological principles • HBSE 4011 Education of persons with New York State certification, that recognizes and the teaching of speech intellectual disability/autism additional pedagogical knowledge, skills, and and listening skills to indi- • HBSE 4700 Field observation in special experiences in the teaching of students with viduals who are d/Deaf severe or multiple disabilities. education: Pre-student and hard of hearing teaching • HBSE 4074 Linguistics of American Required Department Courses: • HBSE 4701 Observation and student Sign Language • HBSE 4001 Teaching students with teaching in special education: • HBSE 4077 Seminar in teacher-as- disabilities in the general Intellectual disability/autism researcher education classroom (two terms) • HBSE 4079 Language development • HBSE 4002 Instruction and curriculum • HBSE 4880 Opportunities and out- for students with and and rehabilitation: The comes for people with without disabilities foundations disabilities - Annual • HBSE 4005 Application of technology • HBSE 4300 Practicum in assessment and conference in special education evaluation of individuals with • HBSE 4006 Working with families of exceptionalities Specialization Requirements, children with disabilities • HBSE 4707 Observation and student Physical Disabilities: • HBSE 4010 Nature and needs of persons teaching in special educa- • HBSE 4010 Nature and needs of persons with intellectual disability/ tion: Deaf and hard of with intellectual disability/ autism hearing (two terms) autism • HBSE 4011 Education of students with • HBSE 4871 American Sign Language I • HBSE 4011 Education of persons with, intellectual disability/autism • HBSE 4872 American Sign Language II intellectual disability/autism • HBSE 4015 Applied behavior analysis I • HBSE 4082 Assessment and evalua- • Area specialization courses in deaf • HBSE 4031 Education of persons with physical disabilities tion of infants, children, and and hard of hearing (15+ points) • HBSE 4044 Curricular and pedagogical youth with exceptionalities foundations for teaching • HBSE 4701 Observation and student For those individuals who matriculate into pre-listening through early teaching in special education: the Program in the Education of the Deaf and academic literacy Intellectual disability/autism Hard of Hearing and are not yet certified in • HBSE 4083 Theory and techniques for • HBSE 4880 Opportunities and outcomes a common branch area in regular education, educating infants, children, for people with disabilities - the students will complete a 60-point program and youth with sensory Annual conference leading to dual certification and an Ed.M. in impairments education at the preschool, elementary, or sec- • HBSE 4700 Field observation in MASTER OF ARTS ondary level in mathematics, physics, chem- special education: Guidance and Rehabilitation istry, biology, environmental sciences, social Pre-student teaching • HBSE 4703 Observation and student The M.A. in Guidance and Rehabilitation, studies, or English education. teaching in special educa- which does not lead to New York State tion: Physical disabilities teacher certification, is available to interested Breadth Requirements: (two terms) students with a broad range of career goals. In order to broaden the student’s background • HBSE 4880 Opportunities and outcomes in education, three Teachers College courses for people with disabilities - Required Department Courses: outside the Teachers College major depart- Annual conference • HBSE 4010 Nature and needs of ment must be completed (in this case, a persons with intellectual course is defined as one for which at least two Non-Department Courses: disability/autism points are earned). These courses should be (For the list of required courses contact the • HBSE 4011 Education of persons with selected from the following areas: program coordinator or the special education intellectual disability/autism • Age-appropriate developmental secretary). In order to broaden the student’s • HBSE 4015 Applied behavior analysis I • HBSE 4060 Psychosocial implications psychology course background in education, three Teachers of vision loss on people • Educational foundations course College courses outside the Teachers College with blindness and visual • Health requirement major department (in this case, a course is defined as one for which at least two points impairment and their • Technology requirement are earned), must be completed. families • Reading course • HBSE 4070 Psychosocial and cultural aspects of people who are MASTER OF ARTS Specialization Requirements, Severe or Multiple Disabilities deaf and hard of hearing Intellectual Disability/Autism: • HBSE 4071 Special methods: Methods of teaching reading and • HBSE 4000 Introduction to special A Master of Arts (M.A.) Program in the writing to individuals who education Teaching of Students with Severe or Multiple are d/Deaf or hard of hearing • HBSE 4001 Teaching students with Disabilities is available for individuals who • HBSE 4082 Assessment and evalua- disabilities in the general already hold New York State initial certifica- tion of infants, children, education classroom tion in the teaching of students with disabilities and youth with exception- at the early childhood, childhood, middle • HBSE 4005 Applications of technology alities childhood, or adolescence age levels; in teach- in special education • HBSE 4092 Introduction to foundations ing of students who are blind or visually • HBSE 4006 Working with families of of special education impaired, deaf or hard of hearing, or who have children with disabilities opportunity speech and language disabilities. This 32-point

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• HBSE 4880 Opportunities and outcomes PROFESSIONAL SPECIALIZATION AREAS: Specialization Requirements, Blindness for people with disabilities - Academic Cognate and Visual Impairment: Annual conference Administration and Supervision • HBSE 5306 Advanced practicum in • HBSE 5309 Advanced practicum in spe- Instructional Leadership special education: Blindness cial education: Rehabilitation Research and Evaluation and visual impairment of persons with developmental (2 terms) disabilities • HBSE 5901 Problems in special education: Students of exceptional ability who are inter- • HBSE 5909 Problems in special education: Intellectual disability/autism Guidance, rehabilitation, and ested in and committed to contributing to spe- • HBSE 5906 Problems in special education: career education cial education through leadership and scholar- Blindness and visual impair- • HBSE 6004 Public policy and administra- ly work may apply for the Ed.D. degree, which ment (minimum two tion in special education represents the highest level of achievement semesters, 3 points each term) in the profession. The doctoral program pre- • HBSE 6406 Advanced internship in spe- MASTER OF EDUCATION pares graduates to assume leadership roles in cial education: Blindness and Instructional Practice in teacher education programs in colleges and visual impairment (minimum Special Education universities in this country and in other coun- two semesters, 3 points each Supervision of Special tries, to administer special education pro- term) • HBSE 6506 Advanced seminar in special Education Programs grams in schools and agencies, and to con- education: Blindness and Students interested in advanced study in selected duct research in special education and related visual impairment areas of special education may seek the Ed.M., services. (minimum two semesters, which represents a broadening and refinement 3 points each term) Students may focus their work and course of of knowledge and skills in areas such as those study by exceptionality focus and by profes- listed above. Award of the Ed.M. requires satis- Specialization Requirements, factory completion of a special project reflecting sional specialization. Deaf and Hard of Hearing: the attainment of advanced professional compe- • HBSE 5307 Advanced practicum in tencies. DOCTOR OF PHILOSOPHY special education: Deaf and EXCEPTIONALITY FOCUS AREAS: hard of hearing Instructional Practice in Applied Behavior Analysis • HBSE 5907 Problems in special education: Special Education Intellectual Disability/Autism Deaf and hard of hearing Physical Disabilities • HBSE 6070 Psychology of deafness (including Blindness and • HBSE 6407 Advanced internship in Core Requirements: special education: Deaf Visual Impairment, Deaf • HBSE 5010 Study of the philosophic and hard of hearing foundations of special and Hard of Hearing) • HBSE 6507 Advanced seminar in special education education: Deaf and hard of • HBSE 6010 Advanced study of problems Research and Evaluation Emphasis: hearing and issues in special education Students with excellent potential as research- • 15 points of work in linguistics and proficiency in ers and theoreticians who are interested in two forms of research methodology Specialization Requirements: scholarly careers in special education, educa- Students work in collaboration with a faculty tion, and related social sciences may apply for Specialization Requirements, advisor to select coursework that builds upon the Ph.D. degree program, which represents Intellectual Disability/Autism: their previous professional experiences and the highest level of achievement in the Arts • HBSE 5301 Advanced practicum in increases their current repertoire of skills and and Sciences. This degree program is adminis- special education: Intellectual knowledge. tered jointly by Teachers College and the disability/autism graduate faculty of Columbia University. • HBSE 5901 Problems in special education: Prospective students may obtain information Intellectual disability/autism Non-Department Courses Required: • HBSE 6401 Advanced internship in on program offerings by contacting the pro- • HUDM 4122 Probability and statistical special education: Intellectual inference gram office. disability/autism • HUDM 5122 Applied regression analysis • HBSE 6501 Advanced seminar in Department Courses Required for All special education: Intellectual Student Majors in Degree Program disability/autism Non-Department Courses Required: • HUDM 4122 Probability and statistical Core Requirements for all Ed.D. and Specialization Requirements, inference Ph.D. Special Education majors: Physical Disabilities: • HUDM 5122 Applied regression analysis • HBSE 5010 Study of the philosophic • HBSE 6403 Advanced internship foundations of special in special education: DOCTOR OF EDUCATION education Physical disabilities EXCEPTIONALITY FOCUS AREAS: • HBSE 6001 Research in special Blindness and Visual Impairment education Specialization Requirements, Cross-Categorical Studies • HBSE 6010 Advanced study of problems Research in Special Education: and issues in special education Deaf and Hard of Hearing • HBSE 5312 Advanced practicum in • HBSE 7500 Dissertation seminar in special education: Research Intellectual Disability/Autism special education Physical Disabilities • HBSE 5912 Problems in special • HBSE 8901-8907 Dissertation advisement education: Research in special education • HBSE 6412 Advanced internship in special education: Research

Teachers College Columbia University 2009-2010 125 Specialization Requirements, HBSE 4001. Teaching students with HBSE 4011. Education of persons with Applied Behavior Analysis: disabilities in the general education intellectual disability/autism (2-3) Students accepted for the Ph.D. or Ed.D. classroom (2-3) Ms. Mazin. Curriculum development and Programs in Applied Behavior Analysis must Professor Cummins and Dr. Lipkowitz. research-validated methods of instructing Problems of educational assessment, curricu- students with intellectual disability/autism complete the core M.A. program requirements lum and teaching, organization, and guidance and other developmental disabilities from early in behavior analysis including the internship of students with physical, cognitive, affective, childhood through adolescence across ability requirement. and sensory disabilities. Materials fee: $15 levels. Materials fee: $20.

• HBSE 5304 Advanced practicum in HBSE 4002. Instruction and curriculum for HBSE 4015. Applied behavior analysis I special education: students with and without disabilities (2-3) (2-3) Behavioral disorders Professor Hickson. Curriculum development Professor Greer. Basic applications for learners • HBSE 5904 Problems in special education: and research-validated methods of instructing without reading or writing repertoires. Strategic Applied behavior analysis students with and without disabilities from applications of the science of behavior to and behavioral disorders early childhood through adolescence, includ- instruction, management, curriculum-based • HBSE 6008 Behaviorism and the ing methods of teaching reading and mathe- assessment, isolation of locus of learning/behav- science of behavior matics and methods of enrichment and reme- ior problems, and measurably effective instruc- • HBSE 6015 The verbal behavior model: diation. Materials fee: $10. tional practices. Individual educational programming HBSE 4005. Applications of technology HBSE 4016. Applied behavior analysis II • HBSE 6031 Single-case experimental in special education (2) (3) design in education, medicine, Dr. Pawelski. This course is intended to pro- Professor Greer. Prerequisite: HBSE 4015. and therapy vide preservice and in-service special educa- Advanced applications to learners with writ- • HBSE 6504 Advanced seminar in special tion teachers with basic information on assis- ing, reading, and self-editing repertoires. education: Applied behavior tive and instructional technology appropriate Teaching operations and curricula designed to analysis and behavioral dis- for use with infants, children and youths who teach academic literacy, self-management, and orders (taken each year until require special education and related services. problem solving. Data-based applications approval of dissertation topic) Materials fee: $25. required. Special fee: $15.

Non-Department Courses Required for HBSE 4006. Working with families of HBSE 4017. Applied behavior analysis III: All Student Majors in Degree Program: children with disabilities (2-3) School-wide systems applications (3) • HUDM 4122 Probability and statistical Professor Cummins and Ms. Malka. Current Professor Greer. Applications of behavior inference and historical perspectives on parent involve- analysis to the schooling system that incor- • HUDM 5122 Applied regression analysis ment in the special education and empower- porates educating and working with families, ment of infants, children, and youth with providing classroom and school leadership, coordinating support personnel efforts across COURSES: exceptionalities and their families. Emphasis on strategies and materials to facilitate a con- the school and home, and the development of tinuum of parent and family participation to learner independence through advanced scien- A complete listing of the course offerings in tifically based pedagogy and functional cur- Special Education appears below. Courses strengthen the relationships between home, school, and the community. Students are riculum design, including computer-based required for degree programs generally are instruction. given one or more times each year. Specific trained in conflict resolution and must per- form a minimum of 15 hours of respite to a details regarding scheduled times for particular HBSE 4031. Education of students with courses may be obtained by contacting the family with a child with an exceptionality. Special fee: $15. physical disabilities (2-3) program coordinator or by consulting the Dr. Pawelski. Curriculum development and schedule of classes which is published each research-validated methods of instructing stu- HBSE 4008. Disability: Reconsidered semester by the College. dents with physical disabilities from early and reconstructed (2-3) childhood through adolescence in regular Faculty. The course introduces students to Foundations, Exceptionalities, classes, special classes, hospitals, and home the study of disability as social construct and Methods instruction. framed within a reconstructivistic context that challenges current theoretical and practical HBSE 4000. Introduction to special HBSE 4044. Curricular and pedagogical approaches and incorporates individual, inter- education (2-3) foundations for teaching pre-listening personal, educational, and organizational per- Professor Cummins and Drs. Lipkowitz and through early academic literacy (2) spectives. Special fee: $10. Zealand. Offered all terms. Enrollment limited Professor Ross. Pedagogical and curricular design to 25 students. Emphasis is placed on the repertoires for realizing state educational objec- HBSE 4010. Nature and needs of persons identification of characteristics of individuals tives for children from pre-listener to early read- with intellectual disability/autism (2-3) with disabilities and the impact of the charac- er skills (NYSED Standards, English Excellence Professor Hickson. Characteristics of persons teristics on the learner and family members in Education Standards, and CABAS® manifesting different degrees of intellectual of the learner. The course is a study of the Standards Preschool through Kindergarten). disability/autism and other developmental dis- nature, psychosocial, and educational needs Permission required for non-majors. abilities from early childhood through adoles- of individuals across the lifespan with physical, cence. The course emphasizes implications mental, emotional, or sensory impairments. HBSE 4045. Curricular and pedagogical for educational programming, curriculum, and Particular attention is placed on the way these operations for teaching the foundations of instruction. Materials fee: $10. special education programs fit, or should fit, functional academic literacy (2) into ongoing work in schools. Totally online Professor Ross. Pedagogical and curricular versions of this course are available for non- repertoires for realizing state educational HBSE majors in spring and summer A and B objectives for children with early to advanced terms. Special fee: $25. self-editing and self-management repertoires (grades 1 through 3). Materials fee: $10. Permission required for non-majors.

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HBSE 4046. Curricular and pedagogical HBSE 4064. Communication skills HBSE 4077. Seminar in teacher-as- operations for teaching advanced functional for people with blindness and visual researcher (2) academic literacy (4th grade through early impairments II: Nemeth code and Professor Kretschmer. Students are oriented middle school) (2) tactile graphics (2-3) to the role of teacher-as-researcher, in terms Professor Ross. Pedagogical and curricular Mr. Pedulla. (Second of a two-semester course. of classroom-based inquiry, and they begin repertoires for realizing state educational objec- Students register for 3 points each term.) designing their master’s projects. Additionally, tives for children with early to advanced self- Prerequisite: HBSE 4063 or Library of Con- students are expected to translate basic editing and self-management repertoires gress Certification in Braille Transcription. research in the area of language acquisition, (grades 4 through middle school). Permission Research and practice in communication skills reading, syntax, semantics, discourse processes, required for non-majors. and media. Students learn transcription and and/or pragmatics into classroom pedagogy translation of the Nemeth code for mathemat- and research. HBSE 4060. Psychosocial implications of ics in the context of development of appropri- vision loss on people with blindness and ate curriculum materials and research-validat- HBSE 4079. Language development and visual impairment and their families (3) ed methods of instructing students with vision rehabilitation: The foundations (2) Professor Cummins. Blindness and Visual loss, including methods for teaching and reme- Professor Kretschmer. Course designed to Impairment (majors must enroll for 3 points). diating skills in mathematics and science. establish a firm foundation in generative syn- Introduction to the education of children, Particular emphasis is placed on the creation tax, semantics, and pragmatics as it relates to youths, and adults with blindness and visual of instructional materials such as tactile graphs language development and rehabilitation. impairment and their families; historical aspects; to promote skills acquisition. Special fee: $40. Materials fee: $10. development of professional agencies and servic- es; psychosocial aspects of blindness; problems HBSE 4070. Psychosocial and cultural HBSE 4082. Assessment and evaluation of and issues of the field. Special fee: $40. aspects of people who are d/Deaf or hard infants, children, and youth with exception- of hearing (2) alities (2-3) HBSE 4061. Anatomy and physiology of the Professor Rosen. Introduction to the educa- Dr. Cox. Enrollment limited to 20 per term. visual system and related implications (2-3) tion of children, youth, and adults who are An in-depth study of theoretical principles of Professor Cummins. Blindness and Visual deaf or hard of hearing; historical develop- measurement, assessment, and evaluation nec- Impairment (majors must enroll for 3 points). ment; psychosocial and cultural aspects; prob- essary for appropriate identification of needs as Structure and function of the human eye; visu- lems and issues of the field. Materials fee: $10. related to implementation of educational plans al perceptual development; anomalies and dis- for infants, children, and youth with disabili- eases; functional and traditional methods HBSE 4071. Special methods: Methods of ties. Applications of assessment data in instruc- of vision screening; interpretation of medical teaching reading and writing to individuals tional programs for children with disabilities. reports and records; analysis of environmental who are d/Deaf or hard of hearing (2-3) Students complete approximately 50 hours of factors; utilization of low vision. Observations, Ms. Hartman. Study of special methods of assessments and evaluations of infants, chil- simulations, and clinical practice. For special teaching in programs for children and youth dren, youths, and young adults with disabili- educators, health professionals, and reading who are deaf or hard of hearing at nursery, ele- ties, as part of the course, through work in the specialists. Special fee: $40. mentary, and secondary levels, with particular Dean Hope Center and the Harlem Tutoring attention to the development of language Program. Special fee: $150. Students partici- HBSE 4062. Instruction and curriculum within the language arts subject areas. pate in an additional, weekly lab session. development for infants, children, and youth Materials fee: $10. with blindness and visual impairment (2-3) HBSE 4083. Theory and techniques for Professor Cummins and Dr. Gerra. Prerequi- HBSE 4072. Development of language for educating infants, children, and youth with site: proficiency in translation and transcription individuals who are d/Deaf or hard of hear- sensory impairments (2-3) of the Braille-code and typing, or HBSE 4063 ing (2-3) Faculty. Discussion of diagnostic theories for (may be taken concurrently). Learning theories, Ms. Hartman. Language development of deaf teaching infants, children, and youth with mul- programs, methods, materials, and aids in the or hard of hearing individuals at different mat- tiple sensory impairments; sensory motor, cog- education of infants, children and youth with urational levels. Prerequisite: HBSE 4079 or nitive, language, and adaptive skills develop- blindness and visual impairments. Particular equivalent. ment delays. Particular emphasis is focused emphasis is placed on the identification of on designing curriculum that is applicable and appropriate instructional methods and materials HBSE 4073. Audiological principles and appropriate for promoting literacy, communica- for teaching reading and mathematics to learn- the teaching of speech and listening skills tion, and mathematical skills for these unique ers with vision loss. Students complete 50 hours to individuals who are d/Deaf or hard of populations given their mode and codes of outside of class in observation and clinical prac- hearing (2-3) learning. Students complete assignments utiliz- tice in assessment, development of instructional Ms. Veyvoda. Development of speech in chil- ing the various team approaches, including objectives, and adaptation of materials. Special dren who are deaf or hard of hearing, methods familial involvement. Materials fee: $30. fee: $40. of teaching speech to children who are deaf or hard of hearing, development of educational HBSE 4092. Introduction to foundations HBSE 4063. Communication skills programs for the maximum utilization of resid- of special education opportunity (2-3) for people with blindness and visual ual hearing. Lab required. Materials fee: $10. Faculty. Theory and practice in the rehabilita- impairments I: Literary Braille (2-3) tion and redress of human relationships affect- Professor Cummins. (First of a two-semester HBSE 4074. Linguistics of American ing people with disabilities across the lifespan. course. Students register for 3 points each term.) Sign Language (2-3) Materials fee: $10. Corequisite: HBSE 4060, Research and practice Professor Kretschmer. An in-depth study of in communication skills and media. Students the phonology, morphology, syntax, and prag- HBSE 4300. Practicum in assessment learn transcription and translation of the Braille matics of American Sign Language. Aspects and evaluation of individuals with code in the context of development of appropri- of the psycho- and socio-linguistics of this exceptionalities (2-3) ate curriculum materials and research-validated language are covered. Dr. Cox. Supervisors affiliated with the Dean methods of instructing students with vision loss, Hope Center. Permission required. Prerequi- including methods for teaching and remediation site: HBSE 4082. Participation in interdiscipli- skills in reading and mathematics. Methods for nary, psychoeducational assessment of excep- teaching aural and tactile reading are covered extensively. Special fee: $40.

Teachers College Columbia University 2009-2010 127 tional children. Analysis of observational and Opportunities and Outcomes for People with • HBSE 5307. Deaf and hard test data; formulation of educational programs Disabilities provides a forum for the presenta- of hearing (1-6) for exceptional learners. Conducted in the tion and discussion of research findings by Professor Kretschmer. Dean Hope Center or in appropriate commu- Center researchers and their colleagues from nity facilities. Course meets the equivalent of the field. • HBSE 5309. Rehabilitation of per- one full day a week. Supervisory fee: $100 and sons with developmental disabilities lab fee: $150. (Plus additional lab time). HBSE 4901. Research and independent (1-6) study: Special education (1-6) Professor Hickson. HBSE 4700-HBSE 4711. Observation and Faculty. Permission required. student teaching in special education • HBSE 5310. Policy and Faculty. Permission required. Course requires HBSE 5010. Study of the philosophic administration (1-6) 3-5 days a week for participation in communi- foundations of special education (3) Dr. Kelly. Letter grade (6 points for ty, school, and agency programs and a weekly Professor Kretschmer. Permission required. For full-year continuous enrollment seminar on campus. post-master’s and advanced master’s students required). in the Department of Health and Behavior • HBSE 4700. Field observation in Studies in special education. Overview of • HBSE 5312. Research (1-6) special education: Pre-student major philosophic orientation within social sci- Faculty. teaching (2-3) ences and special education. Special fee: $10. • HBSE 5314. Behavior analysis • HBSE 4701. Intellectual disability/ HBSE 5062. Orientation and mobility (2-3) and instruction (1-6) autism (3) Ms. Saunders. Blindness and Visual Impair- Professor Greer. ment majors must enroll for 3 points. Princi- • HBSE 4703. Physical disabilities (3) ples and practices of orientation and mobility HBSE 5901-HBSE 5915. Problems in with primary emphasis on training for people special education • HBSE 4704. Applied behavioral with blindness and visual impairments. Devel- Permission required. Qualified students work analysis and behavioral disorders (2-3) opment of self-concept, environmental aware- individually or in small groups under guidance ness, and orientation to the environment from on practical research problems. Proposed work • HBSE 4706. Blindness and visual infancy through adolescence. Study of validat- must be outlined prior to registration; final impairment (1 or 3) Special fee: $20 ed mobility techniques. Practice of techniques written report required. under conditions simulating blindness; obser- • HBSE 4707. Deaf and hard vations and practice in preparing and present- • HBSE 5901. Intellectual disability/ of hearing (2 or 4) ing material. Materials fee: $40. autism (1-4) Professor Hickson. • HBSE 4709. Rehabilitation (3) HBSE 5063. Technological aids and assist- ive devices in the education of toddlers, • HBSE 5904. Applied behavior analy- • HBSE 4710. Intellectual disability/ children, and youth with disabilities (2-3) ses and behavioral disorders (1-4) sensory impairment (3) Dr. Gardner. Technological aids and devices Professor Greer. used in the education of toddlers, children, • HBSE 4711. ASL and Deaf and youth with disabilities, including those • HBSE 5906. Blindness and visual community and culture (3) with cognitive-based disabilities, sensory impairment (1-4) impairments, and multiple handicapping con- Faculty. (minimum two semesters, HBSE 4871. American Sign Language I ditions. Field trips, demonstrations, and labo- 3 points each term) (1-2) ratory sessions. Laboratory fee: $150. Faculty. A course designed to develop begin- • HBSE 5907. Deaf and hard of ning receptive and expressive skills in HBSE 5301-5414. Advanced practica hearing (1-4) American Sign Language. in special education Professor Kretschmer. Permission required. Guided experiences HBSE 4872. American Sign Language II in selected special education programs for • HBSE 5909. Guidance, rehabilita- (1-2) advanced students. Weekly seminar meetings. tion, and career education (1-4) Faculty. A course designed to develop inter- Supervised group field visits. Preservice intern- Professors Hickson. mediate receptive and expressive skills in ships arranged. Students submit reports ana- American Sign Language. lyzing experiences. • HBSE 5910. Policy and admin- istration (1-4) HBSE 4880. Opportunities and outcomes • HBSE 5301. Intellectual Faculty. for people with disabilities- Annual disability/autism (1-6) conference (1-2) Professor Hickson. • HBSE 5912. Research (1-4) Professor Hickson and Dr. Pawelski. Research Faculty. conference sponsored by the Center for • HBSE 5304. Behavioral disorders Opportunities and Outcomes for People with (1-6) • HBSE 5914. Behavior analysis (1-4) Disabilities provides a forum for the presenta- Professor Greer. Professor Greer. tion and discussion of research findings by Center researchers and their colleagues from • HBSE 5306. Blindness and visual • HBSE 5915. Supervision and admin- the field. impairment (1-6) istration of special education and human resource agencies through Faculty. Two terms. Note: that with organizational behavior analysis (1-4) HBSE 4881. Opportunities and outcomes approval, section 001 of this course Professor Greer. for people with disabilities- colloquium (0-1) may substitute for HBSE 4706 (teach- Professors Hickson and Cummins. Biweekly ing) and/or section 002 for HBSE 4300 research colloquia sponsored by the Center for (assessment and evaluation).

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

HBSE 6001. Research in special education repeated measurement, generality, relevant • HBSE 6507. Deaf and hard of hearing (2) statistical techniques, direct and systematic (2) Faculty. Permission required. Prerequisites: replication, and selection of group or single Professor Kretschmer. HUDM 4122 and HUDM 4123. Instruction case designs. Offered once every three years. in the development, conduct, and reporting • HBSE 6509. Guidance, rehabilitation, of research. Student research studies. All HBSE 6070. Psychology of deafness (2) and career education (1-6) doctoral students in Special Education in Professor Kretschmer. Permission required. Professor Hickson. Health and Behavior Studies must take all Effects of deafness on intellectual and person- three sections of this course which are as ality development. Social psychology of deaf- • HBSE 6510. Policy and administra- follows: I - Research and experimental design, ness. Implications for education. tion (3) II- Qualitative approaches, and III- Single case Faculty. experimental designs. Students register for the HBSE 6401-HBSE 6412. Advanced latter two sections in the same semester. internships in special education. HBSE 6901. Research and independent Special fee: $30. Permission required. Post-master’s level. study: Special education (1-8) Intensive in-service internship at agency Faculty. Permission required. HBSE 6002. Administration of special chosen to meet individual student’s needs. education programs (2-3) Students submit reports analyzing experiences. HBSE 7500. Dissertation seminar in Faculty. For post-master’s special educators. special education (2-3) Prerequisite: basic courses in school adminis- • HBSE 6401. Intellectual Faculty (fall). Permission required. Only tration and experience in special education. disability/autism (1-6) advanced doctoral students in special education Foundations of leadership and management of Professor Hickson. programs are eligible. Prerequisites: HBSE 5010, special education programs. HBSE 6001, and HBSE 6010. Development of • HBSE 6403. Physical disabilities (1-6) doctoral dissertations and presentation of plans HBSE 6004. Public policy and administra- Professor Cummins. for approval. Special fee: $10. tion in special education (3) Faculty. Provides analytic perspective to assess • HBSE 6404. Behavioral disorders (1-6) HBSE 8901-HBSE 8907. Dissertation special education policies and practices within Professor Greer. advisement in special education (0) the social and economic contexts that affect Advisement on doctoral dissertations. Fee to immediate and long-term expectations, oppor- • HBSE 6406. Blindness and visual equal 3 points at current tuition rate for each tunities, and outcomes for persons with dis- impairment (1-6) term. For requirements, see catalog on contin- abilities. Faculty. (minimum two semesters, uous registration for Ed.D./Ph.D. degrees. 3 points each term) HBSE 6008. Behaviorism and the science • HBSE 8901. Intellectual disability/ of behavior (3) • HBSE 6407. Deaf and hard of autism (0) Professor Greer. Permission required (for Ph.D. hearing (1-6) Professor Hickson. students in Applied Behavior Analysis and Professor Kretschmer. Behavior Disorders). A survey comparing and • HBSE 8903. Physical disabilities (0) contrasting the various behaviorisms includ- • HBSE 6409. Guidance, rehabilita- Faculty. ing: methodological behaviorism, paradigmatic tion, and career education (1-6) behaviorism, interbehaviorism, social behav- Professors Hickson. • HBSE 8904. Behavioral disorders (0) iorism, radical behaviorism, behavior selection, Professor Greer. and the relationship of these to pragmatism, • HBSE 6410. Policy and administra- natural selection, positivism, and their histori- tion (1-3) • HBSE 8906. Blindness and visual cal roots of behavior selection and natural Dr. Kelly. (4 points for full-year contin- impairment (0) selection in the Scottish enlightenment. uous enrollment required) Professor Cummins.

HBSE 6010. Advanced study of problems • HBSE 6412. Research (1-6) • HBSE 8907. Deaf and hard of and issues in special education (3) Professor Hickson. hearing (0) Professor Cummins. Permission required. Professor Kretschmer. Required of doctoral students in Special HBSE 6501-HBSE 6510. Advanced semi- Education in the Department of Health and nars in special education. Behavior Studies. Design and appraisal of cur- Permission required. For doctoral students in rent practices and policies in the education of special education and related fields. Recent exceptional children and adults. developments in theory and research as related to the specialization from psychological, educa- HBSE 6015. The verbal behavior model: tional, sociological, and/or medical sources. Individual educational programming (3) Professor Greer. Prerequisites: HBSE 4015 and • HBSE 6501. Intellectual disability/ HBSE 4043. Students will master Skinner’s autism (1-3) model of communicative behavior, the associ- Professor Hickson. ated literature, and major theoretical papers. Research and data-based schooling applica- • HBSE 6504. Applied behavior tions of the model will be made to pedagogy analysis and behavioral disorders (3) and curriculum. Professor Greer.

HBSE 6031. Single-case experimental • HBSE 6506. Blindness and visual design in education, medicine, and therapy impairment (1-3) (3) Professor Cummins. (minimum two Professor Greer. Permission required. Course semesters, 3 points each term) covers inter-subject and intra-subject designs,

Teachers College Columbia University 2009-2010 129 TEACHING OF scholarly manner and as a contextualized, In addition, the students would need to iden- investigatory, cultural, and problem-solving tify pertinent issues of ASL teaching and/or AMERICAN SIGN event with learners who typically have hearing, deaf studies, embark on a review of literature, LANGUAGE (ASL) AS A are in regular education programs and possess formulate research questions and hypotheses, FOREIGN LANGUAGE a wide range of cognitive, social, and academic conduct data collection and analysis, and pre- abilities and diverse cultural backgrounds. pare an M.A. Project. As for the final master’s Program Coordinator: They will be able to consume, apply, and gen- research paper, it will be completed during the Professor Russell S. Rosen erate research on the instructional process as final student teaching placement. The topics presented formally within journals and texts will be decided upon jointly by the student Program Office: (212) 678-3813 TTY or on the teaching of ASL and other second lan- and the program coordinators, with input from (212) 678-3880 V guages, communication skills, Deaf studies, the master cooperating teacher, and should Email: [email protected] curriculum design, and the cognitive, social arise out of some classroom concern. Students Website: www.tc.edu/hbs/ASL and affective development of the learner. who successfully complete the master’s pro- gram and meet all of the requirements for state certification will be recommended to the Degree Offered: Special Application Requirements/Information: New York State Education Department for TEACHING OF AMERICAN SIGN LANGUAGE The M.A. program in the Teaching of certification as a Teacher of American Sign (ASL) AS A FOREIGN LANGUAGE- American Sign Language has ongoing admis- Language. They will also be able to obtain a INITIAL CERTIFICATION (ASLN-INIT) sions, and applications are received and national certificate from the American Sign Master of Arts (M.A.) reviewed throughout the year. Preference in Language Teachers Association. scholarship awards will be for those applicants Program Description: who meet the College early deadline. The M.A. program in the Teaching of Ameri- In addition to general College admission can Sign Language (ASL) as a Foreign Langu- requirements, the Program has two additional age provides students with foundations in lin- requirements: demonstrated proficiency in guistics and applied linguistics; anthropology; American Sign Language and an interview sociolinguistics; social and cognitive psycholo- with the program coordinators. Proficiency in gy; academic assessment, second language ASL at the Advanced Level is required for instructional design, curriculum development, graduation; students need to bring documen- and assessment; and research methodology, as tation such as SCPI and ASLPI. Students who they pertain to the language, community, and are not proficient in ASL at this level as meas- culture of persons who are Deaf or hard of ured by nationally recognized assessments may hearing. need to take additional conversational ASL courses. An interview may be scheduled by ASL is a naturally developing language of contacting the program coordinator. Deaf and many hard of hearing people in the United States, possessing a linguistic system Degree Requirements: with its own phonological, morphological, syn- The Master of Arts program in the Teaching tactic, and discourse structures that are distinct of ASL consists of a minimum of 45 points from English language. ASL users have devel- distributed in the following manner: 13 points oped a literary tradition in oratory, folklore, of coursework on professional foundations, and performance art, all recorded either in 30 points of coursework and practica experi- print or in permanent media like film and ences in the area of ASL and Deaf studies, and video. The American Deaf community of per- 2 points of electives. Students not proficient sons, groups, and organizations provides the in ASL will be expected to take additional basis for cultural identity and group cohesion coursework to develop the necessary level of for about one million Deaf, hard of hearing, proficiency expected. and hearing individuals, who share a set of characteristics that bind them together, such The students will enroll in two semesters of as knowledge of ASL and traditions for social student teaching and practicum experience behavior. associated with coursework. Students will par- ticipate in introductory field observations and ASL has been afforded the status of a foreign student teaching for five days weekly with 400 language, and it can be pedagogically appro- hours of practicum experiences, divisible into ached with individuals unfamiliar with it in two semesters, with 100 hours of observation a manner similar to other foreign languages. and 100 hours of student teaching each semes- Students in the program will be practiced in ter. Before student teaching, students need to curriculum design and execution in general take a sign competency assessment test and and the curriculum principles found in attain an advanced rating. Modern Languages for Communication as a model. Students will be prepared to become professionals who approach the profession of teaching ASL as a foreign language in a highly

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

COURSES REQUIRED: Electives (2): • A&HE 4050 Literature and teaching Foundation (13 points): or • MSTU 5191 Educational video production Curriculum Design: • C&T 4052 Designing curriculum COURSES: and instruction (2) Other courses in the Program are described Pedagogy: elsewhere. The following are courses specific • C&T 4005 Principles of teaching to the Program. and learning (3 or 4) HBSE 4075. Selected topics in ASL Learner Characteristics: and Deaf community and culture (4) • HUDK 4029 Human cognition and Professor Rosen. Exploration of a selected learning (3) topic in the field of study. Topics alternate each year: Deaf and ASL Arts and Literature Anthropological Foundations: and second language acquisition of ASL. • ITSF 4010 Cultural and social bases of education (3) HBSE 4076. Methods and materials in or teaching ASL and Deaf community and • ITSF 5003 Communication and culture (3) culture (3) Professor Rosen. Current theories and • A&HH 4070 History of education in approaches in curriculum design and instruc- the United States (3) tional methods in second language acquisition • ITSF 4011 Social context of and the teaching and learning of American education (3) Sign Language and Deaf community and cul- ture will be discussed. Materials on American Specialization (32 points): Sign Language and American Deaf community and culture will be introduced. Students will Deaf Community and Culture (8): develop curriculum and instructional methods • HBSE 4070 Psychosocial and cultural to apply current approaches to classroom aspects of people who are practice. deaf or hard of hearing, (two terms) HBSE 4307. Assessment in American Sign • HBSE 4075 Selected topics in ASL Language and Deaf community and culture and Deaf community and (3) culture (two terms) Professor Rosen. Models of assessment in American Sign Language and Deaf community and culture will be discussed and evaluated. Language and Communication (8): Students will select appropriate assessment • A&HL 4087 Introduction to second procedures based on reasons for assessment language acquisition and will construct a complete plan for assess- • HBSE 4074 Linguistics of American ment. Sign Language • HBSE 4079 Language development and rehabilitation: The foundations • HBSE 4871-4872 American Sign Language I & II

Curriculum and Instruction (5): • HBSE 4076 Methods and materials in teaching ASL and Deaf community and culture • HBSE 4077 Seminar in teacher-as- researcher

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)

Teachers College Columbia University 2009-2010 131 132 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 134 standing of human development in families, schools, and social institutions across the lifespan. Educational Psychology: The department provides social scientists and educators with theories, empirical methods, and Cognitive, Behavioral and analytical tools for understanding and conducting research in human development and cogni- Developmental Analysis tion and for helping solve educational and social problems. Cognitive Studies in Education

DEVELOPMENTAL PSYCHOLOGY 139 Psychology: Developmental FACULTY: Developmental Psychology PROFESSORS: Young-Sun Lee John B. Black (Measurement, Evaluation, and Statistics) MEASUREMENT, EVALUATION, (Cognitive Studies in Education/ Jane A. Monroe AND STATISTICS 143 Instructional Technology and Media) (Measurement, Evaluation, and Statistics) Applied Statistics Jeanne Brooks-Gunn Measurement and Evaluation (Developmental Psychology) ADJUNCT ASSOCIATE PROFESSORS: James E. Corter Janet F. Alperstein SOCIOLOGY AND EDUCATION 146 (Measurement, Evaluation, and (Sociology and Education) Statistics/Cognitive Studies in Education) Joseph R. Lao Herbert P. Ginsburg (Developmental Psychology) (Developmental Psychology/ Judith Miller Cognitive Studies in Education) (Developmental Psychology) Deanna Kuhn (Developmental Psychology/ ADJUNCT ASSISTANT PROFESSORS: Cognitive Studies in Education) Michael J. Dean Suniya S. Luthar (Measurement, Evaluation, and Statistics) (Developmental Psychology/ David Guralnick Clinical Psychology) (Cognitive Studies in Education) Gary Natriello Alyse C. Hachey (Sociology and Education) (Cognitive Studies in Education) Aaron M. Pallas Michael Hanchett Hanson (Sociology and Education) (Developmental Psychology/ Barbara G. Tversky Cognitive Studies in Education) (Cognitive Studies in Education) Sari Locker Amy Stuart Wells (Developmental Psychology) (Sociology and Education) Joanna P. Williams For information about faculty and their schol- (Cognitive Studies in Education) arly and research interests, please refer to the Faculty section of this bulletin, or visit us at ADJUNCT PROFESSORS: www.tc.edu/faculty. Hugh F. Cline (Sociology and Education) Linda M. Hirsch (Cognitive Studies in Education)

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

Teachers College Columbia University 2009-2010 133 COGNITIVE STUDIES Students in the Cognitive Studies in Educa- between reading and writing skills. tion Program begin by taking a set of core Individual differences are also addressed, IN EDUCATION background courses, then pursue one of five especially with respect to students with Program Coordinator: concentrations: Cognition and Learning, learning disabilities, adult literacy, learning Intelligent Technologies, Reading Research, Professor John B. Black from text and educational policy issues. The Cognitive Studies of Educational Practice, or culminating experience for master’s students Creativity and Cognition. Students beyond Program Office: (212) 678-4190 is an empirical study in the area of reading. the M.A. level take more advanced courses, Email: [email protected] including a statistics sequence. Website: www.tc.edu/hud/Cognition • Concentration in Cognitive Studies of Educational Practice: In addition, students register for research This concentration is for students interested Degrees Offered: practicum seminars during which they com- in understanding and facilitating the think- COGNITIVE STUDIES IN EDUCATION (COGN) plete a substantive project as a culminating ing and learning involved in educational Master of Arts (M.A.) experience for that degree. Choice of activities. Students will learn about cogni- Doctor of Education (Ed.D.) advanced courses and research seminars tive processes involved in both formal and Doctor of Philosophy (Ph.D.) should be shaped by the students’ area of con- informal education and how they are influ- centration, as described below. Students whose enced by various factors, including class- EDUCATIONAL PSYCHOLOGY: COGNITIVE, interests do not fit one of these tracks may room structure, teacher belief systems, BEHAVIORAL, AND DEVELOPMENTAL ANALYSIS (COGF) design their own concentration in consultation student motivation, and educational policy. Master of Education (Ed.M.) with their advisor. The concentration’s focus on understanding cognitive processes and development is Program Descriptions: • Concentration in Cognition and Learning: designed to help prospective and practicing In Cognitive Studies in Education, students The concentration in Cognition and teachers and other educators improve edu- examine the cognitive mechanisms that Learning is designed for students interested cational practice. The culminating experi- underlie learning and thinking in school and in theories of human cognition and learn- ence for master’s students is an empirical non-school settings. The program trains stu- ing, and experimental approaches to learn- study of cognition in a classroom setting. dents in basic theories of human cognition, ing, memory, language, reasoning, and prob- the practice and interpretation of empirical lem solving. The culminating experience for • Concentration in Creativity and Cognition: cognitive and developmental research, and master’s students in this concentration is to Focusing on the importance, development, how to use research to improve educational conduct an empirical research study in the and influence of creativity, the concentra- practices and develop innovative methods area of cognition or learning. tion in Creativity and Cognition is designed built around new technologies. Studies in for those interested in creative problem cognitive, developmental and educational • Concentration in Intelligent Technologies: solving and multi-modal thinking as it psychology, and computer science provide The Intelligent Technologies concentration affects the classroom, curriculum develop- students with a valuable perspective on offers a program of study for students whose ment, community organizations, therapeutic cognition and learning. interests include developing cognitive sci- settings, and business. The culminating ence-based theoretical frameworks for experience for master’s students is an empiri- The curriculum and program requirements are informing the design of educational technol- cal study in the area of creativity. designed to prepare graduates for careers in ogy, as well as for students wishing to create several possible settings. For the master’s pro- educational applications that serve as test Special Application grams, these settings include: beds for such theoretical frameworks. By Requirements/Information: offering this concentration, the Program GRE General Test is required for admission • Publishers and software companies looking in Cognitive Studies in Education recognizes to the doctoral programs. for people with knowledge of cognition and the importance of computational and allied development and experience in instruct- technologies to both guide and be guided Degree Requirements: ional design. by cognitive research. Many of the courses • Research organizations seeking people to in this concentration are cross-listed with MASTER OF ARTS-32 POINTS conduct basic research and work on instruc- the programs in Communication, Comput- (Code: COGN) tional applications of computers and related ing, and Instructional Technology in the Core Courses (9 points): technologies. Department of Mathematics, Science and • HUDK 4029 Human cognition Technology. As a culminating experience, and learning (3) For the doctoral programs, work settings after master’s students in this concentration cre- • HUDK 4080 Educational psychology (3) graduation might include: research organiza- ate and evaluate an educational technology • HUDK 5023 Cognitive development (3) tions or universities seeking faculty in cogni- application. tive psychology, educational psychology, edu- Statistics/Research Design (3 points): cational technology, and reading. • Concentration in Reading Research: At least one of the following: This concentration prepares students to do • HUD 4120 Methods of basic research in reading and theory on all empirical research (3) aspects of the psychology of reading, (e.g., • HUDM 4120 Basic concepts basic skills, comprehension, and aesthetic in statistics (3) response) in order to improve educational • HUDM 4122 Probability and practice. Students address the connections statistical inference (3) • HUDM 5122 Applied regression analysis (3) between written and oral language and

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

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

Teachers College Columbia University 2009-2010 135 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)

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

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

Teachers College Columbia University 2009-2010 137 HUDK 4027. Development of mathematical extract and apply techniques for conveying MSTU 4134. Cognition and computers thinking (3) objects, actions, forces relations, and emo- lab (1-3) Professor Ginsburg. The development of infor- tions, meanings that are both inherently visi- Permission required. Corequisite: MSTU 4133. mal and formal mathematical thinking from ble and non-visible. Implications for educa- See the Department of Mathematics, Science, infancy through childhood with implications tion, art, media, and HCI are drawn. and Technology for course description. for education. HUDK 5034. Cognitive research methods Advanced and Specialized Courses HUDK 4029. Human cognition and and applications (3) learning (2-3) Professor Black. Prerequisite: HUDK 4029 or HUD 4120. Methods of empirical research Professors Black and Tversky. Cognitive and equivalent. Introduction to techniques in psy- (3) information-processing approaches to atten- chological investigations of learning, language, Faculty. An introduction to basic concepts and tion, learning, language, memory, and reason- memory and thought, psychological analysis of issues in measurement. Descriptive statistics, ing. Fee: $20. instruction, and other practical problems. scales of measurement, norms, reliability, valid- ity. Advantages and limitations of measure- HUDK 4030. Cognitive clinical interview HUDK 5035. Psychology of media (2-3) ment techniques are discussed and illustrated. (3) Professor Black. Covers psychological theories Professor Ginsburg. Introduction to the cogni- and research that relate to various media and HUDK 5024. Language development (2-3) tive clinical interview and exploration of how what people learn directly and indirectly from Professor Gordon. Survey of research and theo- it has and can be used in psychological and them. Fee: $50. ry in the development of language, beginning educational research and assessment. with communication and the origins of lan- HUDK 5039. Design of intelligent learning guage in infancy and emphasizing acquisition HUDK 4035. Technology and human environments (3) of the forms of language in relation to their development (3) Faculty. Prerequisite: MSTU 4083 or permis- content and use. Professors Black and Tversky. Examines the sion of instructor. Covers ideas about represen- use and design of various educational tech- tation of knowledge, models of the learner, HUDK 5080. Experimental psychology: nologies (computer software, multimedia and teaching strategies that have been devel- Schooling and reading (2-3) shareware, TV, World Wide Web sites, etc.) oped in artificial intelligence and cognitive Professors Black and Williams. Permission from the perspective of basic research and the- psychology. Students have the opportunity to required. Open only to doctoral students in ory in human cognitive and social develop- design and implement intelligent computer- psychology. Critical evaluation of experimental ment. Provides a framework for reasoning assisted instruction materials. Special fee: $50. investigations of cognitive processes and about the most developmentally appropriate school-related problems. uses of technology for people at different ages. HUDK 5090. Psychology of language and reading (2-3) HUDK 5197. Psychology of training in HUDK 4080. Educational psychology (3) Professor Williams. Basic theories, empirical e-learning and industry (3) Professor Williams. Examines landmark issues findings, and educational applications in the Faculty. The design, conduct, and evaluation of in educational psychology, highlighting philo- psychology of language and reading: the cogni- training in closed systems. A critical review of sophical underpinnings and empirical evi- tive processes involved in the perception and available methods for task analysis, formative dence, tracing each issue from its roots to production of oral and written language. development, and the creation of performance contemporary debates and evaluating current aids. Special fee: $15. educational practice. HUDK 5120. Development of creativity: The case study method (3) HUDK 5198. Psychology of instructional HUDK 5020. Development of creativity Dr. Hanson. HUDK 5020 recommended. systems design (2-3) (2-3) 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) Degree Offered: HUDK 6630. Special topics in cognitive • 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 require- ments, and the student will find that there is a HUDK 7502. Dissertation seminar (1-3) Faculty. Permission required. Development of good deal of freedom to choose from among the doctoral dissertation and presentation of plans many offerings provided by Teachers College for approval. Registration limited to two terms. and the Columbia University Graduate Facul- ties. In consultation with an advisor, students HUDK 8901. Dissertation advisement (0) may create an individually tailored program of Faculty. Individual advisement on doctoral study, or may enter a concentration in Risk, dissertation. Fee to equal 3 points at current Resilience, and Prevention; Developmental tuition rate for each term. See catalog section Psychology for Educators; or Creativity and on Continuous Registration for Ed.D./Ph.D. Cognition. degrees.

Teachers College Columbia University 2009-2010 139 The course of study has these main com- Degree Requirements: DEVELOPMENTAL ponents: PSYCHOLOGY • A basic course in methods of research. MASTER OF ARTS-32 POINTS • Required courses in cognitive development, Core Courses (five courses, 15 points): Program Coordinator: personality development in atypical popula- M.A. students take five core courses. Professor Jeanne Brooks-Gunn tions, and social and personality develop- • HUD 4120 Methods of empirical research ment. (must be with Developmental Program Office: (212) 678-4190 • A basic course in statistics. Psychology Faculty) (3) Email: [email protected] • Research practicum. • HUDK 5023 Cognitive development (3) Website: www.tc.edu/hud/DevPsych • HUDK 5040 Development and psycho- • Electives in developmental psychology plus pathology: Atypical contexts Degree Offered: relevant electives offered by other Teachers and populations (2-3) College and Columbia University programs. DEVELOPMENTAL PSYCHOLOGY (DEVD) • A special project. Either one of the following two courses: Doctor of Philosophy (Ph.D.) • HUDK 5121 Personality development and Students completing the M.A. degree accept socialization in childhood (2-3) Program Description: positions in research laboratories or field set- or The 75-point doctoral degree prepares students tings, biomedical institutions, educational • HUDK 5029 Personality development for faculty positions in colleges, graduate schools and child care agencies, foundations, public and socialization across of education, and universities, and for positions policy settings, state and local governments, the lifespan (2-3) as research associates in research laboratories, community programs, and as instructors in biomedical schools, foundations, public policy, For the fifth course, there are several options: community colleges, or they go on to pursue and arts and sciences, as well as policy research • HUDK 4027 Development of mathe- firms, governmental agencies, and NPOs. more advanced degrees in particular areas of matical thinking (3) Throughout their program, doctoral candidates specialization. • HUDK 4029 Human cognition and work in a close apprentice relationship with a learning (2-3) Students may elect, but are not required, to • HUDK 4080 Educational psychology (3) faculty advisor of their choice. The Ph.D. degree concentrate study in one of the following areas: • HUDK 5024 Language development (2-3) requires completion of 75 points with an empiri- • HUDK 5025 Spatial thinking (3) cal research dissertation. • Risk, Resilience, and Prevention: This con- • HUDK 5030 Visual explanations (3) centration brings knowledge of developmen- • HUDK 6620 Special topics in develop- The aim of instruction at the doctoral level is to tal psychology to future work relating to mental psychology (3) produce a psychologist who can make a sound competence and maladjustment among at- • BBS 5068-5069 Brain and behavior I and II and innovative research contribution to the risk children and families. Diverse areas are (1-2 each) study of human development, who is concerned considered, ranging from intellectual gifted- with the relationship between development and ness/mental retardation and academic Specialized Courses (two courses, 6 points): education, and who is equipped to teach about achievement to child poverty, cross-cultural Two courses in developmental psychology taken for such matters. Students acquire the conceptual differences, resilience, and different 3 points each: background and methodological skills necessary domains of psychopathology. • HUDK 5324 Research work practicum (2-3) for faculty positions in colleges and universities or or for positions as associates and consultants in • HUDK 6539 Research practicum in edu- • Developmental Psychology for Educators: research laboratories, biomedical schools, and cational psychology, cogni- This concentration helps to promote an other applied settings. tion, and learning (1-3) understanding of development in varying Plus one additional course in developmental psy- While consultation between student and faculty social contexts and cultures, ethnic and chology racial groups, and social classes. It focuses advisor is considered to be the best way to decide on how knowledge about development, Breadth Courses (two courses, 4-6 points): which steps should be taken towards these goals, thinking, and learning can be applied to Three Teachers College courses outside of develop- there are specific requirements for all students in educational practice and to educational mental psychology taken for 2-3 points each. Developmental Psychology that serve to define policy. the character of the program and to ensure that Statistics Course (one course, 3 points): all students have a common experience and • Creativity and Cognition: Focusing on the • HUDM 4120 Basic concepts in statistics acquire a common level of expertise in dealing importance, development, and influence of (if no undergraduate statistics)(3) with the core issues in the field. creativity, this concentration is designed for or those interested in creative problem-solving • HUDM 4122 Probability and statistical The courses offered through the program provide and multi-modal thinking as it affects the inference (3) content in the research and theoretical literature classroom, curriculum development, com- or relating to all phases of the psychology of human • HUDM 5122 Applied regression analysis (3) munity organizations, therapeutic settings, development. All age groups are covered, from and business. infancy through childhood, adolescence to adult- Elective Course: hood, and later life. Coursework in developmen- One course selected in consultation with an tal psychology can be supplemented by courses Special Application advisor. Requirements/Information: in the other psychology programs at Teachers Applicants who have undergraduate degrees in Special Research Project: The special research College as well as by courses in the social sci- fields other than psychology will be considered project is a research paper written under the super- ences, linguistics, and other fields offered at Teachers College and the graduate faculty of for admission to the M.A. program, as well as vision of a faculty advisor. The project can be an Columbia University (including the Columbia those whose previous training is in psychology. empirical research study, an evaluation of an edu- cational program, or a research review article. University College of Physicians and Surgeons).

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

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

Teachers College Columbia University 2009-2010 141 HUDK 4023. Developmental psychology: ist, cognitive, psychoanalytic, and sociopoliti- HUDK 6010. Developmental research Adolescence (2-3) cal approaches. methods (3) Dr. Locker. Theoretical and empirical studies Faculty. Advanced survey of both new and of personality and social development process- HUDK 5028. Spiritual development across classical methods for conducting research es in adolescence. An ecological systems the lifespan (3) designed to answer developmental questions. approach is emphasized. Dr. Miller. This course concentrates on the role of spirituality on human development HUDK 6036-HUDK 6037. Child and HUDK 4024. Developmental psychology: using a multidisciplinary focus. Spiritual tradi- family policy I and II (3) Adulthood and the lifespan (2-3) tions are examined using stage theory and par- Professor Brooks-Gunn. Prerequisites: Any Dr. Miller. Theories of adult development, allel theories from other fields. two of the following: HUDF 4000; HUDF with an emphasis on the historical transforma- 4024; HUDK 4021; HUDK 4022; C&T 4113; tion of adult roles, and the significance of mar- HUDK 5029. Personality development C&T 5113. Provides a multi-disciplinary per- riage, family, child rearing, work, and social and socialization across the lifespan (2-3) spective on child and family policy. Also pro- class in adulthood socialization. Dr. Miller. Theory and research regarding the vides a foundation of knowledge concerning interaction between naturally developing per- the role of child and family perspectives in HUDK 4027. Development of mathematical sonality structures and socialization processes informing policy. thinking (3) throughout life. Professor Ginsburg. The development of infor- HUDK 6520. Seminar in social and mal and formal mathematical thinking from HUDK 5040. Development and psycho- emotional development through childhood infancy through childhood with implications pathology: Atypical contexts and and adolescence (2-3) for education. populations (2-3) Professor Brooks-Gunn. Permission required. Professor Luthar. Using contemporary research How people become socialized and how HUDK 4030. Cognitive clinical interview (3) as the basis, the focus is on the interface psychology deals with the process in terms Professor Ginsburg. Introduction to the cogni- between classical developmental psychology of developmental concepts. tive clinical interview and exploration of how theories and patterns of development identi- it has and can be used in psychological and fied in atypical contexts (e.g., poverty) and HUDK 6523. Seminar in cognitive educational research and assessment. among atypical populations (e.g., resilient development (2-3) youth). Implications for interventions and Professor Kuhn. Permission required. HUDK 4820. Education for thinking: policy are also discussed. Advanced topics in research and theory in Goals and methods for the middle school (1) cognitive development. Professor Kuhn. Identifies and examines skills of HUDK 5120. Development of creativity: argument, analysis, and inference that are cen- The case study method (3) HUDK 6524. Seminar in cross-cultural tral to critical thinking, reviews research on Dr. Hanson. HUDK 5020 recommended. developmental psychology (2-3) how they develop with practice during late Focuses on the case study method for under- Faculty. Permission required. Students partici- childhood and early adolescent years, and illus- standing the principles and concepts underly- pate in ongoing research. trates methods that support their development, ing creative individuals and their products. suitable for use in classrooms from middle ele- HUDK 6529. Seminar in risk, resilience, mentary through junior high school years. HUDK 5121. Personality development and developmental psychology (2-3) and socialization in childhood (2-3) Professor Luthar. Permission required. HUDK 5020. The development of Professor Brooks-Gunn. Prerequisite: HUDK Students participate in ongoing research. creativity (2-3) 4022 or equivalent. Contemporary theory and Dr. Hanson. Major theories and contemporary research on children’s adaptation to develop- HUDK 6620. Special topics in develop- research in creative work, emphasizing case mental tasks of childhood. Comparison of typi- mental psychology (1-3) studies of exceptional and historically influen- cal and atypical pathways in social-personality Faculty. Permission required. Topics to be tial individuals. development. Analysis of the logic and announced. method of empirical studies of development. HUDK 5022. Emotional development (2-3) Independent Study and Research Faculty. Theory and research in the develop- HUDK 5123. Psychological development ment of emotional experience and expression. of women (3) Students may register for intensive individual Faculty. Theoretical and empirical issues con- study of a topic of special interest. Registration HUDK 5023. Cognitive development (3) cerning women’s psychosocial development, in independent study is by permission of the Professor Kuhn. Theory and research on the viewed in the context of modern feminist instructor under whose guidance the work will development of cognitive processes across the thought. lifespan. be undertaken. Credit may range from 1 to 3 HUDK 5125. Cross-cultural developmental points each term except for HUDK 8900. HUDK 5024. Language development (2-3) psychology (2-3) (Dissertation hours for individual consultation Professor Gordon. Survey of research and the- Faculty. Survey of psychological studies of are to be arranged.) 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 HUDK 4901. Research and independent guage in infancy and emphasizing acquisition and methodological problems specific study (1-3) of the forms of language in relation to their to cross-cultural research. Faculty. Permission required. content and use. HUDK 5324. Research work practicum HUDK 6901. Advanced research and HUDK 5027. Moral development (2-3) (2-3) independent study (1-3) Dr. Lao. Prerequisite: HUDK 4020, HUDK Faculty. Students learn research skills by Faculty. Permission required. 4023, HUDK 4024, or equivalent. Investiga- participating actively in an ongoing faculty tion of the major theoretical and empirical research project. HUDK 7501. Dissertation seminar approaches to the study of how morality devel- (1-3) ops with particular emphasis on the behavior- Faculty. Permission required. Development of

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

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

Teachers College Columbia University 2009-2010 143 Psychology (12 points): • HUDM 6026 Statistical treatment of • HUDM 5123 Linear models and Taken in one or more of the following areas: mass data (3) experimental design (3) Developmental psychology, cognitive studies, • HUDM 6122-6123 Multivariate analysis I and II • HUDM 5124 Multidimensional scaling counseling psychology, organizational psycho- (3 each) and clustering (3) logy, or social psychology. • HUDM 7500 Dissertation seminar (1-3 • HUDM 6026 Statistical treatment of each for two semesters) mass data (3) Research Methods (6 points): • HUDM 8900 Dissertation advisement (0) • HUDM 6122-6123 Multivariate analysis • HUD 4120 Methods of empirical • W4105 Probability (3)* I and II (3 each) research (3) • W4107 Statistical inference (3)* • HUDM 7500 Dissertation seminar • HUDM 5250 Research practicum (1-3 each for two semesters) in measurement *These courses are taken at the Graduate • HUDM 8900 Dissertation advisement (0) and evaluation (0-4) School of Arts and Sciences at Columbia University. Psychology (minimum of 18 points): Other Aspects in Education In consultation with an advisor, a group of (6-9 points): Psychology (minimum of 15 points): courses aimed at substantive preparation in To satisfy college requirements, all students In consultation with an advisor, a group of the field of psychology. must complete a minimum of three Teachers courses aimed at substantive preparation in College courses (a course for this purpose is the field of psychology. Related Courses (minimum of 6 points): one in which at least 2 points are earned) out- Selected in consultation with an advisor from side of HUDM: One course in foundations of Non-department Requirement the areas of curriculum development, guid- education and two courses in curriculum and (7 points): ance, applied human development, supervi- teaching and/or educational leadership. Courses in the social sciences, curriculum sion, and administration. and teaching, and educational leadership Electives: selected in consultation with an advisor from Electives (maximum of 10 points): Chosen in consultation with an advisor and offerings at Teachers College and other Selected to meet special interests and needs. designed to strengthen and broaden the stu- branches of Columbia University. dent’s professional preparation. Special Requirements: The first two years Special Requirements: The first two years require full-time study. An empirical paper Culminating Experience: A supervised project. require full-time study. An empirical paper and a research paper, certification examina- and a research paper, certification examina- tion, and completion of an approved doctoral tion, and completion of an approved doctoral DOCTOR OF PHILOSOPHY-75 POINTS dissertation, are also required. Measurement and Evaluation dissertation, are also required. Core Courses (21 points): COURSES: • HUDM 5059 Psychological measurement (3) DOCTOR OF EDUCATION-90 POINTS • HUDM 5124 Multidimensional scaling Measurement and Evaluation Courses at the 4000 level usually do not and clustering (3) Core Courses (18 points): require permission of the instructor and are • HUDM 5250 Research practicum in • HUDM 5059 Psychological measurement (3) open to nonmajors as well as majors. Many 5000-level offerings are also open to non- measurement and evaluation • HUDM 5250 Research practicum in majors with appropriate backgrounds; 6000- (0-4) measurement and evaluation (0-4) level courses are usually limited to majors with • HUDM 6030 Multilevel and longitudinal advanced standing in the program. See listings data analysis (3) • HUDM 6030 Multilevel and longitudinal analysis (3) below for prerequisites and limitations on • HUDM 6051-6052 Psychometric theory I and II enrollment. In addition to the courses listed • HUDM 6051-6052 Psychometric theory (3 each) below, students should consult the offerings of • HUDM 6055 Latent structure analysis (3) I and II (3 each) other programs in psychology, many of which • HUDM 6055 Latent structure analysis (3) are required or recommended in the program And at least 3 points selected from the following guides obtainable from the department office. or other courses selected in consultation with an And at least 11 points selected from the following advisor: or other courses selected in consultation with an Measurement and Evaluation • HUDM 5058 Choice and decision advisor: making (3) • HUDM 5058 Choice and decision HUD 4120. Methods of empirical research (3) • HUDM 6552 Seminar: Selected topics making (3) Faculty. An introduction to the methods of in measurement theory (3) • HUDM 6552 Seminar: Selected topics in scientific inquiry, research planning, and tech- measurement theory (3) niques of making observations and analyzing and presenting data. Quantitative Methods and Research • ORL 5522-5523 Evaluation methods I and II (3 each) Design (29 points): HUDM 4050. Introduction to measurement • HUD 4120 Methods of empirical Quantitative Methods and Research (2-3) research (3) Professor DeCarlo. An introduction to basic • HUDM 4122 Probability and statistical Design (27 points): concepts and issues in measurement. Descrip- inference (3) • HUD 4120 Methods of empirical tive statistics, scales of measurement, norms, • HUDM 5122 Applied regression analysis (3) research (3) reliability, validity. Advantages and limitations • HUDM 5123 Linear models and • HUDM 4122 Probability and statistical of measurement techniques are discussed and experimental design (3) inference (3) illustrated. • HUDM 5122 Applied regression analysis (3)

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

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

Teachers College Columbia University 2009-2010 145 SOCIOLOGY The program in Sociology and Education also Doctor of Philosophy offers a Policy Studies Concentration for stu- The Doctor of Philosophy in Education AND EDUCATION dents in the M.A. and Ed.M. programs. For (Ph.D.) program is designed for students with more information on this concentration, substantial background and interest in the dis- Program Coordinator: which is open to students throughout Teachers cipline of sociology and its application to edu- Professor Aaron M. Pallas College, please contact Professor Amy Stuart cation. The Ph.D. is a highly specialized Wells. degree with few electives and requires substan- Program Office: (212) 678-4150 tial coursework to be done in daytime classes Email: [email protected] Degree Programs at the Graduate School of Arts and Sciences Website: www.tc.edu/hud/Sociology The graduate program in Sociology and at Columbia University. This program, there- Education offers four degree programs: the fore, requires full-time study. Students com- Degrees Offered: M.A., the Ed.M., the Ed.D., and the Ph.D. pleting this program are prepared to assume SOCIOLOGY AND EDUCATION (SOCL) Each program is designed to meet the needs of positions in college and university programs students with a particular combination of prior focused on sociological research in the field Master of Arts (M.A.)* experience and career objectives. The M.A., of education. Master of Education (Ed.M.)* Ed.M., and Ed.D. programs may be completed Doctor of Education (Ed.D.) on a part-time basis with classes offered in the Doctor of Education Doctor of Philosophy (Ph.D.) evening hours. The Ph.D. program requires The Doctor of Education (Ed.D.) program *Policy Studies in Sociology concentration full-time study. Although students from all of is designed to provide broad training in the available the degree programs in sociology and educa- social sciences, education, and educational Program Description: tion are prepared to assume positions in edu- policy. The program prepares students for posi- cational institutions, the program does not tions in teaching, research, and policy through The sociological study of education began at offer teacher certification. Certification pro- interdisciplinary study grounded in the socio- Teachers College in the first decade of the grams are available in other departments at logical perspective. All coursework is available twentieth century. Sociology was established as Teachers College. at Teachers College, and both part-time and the first social science discipline providing a full-time study is possible. Students completing basic framework for the study of education, Master of Arts this program are prepared to assume positions complementing the long-established reliance The Master of Arts program in sociology and in college and university programs in educa- on psychology. Over this period, the Sociology education (with a policy concentration option) tion as well as leadership positions in a variety and Education Program has applied research provides an introduction to the application of of organizations devoted to applied education- findings to education and has examined basic sociological perspectives to contemporary edu- al research, policy making, advocacy, consult- issues in education from a sociological perspec- cational policy issues. The program provides ing, and management of educational activities. tive. Although the program’s theory and coverage of the core principles and methods of research have emphasized schools and colleges, sociology as they are applied to policy research Special Application attention also has been given to education in and analysis. Students completing this pro- Requirements/Information: other contexts. gram are prepared to assume positions as gen- The GRE General Test is required for all doc- eral analysts in a variety of organizations toral applicants, and doctoral applications are The faculty for Sociology and Education devoted to applied educational research, poli- reviewed for fall term only. includes sociologists from other programs at cy making, advocacy, consulting, and direct the College and the Department of Sociology educational service. Degree Requirements: of the Graduate School of Arts and Sciences. Faculty strengths are in education and social Master of Education MASTER OF ARTS-32 POINTS stratification; the social organization and The Master of Education in sociology and Sociology Core Courses (12 points) design of schools, classrooms, and other learn- education (with a policy concentration option) from among the following: ing environments; urban education; school is an advanced master’s degree pursued by stu- • HUDF 4000 Education and public desegregation and school choice; education dents who already possess a master’s degree in policy (3) (required for and the life course; and the social analysis of a substantive area of education or by students the policy option) education policy. The program provides train- without a prior master’s degree who want an • HUDF 4010 Sociology of online ing and hands-on experience in evaluation opportunity to combine study in sociology and learning (3) methods and both quantitative and qualitative education with another area in education. The • HUDF 4021 Sociology of education (3) research methods. program involves study of sociological perspec- • HUDF 4022 Sociology of urban tives and methods in the context of contem- education (3) The curriculum of the Sociology and Educa- porary educational policy issues. Current sub- • HUDF 4024 Social stratification tion program emphasizes issues in urban edu- stantive areas that can be combined with and education (3) cation, including the social organization of study in sociology and policy include evalua- • HUDF 4027 Sociology of classrooms (3) urban schools and school systems, and the suc- tion and institutional analysis, human devel- • HUDF 4028 Sociology of the life course (3) cess or failure of urban schools in meeting the opment, technology, curriculum, administra- • HUDF 4029 Sociology of schools (3) educational needs of the diverse populations tion, and foundations. Students completing • HUDF 4031 Sociology of evaluation (3) they serve. The program faculty are actively this program are prepared to assume positions • HUDF 4032 Gender, difference, and engaged in the analysis and evaluation of edu- as specialists in a variety of organizations curriculum (3) cational policies and programs designed to devoted to applied educational research, poli- • HUDF 5022 Sociological analysis of serve educationally disadvantaged populations. cy making, advocacy, consulting, and manage- educational systems (3) ment of educational activities.

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

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

Teachers College Columbia University 2009-2010 147 cation and 6 points in seminars and colloquia the social organization of online learning com- HUDF 4027. Sociology of classrooms (3) designed to prepare students for dissertation munities, and the social experience of online Professor Natriello. An examination of socio- research. The balance of the 75-point mini- learning activities. logical research on the structure and operation mum is earned through elective courses select- of classrooms. Particular attention to the pro- ed in collaboration with the student’s advisor. HUDF 4021. Sociology of education (3) cesses of stratification, socialization, legitima- Professor Pallas. A broad analysis of education tion, and social organization. using basic sociological concepts, including DOCTOR OF EDUCATION-90 POINTS schools as organizations, socialization, stratifi- HUDF 4028. Sociology of the life course (3) The coursework for the Ed.D., which totals a cation, and ethnic relations. Professor Pallas. Sociologists define the life minimum of 90 points, has seven components: course of individuals by when, and in what basic social research design and methods, HUDF 4022. Sociology of urban education (3) order, people assume key social roles, such as advanced social research design and methods, Professor Wells. Analysis of urban schools and becoming an adult or moving from the work- social theory, core coursework in the sociology districts within the context of urban social and force to retirement. This course looks at the of education, seminars and colloquia, course- political systems. sociology of the life course. Focusing on how work in the social context of teaching and historical and societal factors combine with HUDF 4024. Social stratification and learning, and elective courses. All of the the personal characteristics of individuals to education (3) produce unique life course patterns. required coursework is offered at Teachers Faculty. An examination of the link between College. education and social inequality in Western HUDF 4029. Sociology of schools (3) societies, questioning whether schools are a Professor Natriello. An examination of socio- Basic social research design and methods mechanism of social mobility, enabling poor logical research on the structure and operation (12 points) involves coursework in research and disadvantaged children to get ahead in of schools. Particular attention to the process- design, probability and statistics, applied life, or whether schools perpetuate the hard- es of socialization, stratification, and legitima- regression analysis, and qualitative research ships faced by poor and minority populations. tion as well as social organization and the methods. Courses in advanced social research Topics include the importance of quantity and sociology of school curriculum. quality of schooling for adult success; the ways design and methods (minimum 6 points) build in which race/ethnicity, sex, and social class on these basic courses in the quantitative HUDF 4030. Sociology of educational background structure students’ educational processes in formal organizations (3) and/or qualitative domains. Social theory experiences; the role of tracking and ability Faculty. An introduction to organizational the- courses (3 points) draw from sociology and grouping within schools; and the link between ory as it applies to a variety of institutions with other social sciences. Ed.D. students also pur- schooling and the economy. particular attention to the potential of educa- sue a minimum of 15 points in core classes in tional activities as a force in formal organiza- the sociology of education and 6 points in tions. seminars and colloquia designed to prepare students for dissertation research. HUDF 4031. Sociology of evaluation (3) Professor Natriello. An examination of the One of the hallmarks of the Ed.D. curriculum social dimensions of the development and is a 9-point concentration in the social con- operation of different kinds of evaluation sys- text of teaching and learning, which draws on tems in modern societies. Major topics include the social, political, and intellectual contexts courses in Human Development, Curriculum for evaluation, the institutional bases of evalu- and Teaching, and International and Trans- ation activities, the social settings in which cultural Studies. All students take at least one evaluation takes place, and the effects of eval- course in Developmental Psychology and uations on individuals and groups. Cognitive Studies in Education. The balance of the 90-point minimum is earned through HUDF 4032. Gender, difference, elective courses selected in collaboration with and curriculum (2-3) the student’s advisor. Dr. Alperstein. A study of the extent and causes of gender inequality in society and the Policy Studies in Sociology Concentration Option: ways in which schools work both to reduce • HUDF 4000 Education and public and exacerbate inequality. policy (3) HUDF 4620. Introductory colloquium • HUDF 5645 Policy seminar I (3) in sociology of education (2-3) • HUDF 5646 Policy seminar II (3) Professor Pallas. Permission required. Intensive • Approved content-driven policy course (3) readings and discussions of basic literature in sociology of education, with attention to com- COURSES: mon issues and research strategies.

HUDF 4000. Education and public policy (3) HUDF 4899. Federal Policy Institute (3) Professor Wells. Examination of the federal Professor Kagan. The purpose of the Federal role in k-12 educational policy over the course Policy Institute is to examine three themes: of the 20th century and its impact on states the enduring values of American education, and districts. contemporary issues in national school reform efforts, and the role of the federal government. HUDF 4010. Sociology of online learning (2-3) During a week-long program in Washington, Professor Natriello. Exploration of the social students will have the opportunity to identify dimensions of online learning. Students exam- a policy issue of personal interest and to ine the structure of online learning programs, explore that issue with the nation’s senior

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

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

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

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

Teachers College Columbia University 2009-2010 149 150 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 152 The Department of International and Transcultural Studies Anthropology and Education In recognition of the interconnectedness of all human beings around the globe, Teachers College Applied Anthropology has a longstanding commitment to the international arena. It dedicates the resources of several social science disciplines and a program in bilingual education to developing the College’s BILINGUAL/BICULTURAL contribution to the understanding of global processes. EDUCATION 155 New technologies have led to a rapidly increasing flow of people, information, goods, and INTERNATIONAL AND COMPARATIVE services within and across national boundaries. As these boundaries become more permeable, EDUCATION PROGRAMS 159 modern societies are characterized by greater diversification of people and resources. Such Comparative and diversification introduces complex forces that can be best understood as transcultural. As International Education individual and institutional identities increasingly reflect diverse cultural traditions and values, International Educational Development a major challenge to education is to promote new ways of understanding and negotiating these identities. ECONOMICS AND EDUCATION 165 The United States is a powerful example of an international and transcultural society, and the metropolitan area in which Teachers College is located is a particularly vivid expression of such a society. New York City and the United States are, in many ways, harbingers of what the 21st century will bring to cities and countries around the world.

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

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

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

Teachers College Columbia University 2009-2010 151 FACULTY: ANTHROPOLOGY chological anthropology—all from a strong PROFESSORS: cross-cultural and comparative perspective. Methodological emphasis is placed on inten- Thomas Bailey The Anthropology area of study includes (Economics and Education) sive and systematic ethnography. The faculty the following programs: Anthropology and George C. Bond has a distinguished record of publications and Education, and Applied Anthropology. (Anthropology and Education research projects, most of which has been and Applied Anthropology) Lambros Comitas conducted in the United States, Africa, the (Anthropology and Education ANTHROPOLOGY Caribbean, South America, and Europe. and Applied Anthropology) AND EDUCATION Charles C. Harrington Anthropology and Education (Anthropology and Education The program in Anthropology and Education and Applied Anthropology) Program Coordinator: Jo Anne Kleifgen Professor Lambros Comitas offers a disciplinary approach that carefully (Comparative and International explores and contributes to the analysis and Education; International Program Office: (212) 687-4040 understanding of educational processes in Educational Development) schools and classrooms, in families, on street Hope Jensen Leichter Email: [email protected] (Comparative and International Education; Website: www.tc.edu/its/Anthro corners, in community centers, in churches International Educational Development) and in all settings where education may pro- Henry Levin Degrees Offered: ceed. The department houses the largest group (Economics and Education) of anthropologists of education to be found in Francisco Rivera-Batiz ANTHROPOLOGY AND EDUCATION (ANTH) any university in the world. (Economics and Education) Gita Steiner-Khamsi Master of Arts (M.A.) (Comparative and International Education; Master of Education (Ed.M.) Applied Anthropology (a joint program) International Educational Development) Doctor of Education (Ed.D.) In 1968, Teachers College and the Graduate Maria Emilia Torres-Guzman School of Arts and Sciences of Columbia (Bilingual/Bicultural Education) Doctor of Philosophy (Ph.D.) Mun C. Tsang University initiated and implemented a joint (Economics and Education; Comparative and program of Applied Anthropology. This joint International Education; International APPLIED venture trains graduate students registered at Educational Development) ANTHROPOLOGY either graduate school. By this agreement, all Hervé Varenne applied anthropological training at Columbia (Anthropology and Education Program Coordinator: and Applied Anthropology) University is administered through Teachers Professor Lambros Comitas College. The joint program offers a course of ASSOCIATE PROFESSORS: study and thorough training in applied anthro- Lesley Bartlett Program Office: (212) 687-4040 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 Regina Cortina 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 PROFESSOR: APPLIED ANTHROPOLOGY (ANTA) Annie Yi Han edge and approaches to matters of policy con- Doctor of Philosophy (Ph.D.) cern in medicine, psychiatry, psychoanalysis, ASSISTANT PROFESSOR: economic and community development, edu- Monisha Bajaj Program Descriptions: cation, businesses and corporations, institu- (Comparative and International Education; Teachers College has been a pioneer in both tional programs, and ecological and environ- International Educational Development) Anthropology and Education and Applied mental change. ADJUNCT ASSISTANT PROFESSOR: Anthropology. These two programs function Fenot Aklog as one entity and provide a unique research and Resources training experience for a very select group of Both the Anthropology and Education and the LECTURERS: students. This highly personal academic envi- Applied Anthropology programs are conduct- Louis Cristillo Patricia Velasco ronment within the larger university complex ed in collaboration with the Department of Zeena Zakharia maximizes the interaction between students and Anthropology at Columbia University, faculty while offering a variety of scholarly and Graduate School of Arts and Sciences, the VISITING ASSISTANT PROFESSOR professional resources. School of International and Public Affairs, OF EDUCATION: Reza Arjmand and other professional schools and institutions (Comparative and International Education; Both programs prepare students to enter current of the University (School of Public Health, International Educational Development) research and policy conversations about educa- Lamont-Doherty Laboratory, for example). Christian Münch (Bilingual/Bicultural tion and the application of anthropology to Education) other fields. The programs are built on the In addition, our location in New York City For information about faculty and their scholarly and premise that one can apply anthropology only to allows students easy access to a myriad of research interests, please refer to the Faculty section the extent that one has been rigorously trained prestigious academic and research institu- of this bulletin, or visit us at www.tc.edu/faculty. 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

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

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

Teachers College Columbia University 2009-2010 153 tence in comparative, regional, or international guistics and one from either archaeology or ITSF 4014. Urban situations and education studies, or to enhance technical skills used in physical anthropology; and an independent (3-4) conjunction with but outside the major course study (3 points) used in preparation for the Professor Bond. An introduction to the of study. At least three of these courses (8-9 certification examination and dissertation anthropological study of the sociocultural pat- points) must be taken in fields foundational to proposal. terns of populations residing in urban settings, with emphasis on domestic, ethnic, class, and anthropology (economics, history, linguistics, educational relationships. philosophy, psychology, sociology.) Of the 75 Fifteen points in research methods and statisti- graduate points required for the degree, a mini- cal courses are also required. The remaining ITSF 4016. Culture and society in Africa (3) mum of 45 must be taken for an evaluative 15 points of electives are used to increase Professor Bond. A general survey of sub- letter grade. competence in comparative, regional, or inter- Saharan Africa, using contributions from theo- national studies, or to enhance technical skills retical approaches to anthropological research Foreign Language Requirement used in conjunction with but outside the in the area. Emphasis on socioeconomic, ideo- Each candidate must satisfy the foreign lan- major course of study. At least three of these logical and religious, educational, and political guage requirement by demonstrating proficien- courses (9 points) must be taken in fields analysis of African communities. cy in two scholarly languages, or one scholarly foundational to anthropology (economics, his- ITSF 4017. Anthropological perspectives language and one field language, or one schol- tory, linguistics, philosophy, psychology, sociol- on homelessness and social control (3) arly language and a two-semester sequence of ogy). Of the 75 graduate points required for Faculty. Theoretical and ethnographic analyses prescribed statistics courses. the degree, a minimum of 45 must be taken of contemporary forms of social exclusion in for an evaluative letter grade. urban settings. Emphasis on the interaction APPLIED ANTHROPOLOGY between institutional arrangements and the DOCTOR OF PHILOSOPHY Foreign Language Requirement experience of homelessness. Each student, in collaboration with an advisor, Each candidate must satisfy the foreign lan- develops a program of study in anthropology guage requirement by demonstrating proficien- ITSF 4018. Anthropology and development in Africa (3) designed to establish a high level of compet- cy in two scholarly languages, or one scholarly Professor Bond. This seminar considers issues ency. A minimum of 75 points of acceptable language and one field language, or one schol- arly language and a two-semester sequence of and problems of development in sub-Saharan graduate credit is required for the Doctor of Africa. It examines specific development proj- prescribed statistics courses. Philosophy. ects from different theoretical and empirical perspectives. Of these 75 points, a maximum of 45 points COURSES: can be completed through another faculty of ITSF 4026. Technology and culture (3) Introductory Courses Columbia University, or a maximum of 30 Professor Varenne. An exploration of the points may be transferred in courses from impact of technology broadly defined upon ITSF 4010. Cultural and social bases cultural evolution as currently discussed in other recognized graduate schools. Forty to of education (3-4) forty-five points of major courses are required. anthropology and related disciplines. Special Professor Comitas. Analyses of basic anthropo- fee: $30. Also listed as MSTU 4028. logical concepts, with particular reference to These courses prepare students with the requi- the sociocultural context of education and the Intermediate Courses site knowledge of epistemological, theoretical, role of educational institutions in community, methodological, ethnographic, and substan- national, and regional development. Four- point enrollment requires attendance at film ITSF 5011. Process and change in Africa (3) tive areas of anthropology. They aim to devel- Professor Bond. Anthropological studies of op competency in the discipline, while address- showings before or after class and at discussion sessions held at hours to be arranged. social systems, cultural change, and develop- ing the specific intellectual interests of the stu- ment. Special emphasis on the role of politics, dent. ITSF 4011. Social context of education religion, economics, and education in change (3-4) processes. At least 15 points of the anthropology require- Professor Bond. The exploration of anthropo- ments must be taken within the program. logical and social science concepts for the ITSF 5012. Culture and society in A minimum of 25 points of the 40 points analysis of educational, cultural, and social the Caribbean (3) required in anthropology must be taken at institutions, organizations, and processes of Professor Comitas. Detailed survey, utilizing contributions from theoretical approaches to Teachers College, or in other faculties of different peoples of the world. Four-point anthropological research in the area. Emphasis Columbia University. Up to 15 points in enrollment requires attendance at film show- ings before or after class and additional discus- on socioeconomics, community studies, and anthropology courses may be taken at other sociopolitical analyses. graduate institutions which are members of sion sessions held at hours to be arranged. the Inter-University Doctoral Consortium, ITSF 4012. Cross-cultural studies ITSF 5013. Psychological anthropology (3) to satisfy major course requirements. of learning (3-4) Professor Harrington. The concepts, theories, Professor Harrington. Analyses of basic and methods of psychological anthropology. Within the major course requirements, anthropological concepts, with particular ref- Cross-cultural studies of learning processes. 30 points in required courses must be taken: erence to the influence of cultures and subcul- Emphasis on recent work in the field, prob- the four-semester sequence of colloquia and tures on the learning process, to education in lems of cross-cultural methodology, and the study of socialization. summer field research (a minimum of 12 multicultural classrooms, and to the relevance points); an additional theory course outside of psychological anthropology to educational ITSF 5015. Political anthropology: of the first semester colloquium (3 points); issues. Four-point enrollment requires atten- dance at film showings before or after class Labor, race, and belief (3) two ethnography courses, one within and Professor Bond. This course considers the the- one outside of one’s interest (6 points); two and additional discussion sessions held at hours to be arranged. ories and concepts used by anthropologists and sub-discipline courses (6 points), one in lin- other social scientists in the analysis of politi-

154 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL cal behavior and institutions. It emphasizes the Research Seminars comparative study of political systems, move- BILINGUAL/BICULTURAL ments, and processes within the context of ITSF 6510. Education and cultural produc- EDUCATION rural and urban situations. tion (3) Professor Varenne. Seminar reviewing theoret- Program Co-coordinators: ITSF 5016. Ethnography of education (3) ical developments in culture theory as it focus- Professors Maria Torres-Guzman Professor Varenne. Introduction to the ethno- es on education as the foundation of cultural and Christian Muench graphic investigation of educative institutions production. (villages, neighborhoods, families, peer groups, Program Office: (212) 678-3758 schools, etc.) and to the policy issues it ITSF 6511. Seminar in psychological Email: [email protected] addresses. anthropology (3) Website: www.tc.edu/academic/Bilingual/ Professor Harrington. Permission required. ITSF 5018. Drugs and society (3) Prerequisite: ITSF 5013. A research seminar Degrees Offered: Professor Comitas. Utilizing theoretical and focusing on current issues in psychological methodological perspectives from social and anthropology. BILINGUAL/BICULTURAL STUDIES (BILG) cultural anthropology, this course is designed Master of Arts (M.A.) to explore the contextual dimensions of illicit ITSF 6512. Social theory and structure (3) drug use as well as other drug-related issues. Professor Bond. Investigation of issues and BILINGUAL/BICULTURAL CHILDHOOD A comparative, cross-cultural approach will problems in social theory through the analysis EDUCATION - DUAL CERTIFICATION be utilized and case material drawn from tradi- of relevant literature in the social sciences. (BILC-DUAL) tional as well as modern settings. Master of Arts (M.A.) ITSF 6513. Topics in anthropology and ITSF 5020. Practicum in anthropological BILINGUAL/BICULTURAL EDUCATION - education: Exploration of a selected topic INITIAL CERTIFICATION (BILG-INIT/PROF) field techniques (3) in anthropology (1-4) Professor Comitas. For anthropologists and Faculty. Permission required. Topics vary each Master of Arts (M.A.) non-anthropologists contemplating independ- semester and may include any of the following: BILINGUAL/BICULTURAL CHILDHOOD ent, qualitative research, this course provides Cultural analysis, social structure, religion and EDUCATION - TRANSITIONAL B CERTIFICATION hands-on experience in techniques for gener- politics in contemporary Africa, resilience in (BILC-TRAN) ating, recording, and managing anthropological at-risk populations, anthropology and the law, Master of Arts (M.A.) data in the field. and world ethnography. BILINGUAL/BICULTURAL EDUCATION - Colloquia ITSF 6911. Workgroup in psychological INITIAL CERTIFICATION (BILG-INIT) anthropology (0-1) Certificate ITSF 5610. First-year colloquium in Professor Harrington. This workgroup meets applied anthropology (3) every other week to discuss current issues in Program Description: Professors Bond and Varenne. Permission psychological anthropology. It also discusses required. This is a year-long critical review of and reviews current research and proposals for In our increasingly diverse world, the study of important works in anthropology and educa- research of workgroup members, including multiple languages-in-education is in demand. tion and applied anthropology. During the faculty, alumni, and doctoral students concen- The Program in Bilingual/Bicultural Education spring semester, students present proposals for trating in psychological anthropology. acknowledges the need to provide students with their summer fieldwork before the members of a foundation for understanding and working both programs. Required of, and open only to, Individualized Studies with bilingual learners in diverse educational first-year doctoral students. Meets concurrent- settings. Our program specializes in education ly with ITSF 5611 during the spring semester. Advanced students may register for intensive that privileges language minority student popu- individual study of some aspect of their con- lations in the U.S. and in the world. ITSF 5611. Second-year colloquium in centration. Registration is only by permission anthropological method (3) of the instructor under whose guidance the Students who select the course of study offered Professors Comitas and Harrington. Permission work will be undertaken. Times for individual by our program will be prepared to work in required. This is a year-long review of the conferences will be arranged. Enrollment may schools, community organizations, and interna- methods of field research and data analysis in be for 1 or more points each term, and regis- tional agencies as teachers, specialists, consult- anthropology, with special reference to educa- tration is not limited to one or two terms. ants, curriculum designers, and evaluators. tional systems and processes. Network analysis, Students may also pursue an interest in policy systematic observation, quantification proce- ITSF 4900. Research independent study and research and/or continue further studies. dures, participant observation, ethnographic anthropology and education (1-8) interview, use of film and videotape, cross-cul- tural survey techniques, and testing and exper- ITSF 6900. Research independent study Through our courses, students will examine the imental design. During the spring semester, anthropology and education (1-8) phenomenon of multiple languages and cul- students report on their completed summer tures in schools, classrooms, and communities fieldwork before the members of both pro- ITSF 6910. Studies in anthropology and within local and global contexts. The courses grams. Required of, and open only to, second- education (1-8) will allow students to explore interests in year doctoral students. Meets concurrently teaching in schools where more than one lan- with ITSF 5610 during the spring semester. guage and culture are part of the curriculum, particularly within the multilingual, multicul- tural city schools of New York, and to explore how the local and unique situations of schools connect to those found in other parts of the world. Furthermore, students can observe and work in enrichment language education models that will enable them to develop the under-

Teachers College Columbia University 2009-2010 155 standing and working knowledge necessary to • M.A. in Bilingual/Bicultural Childhood tification and, in addition, leads to Bilingual educate language minorities while working with Education (Dual Certification) certification. Students who have teaching cer- the goal of developing proficiency in more than tificates in elementary or secondary education one language for both language-majority and For students with no teacher certification who can also pursue Middle Childhood Education minority-students. Students will examine the want to teach in elementary schools. This certification (grades 7-9). nature of cross-cultural understanding and course of study aims to prepare educators to knowledge, as it provides support and access work in bilingual settings that privilege the • Advanced Certificate in Bilingual/Bicultural for language minority school populations to education of language-minority students. It Education respect, develop, and preserve their languages leads to NY State certification in Childhood within educational settings, to develop and Education (grades 1-6) with a Bilingual The 15-point Advanced Certificate course of strengthen their identities, and to go beyond Education extension. It also has the potential study is for students who are pursuing NY their selves to engage in the world as produc- for extending dual certification to include State teacher certification in another area or tive citizens. The courses will also help students Middle Childhood Education certification who already hold NY State teacher certifica- explore their place within the context of the (grades 7-9); interested students should dis- tion. In addition, students who hold baccalau- presence of multiple language and cultures in reate degrees but do not wish to pursue mas- schools and communities and in promoting cuss this possibility with an advisor. Within the ter’s degrees may enroll. The course of study diversity in thinking and social justice in the course of study are two streams: leads to NY State Bilingual Extension certifica- U.S. and beyond. a. Stream A is for students without prior tion. Courses within the different departments will experience in education and requires 40 points of coursework. Special Application allow students to explore the distinction between Requirements/Information: regular general education teaching and teaching b. Stream B, for students who have student- In addition to the Teachers College admission in settings where the curriculum is taught in taught, have taught full-time for a mini- application, prospective students must submit more than one language, second language learn- mum of one year, or are presently teach- the following: ing theory, literacy, and interdisciplinary intellec- ing, requires 33 points of courses. • Program application (available from the tual endeavors. • M.A. Program in Bilingual/Bicultural Office of Admission or program website) • Proof of Language proficiency (please see Students will plan an appropriate course of Childhood Education (Transitional B program application) study, according to their background, knowl- Certification) edge, and experiences and in relation to their Proficiency in English and a language other Peace Corps Fellows with no teacher certifica- future goals, with their advisor. Students are than English (LOTE) are required for the tion who want to teach in elementary schools strongly advised to plan the whole curriculum Program in Bilingual/Bicultural Education, as during their first semester, so as to meet all may pursue the 33-point Transitional B course well as for the the courses of study leading to requirements and to enjoy the multiple possi- of study. This course of study aims to prepare NY State certification. Students must provide ble field experiences in educational settings. educators to work in bilingual settings that proof of proficiency in a language other than Students are also urged to go to the program privilege the education of language-minority English by showing evidence of education or website (www.tc.edu/academic/its/bilingual) for students in low-resource schools. The pro- extended residence abroad; undergraduate FAQ’s to explore the multiple strands available gram meets the requirements for NY State coursework; or language proficiency scores at the M.A. level, New York State requirements certification in Childhood Education (grades (such as the GRE, SAT, or Peace Corps for certification, the doctoral program, and dis- 1-6) with a Bilingual Education extension and Assessment). Students must also submit their tinctions in the different fields of study that has the potential for extending dual certifica- statement of interest in English and the LOTE. might be important in the selection of the area tion to include Middle Childhood Education International students must submit TOEFL of Bilingual/Bicultural Education as a major. certification (grades 7-9). Only students scores. approved by the Peace Corps Fellows Program Courses of study: (www.tc.columbia.edu/pcfellows) are eligible For further information, contact: Students who are U.S. citizens or permanent for admission. As part of the program, stu- Program in Bilingual/Bicultural Education residents may pursue a course of study that dents must complete a special intensive 200- Teachers College, Columbia University leads to NY State certification. Students ought hour pre-component in the summer and be 525 West 120th Street, Macy 351 to choose a course of study based on their pre- placed in a school as a teacher. Students will P.O. Box 122A vious studies and experiences and career goals. receive supplementary mentoring throughout New York, NY 10027 The following section describes offerings in the the year. Telephone: (212)678-3758 Program in Bilingual/Bicultural Education: Email: [email protected] • M.A. Program in Bilingual/Bicultural • M.A. in Bilingual/Bicultural Studies Education (Initial Certification) Degree Requirements:

This 33-point course of study provides students Students who have teacher certification in any All courses of study require three core founda- with flexibility to pursue a policy, research, or area and an interest in a Bilingual Extension tional courses and a bilingual inquiry course. teaching strand. The program is fully registered should follow this 33-point course of study. M.A. programs require an integrative project. with the New York State Education Depart- This program aims to prepare educators to The teaching strands with Bilingual/Bicultural ment. The teaching strand within this course work in bilingual settings that privilege the Studies and the courses of study programs lead- of study does not lead to NY State certification. education of language minority students. It ing to NY State certification require a practicum leads to NY State professional certification in or student teaching experience. Students are strongly urged to consult with an academic advi- the area in which students already hold cer- sor on all degree requirements.

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

Foundation and Inquiry Courses: Courses of study leading to certification work, and other life contexts. It draws on theo- • ITSF4021 Foundations of bilingual/ require the following: ries and practices from linguistics, bilingual edu- bicultural education (3) • ITSF 4020 Bilingualism and cation, the literatures of disability rights, and • ITSF 4024 Linguistic foundations of disabilities (1) the teaching of students with disabilities. bilingual/bicultural education • ITSF4028 Teaching literacy in ITSF 4021. Foundations of bilingual/ (3) bilingual settings (3) bicultural education (3) • ITSF 4075 Cross-cultural communica- • ITSF 4121 Bilingual/bicultural Professor Muench. Offered in the fall. Review tion and classroom ecology curriculum design in of the linguistic, socio-cultural, philosophical, (3) elementary and middle political, and historical foundations that have • ITSF 4150 Teacher/educational schools (3) shaped bilingual education policies, program inquiry: Bilingual/bicul- • ITSF 4133 Curriculum and methods models, and teaching and assessment practices. tural education (1-3) for bilingual teachers: Analysis of how diverse bilingual education pro- Science (2-3) gram models throughout the world respond to Each student will choose courses with their • ITSF 4134 Curriculum and methods different linguistic, social, and educational goals. advisor’s assistance. The following shows a for bilingual teachers: ITSF 4024. Linguistic foundations of sample of recommended courses for potential Mathematics (2-3) concentrations. bilingual/bicultural education (3) • A&HT 4076 TESOL methodologies Faculty. Offered in the spring. Introduction to for K-6 (3) the study of bilingualism. Study of sociolinguis- Concentration on Research: Choose among tics and psycholinguistics as applied to the the following. Master of Arts programs leading to certifica- design and implementation of bilingual/bicul- • ITSF 5519 Research in language tion (Stream A) require one full year of stu- tural educational models and materials. and literacy I dent teaching with the accompanying courses • ITSF 5520 Research in language (a total of 17 additional credits), for a total of ITSF 4027. Current topics in bilingualism and literacy II 40 credits for the degree. and bilingual/bicultural education (1-3) • ITSF 4015 Introduction to computers, Professor Velasco. Studies of selected topics in language, and literacy Master of Arts programs leading to dual bi/multilingualism and bilingual/bicultural edu- • ITSF 4060 Latinos in urban schools (stream B), transitional B, and initial certifica- cation. • ITSF 5016 Ethnography of education tion require a half-year of student teaching (a • A&HL 4003 Schools of linguistic total of 7 credits), for a total of 33 credits for ITSF 4028. Teaching literacy in bilingual settings (3) analysis the degree. Professor Velasco. Offered in the spring. • A&HL 4104 Discourse analysis Master of Arts programs leading to certifica- Prerequisite: ITSF 4021. Approaches to devel- • A&HL 4106 Text and textuality tion (initial/professional) require one semester oping literacy in a second and native language • A&HL 5008 Interlanguage analysis of a practicum, which is a supervised practice in elementary and middle schools. Techniques • HUDF 5020 Methods of social for developing listening, speaking, reading and (a total of 3 credits), for a total of 33 credits research: survey methods writing, developing language and literacy for the degree. • HUDF 5022 Sociological analysis of through the content areas, using children’s lit- erature, and assessing students’ literacy devel- educational systems ADVANCED CERTIFICATE opment in the second and native language. • C&T 5000 Theory and inquiry in Students who are not pursuing an M.A. and curriculum and teaching Strategies to develop biliteracy in dual language who either hold teacher certification in anoth- programs. • HBSK 5085 Observing and assessing er area or are simultaneously pursuing teacher preschool children certification in another area can choose the ITSF 4075. Cross-cultural communication 15-credit Advanced Certificate. The course of and classroom ecology (3) Concentration on Policy: Choose courses study includes the foundation courses and Professor Muench. Offered in the fall. Examin- among the following: 3 points from the following courses: ation of the influence of culture in the design • ITSF 4025 Languages, society, • ITSF 4121 Bilingual/bicultural curri- and implementation of school instruction. and schools culum design in elemen- Identification of salient theoretical issues relat- • ITSF 5024 Bilingual/multilingual tary and middle schools ed to culture and social organization as they relate to the education of ethnolinguistic and education: International • ITSF 4133 Curriculum and methods perspectives minoritized children. Exploration of the learn- for bilingual teachers: ing/ teaching processes within the context of • ITSF 4027 Current topics in bilin- Science gualism and bilingual/ multicultural and bilingual classroom settings • ITSF 4134 Curriculum and methods from a cultural perspective. Reflection upon the bicultural education for bilingual teachers: role of the teacher in creating cultural learning • HUDF 4000 Education and public Mathematics environments. Survey of research approaches policy • ITSF 4028 Teaching literacy in which serve as tools to examine classroom • ORLF 5042 Urban politics and bilingual settings interaction. education • ITSF 4720 Student teaching in bilin- • ORLF 5045 Race, ethnicity and U.S. gual/bicultural education ITSF 4121. Bilingual/bicultural curriculum educational policy design in elementary and middle schools (3) Faculty. Offered in the spring. Corequisites: (Policy courses in Curriculum and Teaching) COURSES: ITSF 4133 and ITSF 4134. Permission required. Concentration on Teaching (not leading to Prerequisites: ITSF 4021 and proficiency in the ITSF 4020. Bilingualism and disabilities (1-3) English language and one additional language. NYS certification): Choose among courses Professor Velasco. This course examines the that are required for programs leading to The course focuses on: (a) linguistic, cognitive, interaction between disability and bilingualism developmental, and socio-cultural considera- certification. through the lifespan and across home, school,

Teachers College Columbia University 2009-2010 157 tions in the design of bi/multilingual curricula; ITSF 4720. Student teaching in ITSF 5513. Staff development in multi- (b) exploration of bi/multilingual instructional bilingual/bicultural education (4) lingual/multicultural settings (3) methods and materials for use in language arts Professor Velasco. Offered every spring. Faculty. Permission required. Critical study and content areas; (c) critique of current com- Permission required. Student teaching in bilin- of theory and practice of staff development mercially prepared products. gual elementary classroom. Practical applica- in multilingual/multicultural settings. tion of bilingual and bicultural classroom prac- ITSF 4133-ITSF 4135. Curriculum tices in all content areas, the teaching of an ITSF 6202. Advanced fieldwork and methods for bilingual teachers (1-3) additional language (ESL or LOTE), and the (1-6 each course) Faculty. Offered spring. Corequisite: ITSF 4121. development of bilingualism. Classroom obser- Faculty. Permission required. Prerequisites: ITSF 4021, or permission of vations and supervision will be provided for instructor. Intensive review of curriculum and full-time teachers and student teachers. ITSF 6402. Internship in methods appropriate to the teaching of the sub- Weekly seminars focus on teaching strategies bilingual/bicultural education (1-6) ject areas in bilingual instructional settings. for a variety of bilingual settings, including Faculty. Permission required. Occasional oppor- Offered as needed for those wishing to obtain teaching content and developing language. tunities in areas represented by the department. bilingual teacher certification. Students must inquire to see if opportunities are ITSF 5021. Assessment and evaluation available during any given semester. • ITSF 4133. Science in bilingual education (3) Faculty. Permission required. Prerequisite: ITSF 6521. Seminar in • ITSF 4134. Mathematics Introductory course in educational or psycho- bilingualism/bilingual education (3) logical assessment. Survey of tools and tech- Professor Torres-Guzman. A review of research • ITSF 4135. Language arts niques used in different types of assessment in bilingual/bicultural education from an inter- and evaluation including linguistic, psychoed- disciplinary perspective. The focus is on the ITSF 4150. Teacher/educational inquiry: ucational, and programmatic areas; principles, analysis of research, evaluation methodologies Bilingual/bicultural education (1-3) limitations, and alternatives applied to the and findings, and their potential application to Professor Torres-Guzman. Permission required. above as they pertain to effective bilingual current theory and practice. Open only to students registered in any of the programs. Emphasis on methods of assessment M.A. Programs in Bilingual/Bicultural Educa- and evaluation that can be used by the Courses Open to Non-Majors tion. Reflective inquiry focused on bilingualism teacher/supervisor with English Language A number of departmental offerings are suitable or biculturalism in relation to instruction in the Learners. for non-majors because of their non-technical native language, native language development, nature. Consult advisors about other courses second language learning, and the relationship ITSF 5022. Administration of bilingual between the theory and practice of learning programs (3) not listed. and/or teaching in bi/multilingual/multicul-tural Faculty. Focus on managerial, legal, and finan- settings. Course supports students in develop- cial issues in bilingual education, with particu- • ITSF 4021. Foundations of ment and presentation of their Integrative lar emphasis on urban and suburban settings bilingual/bicultural education (3) Project. Offered only in the fall. at elementary and secondary school levels. • ITSF 4024. Linguistic foundations of ITSF 4323. Practicum/student teaching for ITSF 5024. Bilingual/multilingual bilingual/bicultural education (3) practicing teachers in bilingual/bicultural education: International perspectives (3) education (3-4) Professor Torres-Guzman. A survey of bilin- • ITSF 4075. Cross-cultural communica- Professor Velasco. Offered every fall. Permis- gual/multilingual educational policies and tion and classroom ecology (3) sion required. This course is for current teach- practices throughout the world. While such ers or students with prior teaching experience. models and designs are analyzed from a com- • ITSF 4027. Current topics in bilingualism Practical application of bilingual and bicultural parative educational perspective, much atten- and bilingual/bicultural education (1-3) classroom practices in all content areas, the tion is given to the ethnolinguistic, social, eco- teaching of an additional language (ESL or nomic, and political contexts. • ITSF 5123. School counseling of LOTE), and the development of bilingualism. bilingual/bicultural children (3) Classroom observations and supervision will ITSF 5123. School counseling of be provided for full-time teachers and student bilingual/bicultural children, adolescents • ITSF 5024. Bilingual/multilingual educa- teachers. Weekly seminars focus on teaching and their families (3) tion: International perspectives (3) strategies for a variety of bilingual settings, Faculty. Guidance and counseling theory, including teaching content and developing research and practice regarding bilingual and language. racially/culturally diverse children, adolescents and their families. The course examines para- ITSF 4325. Practicum/Internship in digms used to understand the behavior of bilingual/bicultural institutions (3) bilingual/bicultural children, the impact of Professor Velasco. Offered every fall. Develop various factors on their functioning, models for practical skills in teaching an additional lan- assessing their functioning, and preventive and guage other than English and developing cross rehabilitative interventions to effect change. cultural understandings through working weekly with a small group of students in a ITSF 5512. Bilingual/multicultural non-formal school setting. Seminars focus on education program development methods and strategies for integration of lan- and change theory (1-3) guage and cultural awareness taught in hands- Faculty. Permission required. Analysis of on ways. Fluency in a language other than change theory with emphasis on factors affect- English required. ing development, implementation, staffing, and administration of bilingual/bicultural programs.

158 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONAL AND TRANSCULTURAL

INTERNATIONAL AND focus (anthropology, economics, history, sociology, Anthropology philosophy, or political science), whereas students The concentration in Anthropology offers a dis- COMPARATIVE EDUCATION in International Educational Development select ciplinary approach that carefully explores and PROGRAMS a concentration within the field of education (for contributes to the analysis and understanding of example, African Education, Bilingual/Bicultural educational processes in schools and classrooms, The two international education programs pro- Education, Finance and Planning, International in families, on street corners, in community cen- vide advanced preparation for professional careers Education Policy Studies, etc.). Approximately ters, in churches and in all settings where educa- in a wide range of teaching, policy and evaluation, one-third of the courses are to be taken in the tion may proceed. In addition, the concentration administrative, and research roles. Students may area of concentration. The courses offered in con- offers coursework in the application of anthropo- combine their studies with other areas of concen- centrations vary each academic year. A few con- logical knowledge and approaches to matters of tration offered throughout the College. centrations are not available at the doctoral level, policy concern in ecological and environmental as noted in their description below. change, economic and community development, Program Coordinator: education, immigration, institutional programs, Professor Hope Jensen Leichter Students in both international education pro- literacy, psychiatry, and psychoanalysis. grams are encouraged to select a geographical Program Office: (212) 678-3184 area of specialty. Geographical areas currently Economics Email: [email protected] represented by faculty in the Department of Economics is a powerful tool for scholars and Website: http://www.tc.edu/its/CIE&IED International and Transcultural Studies are: educational practitioners who wish to develop a Africa, the Caribbean, Central Asia, East Asia, better understanding of educational institutions Teachers College offers two programs in Europe, Latin America, the Middle East, South and decisions. Students in the program develop international education: Asia, and the U.S. (for a transcultural/immigra- an array of skills in the application of economic tion focus). Most area studies courses are avail- concepts and theory, in benefit-cost analysis and COMPARATIVE AND INTERNATIONAL able at the School of International and Public other evaluative procedures, and in the statistical EDUCATION, AND INTERNATIONAL Affairs and in discipline-based departments at treatment of mass data. EDUCATIONAL DEVELOPMENT Columbia University to which students in inter- national education have access. The list of courses offered in anthropology and Prospective students should visit the website economics can be found under the respective and email the program assistant, for more Applications are reviewed once a year to begin degree programs, listed in this section of the information ([email protected]). in the fall semester only. The deadlines for appli- catalog. Description of the Two Programs: cations are in December or January depending Areas of concentrations offered outside the In 1899, Teachers College became the first grad- on the degree program. Department of International and Transcultural uate institution in the United States to develop a Studies: program in comparative education. The Program COMPARATIVE AND • History faculty were co-founders of the Comparative and INTERNATIONAL • Philosophy International Education Society in 1956 and EDUCATION • Political Science edited the Society’s journal, Comparative Educa- • Sociology tion Review, for many years. Degrees Offered: In the 1960s, Teachers College also became The courses for these areas of concentration in COMPARATIVE AND INTERNATIONAL the Comparative and International Education instrumental in the study of the international EDUCATION (COMP) development of education, founding the program program—offered outside the department—can in International Educational Development. The Master of Arts (M.A.) be found under the respective degree programs, faculty of the programs continue to be active in Master of Education (Ed.M.) listed in other sections of the catalog. conducting research and participating in educa- Doctor of Philosophy (Ph.D.) tional activities around the world. The Ph.D. program in Comparative and Up to 30 graduate-level credits can be trans- International Education includes a foreign lan- Graduates of the programs are found in numerous ferred into the Ed.M. and Ph.D. degree guage requirement as well as comprehensive positions, including academic research and teach- programs. training in research methods and data analysis. ing, educational planning, project design and eval- Ph.D. students are expected to take some of uation, program management in foundations, Areas of concentrations offered inside the the courses in their discipline at the Graduate non-governmental organizations, governmental Department of International and Transcultural School of Arts and Sciences, Columbia organizations, businesses and corporations, and Studies: University. private and public educational institutions. • Anthropology • Economics The primary distinction between the two pro- grams is the area of concentration leading at the The following presents a description of concen- doctoral level to the Ph.D. for Comparative and trations in Comparative and International International Education students and to the Ed.D. Education offered in the department. for International Educational Development stu- dents: Students applying for Comparative and Interntional Education need to select a discipline

Teachers College Columbia University 2009-2010 159 INTERNATIONAL programs will allow students to explore from an sion and other forms of technology by families, as EDUCATIONAL interdisciplinary perspective the role of formal well as the changing configurations of education DEVELOPMENT and non-formal education in a broad range of in community settings, for example, linkages development issues affecting people of African among museums, families, and schools. Degrees Offered: descent. Students should consult with one of the faculty members affiliated with the concentration Faculty affiliated with the concentration: INTERNATIONAL EDUCATIONAL to select courses from appropriate departments at Hope Jensen Leichter (liaison) and DEVELOPMENT (INTL) Teachers College as well as from other programs Hervé Varenne. Master of Arts (M.A.) at Columbia University. Master of Education (Ed.M.) Finance and Planning Doctor of Education (Ed.D.) Faculty affiliated with the concentration: The Finance and Planning concentration is George Bond (liaison). devoted to the preparation of researchers, policy Up to 30 graduate-level credits can be transferred analysts, as well as managers and leaders in the Bilingual/Bicultural Education into the Ed.M. and 45 credits into the Ed.D. financing and planning of education. The cours- This concentration enables students to develop degree programs. es are designed to examine issues and topics cen- the understanding necessary to educate language tral to the financing and planning of education minorities throughout the world. It focuses on Areas of concentrations offered inside the at various levels across countries today and in individual and societal bi/multilingualism as well Department of International and Transcultural the new century. These issues and topics include as the influence of cultural and linguistic diversi- Studies: financing quality basic education for all, equity ty in the design of educational systems and class- • African Education and efficiency in financing, higher-education room instruction. For more information, please • Bilingual/Bicultural Education finance, privatization and educational choice, see the section titled Bilingual/Bicultural • Family and Community Education international aid and education, decision analysis Education. • Finance and Planning and planning in education, as well as the inter- • International Education Policy Studies national and transcultural contexts of education- Faculty affiliated with the concentration: • International Humanitarian Issues al financing and planning. Maria Torres Guzman (liaison), JoAnne Kleifgen, • Language, Literacy and Technology and Lesley Bartlett. • Latin American and Latino Education The concentration is intended for students who • Peace Education will pursue a career dealing with financial and Family and Community Education planning aspects in a variety of education set- Teachers College continues its long history of The following presents a description of con- tings, including schools and universities, govern- groundbreaking work through the concentration centrations in International Educational ment education departments and ministries, in Family and Community Education. In all soci- Development offered in the department. international development organizations, as well eties, individuals learn from many others in their as non-profit and community organizations. In social networks, e.g., parents, siblings, grandpar- African Education addition to required courses, students can select ents, peers, clergy, as well as teachers, and other The concentration in African Education reflects relevant courses from departments such as professionals. What is more, education takes the growing demand within schools and other Organization and Leadership, Arts and place through many institutions, e.g., families, public agencies for persons knowledgeable about Humanities, as well as from the larger university. day-care centers, businesses, the media, muse- the diverse institutions and historical processes ums, libraries, community agencies, religious that have shaped the African continent and its Faculty affiliated with the concentration: institutions, as well as the schools. educational systems. There is also an unprece- Mun C. Tsang (liaison), Henry M. Levin, and Francisco Rivera-Batiz. dented need for educators and policy makers who Since the configurations of these educational understand the fundamental changes in African networks and institutions are subject to education stemming from decentralization, International Humanitarian Issues change—sometimes drastically—as in the case of The International Humanitarian Issues (IHI) democratization, and privatization as well as reli- new technological enterprises, studies in Family gious and political movements on the continent. concentration is an interdisciplinary specializa- and Community Education examine the chang- tion. It is designed for students interested in con- The concentration provides students with a foun- ing linkages among educative institutions in the dation in African studies through courses on cul- ducting research on humanitarian issues or in community. Fundamental changes in education providing humanitarian assistance in regions tural and social relations in African communities, also stem from the extensive transnational demographic changes on the continent, and experiencing conflict, post-conflict recovery, or migration and immigration taking place in many natural disasters. Through courses offered at comparative studies of education in specific areas of the world today. Given increasing geo- African countries. Those who select this concen- Teachers College, the School of International graphic mobility, together with new forms of and Public Affairs, the School of Social Work, tration will be prepared for further academic communication, an understanding of the con- studies as well as for professional careers in teach- the Earth Institute, and the Mailman School of nections between local and global cultures, and Public Health, students will examine the social, ing, policy-making, and international develop- the resources families and communities bring ment. Through courses offered at Teachers political, environmental, and economic dimen- from one area to another is essential for educa- sions of humanitarian emergencies and the College, the School of International and Public tors and policy makers. Thus, another focus of Affairs, the Mailman School of Public Health, impact of these emergencies on the education study is family migration, immigration, and edu- sector. Coursework in these different depart- and other Columbia-affiliated institutions, stu- cation. dents will examine the multiple dimensions of ments and programs will allow students to explore from an interdisciplinary perspective the African studies as they relate to the cultural, eco- Courses examine basic processes of education nomic, social, and political dimensions of educa- 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 in Africa and the African Diaspora. tion of family memories, the mediation of televi- Coursework in these different departments and

160 www.tc.columbia.edu General Information: (212)678-3000 INTERNATIONALINTERNATIONAL ANDANDTTRANSCULTURALRANSCULTURAL itations of education in resolving different kinds Concentration in Latin American and abroad. Those interested in the relationship of humanitarian emergencies. Latino Education between language and technology may focus on Latin American and Latino Education (LALE) is areas such as language and the Internet, multi- Students in the IHI concentration will plan an an interdisciplinary concentration focused on edu- modal discourses and literacies, and the design appropriate course of study with their advisors, but cation across the Americas. Responding to the and evaluation of multimedia materials. they are required to take at least six credits within importance of the Latin American and Caribbean the Department of International and Transcul- region as well as the growing number of immi- In addition to the courses listed under this con- tural Studies at the master’s level and nine credits grants from that region to the United States, this centration, students can select relevant courses at the doctoral level. They are also strongly concentration provides students with a founda- from Bilingual/Bicultural Education and Anthro- advised to take courses from at least two of the tion in Latin American/Latino studies through pology within this department, from other institutions listed above. Additionally, at the doc- courses that consider topics such as: the impact of departments such as Mathematics, Science and toral level, students are recommended to com- economic processes on education in the region; Technology, and Arts and Humanities as well as plete an internship with an organization involved language policy in schools; the social, cultural, and from the larger university. in humanitarian issues. political dimensions of education, ethnicity, and academic achievement; gender and social change; Faculty affiliated with the concentration: Faculty affiliated with the concentration: educational access and quality; teacher prepara- JoAnne Kleifgen (liaison), Lesley Bartlett, Lesley Bartlett (liaison) and Monisha Bajaj. tion and curricular development; patterns of Maria Torres-Guzman and Hervé Varenne. migration within and between countries in the International Education Policy Studies Western hemisphere; intercultural education; and Peace Education The International Education Policy Studies con- the impact of international and bilateral educa- In recognition of the unprecedented dimensions centration is interdisciplinary and encompasses a tional policies and institutions on educational pol- of issues of security, war and peace, human rights wide range of local and global perspectives in the icy and practice in the region. Students are also and global justice, and sustainable development field of international educational development. encouraged to pursue relevant coursework at the in a world of violent conflict, the department has Courses are taught with attention to multiple School of International and Public Affairs, the developed a concentration in Peace Education. paradigms and worldviews to prepare future Mailman School of Public Health, and other Peace Education is primarily concerned with scholars to engage in the work of policy analysis, Columbia-affiliated institutions to examine the addressing direct and structural violence through formation, and study. Faculty who teach educa- variety of linguistic, cultural, social, political, and the transformation of pedagogy, curriculum, and tion policy courses come from a variety of aca- economic processes that shape education across policy related to education in both formal and demic disciplines across the College, such as the Americas. non-formal contexts. Through the concentration, anthropology, economics, law, political science, students are provided with a conceptual under- psychology, and sociology. There are also faculty Faculty affiliated with the concentration: standing of issues related to peace and human who work in interdisciplinary areas, such as early Regina Cortina (liaison), Lesley Bartlett, Lambros rights as well as practical skills in curriculum childhood education, family and community Comitas, Jo Anne Kleifgen, Hope Leichter, and development. Students are required to take two education, public health, education leadership, Francisco Rivera-Batiz. core courses in Peace Education and, in addition, and international educational development. The can select courses related to peace, security, con- International Education policy concentration fol- Language, Literacy and Technology flict resolution, human rights, and global justice lows the same approach to policy studies as the This concentration systematically brings together offered throughout the College and within other College-wide Policy Studies courses: students social studies of language from three interrelated programs at Columbia University, Jewish learn about the craft of policy making and analy- vantage points: Theological Seminary, and Union Theological sis, acquire content and historical background • Discourse Studies Seminary. information, enroll in content-driven policy • Literacy Studies courses, and take research methodology courses. • Multimodal Discourse and Literacies Faculty affiliated with the program: Policy methods courses are offered throughout Monisha Bajaj (liaison) and Lesley Bartlett. TC, and students are required to take a combi- We are concerned with educational problems nation of both qualitative and quantitative faced by immigrant families and by speakers of Areas of concentrations offered outside the courses. Most courses in this concentration focus minority languages and varieties; with the devel- Department of International and Transcultural on school reform in the United States and opment of cross-national computer-mediated- Studies: abroad. communication skills; with the design of com- • Adult Education puter-supported learning materials for language • Conflict Resolution Students must meet with their advisors to select and literacy; and with bringing knowledge about • Curriculum and Teaching appropriate policy related courses from across the human communication to bear on problems of • Educational Leadership College or at one of the other Columbia schools. understanding within and across groups such as • Higher Education Many courses are offered by the departments of families, community, workplace, national, and • Organizational and Social Psychology International and Transcultural Studies, Organi- international entities. (only at M.A. and Ed.M. level) zation and Leadership, and Human Develop- ment at Teachers College. Students specializing in this field may focus on The courses for these areas of concentrations in areas such as the teaching of English in interna- the International Educational Development pro- Faculty affiliated with the concentration: tional settings, the education of speakers of gram—offered outside the department—can be Gita Steiner-Khamsi (liaison), Lesley Bartlett, minority languages and language varieties, litera- found under the respective degree programs, list- Hope Jensen Leichter and Henry M. Levin. cy practices around the world, the development ed in the catalog. Note that any program offered of literacy in the first and second language, and at Teachers College qualifies, in principle, as an language policy and planning in the U.S. and area of concentration for the International Educational Development program.

Teachers College Columbia University 2009-2010 161 Special Application • Transcultural/geographical area studies: Core Courses Requirements/Information: 6 points Applicants to the master’s and doctoral degree • Electives: 8 points ITSF 4025. Languages, society and in the international education programs should • Each M.A. candidate must complete a schools (3) Faculty. This course studies the role that lan- indicate their area of concentration and a geo- special integrative project, demonstrating the ability to integrate, synthesize, and apply guages play in different societal contexts. It graphical area or transcultural topic of interest examines the language policies of different soci- what has been learned in the program of on their application for admission. These con- eties and looks at how these policies are enact- centrations are not binding, and enrolled stu- study. ed or not in different institutional contexts by dents are at liberty to change their concentration diverse speakers. In doing so, the course pays and specialty at the beginning of their studies. MASTER OF EDUCATION (60 POINTS) attention to diverse language ideologies as well Core Courses: 9 points (ITSF 4090 or ITSF 4091 as to the relationship between language and Applicants to the Ed.M., Ph.D., and Ed.D. and a second course: ITSF 4090, ITSF 4091, identity. Languages and literacies in schools, programs must have a Masters degree. Doctoral ITSF 4025, or ITSF 4051, and one especially educational language policy in multi- applicants must submit an academic writing sam- additional department course) lingual contexts, receive special consideration. ple and should arrange if possible for an inter- • Concentration Courses: ITSF 4051. Education and economic view prior to applying. Applicants for the Ph.D. 18 points (in an academic discipline for Comparative and International Education development (3) program in Comparative and International Professor Rivera-Batiz. This course examines or in a professional concentration for Education are expected to have already complet- the links between education and various ed some coursework in the discipline they select International Educational Development, aspects of economic development. Topics as their concentration. as listed in the Program Description above) include the impact of human capital accumula- • Transcultural/geographical area studies: tion on economic growth, the educational Application deadlines: 18 points attainment of men and women in developing M.A., Ed.M.: January 15 • Electives: 15 points countries, the effects of schooling on labor force Ed.D.: January 2 • Ed.M. degree candidates must complete a participation, wages and fertilities, and the Ph.D.: December 15 special integrative project designed to illumi- issues of school finance and educational policy nate a major aspect of the program of study. in the Third World. Degree Requirements: ITSF 4090. Issues and institutions in DOCTOR OF EDUCATION (90 POINTS) The programs are designed to provide students international educational development (3) (International Educational Development only) with challenging coursework related to interna- Professors Bajaj, Bartlett, and Steiner-Khamsi. tional and transcultural dimensions of education. Core Courses: 12 points. (ITSF 6580, This course explores theoretical appropaches to Requirements include work in four areas: a core ITSF 6581 and two additional ITSF courses) the study of education in international develop- curriculum, a concentration that is either a disci- • Courses in a field of professional ment and uses these approaches to consider cur- pline (for Comparative and International Edu- concentration: 27 points rent topics and debates in the fields of interna- cation) or a professional field of education (for • Transcultural/geographical area studies: tional and comparative education. This course International Educational Development), trans- 27 points also introduces students to institutions involved cultural or geographically related study, and • Electives: 24 points with educational development in diverse global settings, such as the United Nations and the elective credits. World Bank. This course is also offered at the DOCTOR OF PHILOSOPHY (75 POINTS) doctoral level (ITSF 6581). The program arrangements are designed to be as (Comparative and International Education only) flexible as possible so that previous educational Core Courses: 9 points. (ITSF 6580 and ITSF 4091. Comparative education (3) and professional experiences and the future ITSF 6581 and one other ITSF course) Professors Bajaj, Bartlett, Cortina, and Steiner- career goals of the student may be taken into • Courses in an allied discipline: 30 points Khamsi. Introduction to theories in compara- account in the choice of appropriate coursework. • Transcultural/geographical area studies: tive education, cross-national comparative Each student is expected to assume major 18 points analysis, educational indicator research, educa- responsibility for formulating, in cooperation • Electives: 18 points tional transfer and borrowing, and the relation with the academic advisor, a plan of study that between culture and education. This course is will best meet the general program requirements For further program information, contact the also offered at the doctoral level (ITSF 6580). in a way most compatible with her/his own pro- Programs in International Education, Teachers fessional goals. Keep in mind that degrees are College, Columbia University, Box 55, New York, General Courses offered only by program, that is, applicants need N.Y. 10027, call (212) 678-3184 or email Note that general courses are not offered to specify to which of the two international edu- [email protected]. every year. cation programs they are applying. COURSES: ITSF 4013. Literacy and development (3) MASTER OF ARTS (32 POINTS) For courses in the concentrations of the Professor Bartlett. This course examines Core Courses: 6 points, (ITSF 4090 or ITSF 4091 Comparative and International Education pro- common assumptions about the relationship and a second course: ITSF 4090, ITSF 4091, gram and in out-of-department concentrations of between literacy and cognitive and/or social, ITSF 4025, or ITSF 4051) both international education programs, please political and/or economic development. • Concentration Courses: check the appropriate programs and departments 12 points (in an academic discipline for for course descriptions. ITSF 4014. Urban situations and education Comparative and International Education (3-4) or in a professional field of education for Professor Bond. See course description under International Educational Development, as Anthropology course listing. listed in the Program Description above)

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ITSF 4015. Introduction to computers, topic each time course is offered. Topic courses skills necessary for effective communication language and literacy (2-3) explore issues related to the socioeconomic and through such genres as research projects, con- Professor Kleifgen. Sociocultural implications cultural context of educational planning and ference presentations, contributions to journals, of computer use in education; viability of soft- policy studies. They consider the relation to spe- grant proposals, and evaluation reports. ware use in the light of language learning the- cific issues of various approaches to planning ories; evaluation of electronic materials for use and their attendant outcomes. Topics vary and ITSF 4603. Human and social dimensions by bilingual, ESL, and native- and foreign- may include any of the following, Education in of peace (3) language learners. Materials fee: $20. the Middle East, Educational Development in Professor Bajaj. This course focuses on issues of the Muslim World, Emergency Education, human rights, global ethics, and various aspects ITSF 4018. Anthropology and development Gender, Education, and International Develop- of structural and cultural violence. Students are in Africa (3) ment, Human Rights, International Education introduced to examples of nonviolent social Professor Bond. See course description under Policy, and Education in Post-Conflict Settings. movements and reflect on the process of peace- Anthropology course listing. ful transformation. Another course in human ITSF 4096. Strategic planning and organiza- rights may be substituted for the concentration ITSF 4025. Languages, society, and schools tional change in international and national in peace education. (3) settings (3) Faculty. This course studies the role that lan- Professor Steiner-Khamsi. The seminar uses the- ITSF 4611. Education for global security (3) guages play in different societal contexts. It ories and methods of social network analysis for Not offered every year. examines the language policies of different examining regional and global policy networks. Faculty. Explores issues of peace and violence societies and looks at how these policies are Besides reading and discussing sociological texts from various perspectives, among them global enacted or not in different institutional con- and policy studies literature, we will conduct security culture and militarism. Emphasizes texts by diverse speakers. In doing so, the collaborative empirical analyses of policy net- alternative security systems such as disarma- course pays attention to diverse language ideo- works and policy entrepreneurs. Willingness to ment, international and gender justice, eco- logies as well as to the relationship between conduct empirical research (content and refer- logical and human security. Not offered every language and identity. Languages and literacies ence analyses) is a condition for participating in year. in schools, especially educational language this seminar. policy in multilingual contexts, receive special ITSF 4613. Fundamental concepts in consideration. ITSF 4097. International and comparative peace education (3) Not offered every year. studies in educational finance (3) Professor Bajaj. This course provides a ground- ITSF 4034. Dynamics of family interaction Professor Tsang. Educational finance in interna- ing in the theory, pedagogy, and practice of (3) tional settings. Financing role of international peace education. It draws from the internation- Professor Varenne. An introduction to commu- development agencies. International and com- al literature of the field as it has been devel- nication patterns inside families, with a special parative studies in educational finance. oped over the past three decades, and reviews emphasis on both their complexity at the inter- teaching practices relevant to various cultures personal level and their simplicity within the ITSF 4098. Educational development and learning settings. Not offered every year. social structure of a community. Class time is and policies in China (3) dominated by cross-cultural data on family Professor Tsang. Historical and national develop- ITSF 4614. The United Nations as structure and videotape analyses of communica- ment contexts of educational development in peace educator (3) Not offered every year. tion patterns within American families. China. Key policy issues in education by level Faculty. This course reviews and assesses the and across levels. work of the world organization and how it facil- ITSF 4054. Education and strategic planning itates the learning necessary to an integrated (3) ITSF 4155. Evaluating educational global society. The area of emphasis and prob- Faculty. Educational planning within the con- privatization and school choice (3) lem of focus vary from semester to semester. text of national economic planning; the meth- Professor Levin. See course description under Not offered every year. ods, assumptions, validity, and usefulness of the Economics course listing. major approaches; examples mainly from the ITSF 5000. Methods of inquiry: Ethnography less developed countries. ITSF 4160. Human rights education in and participant observation (3) Africa: Politics, policies, and pedagogies (3) Professor Harrington. See course description ITSF 4055. Resource allocation in Faculty. Students examine the historical condi- under departmental course listing. education (3) tions that give rise to human rights violations Professor Levin. See course description under and the efforts to protect rights through policy ITSF 5001. Ethnography and participant Economics course listing. and education. They explore different observation: Fieldwork, analysis, approaches to human rights education, apply reporting (3) ITSF 4092. Qualitative research and them to case studies of specific African coun- Professor Varenne. Permission required. evaluation in international education (3 or 5) tries, and develop human rights education cur- ITSF 5000 or equivalent required. See course Professor Steiner-Khamsi. The study of qualita- ricula. description under departmental course listing. tive methodologies appropriate to various kinds of educational programs, issues, and problems ITSF 4190. Communicative practices: ITSF 5002. Ethnography and participant in diverse research settings. Intercultural perspectives (2-3) observation: Comparative and quantitative Professor Kleifgen. A topical course exploring analysis (3) ITSF 4093. Preparation of instructional language as situated social practice and focusing Professor Harrington. Permission required. materials for developing countries (3) on communication within and across national ITSF 5000 or equivalent required. See course Faculty. Problems, issues, and approaches in the boundaries. Domains examined include school- description under departmental course listing. preparation of written and other instructional ing, work, community, and the public arena. materials for developing countries. Both spoken and written modes are considered. ITSF 5003. Communication and culture (3) Professor Varenne. Introduction to major theo- ITSF 4094. Educational planning in ITSF 4195. Academic literacies (2-3) ries of human communication and culture as international educational development (1-3) Faculty. This course is designed to help stu- they relate and build on each other. Faculty. Point allocation to be determined by dents develop the professional knowledge and

Teachers College Columbia University 2009-2010 163 ITSF 5005. Interdisciplinary study of ITSF 5580. Postcolonial studies of ITSF 6580. Advanced seminar in the family (3) education (2-3) international education I (3) Professor Varenne. Critical examination of the Professor Steiner-Khamsi. Prerequisites or Professors Bajaj, Bartlett, Cortina, and Steiner- interaction of internal and external forces and corequisites: ITSF 4090 and ITSF 4091. This Khamsi. This course will focus on the history, their effects upon individuals and families, course explores the impact of missionary, colo- methods and theories in the field of internation- drawing upon perspectives of various social nial education, and neo-colonial education on al and comparative education. science disciplines. school reform both in dependent countries and in former colonial countries. ITSF 6581. Advanced seminar in ITSF 5007. Race, class, and schooling: international education II (3) Ethnographic approaches (3) ITSF 5590. Education and the development Professors Bajaj, Bartlett, Cortina, and Steiner- Professor Bartlett. This course examines the of nations (3) Khamsi. This course will focus on issues, institu- role of schooling in the formation of race and Professors Bajaj. Prerequisites: ITSF 4090/6580 tions, and applications in the practice of inter- class structures across the Americas, including or ITSF 4091/6581. This seminar explores the national and comparative education. Latin America, the Caribbean, and the United politics of education in international and tran- States. scultural contexts. Course topics include educa- ITSF 6590. Doctoral seminar in inter- tional equity and quality as well as the role of national and transcultural studies (1-3) ITSF 5023. The family as educator (3) international donors in transplanting particular Faculty. Permission required. Presentation Professor Leichter. Permission required. “best practice” or reform packages from one of research in progress and examination of Analysis of the family as educator and its inter- national context to another. professional roles. relations with schools and other educational institutions. Emphasis on inquiry deriving from ITSF 5691. Colloquium on international educational practice and behavioral science education and the United Nations—Goals and theory. content: Major world developments and their implications for education (3) ITSF 5026. The family and television (3) Professor Steiner-Khamsi. The course presents Professor Leichter. Permission required. An the history as well as the current strategies and analysis of the impact of television on the family’s initiatives of various international organizations. educative functions, with special attention to The general introduction attempts to highlight, the process by which the family mediates from a critical perspective, the logic of donors television. and the rationale for external assistance. Several trends will be analyzed in greater detail: ITSF 5090. Education and demographic knowledge banks, demands for good gover- change (3) nance, post Cold War studies, south-south Faculty. This course examines the relationship transfer, and the War on Terror and U.S. assis- between education and demographic change in tance. To enable a comparative perspective, international educational development. It international organizations discussed in this focuses on historical and cultural changes in course are not restricted to U.N. organizations the areas of fertility, migration, mortality, and but also include development banks, interna- sustainable development. tional NGOs, bilateral assistance programs as well as other international organizations. A few ITSF 5120-ITSF 5121. Education in representatives of international organizations community settings (2-3) are invited as guest speakers. Professor Leichter. Permission required. A review and an analysis of educational issues and opportu- ITSF 5692. Colloquium on international nities in various community settings. Special fee: education and the United Nations—Theory $5. and teaching techniques: New trends in international education (3) • ITSF 5120. Museums (2-3) Faculty. Permission required. Enrollment limit- ed. Through class interchange and use of • ITSF 5121. Community centers (2-3) United Nations human and material resources, participants develop innovative teaching mate- ITSF 5519. Research in language rials suitable for their own educational systems. and literacy I (2-3) Faculty. Research in such areas as spatial, tem- ITSF 6125. Research issues in poral, textual, and social deixis in language, communicative practices (2-3) with particular attention to culturally variant Professor Kleifgen. A critical review of selected norms and their implications for educational research directions and paradigms for the practice. Materials fee: $20. analysis of spoken and written communication.

ITSF 5520. Research in language ITSF 6520. Seminar in families and literacy II (2-3) and communities as educators (1-3) Faculty. Research in the varieties of language Professor Leichter. Permission required. used in literate expression, with particular A research seminar in the family and the attention to culturally variant norms and their community as educational systems. implications for educational practice. Materials fee: $20.

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ECONOMICS program has a strong emphasis on the finan- Education and Economic Development: cial, managerial, and developmental chal- Current trends and challenges facing interna- AND EDUCATION lenges facing educational institutions in devel- tional educational development are discussed in oping countries and economies in transition. this concentration. It offers a cross-national, Program Coordinator: comparative analysis of school finance and the Professor Francisco Rivera-Batiz The program can be completed within one role of education on economic development. year and is highly focused to accommodate the Program Office: (212) 687-3152 demands of promising professionals and policy- Privatization and the Governance Email: [email protected] makers. The course of study is designed to of Educational Systems: Website: www.tc.edu/its/Economics convey the lessons of educational research This concentration provides a comprehensive and practice as well as management science discussion of alternative governance systems Degrees Offered: through the intensive study of actual educa- in education and their impact on student ECONOMICS AND EDUCATION (ECON) tional policy successes and failures. The cur- achievement and other educational outcomes. riculum of the program assumes that students Decentralization, school choice, and vouchers Master of Arts (M.A.) possess some measure of intellectual maturity are discussed, among others. Master of Education (Ed.M.) and exposure to the problems of educational Doctor of Philosophy (Ph.D.) policy-making. Economics and Finance of Higher Education: This concentration focuses on the analysis of (Education Policy option available for The program begins in September and con- higher education institutions and the financing degree levels above) cludes in August of the following year. It con- of tertiary education, including coverage of cost Program Description: sists of two semesters and a summer session. recovery in higher education institutions, com- munity colleges, financial aid, and equity issues. Economics is a powerful tool for scholars and The curriculum of the program aims to: educational practitioners who wish to develop • build students’ technical competence in the A limited number of scholarships are available a better understanding of educational institu- basic tools of educational management and through the Joint Japan/World Bank Graduate tions and decisions. The program in Econo- policy making; Scholarship Program. For information about the mics and Education at Teachers College was • provide the academic and professional envi- program, call the Program Coordinator. one of the first of its kind and has maintained ronment for students to apply these skills; its position of leadership in this rapidly grow- and A student may also pursue a Master of Arts ing field. • educate students about the global educa- program in Economics and Education, without tional landscape, including current thinking a concentration in Educational Policy. The stu- Graduates hold teaching positions in univer- on educational reform and the financing of dent will design that program under the guid- sity and college faculties, and administrative education. ance of the academic advisor. or research positions in a variety of settings, including foundations, government depart- In order to achieve these goals, the program Master of Education ments, and international agencies. Increas- begins in September with an intensive two- This 60-point program is intended for individu- ingly, schools and universities are appointing semester session in which students are taught als interested in the applications and practices economists with a special appreciation of edu- skills that are essential building blocks for in the economics of education. The program is cational goals and procedures to conduct insti- their career development. The program is flexible and is designed by the student, under tutional research. Some have gone into private skills-oriented and students will be asked to the guidance of the academic advisor. business. take courses in three topics: economic analysis Doctor of Philosophy Students in the program develop an array of and research skills, statistical tools for policy- This 75-point program is intended for individu- skills in the application of economic concepts makers, and management skills for educational als who want to acquire advanced training in and theory, in benefit-cost analysis and other policy. In addition to these three topics, stu- the theory, methods, and practices in the eco- evaluative procedures, and in the statistical dents, in collaboration with their faculty advi- nomics of education. It is a selective program to treatment of mass data. Within broad college sor, will design their own programs of study in prepare individuals for leadership roles in and university guidelines, students may pursue five areas of concentration: teaching, research, or administrative settings. individually designed programs that satisfy their unique interests and career objectives. Economic and Financial Policy Analysis in Education: The coursework for this program consists of three parts: core courses, courses in research With the help of an academic advisor, students This concentration covers the fundamentals methods, and courses in a specialized area of select courses from those offered within the of cost-benefit analysis in education, fiscal study. The available specialized areas include: program of economics and education and sup- accountability, and the principles and practice education and economic development, educa- plement these with courses outside the depart- of financial educational policy. tion and transition to work, economics of high- ment, including courses offered in other er education, educational finance, economic schools of Columbia University. Human Capital and Labor Markets: The various impacts of human capital on labor evaluation and cost analysis in education, eco- Master of Arts market outcomes are studied in this concen- nomics of urban and minority education, eco- The objective of the 32-point Program in tration. Methods of estimating rates of return nomics of educational technology, teachers Economics and Education is to equip educa- to education are examined, and case studies labor markets, and others. tional professionals and policy-makers with on the demand for education are presented. the skills required for the effective design and implementation of educational policy. The

Teachers College Columbia University 2009-2010 165 Special Application ITSF 4097. International and comparative (For out-of-department courses, please check the Requirements/Information: studies in educational finance (3) appropriate department for course descriptions.) The GRE General Test is required for the Professor Tsang. Educational finance in inter- national settings. Financing role of interna- • HUDM 5122. Applied regression Ph.D. program. A strong background in eco- tional development agencies. International analysis (3) nomics is also required. The Ph.D. program and comparative studies in educational prefers applicants with a solid background in finance. • ORLA 5020. Information systems mathematics. for decision making in learning ITSF 4151. Special topics in the organizations (3) Applications are reviewed on an ongoing basis, economics of education (2-3) and will be reviewed throughout the year. Professors Bailey, Levin, Rivera-Batiz and Tsang. • ORLH 4031. Financial administration Preference in scholarship awards will be for A seminar on topics in the economics of educa- of higher education institutions (3) those applicants who meet the early applica- tion. Themes to be announced each term. tion deadline. See also in the Columbia University Bulletin: ITSF 4155. Evaluating educational Econ G6215, Macroeconomic analysis; Econ COURSES: privatization and school choice (3) G6211-G6212, Microeconomic analysis; Econ Professor Levin. This course addresses the G6411-G6412, Introduction to econometrics; (For out-of-department courses, please check the increasing emphasis on market-type choice appropriate department for course descriptions.) systems including educational vouchers, for- Econ G6451-G6452, Economics of labor and profit educational firms, and charter schools. population; Econ W4228, The urban economy; ITSF 4050. Economics of education (3) It places great emphasis on the theory of Econ W4328, Economic development; Econ Professors Bailey, Levin and Tsang. Teaches emerging empirical evidence underlying W4410, Mathematical methods for economists; the basic economic concepts and methods to these developments in education. Econ W4460, Health economics. be used for further study and analysis of edu- cational finance, education and inequality, ITSF 5550. Workshop in economics DEPARTMENTAL COURSES education, and economic growth, the impact and education (1-3) of educational policies on education; and out- Professors Bailey, Levin, Rivera-Batiz and ITSF 4060. Latinos in urban schools (3) comes, school reform, and school choice. Tsang. For doctoral students and others with Faculty. Students will be introduced to theories research projects or potential research projects and research explaining why Latinos in the ITSF 4051. Educations of and economic in the field. Participation required for doctoral United States are least likely of all major social development (3) students writing their dissertation. Students groups to be enrolled in school and, as adults, Professor Rivera-Batiz. This course examines who are beginning to think about their disser- are most likely to lack a high school diploma. the links between education and various tation topic or working on proposals are also The course will explore the racial/ethnic differ- aspects of economic development. Topics encouraged to participate. Faculty members ences that exist between and within recent include the impact of human capital accumu- may also be invited from within or outside the immigrant groups, drawing especially on lation on economic growth, the educational department to present their work. attainment of men and women in developing research that shows the diversity of cultural backgrounds within Latino subgroups. Topics countries, the effects of schooling on labor ITSF 5650. Readings in the economics will include assimilation of new immigrants, force participation, wages and fertilities, and of education (3) educational achievement and persistence in the issues of school finance and educational Faculty. Selected readings in the economics school, language and schooling, the interplay policy in the Third World. of education. Recommended for students with of race and gender and class with educational background in economics or a related disci- attainment, and transitional communities. ITSF 4055. Resource allocation pline. As the selection of readings differs in in education (3) different semesters, a student may register for ITSF 4195. Academic literacies (2-3) Professor Levin. This course reviews the liter- more than one semester of ITSF 5650. ature on school effectiveness with respect to Faculty. This course is designed to help students develop the professional knowledge and skills the allocation of resources. It addresses and ITSF 6050. Education and economic necessary for effective communication through analyzes education production functions and development: Advanced topics (3) such genres as research projects, conference cost-effectiveness analysis in educational deci- Professor Rivera-Batiz. This course provides presentations, contributions to journals, grant sion-making. an advanced discussion of the links between proposals, and evaluation reports. education and economic development, includ- ITSF 4057. Economics of urban and ing both theoretical frameworks and empirical ITSF 4600. Group studies in educational minority education (3) models. Professor Rivera-Batiz. Policy-oriented issues (1-3) Faculty. Permission required. Opportunity for approach to the connections between educa- ITSF 6151. Advanced microeconomics groups to organize colloquia, seminars, or practi- tion and the economy in an urban context. with applications to education (3) ca, with faculty sponsorship, for the study of spe- Topics include urban industrial restructuring Professor Rivera-Batiz. A doctoral-level survey cific educational issues, problems, or policies, and socioeconomic trends, equity in school of microeconomic theory with applications and for the development of particular skills, in finance, teacher salaries, public versus private of relevance to the economics of education. accordance with emerging social situations and roles in education, linkages between schools Includes the theory of the firm and its implica- urgent common concerns. Students wishing to and the business sector, the economics of dis- tions regarding factor demands, educational engage in such studies must present a plan and crimination, and immigration policy issues. production functions, and the demand for secure the sponsorship of a faculty member of education. Consumer theory and the theory the department who will serve as advisor. Regis- ITSF 4058. Economics of higher education of labor supply. Human capital externalities. tration and evaluation procedures will be worked (3) Intertemporal decision-making. Public finance out and carried through with this advisor. Professor Bailey. This course uses theoretical and local public goods. and empirical economic analysis to analyze the behavior of higher education students and institutions and to study private and public policy related to post-secondary education.

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ITSF 5000. Methods of inquiry: See courses below: Ethnography and participant observation (3) Professor Harrington. The methods of the ITSF 4902. Studies in international behavioral and social sciences as they relate and transcultural studies (1-8) to ethnography and participant observation. Emphasis on the role of theory, characteristics ITSF 6902. Studies in international and relative efficiencies of various research and transcultural studies (1-8) techniques, and the importance of integrated research design. ITSF 6950. Studies in economics and education (1-8) ITSF 5001. Ethnography and participant observation: Fieldwork, analysis, reporting ITSF 6990. Studies in international (3) educational development (1-8) Professor Varenne. Permission required. ITSF 5000 or equivalent required. Emphasis on ITSF 6991. Studies in comparative the issues arising out of ethnographic research education (1-8) as they arise during a pilot project from entry into the field to the writing of the results.

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 obser- vation inquiries.

ITSF 5430. Internship (1-6) Faculty. Permission required. Supervised expe- riences 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 inter- national 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 disserta- tions. Fee to equal 3 points at current tuition rate for each term. For requirements, see sec- tion 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 con- centration. 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 regis- tration is not limited to one or two terms.

Teachers College Columbia University 2009-2010 167 168 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 171 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 179 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 184 in each area.

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

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

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

Teachers College Columbia University 2009-2010 169 FACULTY: ADJUNCT ASSOCIATE PROFESSORS: Xin Bai Donald Fulton (Communication, Computing, PROFESSORS: (Science Education) and Technology in Education) O. Roger Anderson Jennifer Kotler Shawna Bú Shell (Science Education) (Communication, Computing, (Communication, Computing, John Black and Technology in Education) and Technology in Education) (Communication, Computing, and Technology Susan Lowes Chris Carella in Education; Cognitive Studies in Education) (Communication, Computing, (Communication, Computing, Herbert Ginsburg and Technology in Education) and Technology in Education) (Mathematics Education; Developmental Thane B. Terrill Thomas Chandler Psychology; Cognitive Studies in Education) (Communication, Computing, (Communication, Computing, Charles K. Kinzer and Technology in Education) and Technology in Education) (Communication, Computing, Thomas A. Covotsos and Technology in Education) ASSISTANT PROFESSORS: (Science Education) Jo Anne Kleifgen Christopher Emdin Judith Cramer-Fendelman (Communication, Computing, and (Science Education) (Communication, Computing, Technology in Education; International Felicia Moore Mensah and Technology in Education) Educational Development; Comparative (Science Education) Matthew Curinga and International Education) Sandra Okita (Communication, Computing, Robert McClintock (Communication, Computing, and Technology in Education) (Communication, Computing, and Technology in Education) Steven Goss and Technology in Education) Ann Rivet (Communication, Computing, Hervé Varenne (Science Education) and Technology in Education) (Communication, Computing, Lalitha Vasudevan Amanda Gunning and Technology in Education; Anthropology (Communication, Computing, (Science Education) and Education; Applied Anthropology) and Technology in Education) Jessica Hammer Bruce R. Vogeli (Communication, Computing, (Mathematics Education) ADJUNCT ASSISTANT PROFESSORS: and Technology in Education) Luis Avila Daniel Hoffman VISITING PROFESSORS: (Science Education) (Communication, Computing, Neil Grabois Fernand Brunschwig and Technology in Education) (Mathematics Education) (Science Education) Dominic Mentor Henry Landau Sheila Kieran-Greenbush (Communication, Computing, (Mathematics Education) (Communication, Computing, and Technology in Education) Henry O. Pollak and Technology in Education) Mario Riccobon (Mathematics Education) Angela Kelly (Communication, Computing, J. Philip Smith (Science Education) (Mathematics Education) and Technology in Education) Jose Maldonado Antonios Saravanos (Science Education) ADJUNCT PROFESSORS: (Communication, Computing, Meghan Marrero Jamsheed Akrami and Technology in Education) (Science Education) (Communication, Computing, David Shaenfield Lawrence Narty and Technology in Education) (Communication, Computing, (Mathematics Education) Howard Budin and Technology in Education) Robin Stern (Communication, Computing, Lance Vikaros (Communication, Computing, and Technology in Education) (Communication, Computing, and Technology in Education) J. Peter Garrity and Technology in Education) Renhong Wang (Mathematics Education) Jonathan Vitale (Science Education) Joseph Malkovich (Communication, Computing, (Mathematics Education) LECTURERS: and Technology in Education) Alyson Vogel ASSOCIATE PROFESSORS: Frank Moretti (Communication, Computing, Alexander Karp (Communication, Computing, and Technology in Education) (Mathematics Education) and Technology in Education) Yan Wang Xiaodong Lin Jessica Riccio (Communication, Computing, (Communication, Computing, (Science Education) and Technology in Education) and Technology in Education) Stuart Weinberg Ellen Meier INSTRUCTORS: (Mathematics Education) (Communication, Computing, Paul Acquaro (Communication, Computing, and Technology in Education) For information about faculty and their scholarly and Technology in Education) Erica Walker and research interests, please refer to the Faculty (Mathematics Education) section of this bulletin or visit us at www.tc.edu/ faculty.

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

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

Teachers College Columbia University 2009-2010 171 a high priority on group work; fieldwork and and communications technologies to improve promise for enriching learning experiences internships; and planning, implementing, and conditions of education and life. throughout the educational enterprise? completing innovative projects. Schools, com- • What pedagogical strategies should design- puter companies, businesses, and other agen- In the course of completing a degree, students ers embody in instructional materials, includ- cies are normally partners in projects, provid- should expect to attend closely to both techni- ing those based on multimedia and those ing environments, materials, personnel, or cal artifacts and human activity: that is, both reflected in gaming environments? opportunities for carrying them out. The to material systems of communication in which • How should educators deploy, manage, and Institute for Learning Technologies (www.ilt. technologies are the primary interest and to evaluate information and communication columbia.edu), the Center for Technology and interpersonal, direct communication dynamics technologies in classrooms for optimal educa- School Change (www.tc.columbia.edu/ctsc/), in which unmediated face-to-face exchanges tional effect? and the Columbia Center for New Media are the subject of inquiry. A major theme for • What principles of design and practice Teaching and Learning (www.ccnmtl.colum- continuous reflection should be the diverse should educators incorporate into distributed bia.edu) work closely with CCTE faculty mem- ways in which the modes of communication educational courses and programs? bers and students and provide a wide range of condition meanings that are actually and internship and fieldwork opportunities. The potentially communicated—whether in face- Participants in the three CCTE program areas resources of the Games Research Lab are also to-face conversation, through distance learning share a basic conviction that good design in available to students and faculty in CCTE technologies, or through societies that are cre- educative matters starts with careful atten- (www.tc.edu/academic/mst/ccte/Games ated in virtual worlds. tion to the needs and characteristics of the Researchlab). Short video segments of several individuals that the design will serve. For CCTE faculty members and students talking Computing in Education example, the ability to understand the indi- about their courses and interests are found Students who complete the master’s program vidual through empirical research and through the CCTE program website in Computing in Education take positions in: empathic engagement will make the design of (www.tc.edu/mst/ccte). • Schools, as computer coordinators or instructional technology not only technically teachers using advanced technologies in proficient but educationally valuable as well. Communication the classroom; In all, this attention to the individual in soci- The program in Communication prepares • New media companies, developing software ety and culture defines the technological students for various roles: and multimedia applications for education, humanism we seek through all components of • Teaching and research positions in higher training, and gaming environments; and the programs in CCTE—a humanism that education; • Academic computer centers, corporate combines the use of sophisticated technology • Working in schools using information and information services, and in education depart- with humane commitments for guiding pur- communications technologies to improve ments at the federal, state, and local levels, poses. educational practice; managing the integration of information and • Conducting formative and evaluative communication technologies into schools. Special Degree Cohorts: research in the areas of educational media and information technologies, in and out of school Instructional Technology and Media The Intensive Master’s Program settings and across subject areas; Students who have earned degrees in in Computing in Education • Designing innovations in the use of new Instructional Technology and Media find posi- This track is designed primarily for those media for educational purposes; and tions in education, government, and industry. teachers who live too far from Manhattan to • Working in business and government set- Some continue to work within formal educa- attend courses during the regular academic tings to design and implement corporate com- tion, as teachers, researchers, or administrators year and want an on-campus experience for munication programs. on the elementary, secondary, or college level. coursework taken in the summer. Students in Others work in training and development this program attend intensive four-week ses- The program uses methods of the social departments in business or government agen- sions at Teachers College, usually in July, and sciences, encompassing both qualitative and cies. An increasing number work as independ- do the remainder of their credit work through quantitative approaches to the study of com- ent professionals in a variety of settings such independent study and/or online courses dur- munication and education. It asks in particular as educational service, production consulting, ing the regular academic year. The degree can how education and other social systems and publishing. Still others have established be obtained in two summers and the interven- change under the impact of new media. themselves as researchers, designers, and pro- ing academic year, but can also be done over a Faculty members and students pursue three ducers for innovative multimedia projects. longer period of time. broad areas of inquiry, enabling them to: • Reflect on the historical effects of media and The World Wide Web and related technolo- Students in the Intensive Program concen- on the cultural uses of developments such as gies have lowered the costs of distance learn- trate in the area of Teaching and Learning face-to-face speech, writing, printing, photog- ing programs greatly while increasing their with Technology or Technology Leadership. raphy, film, radio, television, computers, and flexibility. Through Instructional Technology Courses in the program focus on using tech- networked multimedia; and Media, faculty members and students join nology in schools, programming and hyper- • Use anthropological and linguistic methods to develop the skills needed to make full use of media development, theories of cognition and to study how the diverse forms of communica- the new opportunities in distance and distrib- learning, and theories of school change and tion, literacy, information processing, and cog- uted learning. leadership. The Intensive Program accepts nition condition educational practice; approximately 20 new students per summer; • Explore positive and negative effects of In recent years, students in the program have more than 300 students have completed the media, including games, on social relations, made four questions paramount: program. and develop strategies for using information • Which emerging technologies hold greatest

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Housing is available at a Columbia dormitory. applications once a year in late February with Master of Arts (M.A.) programs are offered For more information, write Dr. Howard Budin the expectation that doctoral students will in Communication, Computing in Education, at [email protected], call (212) 678-3773, start during summer or fall sessions. Conse- and Instructional Technology and Media. or visit http://www.tc.columbia.edu/ctsc/. quently, doctoral candidates are encouraged to In each of these M.A. programs, students meet the January 2nd early deadline. There is must take coursework totaling at least 32 Online Master’s Program in no guarantee of progression from a masters points. The following are required of all Computing in Education program to a doctoral program within CCTE. M.A. students: The program in Computing in Education in- cludes a strand in which all coursework is con- In addition to academic criteria, CCTE takes Core Seminar (1 point) ducted online. The online program is designed into account the relevance of its resources to • MSTU 4000 Core seminar in commu- for teachers and others who work with schools a prospective student’s professional goals as nication, computing and and offers the same kinds of courses as the described in the personal statement when technology Intensive Master’s program, but without the making admission decisions. Foundational Knowledge. At least three areas on-campus, face-to-face class experience. must be represented (9 points, minimum) Participants take about ten courses online, Financial Aid and Other Assistance Cognitive Issues and Technology which use video conferencing, discussion In addition to college-wide financial aid oppor- • MSTU 4133 Cognition and computers boards, and other means of online communi- tunities and student services, the faculty mem- Social Issues and Technology cation. Besides these courses, students have bers of CCTE are committed to generating an • MSTU 4020 Social and communicative the opportunity to work on an independent increasing range of opportunities for remunera- aspects of the Internet project and to attend three-day workshops at tive work that will integrate well into our pro- • MSTU 4005 Equity, ethical, and social Teachers College in the summers. Like the gram of studies. Essentially, such opportunities issues in educational tech- Intensive Program, students will concentrate are of three types: assistantships in research nology in Teaching and Learning with Technology or and development projects; instructorships to Cultural Issues and Technology Technology Leadership. All online courses are teach basic courses in the field; and internships Requirement can be met through specific open to all CCTE students. For more informa- in industry, government, and education. The topical courses (MSTU 5510). Please consult tion, write Dr. Howard Budin at precise opportunities that exist in these areas an advisor. [email protected], call (212) 678-3773, or continually change as projects here and else- Educational Practice and Design visit http://www.tc.columbia.edu/ctsc/. where begin, proceed, and culminate. To find • MSTU 4050 Online schools and out more about these opportunities, students Technology Specialist Program: online schooling K-12 should consult individual faculty. • MSTU 4083 Instructional design of An M.A. program leading to a New York State educational technology teaching license for “Technology Specialist K- Degree Requirements: • MSTU 4001 Technology and 12” prepares candidates to become technology The college-wide degree requirements are school change coordinators in schools. Student teaching and stated in the Degree Requirements section of fieldwork are required. The program is avail- this bulletin. The following steps specific to Outside-the-Program Courses (6 points, able to those with or without initial teaching Communication, Computing and Technology minimum) licenses who have some knowledge and expe- in Education amplify the college-wide require- Three courses at Teachers College outside rience in using technology in teaching. For fur- ments and should serve as an aid for structur- Communication, Computing, and Techno- ther information, contact Dr. Ellen Meier at, ing an individualized program of study based on logy (courses with a prefix other than (212) 678-3829; [email protected]. previous experience, professional goals, and MSTU), each for at least 2 points, for a interests. Enrolled students can obtain further Special Application Requirements: total of at least 6 points (e.g., three 2-point information about requirements and the aca- courses; one 3-point and two 2-point courses; Masters (M.A. and Ed.M.) applicants are demic calendar from the program office at or three 3-point courses). reviewed on an ongoing basis. For scholarship (212) 678-3344. Degrees represent advanced awards, applicants who meet the early dead- levels of mastery in rigorous scholarship and Integrative M.A. Project lines receive preference (January 15 for sum- disciplined practice. In developing a program, The Integrative M.A. Project can be either mer and fall and November 1 for spring) with students should find ways to meet the intrinsic an individual project or part of a larger pro- the most aid going to doctoral students who demands of the field. ject involving several students. For students meet the Ed.D. January 2 early deadline. completing only the M.A. degree, this project All applicants should consult the Admissions MASTER OF ARTS should be related to their career goals and Office (www.tc.columbia.edu/admissions/) for (32 POINTS REQUIRED) should provide tangible evidence of their additional application information. To earn the Master of Arts (M.A.), students skills and strengths. must satisfactorily complete 32 points of Doctoral (Ed.D.) applicants are required to coursework (36 points for the Technology Note: No more than 3 points of “skills” courses submit a writing sample, prior transcripts, Specialist) and an integrative project. In may be counted toward the M.A., although stu- letters of recommendation, a personal state- CCTE programs, the M.A. degree serves two dents are encouraged to take additional skills ment, and results from the GRE General Test main functions: a mark of entry-level profes- courses that further their interests and goals. (a TOEFL test score is required of internation- sional qualifications in the fields covered and a “Skills” courses include the following (this is a al students). They are also strongly encour- grounding for further, more advanced special- sample list): aged to arrange for an interview. In making ization in the field. • MSTU 4029 Managing educational financial aid decisions, CCTE reviews doctoral technology resources • Topical courses (MSTU 5510 and MSTU 5814) offered on the following topics:

Teachers College Columbia University 2009-2010 173 Database-driven website development; direc- MASTER OF EDUCATION nology (courses with a prefix other than tor; 3-D modeling; flash communication (60 POINTS REQUIRED) MSTU), each for at least 2 points, for a server; Adobe InDesign; digital video; GIS in An Ed.M. degree represents roughly the equiv- total of at least 6 points (e.g., three 2- curriculum; creating dynamic websites with alent of two years of full-time study. It serves point courses; one 3-point and two 2- Dreamweaver for some to mark progress toward a doctorate point courses; or three 3-point courses). and for others to initiate intermediate profes- Suggested: HUDM 4120, Basic concepts Additional Requirements for M.A. students sional qualifications for students who have in statistics, and/or ITSF 5000, Methods in Communication (TECM) previously completed a master’s degree at of inquiry: Ethnography and participant • MSTU 4016 The history of communi- Teachers College or another institution. Up observation, and/or other basic research/ cation to 30 points of graduate credit earned else- inquiry course without an MSTU prefix. • At least nine points of additional MSTU where may be counted toward the minimum courses 60-point requirement. Ed.M. candidates who Integrative Ed.M. Project • Other courses chosen in consultation with have completed an M.A. in CCTE, or an The Integrative Ed.M. Project is a research an advisor equivalent program, should select further or development project that should result courses to broaden and deepen their mastery from independent effort equivalent to that Additional Requirements for M.A. students of the field. Those who are transferring a sig- of a 3-point course. Like the M.A. integra- in Computing in Education and Technology nificant number of points from a different tive project, it should provide tangible evi- Specialist (TECP, TECD, TETS-INIT) specialty toward the Ed.M. should include a dence of a student’s skills and strengths and • At least nine points of MSTU courses or selection of CCTE core program courses in should represent the student’s interests as well other courses with the faculty advisor’s their remaining coursework. In addition to display the specialized skills developed for approval (MSTU 5031, Object-oriented completing the minimum course require- the degree. Theory and Programming II is recom- ments and developing a skill specialization, mended). In particular, M.A. students in candidates for the Ed.M. degree culminate Note: No more than 6 points of “skills” the Intensive Masters Program, the their work through a research or develop- courses may be counted toward the Ed.M., Educational Technology Program, or com- ment project submitted to the faculty. although students are encouraged to take addi- pleting the Computing in Education tional skills courses that further their interests degree through the completely online Master of Education (Ed.M.) programs are and goals. “Skills” courses include the follow- option have a slightly more constrained offered in Communication and Instructional ing (this is a sample list): set of courses available to meet program Technology and Media. In each of these Ed.M. • MSTU 4029 Managing educational requirements and should work closely programs, students must take coursework technology resources with their respective advisor. totaling at least 60 points. The following are required of all Ed.M. students: • Topical courses (MSTU 5510 and MSTU Additional Requirements for M.A. students 5814) offered on the following topics: in Instructional Technology and Media (TEIT) Core Seminar (1 point) Data-base-driven website development; • MSTU 4083 Instructional design of • MSTU 4000 Core seminar in communi- director; 3-D modeling; flash communica- educational technology cation, computing and tion server; Adobe InDesign; digital video; (counts toward the Founda- technology GIS in curriculum; creating dynamic web- tional Knowledge area) sites with Dreamweaver • MSTU 4031 Object-oriented theory and Foundational Knowledge. At least three areas programming I and must be represented (9 points, minimum) Additional Requirements for Ed.M. students • MSTU 4032 Object-oriented theory and Cognitive Issues and Technology in Communication (TECM) programming I lab • MSTU 4133 Cognition and computers • MSTU 4016 The history of communi- • MSTU 5031 Object-oriented theory and Social Issues and Technology cation programming II • MSTU 4020 Social and communicative • MSTU 5606 Readings in communica- • At least six points of additional MSTU aspects of the Internet tion theory and social courses • MSTU 4005 Equity, ethical, and social thought I • Other courses chosen in consultation issues in educational tech- • MSTU 5607 Readings in communica- with an advisor nology tion theory and social Cultural Issues and Technology thought II Candidates for the M.A. degree are expected Requirement can be met through various • At least 15 points of additional MSTU to culminate their work with an integrative topical courses (MSTU 5510). Please con- courses project. Such a project might be a review essay sult an advisor. • Other courses chosen in consultation in which they give a thorough, well written Educational Practice and Design with an advisor summation of current research and develop- • MSTU 4050 Online schools and ment work in an area of their choice within online schooling K-12 Additional Requirements for Ed.M. students the broad field of Information and Commun- • MSTU 4083 Instructional design of in Instructional Technology and Media (TEIT) ications Technologies in Education or a multi- educational technology • MSTU 4083 Instructional design of edu- media instructional application. In addition, • MSTU 4001 Technology and cational technology (counts because experientially grounded learning is school change toward the Foundational invaluable preparation for professional prac- Knowledge area) tice, students are strongly advised to take Outside-the-Program Courses (6 points, • MSTU 4031 Object-oriented theory and fieldwork or internships as an integral part minimum) programming I and of their master’s program. • Three courses at Teachers College outside • MSTU 4032 Object-oriented theory and Communication, Computing and Tech- programming I lab

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• MSTU 5031 Object-oriented theory Core Seminar and Doctoral Colloquium Additional, non-introductory quantitative, and programming II (3 points) qualitative, or other non-introductory • At least 15 points of additional MSTU One-point registration for MSTU 4000. research methodology class (3 points). courses Ed.D. students must take MSTU 6600 for The following are examples of what is avail- • Other courses chosen in consultation a total of two points after taking MSTU able. Students should familiarize themselves with an advisor 4000. After two points of registration in with the full range of courses that are offered MSTU 6600, students must register for and choose a class that is relevant to their dis- Students accepted for a doctoral program should MSTU 6600 for zero points each semester sertation work, in consultation with their earn the Ed.M. as an integral part of their doc- until graduation. faculty advisor. toral work. However, the Ed.M. can be far Foundational Knowledge more than a stepping stone to a doctorate. It All four areas must be represented (12 • A&HE 6151 Narrative research in allows for great flexibility, and students can use points, minimum). English education it to lay a strong foundation for significant posi- • A&HL 4104 Discourse analysis Cognitive Issues and Technology tions of leadership that demand high levels of • HUDM 5122 Applied regression analysis • MSTU 4133 Cognition and computers skill but do not require doctoral-level academic • HUDM 5123 Linear models and Social Issues and Technology certification. For instance, students can put experimental design • MSTU 4020 Social and communicative together a very effective 60-point program deal- • ORL 6500 Qualitative research aspects of the Internet ing with “school media for curriculum innova- methods in organizations: • MSTU 4005 Equity, ethical, and social tion.” In a similar way, one can develop a very Design and data collection issues in educational tech- strong grounding in educational software devel- • ORL 6501 Qualitative research nology opment through the Ed.M. degree. It can serve methods in organizations: Cultural Issues and Technology many purposes. One needs to think through Data analysis and reporting one’s aspirations and use the scope of the Ed.M. Requirement can be met through various program to build academic and experiential topical courses (MSTU 5510). Please con- Outside-the-Program Courses (6 points, foundations in accordance with one’s achieve- sult an advisor. minimum) ment goals. Three courses at Teachers College outside Educational Practice and Design Communication, Computing, and Technology DOCTOR OF EDUCATION • MSTU 4050 Online schools and (courses with a prefix other than MSTU), Doctor of Education (Ed.D.) degree candidates online schooling K-12 each for at least 2 points, for a total of at should read Requirements for the Degree of • MSTU 4083 Instructional design of least 6 points (e.g., three 2-point courses; Doctor of Education, which can be obtained educational technology one 3-point course and two 2-point courses; from the Teachers College Office of Doctoral • MSTU 4001 Technology and or three 3-point courses). Courses taken out- Studies. It states the formal requirements for school change side CCTE to meet the Research Methods the degree and lays out the steps leading to it. and design category count as meeting outside- Communication, Computing and Technology Research Methods and Design (12 points, the- department requirement. in Education requirements provide experiences minimum) through basic courses, skill concentrations, and Introductory Quantitative Methods Course Complete the doctoral certification process independent projects, all leading to the certifi- (3 points) (see explanation later in this section). • HUDM 4122 Probability and statistical cation examination and the dissertation. These Successfully propose, complete and defend experiences have been designed to ensure that inference the doctoral dissertation. students develop skills in one or more modes of inquiry; contribute professionally to a field Note: HUDM 4120, Basic concepts in statistics Register for the Dissertation Seminar (MSTU through conferences, presentations, or publica- does not meet this requirement. 7501 or 7503, 3 points) when presenting the tions; and participate actively in CCTE func- Dissertation Proposal. See also the regulations tions outside of class work. Introductory Qualitative Methods Course, taken for MSTU 8900 and the section in the Aca- from the following or similar (3 points): demic Catalog on continuous registration. Programs are planned individually in consult- • C&T 5502 Introduction to qualitative ation with a faculty advisor. Doctoral candi- research in curriculum and Note: No more than 6 points of “skills” courses dates should develop a systematic plan for study teaching may be counted toward the Ed.D., although stu- early in their program, encouraging sustained • ITSF 5000 Methods of inquiry: dents are encouraged to take additional skills consideration of a dissertation area and tailor- Ethnography and partici- courses that further their interests and goals. ing course selection to support dissertation pant observation “Skills” courses include the following (this is a work. The doctorate represents the highest • ITSF 5001 Ethnography and partici- sample list): level of educational preparation achievable in pant observation: • MSTU 4029 Managing educational the field. To complete it well, students should Fieldwork, analysis, technology resources meet all requirements in an intellectual spirit reporting • Topical courses (MSTU 5510 and MSTU consonant with this status. Doctor of Education 5814) offered on the following topics: (Ed.D.) programs are offered in both Communi- Research/Research Design Applied to Technology Database-driven website development; cation and Instructional Technology and Media. (3 points) director; 3-D modeling; flash communica- In each of these Ed.D. programs, students must • MSTU 5001 Assessing the impact of tion server; Adobe InDesign; digital video; take coursework totaling at least 90 points. The technology in schools GIS in curriculum; creating dynamic web- following are required of all Ed.D. students: • MSTU 5025 Research technology in sites with Dreamweaver. educational environment

Teachers College Columbia University 2009-2010 175 Additional Requirements for Ed.D. students the dissertation. This gives a head start on the from their examinations, and the examinations in Communication (TECM) literature review section of the dissertation. are then circulated during the meeting of the • MSTU 4016 The history of communi- This paper is graded by the faculty advisor. faculty. The examination is read and discussed cation Approved papers will be posted and generally and a decision is made about its grade. • MSTU 4031 Object-oriented theory available to others for future reference. and programming I and Basic Evaluation Criteria • MSTU 4032 Object-oriented theory 3. A Certification Project that would be a small- All responses are evaluated with regard to and programming I lab er scale version of what might be done in the the following four questions: • MSTU 5606 Readings in communica- dissertation or a project or pilot study that 1) Does the response address the question tion theory and social leads to the dissertation project. This certifica- asked? thought I tion project has three steps: 2) Does the response integrate material (using • MSTU 5607 Readings in communica- a. Write a short proposal (five or fewer double several references and sources) from each tion theory and social spaced pages) of the planned project, of three different core courses or from vari- ous perspectives or theories? thought II which the faculty advisor must approve. The nature of the project would vary 3) Does the response present a coherent and • At least 15 points of MSTU courses depending on the student’s interests; meaningful discussion? • Other courses chosen in consultation with b. Complete the project; 4) Is the response substantive enough to con- an advisor c. Write a project report (around 30 pages), vince the reader that the student has an Additional Requirements for Ed.D. students which is graded by the advisor. advanced, graduate-level grasp of the field? in Instructional Technology and Media (TEIT) COURSES: • MSTU 4083 Instructional design of When the faculty advisor verifies that the stu- Most courses are offered once each year; others educational technology dent has completed the Integrative Question portion, the Literature Review paper, and the are offered each term and some are offered (counts toward the Certification Project, the student is recom- every two years. Current scheduling information Foundational Knowledge mended for certification. The CCTE program may be obtained from the program office. area) has designed its certification requirements to • MSTU 4031 Object-oriented theory MSTU 4000. Core seminar in commun- help prepare students for work on their disser- and programming I and ication, computing and technology (0-1) tations and to document that preparedness. • MSTU 4032 Object-oriented theory Professor Black and faculty. Required for incom- To receive full certification for doctoral work, ing students. Meets with MSTU 6600. Discus- and programming I lab students must also meet certain college-wide • MSTU 5031 Object-oriented theory sion of critical issues, reading of key works, dev- requirements, as explained in the Degree elopment of project in Communication, Com- and programming II Requirements section of this bulletin. puting and Technology in Education, presenta- • At least 15 points of MSTU courses tion of work in progress, conversations with • Other courses chosen in consultation Policies on the Written Examination Portion leaders in the field. Special fee: $35. with an advisor of the CCTE Certification Process MSTU 4001. Technology and school change Doctoral Certification Process There are three hours available to write a (3) The Doctoral Certification Process for CCTE response to one question. There is no choice Faculty. Explores how technology is currently students has three steps. Students’ names are of question. The question is constructed used in our schools and how technology can not sent forward to the Office of Doctoral broadly so that it can be addressed by people be used more effectively as a catalyst for larger Studies to be certified until all three of the fol- from different perspectives and program school reform efforts. Participants will examine some of the institutional forces shaping the inte- lowing requirements have been successfully strands within CCTE. CCTE students may gration of technology into our schools and some completed. bring resources into the examination (books, of the institutional change theories that influ- notes, etc.), but these cannot include elec- ence these forces to address the question: What 1. An Integrative Question that the student tronic items on disk or flash-drives. While answers in writing during the regular certifi- can technology contribute to school improve- references to people and articles are expected ment and how can we facilitate those changes? cation examination session that the Office of in the body of the response, and work must not Doctoral Studies schedules each semester. be mischaracterized, there is no need to pre- MSTU 4005. Equity, ethical, and social issues This question is about some currently promi- sent a formal reference list at the end of the in educational technology (2-3) nent educational technology topic that stu- response, or to be accurate on every date for Dr. Budin. Addresses a wide range of issues con- dents answer by pulling material from CCTE each citation. Past questions are available on cerning equity and access, including differential courses and course-related as well as indepen- the certification examination section of the gender, racial, and ethnic uses of computers. dent readings. The best way to prepare for StudyPlace wiki (www.studyplace.org; search Examines legal and ethical issues in students’ use this question is to think of currently important for “certification exam”). of technology with an emphasis on improving educational technology topics related to your access and use of technology for all students. area of interest and try to think of how you Students can attempt to successfully complete Special fee: $35. would integrate content covered in different the written response portion of the certification MSTU 4008. Information technology courses to address these topics. Please Note: process no more than three times. CCTE’s certification examination is offered in and education (3) Faculty. Analytic overview of the uses of infor- the morning session of the exam day; there is Evaluation Procedures no CCTE afternoon session. mation technology in instruction. Examination Each response is evaluated by the CCTE fac- of psychological and practical impact of informa- ulty, who meet as a group to read students’ 2. A Literature Review or critical assessment tion technology on our culture and its educa- examinations. Students’ names are removed tional institutions. Special fee: $35. of scholarship (a paper of around 30 pages, double-spaced) related to what is planned for

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

MSTU 4010. Theories of communication features of television (e.g., cuts, pans, pace) information, and considers the design of soft- (2-3) and the various types of television programs on ware for integrating information applications Dr. Moretti. A broad, multidisciplinary survey viewers’ comprehension, behavior, attitudes, into education. Prerequisite: MSTU 4030 or of contemporary perspectives on communica- and beliefs. Special fee: $45. equivalent computer experience. Special fee: tion. Topics include: definitions, models and the- $45. ories of information processing, history of media MSTU 4028. Technology and culture (3) change, cross-cultural communication, interper- Professor Varenne. An exploration of the MSTU 4039. Video games in education (3) sonal communication, and the uses and effects impact of technology broadly defined upon Faculty. Provides students with tools they will of mass media. Special fee: $35. cultural evolution as currently discussed in need to understand, analyze and build games. anthropology and related disciplines. Special Focus is on gaining an understanding of rules, MSTU 4012. Film as art: Introductory (2-3) fee: $35. interactivity, play, social interaction, and all other Professor Akrami. Film as 20th century art, factors that go into making an innovative and fun emphasizing form and style. Analysis of feature- MSTU 4029. Managing educational game. Primary focus is on the basic language of length and short films of different nations, styles, technology resources (2-3) games: game play and game design. Course also themes, and genres. No previous experience in Dr. Terrill. For educators involved in the plan- addresses games from an educational perspective. film analysis needed. Special fee: $45. ning, implementation, and maintenance at the Special fee: $45. building/campus level. Students learn how to MSTU 4016. The history of communication apply educational technology to achieve edu- MSTU 4049. Technologies and literacies (2-3) (2-3) cational objectives and to manage interperson- Professor Kleifgen and Dr. Magni. An examina- Dr. Moretti. A comprehensive survey of the his- al relations in the process. Special fee: $45. tion of the relationship between computers and tory of communication, tracing the development the writing process. The course explores the effect of the dominant modes of transmitting knowl- MSTU 4030. Computer applications of electronic text on traditional notions of text, edge, from speaking to writing, from printing to in education (2-3) literacy, and communication. Assumes no com- the electronic media. Special fee: $35. Dr. Kieran-Greenbush. Hands-on experience puting experience. Lab fee: $35. learning a variety of computer applications, MSTU 4018. Design and communication focusing primarily on word processors, spread- MSTU 4050. Online schools and online in modern culture (3) sheets, and database managing. Students create schooling K-12 (3) Professor McClintock. How have practices of their own educational applications. No computer Dr. Lowes. This course examines the different abstract reasoning, the pursuit of formalism, background assumed. Special fee: $45. models of the K-12 virtual school and virtual and conceptualizing the structure of complex schooling experience in the United States and phenomena affected modern design and com- MSTU 4031. Object-oriented theory and internationally. Special fee: $35. munication? Readings and class discussions programming I (2-4) explore this question, using examples drawn Faculty. Communicating with computers and MSTU 4052. Computers, problem solving and from architecture, fine art, graphics, typogra- humans through programs. Uses a graphic lan- cooperative learning (2-3) phy, photography, advertising, industrial design, guage to formalize the concepts behind software Dr. Budin. Considers how computers may be used formal organization, process control, trans- structure and a current, widely used implemen- to promote cooperative learning in problem solv- portation, information theory and manage- tation language such as Java to construct repre- ing for students throughout the curriculum, ment, and major media of communication. sentative applications. Co-requisite: MSTU focusing on the use of simulations, databases, pro- Special fee: $35. 4032. Special fee: $45. gramming, and problem solving software. Course content will include active participation in coop- MSTU 4020. Social and communicative MSTU 4032. Object-oriented theory and erative learning using computers as well as back- aspects of the Internet (3) programming I laboratory (0) ground work in educational theory as it relates to Professor Kinzer. Examines: social communica- Faculty. Corequisite: MSTU 4031. Concen- problem solving and cooperative learning. Special tive practices as synergistic; how space, time, trated time to reinforce programming concepts fee: $35. and social networks evolve and Interact; and through practice. Lab is led by instructor or what this implies for the design and use of teaching assistant. Attendance is mandatory. MSTU 4080. Television and video applications technology. Special fee: $45. Special fee: $45. in education (3) Faculty. The role of media literacy is explored MSTU 4022. Telecommunications and MSTU 4035. The computer as an as a means to understand our popular culture distance learning (2-3) instructional aid (3) and foster critical autonomy in young people. Faculty. Introduction to the use and educational Dr. Budin. A presentation of research and Emphasis is placed on critiquing educational tele- implications of telecommunications, distance issues surrounding the use of computing vision programs and video and using them effec- learning, and collaborative interchange using in schooling. Cognitive and social effects of tively in the classroom. Special fee: $35. telecommunications, particularly the Internet computers on students are investigated and and the World Wide Web. Special fee: $35. strategies are developed for integrating comput- MSTU 4083. Instructional design of educa- ing into the curriculum. Special fee: $35. tional technology (2-3) MSTU 4023. Cinema as cross-cultural Professor Lin or Professor Okita. The nature of communication (3) MSTU 4036. Hypermedia and education instructional technology, systems approaches to Dr. Akrami. Analyzes how films explore cul- (2-3) planning, managing, and evaluating instructional ture. Discussion of the film as well as the cul- Ms. Bú Shell. Introduction to hypermedia prod- processes and materials. Emphasis is on instruc- tural messages portrayed. Special fee: $45. ucts and programming and their role in educa- tional design. Special fee: $45. tion. Four-point registration is for hypermedia MSTU 4024. Television and the develop- programming lab. Special fee: $45. MSTU 4085. New technologies for learning ment of youth (2-3) (2-3) Professor Vasudevan. A comprehensive survey MSTU 4037. Computers and the uses Faculty. A survey of technologies such as multi- of the socializing and educational effects of tel- of information in education (2-3) media and telecommunications applied to learn- evision viewing during childhood and adoles- Dr. Budin. This course examines how comp- ing and research, with full demonstrations and cence. Within a developmental framework, uters can structure and present information, critical discussion by experts. Includes discussion emphasis is placed on reviewing and critiquing evaluates current educational software that uses of implications for educational change. Special research involving the effects of both formal fee: $35.

Teachers College Columbia University 2009-2010 177 MSTU 4086. Text understanding and Provides students with tools for understanding, the underlying influences of those theories. design (3) analyzing and constructing Flash-based multime- Although the course includes a brief survey of Professor Black. Explores ideas about how people dia in a hands-on manner. Examples and mini- historical trends in the field, the primary course understand textual materials and learn from tutorials abound. Theory and design are integrat- focus is on current and emerging theories of them; then applies these ideas to the design of ed to ensure students emerge as authors of well- instruction, such as distributed and dynamical instructional text. Students design instructional designed, educationally sound media. views of cognition and learning. Students are materials for topics of interest to them. Special encouraged to present and discuss their fee: $35. MSTU 5005. Case-based teaching in research interests and projects as they relate electronic environments (3) to the focus of the course. Special fee: $45. MSTU 4133-MSTU 4134. Cognition Professor Kinzer. Focuses on theory related to and computers designing, developing, and using multimedia MSTU 5191-MSTU 5192. Educational Professor Black. This course explores ideas case methodology in education. Students are video production I and II (2-3) about cognition and knowledge representation encouraged to examine educational case metho- Mr. Riccobon. Permission required for MSTU and how they relate to the use of computers in dology within their interest area. Special fee: $45. 5192. Practical studio and field production instruction. Students select a subject area, learn experience of educational video programs, with to represent knowledge from it so that it can be MSTU 5020. Computer-mediated special concern for realizing educational purpos- implemented in a computer instructional sys- communication (3) es through directing, scripting, staging, camera tem, and use the knowledge representation to Faculty. Analyzes characteristics of such comput- operation, lighting, and sound design. Special characterize the cognitive prerequisites and con- er-mediated communication systems as networked fee: $50. sequences of learning to use computers. multimedia, electronic mail, bulletin boards, and computer conferencing and situates these systems MSTU 5194. Models of human-computer • MSTU 4133. Cognition and computers (2-3) in the context of the emerging national informa- interaction (2-3) Special fee: $45. tion infrastructure. Students will participate in Faculty. This course explores the psychological online communication systems. Special fee: $35. and educational literature on human-computer • MSTU 4134. Cognition and computers interaction and learning. What is the role of lab (1-3) MSTU 5025. Researching technology human-computer interaction in learning and Permission required. Corequisite: MSTU 4133. in educational environments (3) teaching with new educational technologies? Special fee: $35. Faculty. This course is designed as an overview What are the key formats and attributes of of research designs and methodologies for stu- human-computer interaction with electronic MSTU 4901-MSTU 4904. Research dents who are interested in researching the uses media? These and other questions are studied and independent study (1-6) of technology in education, including both face- by discussing current theory and research and Faculty. Permission required. For master’s students to-face and online/distance learning environ- by evaluating state-of-the-art media projects. only. Students propose a program of independent ments. The course looks at the theoretical bases Special fee: $35. research or project development to a faculty for, and practical implementation of, different member. Students in their first term of study are quantitative and qualitative research approaches, MSTU 5201. Fieldwork (1-6) generally not accepted. Conference hours are methodologies, and instruments. It is structured Faculty. Permission required. Opportunity arranged. around a series of hands-on case studies in which for qualified students, individually or in small students design research studies, revise existing groups, to develop and pursue projects in MSTU 5000. Possibilities of virtual worlds (3) instruments, and analyze previously collected schools, community agencies, business organi- Professor Kinzer. Explores possibilities of virtual data for technology-related projects in classrooms zations, and communication facilities. Stu- worlds for gaming and education. Through read- and online. Students are encouraged, but not dents in their first term of study are generally ings and theoretical discussions of identity con- required, to come with a research project in mind. not accepted. Conference hours are arranged. struction, positioning and social aspects of virtu- Special fee: $40. al and traditional communities, participants MSTU 5510. Topical seminar (1-3) explore how virtual environments may support MSTU 5030. Intelligent computer-assisted Faculty. Permission required. Periodically under teaching and learning and how virtual communi- instruction (2-3) this course number, various faculty and staff ties are affecting people’s lives. Special fee: $45. Professor Black and Ms. Bai. Prerequisite: members offer courses on important topics in MSTU 4133. Participants study ideas about communication, computing, or instructional MSTU 5001. Assessing the impact of the representation of knowledge, models of the technology and media which will be announced technology in our schools (3) learner, and teaching strategies that have been at least one semester in advance. Topics may Faculty. Examines the evidence of effectiveness of developed in artificial intelligence and cognitive vary each semester and may include any of the technology in our schools. Through an examina- psychology, as well as develop and test intelli- following: art, music, and technology; their tion of key concerns in the technology research gent computer-assisted instruction materials symbiotic interplay; assessing the impact of literature, we will address essential questions for for topics of interest. Special fee: $35. technology in our schools; database driven understanding the impact of technology. website development; educational technology MSTU 5031. Object-oriented theory and research; gender, communication, and digital MSTU 5002. Culture, media and education (3) programming II (3-4) technology; media and education; research Professor Vasudevan. This course explores the Faculty. Prerequisite: MSTU 4031 or a solid methodologies; social and emotional learning mutually constitutive relationship between media basic knowledge of programming. Applies pro- and digital technology; technology and school and culture, and the cultural implications of new gramming to significant problems using Java or change; technology, education, and public poli- media for education. Documentaries, amateur C++ to construct salient applications. Special cy; technology, inquiry, and culture; writing video, and youth produced media will be discussed fee: $45. technology. Special fee: $35-50. using a variety of cultural and educational frame- works. MSTU 5035. Technology and metacognition MSTU 5515. New media teaching and (3) learning (3) MSTU 5003. Theory and programming of Professor Lin. This course explores how theories Dr. Moretti. Permission required. This course interactive media I (3) of learning, development and cognition can provides students with experience in the devel- Faculty. Aimed at students who are interested in shape the design of instruction. Readings cover opment of new media projects and a forum for building instructional multimedia in Adobe Flash. a range of instructional theories and highlight discussing the implications for new media on

178 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY education, particularly in higher education. MSTU 6532. Seminar in cognitive science The course involves a fieldwork component. (1-3) MATHEMATICS Special fee: $35. Professors Black and Lin, and Dr. Halberstam. EDUCATION Permission required. In-depth discussion and MSTU 5555. Technology and the critique of research proposed and conducted Program Coordinator: emergence of a global curriculum (2-3) by others and by students in the class. Topics Professor Bruce R. Vogeli Faculty. This course deals with the impact of vary from term to term. Course is for ad- technology on human society over the ages, vanced students who are designing and con- Program Office: (212) 678-3381 how technology in particular is shaped by, and ducting their own research projects; they may Fax: (212) 678-8319 in turn shapes, the vision informing a specific take the course as many times as they like. Email: [email protected] culture and its curriculum, and how the global Special fee: $45. Website: www.tc.edu/mst/Mathematics sharing of technology is inexorably contribut- ing to the emergence of a common global cur- MSTU 6600. Colloquium in communica- riculum. Uses its own website, www.tc.colum- tion, computing and technology in educa- Initial Master of Arts degree students should bia.edu/~global. Special fee: $35. tion (0-1) direct admissions and certification questions Faculty. Continuous participation required of to Professor Alexander Karp (212) 678-3842, MSTU 5606-5607. Readings in commun- certified doctoral students. Discussion of criti- [email protected]. ication theory and social thought (3) cal issues, reading of key works, formal propos- Professor McClintock. Each week during the al of dissertation topics, presentation of work Degrees Offered: academic year, participants in this course will in progress, conversations with leaders in the read and discuss important work in the litera- field. Special fee: $35. MATHEMATICS EDUCATION (MATH) ture of communication. These works all con- Master of Arts (M.A.) sider how the conditions and constraints of MSTU 6901-MSTU 6904. Research and Master of Science (M.S.) human interaction affect culture, public dis- independent study in communication, Master of Education (Ed.M.) course, and the historical quality of life. The computing and technology in education Doctor of Education (Ed.D.) aim is to acquire a thorough grounding in how (1-6) Doctor of Education in the College thinkers have addressed a basic problem in the Faculty. Permission required. For doctoral stu- Teaching of an Academic Subject (Ed.D.C.T.) study of communication over the past century dents only. The participating student will pro- Doctor of Philosophy (Ph.D.) and a half. Completion of written work for the pose a program of independent research or colloquium is part of the certification require- project development to a faculty member. MATHEMATICS EDUCATION- ment for doctoral candidates in the Communi- Students in their first term of study are gener- INITIAL CERTIFICATION (MATH-INIT) cation program, and it can serve as the culmi- ally not accepted. Master of Arts (M.A.) nating project required for completion of the Master of Education degree in that program. MSTU 7501 and MSTU 7503. Dissertation *MATHEMATICS EDUCATION- seminar (1) PROFESSIONAL CERTIFICATION (MATH-PROF) MSTU 5814. Work conference (1-2) Faculty. Permission required. Presentation of Master of Arts (M.A.) Faculty. Permission required. Occasional brief dissertation proposal for approval by a spon- conferences convened by Communication, soring committee. Student arranges one two- MATHEMATICS EDUCATION- Computing and Technology on subjects of hour meeting with his or her sponsoring com- TRANSITIONAL B (MATH-TRAN) special interest. Special fee: $35. mittee. Master of Arts (M.A.) MSTU 6031. Multimedia educational MSTU 8900. Dissertation advisement (0) * Program not currently accepting applications projects (3-6) Faculty. Advisement on doctoral dissertations. Faculty. Permission required. Team approach Fee to equal 3 points at current tuition rate to developing computer-based educational for each term. See section in this bulletin on Program Description: software using hypermedia, authoring langu- Continuous Registration for Ed.D. degree. Over its long and distinguished history, the ages, and programming languages. Some back- Program in Mathematics Education has stressed ground in instructional design recommended. the preparation of leaders in education. These Special fee: $50. leaders are successful scholars in their discipline, as well as educators. Faculty and staff are com- MSTU 6201-MSTU 6204. Advanced mitted to leadership training through a variety fieldwork (1-6) of courses, workshops, and research experiences. Faculty. Permission required. Extended oppor- Many of these are performed in collaboration tunities for students who have completed MSTU 5200. with private, public, and parochial schools in the tri-state metropolitan region. MSTU 6401-MSTU 6404. Internship (1-6) Faculty. Permission required. Prerequisite: Through funded projects, dissertation research, basic courses in the student’s specialization, training and service to national organizations, evidence of competence in the internship the faculty and students in mathematics edu- area, and prior arrangement with cooperating cation have helped frame the curriculum and institution. Internship in schools, colleges, methodology used in the schools of this and Teachers College facilities such as the Micro- other nations. The Program in Mathematics computer Resource Center, community agen- Education emphasizes strong content prepara- cies, business organizations, and communica- tion facilities. Students in their first term of tion in a variety of areas of pure and applied study are generally not accepted. mathematics relevant to education.

Teachers College Columbia University 2009-2010 179 Master’s-level offerings in mathematics educa- Applicants for the M.S. and Ed.M. degrees degree should include evidence that these tion are appropriate for both initial and profes- must also prepare a written integrative project. components have been fulfilled. sional teachers. Advanced master’s and doctor- al programs complete preparation for a variety Doctoral Degrees Supervision in Schools of positions including teaching, supervisory, and The department provides programs for both Students interested in mathematics supervi- research roles spanning the elementary through the Ed.D. and the Ph.D. degrees. In general, sion in schools may elect to develop individual college levels of instruction. Some courses the Ed.D. degree places emphasis on breadth programs that reflect their specific background offered through these programs are intended of professional coursework with a focus on and interests and that draw on the resources especially for students from other areas of study educational practice. All candidates are of the department and college, or they may at Teachers College who need to acquire knowl- required to be competent in statistical work as part of the staff of the field-based edge and skills in mathematics but who do not research methodology and computer pro- teacher education programs. School and uni- wish to earn a degree in this area. gramming and to have knowledge of the epis- versity faculty work with graduate students in temology of mathematics and of psychology a collaborative effort where teaching, preser- Master of Arts sufficient to be an informed scholar-practition- vice, and supervision training and education Emphasis is placed on those competencies nec- er. All doctoral candidates must have a written research are intimately related. essary for effective mathematics teaching as program plan approved by their advisor. The a means of enhancing professional growth of approved plan then must be approved by the Teacher Education in Mathematics initial and professional teachers. Conceptual Office of Doctoral Studies. Following submis- The Teacher Education in Mathematics pro- issues in teaching are translated into practice sion of a statement of total program, the stu- gram is designed to prepare scholars for educa- through group and individualized instruction dent normally completes doctoral coursework tional leadership roles as education professors in special methods courses. Master of Arts and engages in doctoral research and writing. in colleges and universities. Participants in requirements include a culminating scholarly Refer to the Ph.D. and Ed.D. Requirements the program have opportunities to build their project. Bulletin, prepared by the Office of Doctoral mathematics content background through Studies, for a fuller description of degree content courses in the department and the A minimum of 32 points of coursework is requirements. offerings of Columbia University. There are required, along with a final essay or project. No opportunities also for professional experiences transfer credit for graduate courses completed In planning a program of study, it should be in the initial and professional teacher educa- elsewhere can be applied to the M.A. degree. noted that doctoral students are required to tion programs. Courses taken through these programs and complete a minimum of 20 points after taking elsewhere at Teachers College in mathematics, the certification examination for the first time, College Teaching of an Academic Subject mathematics education, and professional edu- including points taken during the term in Teachers College offers a doctorate in college cation to meet individual needs may be supple- which that examination is taken. teaching that emphasizes preparation in con- mented with permission by courses taken in tent supplemented by a program of profession- other faculties of Columbia University. Specializations al education. Field experiences can be pursued Elementary School Mathematics in mathematics, computing, and several Master of Science and The Elementary School Mathematics related disciplines. The course content and Master of Education Specialist program is designed for those who sequence are especially organized to meet the Both programs require a minimum of 60 are preparing for positions of leadership in ele- unique needs and career goals of each candi- points, a formal essay or integrative project, mentary schools or in the training of elemen- date within the general requirements of the and involve extensive preparation in mathe- tary school teachers. Programs for elementary Ed.D. degree at Teachers College. matics as well as education. For the Master of school specialists emphasize knowledge of sub- Science degree, the college requires that a min- ject matter, methodologies, and curricula of Special Application imum of 32 points with an integrative project mathematics and include appropriate field Requirements/Information: (or 30 points with a formal essay) be completed experiences with elementary school students Applications are reviewed on an ongoing basis. under the auspices of Teachers College, includ- and teachers. In addition to program offerings, Preference in scholarship awards will be given ing 18 points that must be earned in Teachers students have access to courses in related to applicants who meet the early deadline. College courses. Master of Science students departments and institutions. who choose to do an integrative project may Mathematics education students seeking use a maximum of 28 semester hours of gradu- Secondary School Mathematics Master of Arts, Master of Science, and Master ate credit from other recognized institutions to The Secondary School Teaching program of Education degrees are expected to have reduce the degree requirement. Master of includes an in-service component for experi- completed at least 24 credits of undergraduate Science students who choose to do a formal enced teachers and preservice education for mathematics. essay, as well as Master of Education students, students entering the profession. Programs are may apply a maximum of 30 semester hours of designed individually in consultation with a Applicants who wish to receive Initial New graduate credit toward their degree require- faculty advisor to reflect each teacher’s back- York State teaching certification should apply ment. Please refer to the Degree Requirements ground and goals. The program stresses the to the Master of Arts degree program. section of this bulletin for college-wide mini- direct application of theory to practice with mum point requirements. For the M.S. degree, particular emphasis on experiences with teach- Mathematics education students seeking there is greater emphasis on preparation in ing strategies that match classroom activities Doctor of Education or Doctor of Education mathematics content. In the Ed.M. program, to student characteristics, that examine in the College Teaching of an Academic Sub- there is greater emphasis on preparation in pro- teacher and student interpersonal interaction, ject degrees are expected to have completed fessional education. Programs are arranged in and that reflect the historical and philosophi- an undergraduate major in mathematics. consultation with the major professor to meet cal roots of the discipline. Final project for the Mathematics education students seeking a both program and college requirements.

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

Teachers College Columbia University 2009-2010 181 This degree program is designed to develop doctoral program when sufficient advanced The Ph.D. dissertation is a scholarly study both the depth and breadth in the students’ courses have been completed to permit the contributing new knowledge to the field and knowledge of mathematics but is intended candidate to enroll in relevant research courses should be planned early in the program when to prepare graduates for careers in teaching and pertinent advanced study to enable effi- sufficient advanced courses have been complet- rather than in mathematics research. For fur- cient preparation of the dissertation. Doctoral ed to permit the candidate to enroll in relevant ther details concerning general degree require- dissertations in the college teaching of mathe- research courses. Ph.D. dissertations in mathe- ments, students should consult the bulletin, matics can be (1) experimental studies in adult matics education should be (1) experimental “Requirements for the Degree of Doctor of learning, (2) design and formative evaluation studies in learning, (2) analytical studies in pol- Education in the College Teaching of an of college mathematics curricula, or (3) analyt- icy theory in mathematics education, or (3) Academic Subject” available in the Office ical studies in policy theory in mathematics other scholarly investigations of problems and of Doctoral Studies. post-secondary education. issues of broad significance in the field.

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

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

*MSTM 5020. Mathematics and multi- vectors and matrices; probability. Applications: MSTM 6030. Advanced topics in cultural education (2-3) finite Markov chains, game theory. probability theory (2-3) Professor Walker. Survey of mathematical topics Dr. Landau. Open only to doctoral students. and methods appropriate for multicultural and MSTM 5027. Numerical methods Emphasis on proof and advanced applications. bilingual programs. and computability (3) Faculty. Number representation; uncertainty MSTM 6032. Advanced topics in MSTM 5022. Mathematics curriculum and error; numerical solution of algebraic geometry/topology (3) development (2-3) equations and systems; numerical calculus; Professor Karp, Dr. Malkevich. Foundation Professor Vogeli. Principles, strategies, and numerical solution of differential equations. of geometry/topology. Emphasis upon the rela- techniques for curriculum development and tionship between topology and geometry and textbook preparation in mathematics. MSTM 5030. Topics in probability other mathematical area. theory (2-3) MSTM 5023. Problem solving (2-3) Dr. Landau. Simple, compound, and condi- MSTM 6033. Advanced topics in algebra (3) Professor Karp, Dr. Smith. Theories and meth- tional probabilities and applications. Doctoral Professor Vogeli, Dr. Smith. Open only to doc- ods of mathematical problem solving with app- students should register for MSTM 6030. toral students. Advanced study of groups, lications to classroom instruction. rings, and fields. MSTM 5031. Topics in the foundations MSTM 5039. Comparative mathematics of mathematics (3) MSTM 6034. Advanced topics in analysis (3) education (3) Professor Vogeli, Dr. Smith. Propositional and Dr. Landau. Open only to doctoral students. Professor Vogeli. A review and comparison of predicate calculi, set theory, axiomatics, order Advanced study of real or complex functions. mathematics education in other nations. types, the linear continuum and Goedel’s the- orem. MSTM 6036. Advanced topics in discrete MSTM 5061. Evaluation in mathematics mathematics (3) education (3) MSTM 5032. Topics in geometry/topology (3) Dr. Pollak. Professor Karp, Dr. Smith. Theories and meth- Professor Karp, Dr. Grabois, Dr. Malkevich. ods of evaluating pupils and programs in the Foundation of geometry/topology. Emphasis MSTM 6037. Advanced selected topics and cognitive and affective domains. upon the relationship between topology and issues in mathematics education (1-3) geometry and other mathematical areas. Faculty. MSTM 5520. Seminar in the college teaching of mathematics (3) MSTM 5033. Topics in algebra (3) MSTM 6126. Advanced topics in the Professor Vogeli. Current issues in under- Professor Landau, Professor Vogeli. Groups, mathematical foundations of statistics (3) graduate mathematics. Examination of rings, fields. Doctoral students should register Faculty. Open only to doctoral students. relations between elementary and advanced for MSTM 6033. Prerequisite: MSTM 5030 or MSTM 6030. mathematics. Advanced topics including hypothesis testing, MSTM 5034. Topics in analysis (3) distribution theory, and analysis of variance MSTM 6039. Advanced comparative Dr. Smith, Dr. Pollak. Real or complex func- and regression. mathematics education (3) tions and their properties. Doctoral students Professor Vogeli. A review and comparison should register for MSTM 6034. Preservice Mathematics of mathematics education in other nations. Teacher Education MSTM 5035. Mathematical models in Content Courses the natural sciences (3) Dr. Pollak. Simulation, information theory MSTM 4005. Teaching mathematics Courses in mathematics review and extend in diverse cultures (2-3) competencies that support graduate study and and coding, stochastic models, probabilistic systems, simple harmonic motion. Professor Vogeli. Principles, techniques, and research in mathematics education, statistics, issues in the teaching of mathematics in other computing, and in other fields such as science cultural and national settings. Study tour of education, measurement, and evaluation. MSTM 5036. Topics in discrete mathe- matics (3) schools and institutions in various nations. MSTM 4031. Number theory (3) Dr. Pollak. Discrete mathematics, combina- torics, graph theory. MSTM 4023. Mathematics for exceptional Professor Walker, Dr. Grabois. Primes, compos- students (1-3) ites, divisibility and factorization, congruence, Faculty. Content, methods, and instructional historical topics. *MSTM 5037. History of mathematics (3) Professor Karp, Professor Smith. Historical models for teaching exceptional students, including LED, LD, and MT students. MSTM 4032. Mathematical models in development of major ideas in mathematics. the behavioral sciences (3) Contributions of noteworthy mathematicians. Analysis of mathematical classics. MSTM 4760. Student teaching in Dr. Pollak. Design and development of math- mathematics (2 or 4) ematical models of human behavior, including MSTM 5038. Topics in mathematical logic (3) Mr. Weinberg. Permission required. Prerequi- social, political, management, and defense site: MSTM 5011. Open only to students models. Dr. Smith. Prepositional calculus, Church- Turing thesis, Goedel’s incompleteness theo- enrolled in the preservice program. Students rem. do supervised teaching in metropolitan area MSTM 4034. Exploring secondary school schools. mathematics (2-3) Professor Karp. For students who are preparing MSTM 5126. Mathematical foundations of statistics (3) MSTM 5010. Mathematics in the to teach in secondary school. The mathematical elementary school (3) content of advanced secondary school mathe- Faculty. Prerequisite: MSTM 5030 or MSTM 6030. Estimation, hypothesis testing, and tests Professor Walker, Dr. Garrity. Problems, issues, matics and the development and application of and methods in the teaching and supervision fundamental ideas in mathematics. based on the chi-square distribution. The nor- mal distribution and its applications. Analysis of elementary school mathematics. MSTM 4038. Finite mathematics (3) of variance and regression. Doctoral students Faculty. Statements, propositions, and sets; should register for MSTM 6126.

Teachers College Columbia University 2009-2010 183 MSTM 5011. Mathematics in the secondary MSTM 8900. Dissertation advisement SCIENCE school (2-3) in mathematics education (0) Mr. Weinberg. Problems, issues, and methods Faculty. Individual advisement on doctoral EDUCATION in the teaching and supervision of secondary dissertations. Fee to equal 3 points at current school mathematics. Includes field experiences. tuition rate for each term. For requirements, see Program Coordinator: Required for preservice students. section in catalog on Continuous Registration Professor O. Roger Anderson for Ed.D./Ph.D. degrees. MSTM 5061. Evaluation in mathematics Program Office: (212) 678-8174 education (3) MSTM 9900. Research and independent Fax: (212) 678-8145 Faculty. Theory and methods of evaluating study in mathematics education (1) Email: [email protected] pupils and programs in the cognitive and Faculty. Permission required. Open to post-doc- Website: www.tc.edu/mst/Science affective domains. toral students accepted for study at Teachers College. MSTM 5264. Guided supervision of Initial Science Education M.A. applicants student teaching in mathematics (2) may refer admissions questions to Professor Karp, Mr. Weinberg. Permission [email protected] required. Open only to doctoral students. Guided field experience in supervising Degrees Offered: student teachers. INITIAL CERTIFICATION- Biology 7-12 (SCIB-INIT) Independent, Advanced, Chemistry 7-12 (SCIC-INIT) and Dissertation Study Earth Science 7-12 (SCIE-INIT) Physics 7-12 (SCIP-INIT) MSTM 4901. Guided study in mathematics Master of Arts (M.A.) education (1-6) Faculty. Permission required from the instru- TRANSITIONAL B- ctor with whom the student wishes to work. Biology 7-12 (SCIB-TRAN) Independent study in selected areas. Chemistry 7-12 (SCIC-TRAN) Earth Science 7-12 (SCIE-TRAN) MSTM 5800-MSTM 5801. Mathematics Physics 7-12 (SCIP-TRAN) colloquium (1-3) Master of Arts (M.A.) Professor Pollak. Lecture series featuring pre- sentations by distinguished guest speakers. SUPERVISOR/TEACHING OF SCIENCE (SCSS) MSTM 6400. Internship in mathematics Master of Arts (M.A.) education (1-6) Faculty. Permission required. Supervised intern TEACHER EDUCATION IN SCIENCE (SCTE) service in a variety of field settings including classroom teaching at various levels, supervi- Master of Science (M.S.) sion, curriculum development, and inservice Master of Education (Ed.M.) education. SCIENCE EDUCATION (SCSD) MSTM 6500-MSTM 6501. Research Doctor of Education (Ed.D.) seminar in mathematics education (1-3) Doctor of Philosophy (Ph.D.) Professors Karp and Walker. Permission required. Research oriented seminars dealing Program Description: with a variety of issues and leading to prepara- Throughout its long and distinguished history, tion of preliminary proposals for the doctoral the Science Education Program has stressed dissertation. Required for doctoral students. the preparation of leaders in education. These leaders are successful scholars in their disci- MSTM 6901. Research and independent study in mathematics education (1-6) pline, as well as theoretically and practically Faculty. Permission required. Guided independ- based educators. The faculty and staff are ent study leading to the preparation of a major committed to the idea of leadership training project or paper. May be taken repeatedly by through a variety of courses, workshops, and doctoral candidates engaged in research. research experiences. Many of these are per- formed in collaboration with private, public, MSTM 7500. Dissertation seminar and parochial schools; informal science cen- in mathematics education (1-3) ters (i.e., museums, outdoor education, etc.); Professors Vogeli and Walker. Development of and community-based organizations in the tri- final doctoral dissertation proposals and pres- state metropolitan region. entation of proposals for departmental review. Through funded projects, dissertation research, training, and service to national teacher organizations, the faculty and students in science education have helped to frame the curriculum and methodology used in the

184 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY schools of this and other nations. Science Other requirements that must be met before MASTER OF EDUCATION courses are organized around a global systems graduation include completion of a science In total, a minimum of 60 course points are perspective so that resources, natural phenom- safety workshop, successful completion of the required: A minimum of 15 points in breadth ena, and the human impact on nature can be program’s Gateway Performance Assessments of science content courses, 15 points in core investigated and translated into new science for Teaching, and a Final Master’s Portfolio science education courses, 9 points in profes- curricula. Project. See the Teacher Education section of sional education courses, 6 points in research this bulletin for details on other requirements. methodology courses, and 3 points in technol- Master’s-level offerings in science content are ogy courses. This leaves 12 points of optional coordinated with methodology and supervision Initial Science Education M.A. applicants may studies to be determined in consultation with appropriate for both initial and professional refer admissions questions to the program the advisor. teachers. Advanced master’s and doctoral coordinator at [email protected]. programs complete preparation for a variety of Master’s Integrative Project positions including teaching, supervisory, and Ed.D. and Ph.D. applications are reviewed For the M.S. and the Ed.M. degrees in the research roles spanning the elementary through once a year for study beginning in the fall. Science Education Program, a master’s paper college levels of instruction. Some courses All other programs admit students on a rolling will be required. This project may be an exten- offered through these programs are intended basis. See the Admissions section of this bul- sion of some paper that has been prepared for especially for students from other areas of letin for application deadlines as advertised a course included in the program of the stu- study at Teachers College who need to acquire by the college. dent. The paper may take a variety of forms. knowledge and skills in science but who do It may be a report of an empirical investiga- not wish to earn a degree in these areas. MASTER OF SCIENCE AND tion, or it may be a library-type research paper MASTER OF EDUCATION dealing with some problem in which the can- Special Application The Science Education program offers curric- didate has a special interest. The form of the Requirements/Information: ula leading to a Master of Science (M.S.) paper should be carefully chosen in the con- Preference in scholarship awards will be for degree and a Master of Education (Ed.M.) text of the candidate’s professional goals. those applicants who meet the early deadline. degree. Both programs require a minimum Applicants who wish to receive New York number of graduate points of coursework The M.S. paper, must address a problem in sci- State teaching certification must apply to and a master’s paper. ence content either through scientific labora- the M.A. degree program in a science content tory research, a synthesis of scientific knowl- area. Science education students seeking The M.S. and Ed.M. degrees require a pro- edge from the literature, and/or the produc- M.A., Ed.M., M.S., Ed.D., and/or Ph.D. gram planned in consultation with an advisor tion of a novel model synthesizing data. degrees should have at least the equivalent who may also sponsor the master’s paper. The The M.S. paper may be a research thesis in of an undergraduate degree in the sciences. M.S. degree requires more science subject basic science within the candidate’s field of matter coursework than the Ed.M. degree, specialization. Degree Requirements: while the Ed.M. degree requires more inten- sive work in education including science edu- The Ed.M. project should focus more on sci- MASTER OF ARTS cation. The M.S. degree is recommended for ence education topics and can be either a syn- Emphasis is placed on those competencies nec- science educators who want a professional thesis of information or an empirical study. The essary for effective science teaching as a means degree with intensive preparation in science paper may form the basis for a subsequent doc- of enhancing professional growth of in-service subject matter. This degree is especially appro- toral dissertation. In other cases, it may be the and pre-practice through group and individu- priate for prospective community college culmination of studies that have been carried alized instruction in a general methods course instructors who do not intend to pursue a doc- out in the 60-point master’s degree program. and in courses applicable to specific sciences. torate immediately. The Ed.M. degree is rec- ommended for science educators who want a The paper should be planned and prepared in In order to meet New York State Certification professional degree with intensive preparation cooperation with a full-time member of the requirements, the M.A. degree is comprised of in science education. Both programs include Science Education Program faculty. It must be 36 credits of coursework in the areas of profes- some depth of study in science, work in the approved by a full-time member of this faculty sional education, science content, and science candidate’s specialization, and the develop- before the application is made for the degree. methods. In consultation with your advisor ment of competence in method of scholarly Hence, the master’s paper is a departmental upon acceptance to a degree, a program plan analysis. Some credits obtained at the M.A. requirement for the M.S. and/or the Ed.M. will be outlined based on your specific content level may be applied toward the Ed.M. or M.S. degree. Its acceptance needs to be noted on certification area. the candidate’s application by faculty for the MASTER OF SCIENCE award of either the M.S. or Ed.M. degree. For preservice candidates, i.e., those who In total, a minimum of 60 course points are However, the approved paper is not to be sub- intend to fulfill the requirements of New York required: A minimum of 30 points in breadth mitted to the Office of the Registrar as part of State for initial certification to teach science of science content courses, 12 points in core general college-wide degree requirements but in secondary schools, MSTC 4000 and MSTC science education courses, 6-9 points in pro- will remain in the departmental files. 4363 are required and should precede the fessional education courses, 3-6 points in semester in which student teaching is com- research methodology courses, and 3 points Doctoral Degrees pleted. MSTC 4000 and MSTC 4363 are both in technology courses. This leaves at most a The Department provides programs for both offered in the fall and student teaching in the remaining 6 points of optional studies to be the Ed.D. and the Ph.D. degrees. In general, spring. determined in consultation with the advisor. the Ed.D. degree places emphasis on breadth of professional coursework with a focus on educa- tional practice. All candidates are required to

Teachers College Columbia University 2009-2010 185 be competent in both quantitative and qualita- The student, in consultation with an advisor, In order that candidates become familiar with tive research methodology and to have knowl- plans a program of study consistent with recent investigations in the broad fields of pro- edge of the epistemology of science and of psy- the student’s prior education and oriented fessional education, each program will include chology sufficient to be an informed scholar- toward professional goals. This program plan one or more courses in the nature of educa- practitioner. is approved by the advisor and then submitted tion and the nature of persons and the learn- to the Office of Doctoral Studies. In planning ing process. All doctoral candidates must have a written a program of study, the student would be wise program plan approved by their advisor. The to pay particular attention to the time when In total, a minimum of 75 course points is approved plan should then be forwarded to the the certification exam is taken. Students are required: A minimum of 15 points in breadth Office of Doctoral Studies. Following submis- required to complete a minimum of 20 points of science content courses, 15 points in core sion of the statement of total program, the stu- after taking the certification examination for science education courses, 12 points in profes- dent normally completes doctoral coursework the first time, including points taken during sional education courses, 12 points in research and engages in doctoral research and writing. the term in which that examination was methodology courses, 3-6 points in technology Refer to the Ph.D. and Ed.D. Requirements taken. courses, and 6 dissertation study points. This Bulletin, prepared by the Office of Doctoral leaves a remaining 12-15 points of optional Studies, for a fuller description of requirements. The certification examination is ordinarily studies to be determined in consultation with taken no later than the term in which the stu- the advisor. Specializations dent completes 65-75 percent of coursework. Students enrolled in the doctoral program may A special certification examination is designed Dissertation Requirements specialize in an area of interest to them perti- for each candidate. The certification exam In addition to all other guidelines, it should be nent to science education by taking courses in generally takes place in the student’s third noted that the dissertation must be a research their area of interest. Some potential areas to year of full-time study. Please refer to the thesis based on a theoretical rationale and pursue include elementary school science, Office of Doctoral Studies bulletin and the must exhibit thorough and comprehensive secondary school science, urban science edu- departmental advisor for details. mastery of a research discipline. cation, and technology studies. Dissertation Guidelines COURSES: Supervision in Schools The Ed.D. dissertation is a scholarly endeavor Students interested in science supervision in contributing new knowledge to the field and Science Education Program Advisors: schools may elect to enroll in courses in other should be planned early in the doctoral pro- Professors O. Roger Anderson, Christopher departments to satisfy the single school and gram when sufficient advanced courses have Emdin, Felicia Moore Mensah, Ann Rivet and Dr. Jessica Riccio. multiple school supervisory certificates. Please been completed to permit the candidate to see the Teacher Education section of this bul- enroll in relevant research techniques courses For certain courses in the program in Science letin for updated information on programs that and pertinent advanced study to enable effi- Education, special fees, including laboratory lead to administrative certification. cient and high-quality preparation of the the- fees, will be assessed. The amounts and cours- sis. Dissertations in science education can be es involved will be announced each semester DOCTOR OF EDUCATION (1) empirical or theoretical studies in learning, in the schedule of classes for that semester. The Science Education Program offers (2) design and formative evaluation of science curricula leading to the degree of Doctor of curricula, or (3) analytical studies in policy Core Science Education Courses Education (Ed.D.). This program is intended theory in science education. The candidate is to prepare students for leadership in science recommended to seek an advisor within the MSTC 4000. Science in secondary school education. This program is designed to prepare department who can best guide the design and (3) professional science educators who are (1) completion of the type of thesis chosen. Professor Emdin or Professor Riccio. Founda- educated both broadly and deeply in science tions of science education. Planning, assess- ment, and management of instruction. subject matter, (2) competent in methods of DOCTOR OF PHILOSOPHY Required of initial science students. scholarly analysis, and (3) have a deep under- This program is designed to prepare students standing of education and science education. for leadership in science education. The pro- MSTC 4001. Qualitative research methods Students should also consult the Requirements gram includes advanced preparation in science in science education (3) for the Degree of Doctor of Education bulletin, to develop both breadth and depth in science Professor Moore Mensah. This introductory available from the Office of Doctoral Studies, subject matter background. Preparation in course is designed to support graduate stu- for College-wide Ed.D. requirements. research methods in science education as well dents in qualitative research methodology in as study of recent developments in the broad science education. It includes qualitative In total, a minimum of 90 course points are field of professional education is included in research design and role of theory in guiding required: A minimum of 15 points in breadth the program. Students should refer to the bul- and informing research. of science content courses, 15 points in core letin, Requirements for the Degree of Doctor science education courses, 12 points in profes- of Philosophy, available from the Office of MSTC 4007. Urban and multicultural science education (3) sional education courses, 9 points in research Doctoral Studies, for information on admis- Professor Emdin. Students will explore the methodology courses, 3-6 points in technology sion, residence, certification, examinations, and intersections of policy, science and society and courses, and 6 dissertation study points. This the dissertation. The general requirement is for the impact these have on standard K-12 urban leaves a remaining 27-30 points of optional a minimum of 75 points of approved graduate science curriculum and multicultural teaching studies to be determined in consultation with credit, at least 45 points of which must be practices. Drawing from scholarship in policy, the advisor. taken through Teachers College registration. curriculum, and teaching, this course explores major issues faced in urban science education, including (1) the issue of resources (physical,

186 www.tc.columbia.edu General Information: (212) 678-3000 MATHEMATICSMATHEMATICS, SCIENCE, , SCIENCEAND T ANDECHNOLOGYTECHNOLOGY human, and social) in urban schools and how with a variety of issues and leading to prepara- MSTC 4054. Human anatomy and urban science education programs might draw tion for the doctoral certification examination. physiology (2-3) from local resources in meeting the needs of Required for doctoral students. Faculty. Prerequisite: A basic biology course. urban learners, (2) the issue of what roles might A survey of major organ systems and their teachers, administrators, policy makers, and Disciplinary Courses physiology. Suitable for a wide variety of pro- curriculum writers play in the design and imple- fessionals in physical education, nursing, mentation of empowering curricular and peda- MSTC 4043. Science and the environment health, nutrition, and science. gogical practices in urban science classrooms, (2-3) and (3) the issue of multicultural science edu- Faculty. Exploration of environmental science MSTC 4055. Concepts in biology (3) cation in terms of both content and pedagogy. from an earth physiology perspective. Focus on Professor Anderson or Professor Moore Mensah. This course challenges commonly used prac- connections between contemporary environ- Professional content knowledge course examin- tices where multiculturalism is often taught as mental issues and environmental science con- ing the major concepts in biology and their appli- one distinct and often separate component of cepts. A community study utilizing scientific cations in teaching secondary school biology. the science curriculum. This course provides inquiry procedures and applying pertinent envi- students with both research-based and field- ronmental science concepts will be conducted. MSTC 4056. Concepts in earth science (3) based experiences. Faculty. Study of models of our planet, Earth MSTC 4044. Biology methods and in space, and weather and climate. MSTC 4040. Science in childhood curriculum laboratory (3) education (3) Faculty. Theoretical basis of secondary school MSTC 4057. Concepts in earth science II (3) Professor Moore Mensah. This is an integrated science education and its practical application Faculty. Study of earth materials and processes lecture/laboratory course. This course provides to biology teaching and laboratory experiences. shaping the surface, interior, and geologic history an introduction to the creation of science cur- of the Earth. riculum and instruction that attends to current MSTC 4045. Earth science methods state and national standards. The course is and curriculum laboratory (3) MSTC 4059. Concepts in chemistry I (2-3) based in constructivist perspectives and has as Professor Rivet. Theoretical basis of secondary Faculty. Prerequisite: one year of college chem- a goal the teaching of science well with all chil- school science education and its practical appli- istry. The growth of, and change in, the major dren. cation to earth science teaching and laboratory concepts of the science of chemistry are experiences. explored, from the Greek philosophers to the MSTC 5040. Science curriculum alchemists to those of modern chemistry. improvement in the elementary school (2-3) MSTC 4046. Chemistry curriculum Concepts explored include chemical composi- Professor Moore Mensah. This course provides and methods laboratory (3) tion and the elements; chemical change, the an introduction to the creation of science cur- Faculty. Individualized work with secondary acids, activity; the nature of matter; and the riculum and instruction that attends to current chemistry curricula, stressing laboratory structure of the atom and bonding. state and national standards at the elementary activity. level. MSTC 4060. Concepts in chemistry II (2-3) MSTC 4047. Physical science curriculum Faculty. Prerequisite: MSTC 4059 or instructor MSTC 5042. Science, technology, and methods laboratory (3) permission. The historical development of selec- and society (3) Faculty. Discussion of middle or secondary ted chemical concepts are examined with Faculty. The nature and interrelationships of school curricula each offered in separate semes- respect to the arguments developed in their sup- science, technology, and society as represented ters, stressing laboratory activity. May be taken port, with the intent that current meanings will in policy and curriculum for education. twice, once for each grade level. be elucidated in the process.

MSTC 5047. Science teacher education MSTC 4048. Structure of science MSTC 4075. Concepts in physics I (3) (2-3) knowledge and curriculum design (2-3) Faculty. Exploration of physics themes of Faculty. MSTC 5047 is a required core course Faculty. Analyses of the organization of and rela- molecules and molecular kinetic theory, heat, in the Science Education doctoral and tionships between concepts, laws, and theories mechanics, waves, electricity and magnetism, advanced masters programs. The course con- in the life and physical sciences, using a variety and modern physics. Of particular interest to cerns both in-service and preservice teacher of analytical techniques suitable for curriculum introductory physics, physical science, and education. In the course, students will conduct design. general science teachers. research with preservice teachers, as well as practicing and expert teachers. We will exam- MSTC 4049. Middle school living MSTC 4076. Concepts in physics II (3) ine the classic and contemporary knowledge environment methods laboratory (3) Faculty. Exploration of electricity, magnetism, base of teacher education, as well as current Professor Riccio. Discussion of middle school light, optics, quantum mechanics, and selected issues and questions in the education of science life science methods. topics in atomic, nuclear, elementary particle teaching professionals. Open to students who physics and astrophysics. are not in the Science Program with the profes- MSTC 4051. Microbial ecology (2-3) sor’s permission. Professor Anderson. The physiological ecology MSTC 4140. Laboratory methods and and life history of free-living and parasitic experiences for elementary school teachers (1) MSTC 5048. Curriculum and pedagogy protista. Faculty. Corequisite: MSTC 4040. Demonstra- in science education (3) tion of teaching science from constructivist per- Professor Rivet. This course offers students in MSTC 4052. Plant biology (2-3) spectives. Focus on teachers and children learn- the science education doctoral and advanced Professor Anderson. Introduction to plant ing science through inquiry. master’s programs the opportunity to ask funda- physiological ecology with an emphasis on mental questions about curriculum in multiple global systems. Laboratory sessions to be MSTC 4151. Modern principles of ways. announced. evolution (2-3) Faculty. Interdisciplinary study of scientific MSTC 6502. Science education research theories about origin and evolution of life on seminar (0-3) Earth. Includes demonstration and laboratory Faculty. Research oriented seminars dealing experiments.

Teachers College Columbia University 2009-2010 187 MSTC 4152. Modern concepts in genetics MSTC 5052. Principles of biochemistry (2-4) MSTC 6401. Internship in science (2-3) Professor Anderson. Major principles of bio- education (1-6) Faculty. A survey of modern principles of chemistry including biochemical reactions, path- Faculty. Permission required. Supervised intern genetics, including molecular genetics, behav- ways, enzyme catalysis, and application of physi- service in a variety of field settings including ioral genetics, and relationship to Mendelian cal chemistry concepts such as energetics, redox classroom teaching at various levels, supervision, genetics. potentials, standard free energy changes, and curriculum development, and in-service educa- kinetic theory to biologically significant chemical tion. MSTC 4153. Invertebrate biology (2-3) processes with relations to cellular biology. Faculty. A survey of major invertebrate groups, Students can do an additional project for 4 Independent, Advanced and including phylogeny, morphology, and ecology, points. Dissertation Study with examples suitable for biological education. MSTC 5058. Advanced topics in earth MSTC 4852. Informal science education MSTC 5041. The nature and practice and environmental sciences (3) (1-2) of science (3) Faculty. Permission required. Prerequisite: MSTC Faculty. Study of museums. Faculty. This course is one of the required core 4056, MSTC 4057, MSTC 4558, or equivalent. courses in the science education doctoral and New concepts in geology, oceanography, and MSTC 4902. Guided study in science advanced master’s programs. It is designed to environmental sciences explored in lecture and education (1-6) help students develop an adequate understand- laboratory setting. Occasional field trips. Faculty. Permission required from the instructor ing of the nature of science or of how science is with whom the student wishes to work. practiced. In this course, through the analysis of Field-Based Courses Independent study in selected areas. Use a number of current issues and problems in sci- of professional laboratory facilities. ence and the extensive use of case studies, stu- MSTC 4363. Introduction to science dents will address questions such as What is sci- education practice (3) MSTC 5000. Neurocognitive models ence? What distinguishes science from other Faculty. Corequisite: MSTC 4000. Directed field of information processing (1-3) ways of knowing? What standards of evidence Professor Anderson. Permission required. An and scientific explanations, processes, and con- experiences and seminars explore school envi- analysis of emergent theory in neuroscientific ventions are used in science? What philosophi- ronments and teaching strategies. bases of cognition with applications to science cal, social, ethical, and historical perspectives are education. important in understanding the nature of sci- MSTC 4761. Student teaching in science (6) ence? Professor Riccio. Permission required. Prerequi- sites: MSTC 4000 and MSTC 4363. Students do MSTC 5044. Selected topics and issues in science education (1-3) MSTC 5046. Advanced chemistry methods supervised teaching in metropolitan area schools. Faculty. Permission required. A focus on special and curriculum laboratory (3) issues in science education (curriculum, instruc- Faculty. Permission required. Prerequisite: MSTC 5265. Guided supervision of tion, assessment, research, or content) which MSTC 4046 or equivalent. Individualized work student teaching in science (1-2) changes from one semester to another, high- with advanced topics from secondary chemistry Faculty. Permission required. Open only to doc- lighted by current research and interest. curricula, stressing laboratory activity. toral students. Guided field experience in super- vising student teachers. MSTC 6902. Research and independent study in science education (1-6) Professor Anderson. Permission required. Guided independent study leading to the prepa- ration of a major project or paper. May be taken repeatedly by doctoral candidates engaged in research.

MSTC 7501. Dissertation seminar in science education (1-3) Professor Anderson. Development of doctoral dissertation proposals and presentation of pro- posals for departmental review.

MSTC 8901. Dissertation advisement in science education (0) Faculty. 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.

MSTC 9901. Research and independent study in science education (1 or more) Faculty. Permission required. Open to postdoc- toral students accepted for study at Teachers College.

188 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 192 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 197 izational development and change. We educate, train, and serve: HIGHER AND POSTSECONDARY EDUCATION 207 (1) Leaders, managers, and administrators for all types of organizations, with an emphasis on educational and nonprofit institutions and health organizations in both the private and NURSE EXECUTIVE 212 public sectors; (2) Those who help these leaders, managers, and administrators; and POLITICS AND EDUCATION 215 (3) Those who conduct research pertinent to organizational dynamics and learning, and who teach leadership, administration, education policy, politics, organizational behavior, SOCIAL-ORGANIZATIONAL and organizational change. PSYCHOLOGY 217 To accomplish this mission the Department provides programs in Adult Learning and Leadership, Education Leadership, Nurse Executive Education, Higher and Postsecondary Education, Politics and Education, and Social-Organizational Psychology. FACULTY: PROFESSORS: Joel Brockner Kathleen Dirschel (Social-Organizational Psychology) (Nurse Executive) W. Warner Burke Keville C. Frederickson (Social-Organizational Psychology) (Nurse Executive) Jeffrey Henig (Politics and Education) Neil Grabois Phillip Hettleman (Professor of Business, (Higher and Postsecondary Education) Columbia Graduate School of Business) David Levinson Jay P. Heubert (Education Leadership) (Higher and Postsecondary Education) Pearl Rock Kane (Education Leadership) Ruud van der Veen L. Lee Knefelkamp (Adult Learning and Leadership) (Social-Organizational Psychology) Henry M. Levin (Education Leadership) ASSOCIATE PROFESSORS: Victoria J. Marsick Gregory Anderson (Adult Learning and Leadership) (Higher and Postsecondary Education) Anna Neumann William J. Baldwin (Higher and Postsecondary Education) (Higher and Postsecondary Education) Craig E. Richards Caryn J. Block (Education Leadership) (Social-Organizational Psychology) Elaine La Monica Rigolosi Madhabi Chatterji (Nurse Executive) (Education Leadership) Loriann Roberson Peter T. Coleman (Social-Organizational Psychology) (Social-Organizational Psychology) Thomas Sobol — Emeritus Kevin Dougherty (Higher and Postsecondary Education) PROFESSOR OF PRACTICE: Eleanor Drago-Severson Michael Rebell (Education Leadership) (Education Leadership) Luis Huerta (Education Leadership) ADJUNCT PROFESSORS: Debra A. Noumair Stephen D. Brookfield (Social-Organizational Psychology) (Adult Learning and Leadership) Elissa Perry Ronald Cervero (Social-Organizational Psychology) (Adult Learning and Leadership) Patricia Raskin Patricia Cranton (Social-Organizational Psychology) (Adult Learning and Leadership) Teachers College Columbia University 2009-2010 189 Carolyn Riehl (Education Leadership) Susan Ellis (Education Leadership) Terrence Maltbia James D. Westaby Terrie Epstein (Education Leadership) (Adult Learning and Leadership) (Social-Organizational Psychology) Cheryl Franz Brian Perkins (Education Leadership) Lyle Yorks (Social-Organizational Psychology) (Adult Learning and Leadership) Daniella Fuchs INSTRUCTORS: (Social-Organizational Psychology) Lorri Hamilton-Durbin RESEARCH ASSOCIATE PROFESSOR: Jennifer Goldman (Education Leadership) Martha Gephart (Social-Organizational Psychology) Jon Encandela (Education Leadership) (Adult Learning and Leadership) Virginia G. Gonzalez Sherrish Holloman (Education Leadership) (Adult Learning and Leadership) Jill Paine (Social-Organizational Psychology) ADJUNCT ASSOCIATE PROFESSORS: G. Kennedy Greene (Education Leadership) Rebecca Natow Michael Bazigos Brian Hall (Adult Learning and Leadership) (Higher and Postsecondary Education) (Social-Organizational Psychology) Patrick Hyland Kent Strong David L. Buckner (Social-Organizational Psychology) (Social-Organizational Psychology) (Social-Organizational Psychology) Elaine Kanas (Education Leadership) Megan Whalen (Education Leadership) Cynthia Caroselli (Nurse Executive) Janet Kasoff (Nurse Executive) David X. Cheng (Education Leadership) James Langlois (Education Leadership) For information about faculty and their scholarly Celeste Coruzzi Dianna Lindsay (Education Leadership) and research interests, please refer to the Faculty (Social-Organizational Psychology) Stephen Marrone (Nurse Executive) section of this bulletin, or visit us at Joseph D’Oronzio (Nurse Executive) Laura McKenna (Politics and Education) www.tc.edu/faculty. Charles Fowler (Education Leadership) Kim Mendez (Nurse Executive) Kathleen Gialanella (Nurse Executive) Mark Neustadt (Education Leadership) Catherine Guerriero Joanna Nicholson (Education Leadership) (Politics and Education) Laurie Nisco Departmental Policies for Student William Johnson (Education Leadership) (Social-Organizational Psychology) Progress and Degree Completion Stacey E. Lutz Gabriela Oldham (Education Leadership) In Organization and Leadership (Social-Organizational Psychology) Judith O’Neil Daryll Mattingly (Education Leadership) (Adult Learning and Leadership) In addition to the College policies for student Gibran Majdalany (Education Leadership) Paul O’Neill (Education Leadership) progress and degree completion, students within the Sheila O’Shea Melli (Nurse Executive) Judith Parker Department of Organization and Leadership who Jonathan S. Rosenberg (Adult Learning and Leadership, were admitted to a degree program in the depart- (Education Leadership) Nurse Executive) ment as of Fall Term 2005 or later, must also meet Vincent Rudan (Nurse Executive) Thomas Rock the following requirements: Susan Sandlund (Higher and Postsecondary Education) (Social-Organizational Psychology) David Severson A.All masters and doctoral students must William Shine (Education Leadership) (Adult Learning and Leadership) enroll for a minimum of 6 points per aca- Svetlana T. Shmulyian Elana Sigall (Education Leadership) demic year. However, once a doctoral stu- (Social-Organizational Psychology) Kevin Paul Scully dent is obligated for continuous doctoral Marvin Sontag (Adult Learning and Leadership) dissertation advisement, students must satis- (Nurse Executive, Education Leadership) Ross Tartell fy the requirements for continuous registra- Stephen Temlock (Social-Organizational Psychology) tion as outlined in the College requirements. (Social-Organizational Psychology) Aimee Terosky B. All masters and doctoral students must (Higher and Postsecondary Education) maintain a minimum GPA of B (exclusive ASSISTANT PROFESSORS: Marie P. Volpe of Pass/Fail courses) for all courses registered Douglas Ready (Adult Learning and Leadership) through Teachers College. (Education Leadership) Janet Youngblood C. All requests for retroactive registration must Janice Robinson (Adult Learning and Leadership) receive the approval of the faculty advisor, (Higher and Postsecondary Education) Program Coordinator and Department Chair LECTURERS: before submission to the Office of the ADJUNCT ASSISTANT PROFESSORS: Patrick Bassett (Education Leadership) Registrar. Michel Alhadeff-Jones Jeanne E. Bitterman D. Ed.D. students must complete all require- (Adult Learning and Leadership) (Adult Learning and Leadership) ments for the Ed.D. within 8 years from Robert Beodeker Sarah Brazaitis their term of matriculation. (Social-Organizational Psychology) (Social-Organizational Psychology) E. Ed.D. students must take the certification Linda Bloomberg Gina Buontempo exam once they have completed 70 points (Adult Learning and Leadership) (Social-Organizational Psychology) of coursework (both TC credits and those Timothy Breslin (Education Leadership) Beth Fisher-Yoshida transferred in), or within 3 years of term Tom Buffett (Education Leadership) (Social-Organizational Psychology) of matriculation, whichever comes first. Connie Chartrand Judith Glazer-Raymo Students must complete the remaining (Adult Learning and Leadership) (Higher and Postsecondary Education) minimum of 20 points toward their Ed.D. Monica Christensen Arthur M. Langer requirements within the initial period of (Higher and Postsecondary Education) (Adult Learning and Leadership and certification (four to six years). Michael Crespo Higher and Postsecondary Education, F. Whether a student sits for the certification (Social-Organizational Psychology) and Nurse Executive) examination will be at the discretion of the

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

student’s advisor. If the student has more to take ORLJ 4009 which emphasizes experi- ORL 5524. Instrument design and than 3 points of Incomplete grades but the mental and quasi-experimental research validation—Seminar (3) advisor does not believe this poses a prob- designs. Other majors are strongly advised to Faculty. Provides hands-on seminar experiences lem, then the student may still sit for the take ORL 5521 which emphasizes applied in the design and validation of instruments to certification exam. However, under College research designs. measure educational, psychological, health and policy, any doctoral student who has 6 or social contracts. The type of instrument can vary according to student interests (e.g., multi-part more points of Incomplete grades as part All Ed.D. students are required to complete an surveys, attitude scales, behavior ratings scales, of the program of study may not sit for the introductory statistics course and a two-course performance assessments or tests of cognitive certification examination. sequence in research design (data collection abilities and achievement). The prerequisites G. An Ed.D. student will be recommended for and analysis) in a methodology that is relevant are intermediate level courses in measurement/ certification, for the purpose of determining to their dissertation. Students should work with statistics or instructor-approved substitutes. when the obligation for continuous enroll- their advisor and dissertation sponsor to select Offered once biennially, typically in 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 of the certification exam, has submitted a research, applied qualitative research, ethnog- organizations: Design and data collection (3) Professor Yorks. An introduction to qualitative program plan, and has been formally recom- raphy, evaluation, action research, and histori- mended for certification by the Program. research methods conceptualization and data cal research. collection procedures and design. Students learn H. After having passed part one of the certifi- various qualitative data collection techniques cation examination, the student has a year 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 able to access, comprehend, synthesize, and Ed.D. degree requirements by the expiration qualitative data analysis, within and across case utilize research, to support and facilitate the studies, individual and group interview analy- date of their period of certification. Ed.D. 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, ethnography, and action research. obtained in the Office of Doctoral Studies. ORLJ 4009. Understanding behavioral research (3) ORL 5522. Evaluation methods I (3) Students filing for an extension must: Faculty. Provides an overview of major evalua- 1. Have adequate and acceptable reasons. ORLJ 5018. Using survey research in tion models and social research methods useful organizational consulting (3) 2. Have been registered and completed a in developing, monitoring and studying effects course within the last 5 years. of programs, services and institutions in educa- 3. Provide a feasible plan for degree com- tion, health and other fields. This is the second pletion. course in a three-course sequence in assess- 4. Obtain the approval of their faculty advisor, ment and evaluation methods offered through Program Coordinator and Department the Organization and Leadership department. The prerequisite is the 4000-level course on Chair. Any petitions not accompanied testing, assessment and accountability or an with appropriate approvals will be invalid. instructor-approved substitute. Offered twice 5. Students filing petitions for extensions may annually. be required to retake courses, or to under- take additional coursework, as specified by ORL 5523. Evaluation methods II— faculty advisor, Program Coordinator, and/or Seminar (3) Department Chair. Faculty. This evaluation research seminar, 6. Petitions for extensions must be filed within conducted in actual client contexts, provides six months of expiration of period of cert- laboratory and field experiences in planning, ification. designing, execution, and reporting of various components of evaluations. This course is the 7. Students are limited to a maximum of two third and culminating course in a three-course petitions for extensions, which will not sequence in assessment and evaluation meth- exceed more than two years total. ods offered through the Organization and Leadership department. The prerequisite is Departmental Core Requirements: The Department requires that all students, ORL 5522, Evaluation methods I or an instruc- regardless of degree or program, complete tor-approved substitute. Offered once bien- an overview in a research methods course. nially, typically in fall. Organizational Psychology majors are required

Teachers College Columbia University 2009-2010 191 DULT EARNING nities, businesses, continuing professional edu- writing sample is not required for M.A. A L cation, and special programs for adults in post- applicants. The academic writing sample AND LEADERSHIP secondary education. could be a published or unpublished paper that demonstrates clear, logical, conceptual, The Adult Learning and Leadership area of Our mission fits with the mission of the Coll- and analytical thinking, as well as the proper study includes the following programs: Adult ege because we support learning across the life- use of citations and references. Papers Learning and Leadership and Adult Education span with an eye to how adult learning shapes, written for graduate courses are good Guided Intensive Study (AEGIS). and is shaped by, societal learning and change. academic writing samples; memos or reports, curriculum materials, and other practical ADULT LEARNING The intellectual framework of the program writing materials are not. AND LEADERSHIP examines the relationship of adult learning to organizational, management, and leadership If applicants wish, they can meet the academic Program Coordinator: issues. The framework prepares individuals as writing sample requirement by submitting a Professor Victoria J. Marsick leaders, managers, and facilitators of learning well-constructed essay of 10–12 double-spaced in relation to lifelong learning, continuing edu- pages, identifying and discussing a challenge Program Office: (212) 678-3760 cation, and learning from experience at work. they face in the practice, organization, com- Email: [email protected] The curriculum is designed around levels of munity, or society in which they work. These Website: www.tc.edu/o&l/AdultEd learning, development, and change for individ- challenges may include, among others: uals, groups, and organizations as a whole. Also • Meeting lifelong learning needs of adults Degrees Offered: in focus are the ways in which individual learn- in the knowledge era; ing can be supported, nurtured, shared, and • Valuing and working with the diversity ADULT LEARNING AND LEADERSHIP (ADUL) utilized by larger social units in today’s knowl- of adult learners; edge society. Master of Arts (M.A.) • Crafting effective strategies for learning that Master of Education (Ed.M.) take into account leadership, structural and The Adult Learning and Leadership Program Doctor of Education (Ed.D.) cultural factors in the groups, communities, appeals to professionals who design, develop, or organizations in which adults live or Program Description: and evaluate programs that meet the learning work; needs of adults in both face-to-face and on-line Our program prepares leaders who help adults • Using technology to meet diverse adult formats. They include educators of adults who improve the way they live and work through learning needs; and learn in the following settings: more effective instrumental learning, but we do • Working with populations that have • Organizations in the profit, and not-for- not stop there. A hallmark of our programs is challenges with English as a first or second profit, or public sectors; the fostering of transformative learning. language. • Religious and community-based organiza- Through transformative learning: tions; • Adults are helped to identify, probe and Your essay should achieve the following: • Basic education classes (literacy, General change assumpions, values, and beliefs that • Describe the challenge and the context Education Diploma); shape how they think, act, and learn; in which it occurs; • Returning adult students with specialized • Adult educators are helped to transform • Discuss your role and that of other relevant needs in postsecondary education; and organizations, institutions, learning stakeholders; • Continuing professional education. communities and other settings that • Discuss the various positions that stake- influence learning and change. holders take regarding the challenge, and The 45-point M.A. program is most appropri- the various options that can be exercised ate for educators who are involved in the de- The mission of the program is to empower to address the challenge; and sign, management, and delivery of learning. graduates as facilitators of learning across the • Identify and relate your discussion to The 60-point Ed.M. and 90-point Ed.D. op- lifespan– in and outside of classrooms and vir- selected relevant theories and research tions are appropriate for professionals who tual learning spaces. We emphasize leadership to build your argument. are involved in policy development, strategy, for reflective proactive and transformational Applicants should pay attention to factors that change management, and systems-level learn- learning. Our students help individual adults underlie your thinking and judgments about ing. The program prepares educators who learn, and they help organizations, institutions, this challenge, for example, your beliefs and work with the following groups: and communities learn from and with those assumptions or those of others; and political, • Leaders who shape adult education policy adults. Hence, our focus on adult education cultural, or other contextual factors. Include and program development, as well as those and organizational learning that shapes, and is a bibliography that is properly formatted in who act as trainers and coaches to these shaped by diverse views and cultures through APA, Chicago, or MLA style. leaders; and societal learning. • Designers, planners, managers, and Degree Requirements: developers who are innovating with new Graduates from our programs lead, manage, The M.A., Ed.M., and Ed.D. programs in delivery models. design, deliver, or evaluate learning initiatives. Adult Learning and Leadership are structured They can be scholars, researchers, evaluators, around core courses, a core research sequence, Special Application concentration courses, and electives. A cul- executives, and learning and development pro- Requirements/Information: fessionals. They work in a wide range of set- minating project is required at all times. At tings: schools, second-chance adult basic edu- For the program in Adult Learning and the M.A. level, the project is usually an appli- cation, health care organizations, not-for- Leadership, the following information applies: cation of what has been learned to real world profits, government agencies, learning commu- • An academic writing sample is required problems or concerns. The Ed.M. project and for Ed.M. and Ed.D. applicants; an academic the Ed.D. dissertation are research-focused.

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

Required core courses can be selected in the • ORLJ 5045 Organizational dynamics • ORLD 5819 Workplace learning insti- areas of leadership, strategy and management, and theory (3) tute: Cultural intelligence adult learning, human resource development, • ORLJ 5106 Psychological aspects of workshop (3) group dynamics, organizational behavior, and organizations (3) • HUDF 4028 Sociology of the life course (3) technology for learning or management. At • ORLD 5819 Workplace learning insti- • HUDK 5023 Cognitive development (3) tute: Social intelligence • HUDK 5027 Moral development (3) least one course is to be taken (or in some workshop (3) • HUDK 5125 Cross-cultural developmental cases, transferred from prior accredited graduate psychology (3) study) in each of these seven areas no matter Technology (minimum of 3 points): • ORLH 5525 Advanced professional semi- what the degree level. Many courses are offered • MSTU 4020 Social and communicative nar: College student develop- by the Program or the Department; other cours- aspects of the internet (3) ment theories (3) es can be taken elsewhere in Teachers College • MSTU 4022 Telecommunications and or Columbia University. distance learning (3) Adult Learning Theory and Applications • MSTU 4083 Instructional design of (minimum of 3 points): The following courses illustrate offerings in educational technology (3) • ORLD 4050 Introduction to adult and each required area. • A&HF 4089 Aesthetics of technology (3) continuing education (3) • ORLD 4815 Developing critical thinkers Required Core Courses (21-30 points) Required Core Research Sequence (1) (3-18 points) • ORLD 4827 Fostering transformative Leadership (minimum of 3 points): M.A. (minimum 3 points): learning (2-3) • ORLD 4800 Workshop: Leadership and • ORL 5521 Introduction to research • ORLD 4828 Imagination, authenticity, and the biographical method (3) methods in education (3) or individuation in transforma- • ORLJ 5005 Leadership and super- • ORLJ 4009 Understanding behavioral tive learning (2-3) vision (3) research (3) • ORLD 4850 Discussion as a way of • ORLD 5819 Workplace learning insti- teaching (1) tute: Emotional intelligence • ORLD 5057 Adult learning and education: workshop (3) Ed.M. (minimum 6 points): In addition to one of the above listed courses, Theory and practice (3) • ORLD 5815 Critical theory and adult Strategy and Management (minimum of 3 points): Ed.M. students must take a statistics course learning (1) • ORLD 5054 Strategy development as from those listed below. a learning process in Systems Learning Theory and Applications organizations (3) Ed.D. (minimum 18 points): • ORLJ 4002 Functions of organizations (3) (minimum of 3 points): At the Ed.D. level, coursework must include a • ORLD 5061 The learning organization (3) • ORLJ 5002 Advanced functions research design course, a data collection course of organizations (3) • ORLD 5550 Research on organizational (either qualitative or quantitative), a data • ORLA 5025 Ecology of data-driven learning (3) leadership (3) analysis course (either qualitative or quantita- • ORLA 4049 Creating learning communi- • ORLA 5541 Federal politics, federal poli- tive), and a dissertation seminar. These courses ties (3) cies, and administrators (3) include, but are not limited to, those listed below. Ed.D. candidates must take ORLD 7500 Program Development and Management Adult Learning (minimum of 3 points): (1 point) in the semester in which they defend (minimum of 3 points): • ORLD 4800 Workshop: Community their proposals. Ed.D. candidates must also • ORLD 4052 Program development: building (1) enroll in ORLD 8900 (or 3 point Teachers Assessing learning needs and • ORLD 4053 Facilitating adult learning (3) College course) during fall and spring semester, evaluating outcomes (3) • ORLD 5053 Developing and managing after passing the certification examination. adult learning programs (3) Human Resource Development • HUDM 4120 Basic concepts in statistics (3) (minimum of 3 points): • HUDM 4122 Probability and statistical Conflict Resolution (minimum of 3 points): • ORLD 5055 Staff development and inference (3) • ORLD 4800 Workshop: Critical literature • ORLJ 5148 Managing conflict in training (3) organizations (3) • ORLD 5062 Human resource develop- reviews (2) • ORLD 5550 Research on organizational • ORLJ 5340 Basic practicum in conflict ment in organizations (3) resolution (3) • ORLJ 5003 Human resource manage- learning (3) • ORL 6500 Qualitative research methods • ORLJ 6040 Fundamentals of cooperation, ment (3) conflict resolution, and medi- • ORLJ 5310 Preparation for coaching (3) in organizations: Design and data collection (3) ation in different institutional contexts (3) Group Dynamics (minimum of 3 points): • ORL 6501 Qualitative research methods in organizations: Data analysis • ORLJ 6350 Advanced practicum in • ORLD 5819 Workshop learning institute: conflict resolution (3) Group coaching workshop (3) and reporting (3) • ORLD 7500 Dissertation seminar in adult • ORL 5362 Group dynamics: A systems Elective Courses perspective (3) education (1) • ORLJ 5017 Small group intervention: • ORLD 7900 Directed dissertation research Electives include, but may not be limited to, Theory and method (3) (3) courses in conflict resolution, policy and evalua- tion, technology for learning, and management/ Organizational Behavior (minimum of 3 points): Contextual Concentration Specific information systems. These are tailored to the • ORLJ 4005 Organizational psychology (3) Course Requirements (15-18 points) student’s career goals and can be taken in the (Note: This is a prerequisite Adult Development Theory and Applications Department or elsewhere in Teachers College for many ORLJ courses) (minimum of 3 points): or Columbia University. Electives can include • ORLD 4051 How adults learn (3) transfer courses. Students are required to take

Teachers College Columbia University 2009-2010 193 a minimum of three breadth courses at ADULT EDUCATION tells us that “the ultimate intrinsic end of Teachers College (2-3 points each totaling at GUIDED INTENSIVE man is the perfection of his highest and least 6 points) outside of our immediate pro- specific faculty, namely his intellect.” John gram area to satisfy the Teachers College STUDY (AEGIS) Donne, when confronted with his own breadth requirement. imminent death, tells us that “no man is an Program Coordinator: island entire of itself; every man is a piece Professor Lyle Yorks A culminating integrative project for the M.A. of the continent, a part of the main…any is required. For the Ed.M., the culminating man’s death diminishes me, because I am Program Office: (212) 678-3760 project must be a research study. For the Ed.D., involved in mankind; and therefore never Email: [email protected] a dissertation is required. Guidelines for the send to know for whom the bell tolls, it tolls Website: www.tc.edu/o&l/AdultEd integrative project are available in the program for thee.” office located in Room 201 Zankel Building. Degree Offered: Students should meet with their advisor the In your view what assumptions underlie semester before they plan on graduating, to ADULT EDUCATION GUIDED INTENSIVE each of these statements? In what ways are STUDY (AEGS) review the guidelines. Students in the Ed.D. these statements contradictory or comple- program are required to pass a certification Doctor of Education (Ed.D.) mentary? What do these statements tell us examination and to write a qualifying paper about individual and societal responsibility and successfully defend a dissertation. Details Program Description: for leadership and learning? What dilemmas, of the program are available in CD and hard AEGIS is a highly selective, fast-track cohort if any, do they suggest for the role of copy format as an advisement guide. program leading to the Ed.D. in Adult Edu- education in society? How should adult cation Guided Intensive Study for mid-career educators address these implications? What professionals who work full time, and who assumptions are you making about your role choose to pursue a doctorate in a concentrated as an adult educator in your remarks? format. The program emphasizes leadership for adult and organizational learning. Scholar prac- • Academic writing sample. Refer to titioners are helped to examine and critique the special requirements for the Adult theory and professional experience. The pro- Learning and Leadership Program for guide- gram is designed for experienced, self-directed lines on the academic writing sample. professionals capable of completing a rigorous • A personal statement that documents program emphasizing guided independent study. experience in leading, designing, or teaching Coursework is completed over a two-year peri- in programs that serve adult learning in a od. A new cohort begins in June of odd years variety of settings: institutions of education, (i.e., 2009, 2011). Participants attend a concen- corporations, healthcare, non-profit and trated three-week session at Teachers College public organizations, or religious and in each of three summers. During the academic community education initiatives. The year, they meet for Friday evening and Saturday personal statement should also identify seminars four times each semester for a total career/life goals and describe why a degree of four semesters. Due to state requirements in this field is a good fit with these goals. attendance in all class sessions is mandatory. • A professional resumé indicating several Absence will result in having to withdraw from years of experience in program development the AEGIS program (“step out”) with some pos- or administration of adult education, coun- sibility of reenrolling with a subsequent cohort seling, staff development, or training. (at the same stage of progress through the • If the application materials are acceptable, sequence). Should a student step out of the applicants will be invited to campus for an program, tuition refund, if any, will be handled interview and will be asked to complete a on a case by case basis. Courses are not open to second on-site writing assignment at that students from other programs. Special tuition: time. Currently $9,400.00 per semester. Tuition is • Early admission decisions are made in subject to change. December of the year preceding the begin- ning of the program. Applicants who want Special Application to be considered for an early admission deci- Requirements/Information: sion should make sure that their materials • An application essay, not exceeding ten are submitted by October 1 of the year pre- double-spaced pages, that addresses the ceding the beginning of the program and following: will be interviewed in November. Applicants submitting materials by January 2nd of the For centuries Western philosophical thought year in which the program begins, will be has considered the uniqueness of human interviewed in February. The admission beings and how they differ from other deadline is January 2nd. Final admissions species that inhabit the earth and the special decisions are normally made by March of responsibility this uniqueness entails. Thomas the year in which the program begins. Aquinas, building on the work of Aristotle,

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

Degree Requirements: AEGIS course offerings vary from cohort to ORLD 4800. Workshop in higher and AEGIS students must complete 39 transferable cohort. Please contact the program office for adult education (1-3) semester credits from a previous successful current course information. Faculty. Special topics or events related to the graduate study at an accredited institution administration of programs in adult education. prior to beginning the program. AEGIS stu- COURSES: Topics change each semester. Open to degree dents fulfill the remaining 51 course points at and non-degree students. Teachers College in a structured program that ORLD 4050. Introduction to adult provides required courses in three areas: theory, and continuing education (3) ORLD 4815. Developing critical thinkers (1) research, and the study of professional practice Faculty. An introduction to the professional Dr. Brookfield. This workshop will explore in various settings where adults learn. For the field of adult and continuing education: fields answers to questions concerning facilitating final phase of the program, students must pass of practice (higher education, workplace, man- adult learning. Presentations from the work- a certification examination, write a qualifying agement training, social action, literacy and the shop leader will be interspersed with small paper, and complete a dissertation. like, and their evolution, and new challenges); group exercises focusing on different approaches schools of thought– pragmatism, radicalism to helping adults learn. Participants will be First Year: (22 points) and humanism– their transformation and their encouraged to explore their own experiences as Summer (Three week session) relevance; clarification of concepts; and discus- learners and facilitators and to consider how • ORLD 6800 Workshop in adult education: sion of emerging issues and challenges. these experiences might help them to reframe Life history (2) their practice. • ORLD 6902 Pro-seminar in adult ORLD 4051. How adults learn (3) education (3) Dr. Langer and Dr. Gonzalez. Role and per- ORLD 4827. Fostering transformative • ORLD 6918 Introduction to research (3) spective changes in adulthood, concepts of learning (2-3) maturity, learning theories, personality devel- Dr. Cranton. In this course, we will explore Fall opment, cognitive learning and thinking, cre- how adult learners transform their habits of • ORLD 6908 Adult education/learning: ativity, interests and attitudes, motivation, self- mind through critical self-reflection and dis- Theory and practice (3) concept, and achieving styles. Implications for course. We will also examine the relationships • ORLD 6800 Workshop in adult education: the education of adults in a wide variety of between individuation, authenticity, and trans- Literacy/ABE (1) workplace, community, and educational set- formation. We will focus on practical and inno- • ORLD 6918 Advanced research (3) tings. vative strategies for fostering transformative learning in adult education settings. This is a Spring ORLD 4052. Program development: distance learning course. • ORLD 6800 Workshop in adult education: Assessing learning needs and evaluating Learning society (1) outcomes (3) ORLD 4828. Imagination, authenticity and • ORLD 6903 Qualitative research (3) Faculty. In-depth consideration of issues, individuation in transformative learning (2-3) • ORLD 6906 Program development (3) strategies and tools for ensuring that the right Dr. Cranton. Participants in this course will needs are identified within organizations, that engage in an in-depth exploration of transfor- Second Year: (26 points) resulting learning programs address learning mative learning with an emphasis on the role of Summer (Three week session) needs, and that program development pro- affect and imagination in the learning process. • ORLD 6908 Advanced seminar: Leadership vides adequately for evaluation of learning on The rational, cognitive approach will be review- in adult education (3) multiple levels. Course addresses both theory ed for those participants unfamiliar with the • ORLD 6908 Adult development (3) and practical examples of implementation. traditional theory. We will investigate how the • ORLJ 5340 Basic practicum in conflict journey of becoming authentic is a transforma- resolution (3) ORLD 4053. Facilitating adult learning (3) tive process. Jung’s concept of individuation– Dr. Bitterman or staff. In-depth consideration differentiating one’s Self from the collective– Fall of issues, strategies, and methods for facilitating will be used as yet another lens through which • HUD 4120 Methods of empirical research adult learning. Theory is considered in rela- we can view transformation. (3) tionship to practice. Methods are identified • ORLD 6914 Learning communities I that are suited to adult learning in different ORLD 4844. Helping adults learn (1-3) (Face-to-face) (2) settings, and to the role played by groups in Dr. Brookfield. In this course, participants will • ORLD 6918 Advanced research (3) individual to team learning. No prerequisites explore the ways in which adults learn critical required, but learning is enhanced when taken thinking and they will experience different Spring following ORLD 4051. techniques to teach critical thinking. Exercises • ORLD 6800 Workshop in adult education: to be reviewed will include: Scenario analysis, Technology in organizations ORLD 4054. Adult literacy: Critiquing heroes and villains, crisis decision simulation (1) theory and practice (3) and critical incidents. The course will mix pre- • ORLD 6908 Workshop and organizational Dr. Bitterman. Permission required. Explores sentations by the leader with small group exer- learning (3) the complex issues surrounding adult literacy cises. • ORLD 6915 Learning communities II from the educator’s perspective. Through a (Virtual) (2) critical reading of representative literature ORLD 4850. Discussion as a way of • ORLD 6918 Advanced research (3) and an in-field project, insight into contextual teaching (1) approaches to literacy and the myths sur- Dr. Brookfield. Discussion is one of the most fre- Third Year: (3 points) rounding illiteracy may be gleaned. quently used teaching methodologies in higher Summer (Three week session) and adult education today. This 2-day workshop • ORLD 6800 Workshop in adult education: ORLD 4500. Special topics in adult explores the rationale for the use of discussion, Capstone (1) education (1-3) examines some of the most frequently used dis- • ORLD 6916 Learning communities III Faculty. Periodic explorations of special topics cussion approaches, and investigates the use of (Face-to-face) (2) and issues in fields of higher education admin- discussion in specific teaching contexts. It is istration, student personnel administration, based on Stephen Brookfield (the workshop adult and workplace education, and college leader) and Stephen Preskill’s book Discussion as teaching and academic leadership. a Way of Teaching, a 1999 Educational Studies Association Critics’ Choice. Teachers College Columbia University 2009-2010 195 ORLD 4900. Research and independent ORLD 5062. Human resource development ORLD 6557-6558. Research practices study in adult education (1-8) in organizations (3) in adult education (1-3) Faculty. Permission required. Professor Yorks. A comprehensive view of the Faculty. field of human resource development. The ORLD 5053. Developing and managing emphasis is on how HRD relates to a changing ORLD 6900. Research and independent adult learning programs (3) workplace and how emerging theories of study in adult education (1-6) Dr. Volpe. Organization studied in relation strategic and performance management relate Faculty. Permission required. to community structure and social forces. to the learning and development needs of peo- Finance and facilities, personnel, program, ple and organizations. Prerequisite: ORLD ORLD 7500. Dissertation seminar in and community relations. Major emphasis 5055 or ORLJ 5003 (Organizational Psychol- adult education (1) on case analysis. ogy students), or instructor permission. Faculty. Permission required. Students should have completed most or all coursework ORLD 5054. Strategy development as a ORLD 5065. The learning society (3) (including research methods courses) and learning process in organizations (3) Dr. van der Veen. This course introduces stu- have passed the certification examination. The Professor Yorks. This course provides a compre- dents to ways in which people learn through course is intended for students who have iden- hensive view of organizational strategy from a daily participation in society. Students exam- tified a reasonably narrow area for research learning perspective. Students examine various ine how society and social institutions learn in and have already completed a preliminary lit- models for facilitating the development of strate- a “learning society,” and how educational sup- erature review. The course will assist the stu- gic initiatives through learning interventions. port for this needs to change. Prerequisite: dent in design, methods, and other matters of ORLD 4050. concern in the preparation of an acceptable ORLD 5055. Staff development dissertation proposal. and training (3) ORLD 5550. Research on organizational Drs. Chartrand and Parker. Introductory course learning (3-4) ORLD 7900. Directed dissertation covering the organization, management, and Professor Gephart. Students will read and research (3) instructional process involved in staff training discuss theory and research on organizational Faculty. Permission required. All doctoral stu- and development programs in business, indus- learning for knowledge/expertise creation dents eligible for this course must register each try, unions, healthcare institutions, govern- and sharing; and review, design, or conduct semester until a proposal hearing has occurred ment, and other noncollegiate settings. Current research in schools, businesses, or not-for- and a proposal has been approved. developments, innovative practices, and issues. profit organizations. This course is also offered in a distance learning ORLD 8900. Dissertation advisement format. ORLD 5815. Critical theory and adult in adult education (0) learning (1) Faculty. Individual advisement on doctoral ORLD 5056. Adult education social Dr. Brookfield. In this workshop, participants dissertations. Fee to equal 3 points at current action (3) examine major figures in the critical theory tra- tuition rate for each term. For requirements, Faculty. A historical, sociocultural and psy- dition. The implications of the ideas of notable see section in catalog on Continuous chopolitical approach to adult learning and individuals such as Marcuse, Fromm and Registration for Ed.D./Ph.D. degrees. education. Contexts of adult education for Foucault are considered as they relate to adult social change in the North (social movements, learning and the practice of adult education. community development) and the South (NGOs, community education); concepts of ORLD 5819. Workplace Learning Institute conscientiation, social action, praxis, and (1-3) empowerment are covered as well as new chal- Dr. Maltbia. The Workplace Learning Institute lenges to social change education (globaliza- brings together public and private sector train- tion, liberation, post-modernism). ing and human resource practitioners, man- agers, program directors, faculty and students ORLD 5057. Adult learning and education: interested in exploring current issues that Theory and practice (3) define the scope and nature of workplace Professor Marsick. Prerequisite: ORLD 4050, learning. Themes vary each time it is offered. ORLD 4051, or ORLD 4053. Advanced semi- nar in theory development through a synthesis ORLD 5900. Research in adult education of the writings of selected philosophers, social (1-6) scientists, and educators. History and transfor- Faculty. Permission required. Conduct research mation of adult education philosophy and theo- studies (not a part of a doctoral dissertation) ry; cultural, social and political contexts of under guidance. Focus on a particular institu- theory-building; critical analysis of the main tion or type of institution, e.g., college of liber- schools of thought; discussion of new challenges al arts, professional school, community college. to adult learning and education theory (social learning, organizational learning). ORLD 6550-ORLD 6551. Advanced seminar in adult education (1-3) ORLD 5061. The learning organization (3) Faculty. Intensive study of a selected topic. Dr. Maltbia and Professor Marsick. This course Topic varies from term to term and is typically describes theory and practice in creating learn- related to an ongoing program or research ing organizations. In-depth attention is given to project. Students may begin either term. action science as a framework for organizational learning. Readings and case studies provide insight into learning at individual, group, and organizational levels. ORLD 5055 or its equiva- lent is a prerequisite. Education Leadership Ed.D. students are exempt from the prerequisite.

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

DUCATION • Understand the uses of technology in The Education Leadership area of study offers E education and administration, and possess the following courses of study: LEADERSHIP the skills and knowledge to use technology effectively; PUBLIC SCHOOL AND SCHOOL The Education Leadership area of study • Understand the nature of social science DISTRICT LEADERSHIP includes courses of study in leadership educa- research and are able to apply its principles (Application code: ELBL for M.A. and Ed.M.; tion and development for students pursuing and methods in conducting inquiry and ELIQ for Urban Education Leaders; ELDL professional careers in public and private edu- reviewing research; for the school-year Doctoral Ed.D.) cation, and research-oriented courses of study • Are alert to the legal and ethical con- • The Public School Summer Principals in leadership and policy for students pursuing siderations that influence all aspects Academy (ELBL) (M.A., Ed.M.- Summer careers as academics, policy analysts, and of education; cohort program) researchers. • Are committed to the ideals of equity and • School-Year Master’s (ELBL) diversity in educational matters, and possess (Ed.M.- for aspiring school-level leaders) EDUCATION the skills and knowledge needed to promote (not accepting applications for 2010-2011) LEADERSHIP these ideals in educational institutions; and • Urban Education Leaders Program • Exhibit the courage and critical intelligence (ELIQ) (Ed.D.- Summer/school-year cohort program) Program Coordinator: needed to question what is and develop what Professor Carolyn Riehl might be. • School-Year Doctoral (ELDL) (Ed.D.- Not accepting applications in Program Office: (212) 678-3139 Special Application 2010-2011) Email: [email protected] Requirements/Information: PRIVATE SCHOOL LEADERSHIP Website: www.tc.edu/o&l/ed-leadership/ Special application requirements include: (Application code: ELPR) M.A., Ed.M. • Graduate Record Examination (GRE) is • School-Year Master’s- Private School required of applicants to all degree programs Program Description: Leadership in Education Leadership (M.A., Ed.M., With a nationally recognized faculty and a tra- (M.A., Ed.M.- full-time study and Ed.D. and Ph.D.), except the Summer dition of prominence, the Teachers College fieldwork- from September to May) Principals Academy. The private school lead- Education Leadership Program prepares stu- • Leadership Academy ership master’s programs accept the GRE and dents for careers as practitioners and scholars (M.A., Ed.M.- Summer cohort program Miller’s Analogies Test (MAT). prepared to lead and transform a wide variety over 18 months) • Applicants to the Ed.M. and Ed.D. in Education of educating organizations. Students are Leadership with a course of study in Public equipped to lead educational practice; to influ- EDUCATION LEADERSHIP STUDIES School Building and Public School District ence political systems, education law, and edu- (Application code: ELSD) M.A., Ed.M., Leadership should have at least three (3) cation policy; to apply the methods of social Ed.D. years of teaching and/or administrative science research to the conduct of inquiry; and • School-Year Master’s (M.A., Ed.M.) experience in the public schools (K-12). to seek equality, equity, and diversity in educa- • School-Year Ed.D. in Education Leadership • Applicants to either the M.A. or Ed.M. tion. Graduates serve in leadership positions Studies with a focus in Private School program in Education Leadership with a as school principals and headmasters, district Leadership course of study in Private School Leadership superintendents, and education leaders in com- should have at least three (3) years of full- parable positions of executive leadership; as LEADERSHIP, POLICY AND POLITICS time teaching experience. policy analysts and advocates; and as scholars (Application code: ELPL) M.A., Ed.M., Ed.D. of education and education leadership. Only Ph.D. and Ed.D. applications that are To prepare themselves to serve effectively, • School-Year Masters (M.A., Ed.M.- for complete and have been received by the aspiring policy researchers and analysts) students: Admissions Office by the early deadline as • School-Year Doctoral (Ed.D.)(not accepting • Become thoroughly grounded in the theory advertised by the College will be considered. applications for 2010-11) and practice of education leadership; • Develop a broad and deep understanding All master’s applications (Ed.M.) in Public Ph.D. IN EDUCATION LEADERSHIP of educating institutions in our society; School Building Leadership and Public School (Application code: ELSR) Ph.D. • Understand teaching and learning and are District Leadership; Private School Leadership; • School-Year Doctoral (Ph.D.) with concen- able to lead and support effective teaching Leadership, Policy, and Politics; or the M.A. trations in Leadership, Policy & Politics and learning for all kinds of teachers and in Education Leadership Studies that are com- (LPP) and Organization, Leadership and students; plete and have been received by the Admissions Learning (OLL) • Understand the principles of organizational Office by the early deadline as advertised by the culture and behavior and possess skills College will be considered for both admission EDUCATION LEADERSHIP AND needed to provide effective organizational and any available scholarship aid. All complete MANAGEMENT leadership; applications received by the final deadline for (Application code: ELMG) • Understand contemporary management the master’s program will be considered for Dual Degree Program with Columbia Business systems, and are able to employ them admission only. Please see the Admissions sec- School. Ed.D., M.B.A. (Not accepting applications effectively; tion of this bulletin for more information. for 2010-2011 academic year) • Understand the nature of policy, political systems, and law and possess the skills required to shape and influence these systems and their products;

Teachers College Columbia University 2009-2010 197 COURSE OF STUDY IN PUBLIC The course of study in Public School • School leaders are responsible for nurturing SCHOOL AND SCHOOL DISTRICT Building Leadership and Public School not only the teaching and learning of all LEADERSHIP District Leadership offers three concentrations: members of the school community but also • The Public School Summer Principals for nurturing their own self-actualization The Public School and School District Leader- Academy and personal transformation; ship course of study prepares students for posi- M.A., Ed.M.– Summer cohort program • Skillful collaboration and team work are tions of leadership within the public schools, • Urban Education Leaders Program essential to foster quality schools; such as principal, director, assistant superin- Ed.D.– Summer/school-year cohort program • All aspects of leadership development and tendent, and superintendent of schools. The • School-Year Master’s– Leadership education will promote the practice of intel- Ed.D. leads to New York State School District Ed.M.– for aspiring school-level leaders lectually and ethically reflective leadership; Leader certification. Students completing the (not accepting applications for 2010-2011) • Active, participatory learning that is rooted Ed.D., however, can satisfy School Building in actual school contexts, simulations, and Leader requirements as they work towards THE PUBLIC SCHOOL SUMMER case studies and that offers multiple opportuni- School District Leader certification. PRINCIPALS ACADEMY ties to improve leadership skills is core to the curriculum; and The chief objectives of this course of study (Application code: ELBL) • Innovation and risk-taking play a key role in are to: M.A., Ed.M.– Summer cohort program creating a vision and promoting educational change. • Develop students’ ability to lead educating The Public School Summer Principals institutions as purposeful, effective, humane Academy is structured for a diverse group of The knowledge, skills, and dispositions we seek organizations; talented educators whose obligations preclude to develop in the cohorts of students selected for • Stimulate inquiry into problems encoun- them from attending courses during the tradi- the Public School Summer Principals Academy tered in professional practice; tional fifteen-week semester or for whom dis- reflect and sustain these core competencies. • Broaden and deepen reflection about values, tance is a barrier to attendance. The cohort They are also substantially present in the guide- trends, and issues that affect the education program allows students to balance full-time lines developed by ELCC and New York State enterprise; employment with graduate study. Aspiring for the certification of school building leaders. • Provide skills and knowledge needed for school leaders pursue coursework and skill However, we seek to exceed the competencies the effective leadership and management development over two summers and undertake of “good principals” and develop the intellectu- of complex organizations in a sophisticated site-based research projects and internships at al, moral, and practical foundations that will per- technological society; and their schools of employment during the inter- mit principals of excellence to emerge. Excellent • Create and sustain a learning community vening year. The program is 36 points, is com- principals are developed over many years in the committed to continuous learning and pleted in two consecutive summers, and leads cauldron of reflective school leadership. The best mutual support. to an M.A. or Ed.M. and School Building academic programs support such emergence by Leader certification in New York State (New providing a rich, complex, and adaptive learning The curriculum spans the domains of leading York has reciprocity with most states.) Housing environment that mimics closely the actual com- learning, organizational management, policy and is available for those who require it. petencies required and provides frequent and politics. Students complete intensive internships prompt feedback. and conduct research, usually in field settings of The Public School Summer Principals the student’s choice. Instructionally, the concen- Academy integrates practice and skill develop- The Public School Summer Principals Academy tration offers innovative case-based, problem- ment with theory and research using case stud- provides exactly that kind of environment pro- based, and field-based learning experiences. ies and simulations and teamwork. Aspiring moting respect for and encouragement of cohort Offerings reflect both the National Policy Board school leaders are encouraged to construct participants as they seek to become the best for Educational Administration’s National Coun- transforming possibilities for student learning, leaders they can be. The cohort model offers two cil for Accreditation of Teacher Education/ school improvement, social equity, and oppor- intensive summers of study: summer immersion Educational Leadership Constituent Council tunity. We foster leadership development experiences for aspiring public school principals, (NCATE/ ELCC) and New York State Edu- through an integrated set of experiences that a 2-point action research course that includes a cation Department standards for effective lead- include sound theoretical and “best practice” mid-year skills development workshop, as well as ership preparation and the Education Leadership knowledge, problem-based coursework, and continuous support for students through an Program’s assumptions about the characteristics field-based experiences, including an intensive ongoing leadership seminar that continues of effective leadership: The centrality of educa- and extended internship. The following seven throughout the academic program. The schedule tion and education leadership in promoting statements represent the core values of the supports the reality of aspiring principals who are social justice and diversity; the need to nurture Public School Summer Principals Academy: currently working teachers, team leaders, depart- teaching and learning among all members of the ment chairs, or supervisors who cannot afford to school community; the importance of collabora- • Quality education and education leadership leave their schools or programs to attend gradu- tion and team work; the importance of personal are central to promoting social justice and ate school full-time. The summer academic transformation and leadership modeling; the use diversity and these values are central to schedule is Monday-Friday, 9:00-4:00 for six of reflective practice; and the need for innova- ethical leadership; weeks. Students also learn through non-tradi- tion in creating a school vision and promoting • Excellent leadership development and tional venues including distance learning, action educational change. preparation will nurture not only knowl- research, site-based experiential learning, and edge, skills, and values but also personal written exchanges with faculty via student port- self-actualization and transformation; folios. E-portfolios are a central component of each student’s experience in the program. Copies

198 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP of student work, exemplars from projects and case URBAN EDUCATION LEADERS PRIVATE SCHOOL LEADERSHIP analyses, the internship, personal and professional PROGRAM vision statements, and other documents are on- Program Director: going representations of student accomplishment. Program Coordinator: Professor Carolyn Riehl Professor Pearl Rock Kane The academic program is concluded with a group Program Contact: Kenya Mosby Capstone Project. All faculty teaching in the pro- Program Office: (212) 678-3156 gram will be proficient in the use of e-portfolios Program Office: (212) 678-3751 Email: [email protected] and will contribute to student progress through Email: [email protected] Website: www.klingenstein.org. them by evaluating their work, providing addi- Website: http://uelp.tc.columbia.edu tional perspectives, and pointing out opportuni- COURSE OF STUDY IN PRIVATE ties for personal and professional growth and (Application code: ELIQ) SCHOOL LEADERSHIP mentoring. Ed.D.– Summer and school-year cohort (Application code: ELPR) M.A., Ed.M. program Curriculum: This course of study prepares students to meet The Urban Education Leaders Program, offers the challenges of leadership as school heads, school administrators and other education pro- principals, deans, department heads, and Summer I Session fessionals an opportunity to complete a rigorous instructional leaders. The course of study doctoral program while continuing to serve in ORLA 4001. Introduction to school increases knowledge and cultivates skills and schools, school systems, and other educational attitudes necessary for effective administrative leadership and decision making (3) contexts. The program is dedicated to prepar- practice, including an understanding of the ing students for high-profile, high-need posi- ORLA 5029. Staffing, mentoring, and super- tions as leaders in education, especially in urban dynamics of organization change, effective vising learning communities (3) settings. The TC faculty help to develop stu- teamwork, and reflective practice. The pro- dents’ knowledge and analytic skills. Through gram features core courses specifically geared ORLA 5532. Curriculum development: unique district-based internship programs, stu- to meet the needs of private school leaders Teaching, learning, and assessment (3) dents have the opportunity to learn with and including school administration, law, instruc- from the nation’s top education leaders. Acade- tional leadership, and finance. Students partic- ORLJ 5340. Basic practicum in conflict mic study and hands-on leadership development ipate in guided fieldwork experiences and ben- resolution (3) inform each other as students examine the most efit from a connection to an extensive net- urgent and significant challenges facing educa- work of cooperating schools. Programs in the Fall/Spring Session tion leaders today. Private School Leadership course of study include: ORLA 5530. Leadership and action research The objectives of the Urban Education Leaders practicum (2) Program are to: • Year-long Master’s– Private School • Strengthen our students’ ability to lead edu- Leadership (M.A., Ed.M.) ORLA 6460. Internship in school cational organizations and systems that are leadership (3) • Leadership Academy (two-summer purposeful, successful, and humane contexts cohort program) (M.A., Ed.M.) for learning Summer II Session • Help students develop skills and knowledge The Year-long Masters– Private School needed for the effective leadership and man- ORLA 4033. Ethical and legal issues in Leadership and the Private School Leadership agement of complex organizations in a global, education leadership (3) Academy (summer cohort), are supported by technological, and culturally diverse society the Esther A. and Joseph Klingenstein Center ORLA 5025. Ecology of data-driven • Stimulate inquiry and innovation around and the Education Leadership Program. leadership (3) challenges in professional practice • Broaden and deepen reflection about values, Year-long Master’s– Private School Leadership ORLA 4025. Resource allocation for trends, and issues that affect the education (M.A., Ed.M.) student achievement (3) enterprise • Create and sustain a community of leaders Ongoing MASTER OF ARTS committed to continuous learning and mutual The 32-point Master of Arts degree in support. ORLA 6020. Pro-seminar in school Education Leadership, with a course of study leadership (3) in Private School Leadership, consists of Students pursue a coherent curriculum ground- required core courses and elective course ed in practice and combining the best of theo- options. Students are required to complete a retical and clinical studies. research project in collaboration with a small group of students and to participate in intern- Degree Requirements: ships in New York City public and private Students must earn 90 points of academic cred- schools. Independent school educators with 3 it, complete a field experience requirement, pass years of full-time teaching experience and a a certification examination, and successfully bachelor's degree from an accredited college or defend a doctoral dissertation. university are eligible to apply.

For additional program information please visit Please note: This course of study does not lead to http://uelp.tc.columbia.edu. state administrative certification as a public school principal or superintendent.

Teachers College Columbia University 2009-2010 199 current job in order to track their thinking, plan- MASTER OF EDUCATION requirements to offer candidates the opportu- ning, action, and results in deliberate ways. The 60-point Master of Education in Edu- nity to combine rigorous academic study with cation Leadership, with a course of study in hands-on investigation and application. Each Capstone Project: Private School Leadership, consists of all summer term is divided into two three-week During the fall semester following the second requirements specified for the Master of Arts sessions. Coursework is enhanced by group summer session, students undertake a final degree. In addition, students are required to projects, visiting speakers, and visits to area project to complete their requirements. This complete a supervised administrative intern- schools. The prescribed curriculum has been research and writing-based project requires ship, a research project of the student’s own designed around five core principles of effec- students to demonstrate their understandings design aimed at improving private school prac- tive leadership: about education leadership. tice. Up to 30 relevant points from an accred- ited graduate program may be transferred. • The centrality of education and education leadership in promoting social justice and COURSE OF STUDY IN LEADERSHIP, Leadership Academy (two-summer cohort program) diversity; POLICY AND POLITICS (M.A., Ed.M.) • The need to nurture teaching and learning (Application code: ELPL) among all members of the school commu- M.A., Ed.M., and Ed.D Designed for teachers and administrators who nity; The course of study in Leadership, Policy, and are endorsed by their Heads of School as • The importance of collaboration and team- Politics prepares students for such positions as strong educational leaders and who choose to work; policy analyst, policy advocate, and educational stay at their jobs during the academic year, the • The importance of personal transformation researcher. It develops students’ skills in the Leadership Academy offers the same degree and leadership modeling; political, economic, and legal analysis of edu- options (M.A. and Ed.M. in Education Leader- • The use of reflective practice in fostering cation policy issues, while focusing on the role ship) as the school-year program. Rigorous continued learning. of leadership. Students are required to explore study, collaborative projects, and practica in one policy topic in depth as part of a field administration are hallmarks of the program. Site-based projects and practica are designed experience. Coursework includes a research Unlike the Private School Leadership Pro- to provide the student with experiential methods sequence suitable to the require- gram, the Leadership Academy curriculum is learning in the context of his/her own school ments of education policy professionals and entirely prescribed. Participants attend inten- and to offer residual benefits to the sponsor- experience writing policy briefs for a variety sive six-week sessions in New York City for ing school. Effort is made to partner with of audiences. Doctoral students complete two consecutive summers and during the year schools on choosing research topics and cre- the master’s-level core courses, a two-part continue their work by engaging in special ating meaningful practica in the academic advancement to candidacy process, and a projects of usefulness to their host schools. year between summer sessions. research dissertation. Coursework beyond the The program of study is completed over eight- core is chosen individually in conjunction with een months. Independent school educators Academic Requirement: a faculty advisor. Students in the Leadership, with three years’ full-time teaching and a Research and Independent Study in Policy, and Politics concentration may take bachelor’s degree from an accredited college Educational Administration. As part of the coursework leading to the M.A., Ed.M., or university are eligible to apply. research course, students work in small or Ed.D., and to the Ph.D. in Education groups to choose a topic of importance to Leadership. Most coursework is offered during Candidates are selected from among sitting them, to their schools, and to the independ- the school year. Contact Professor Luis Huerta administrators and aspiring school leaders in ent school sector at large. They develop a at (212) 678-4199. For individual degree pro- independent schools. Because there is con- plan for research to be carried out over the gram planners and special applications go to siderable collaboration with the sponsoring course of the upcoming academic year. www.tc.edu/o&l/lpp. school, Leadership Academy students must be Throughout the year, each student gathers endorsed as community members with strong data and communicates electronically with leadership capability by their respective Heads group members and with the project director. of School. Sponsoring schools are asked to Findings are presented during the second consider granting some release time to these summer of coursework with the accompany- students doing research and practica during ing paper to be shared with both the research the academic year. In some cases, schools also professor, project director, and sponsoring agree to help fund the student’s degree pro- school. gram through grants or forgivable loans. Practicum Requirement: Successful completion of the eighteen-month During the academic year, students pursue program leads to a 32-point Master of Arts practica in administrative areas of their degree, or a 60-point Master of Education respective schools. Practica may include work degree for those who have already completed in finance, development, college guidance, graduate work in a teaching discipline or admissions, and/or marketing. Though there another field of study relevant to school are endless possibilities, practical tasks may leadership. Up to 30 points of transfer credit include: balancing a budget, researching may be accepted toward the Ed.M. prospective school donors, and overseeing and/or participating in the admissions process. The Leadership Academy couples intensive Those holding senior administrative positions academic summer coursework with site-based generally focus on a particular area of their

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

M.A. in Education Leadership with a course COURSE OF STUDY FOR THE PH.D. transferred from another graduate institution. of study in Leadership, Policy, and Politics IN EDUCATION LEADERSHIP In addition to study in education leadership, (ELPL) (Application code: ELSR) Ph.D. policy, and politics, the program requires This 33-point degree is intended for educators extensive preparation in quantitative and and non-educators considering entry level In the rapidly changing and increasingly com- qualitative research methods in one of the positions in education policy or management plex world of education, a crucial need exists cognate social science faculties of the Univer- who do not want building-level certification. for better knowledge about how schools and sity, for example, Political Science, Sociology, The policy and politics concentration requires school systems can be organized and led most or Economics. Before applying to the Ph.D. a sequence of courses including introduction effectively. We need to reach deeper under- program in Education Leadership, applicants to economic, political, and legal policy per- standings of how policies, politics and the law are encouraged to consult with Professor spectives, education leadership, and a research can advance the twin goals of excellence and Carolyn Riehl at (212) 678-3139. methods sequence. Students also complete a equity, how schools and school systems can policy analysis project. Degree requirements best acquire and use resources, how leaders COURSE OF STUDY IN EDUCATION may be completed in one year of intensive can support teacher development and student LEADERSHIP STUDIES study or on a part-time basis. achievement, and how education policymakers (Application code: ELSD) and leaders can make best use of information M.A., Ed.M., Ed.D. Ed.M. in Education Leadership with a course from student assessments, program evalua- of study in Leadership, Policy, and Politics tions, and analytical research. This knowledge The course of study in Education Leadership (ELPL) should be based on thoughtful reasoning and Studies prepares students for positions of The 60-point degree is intended for educators solid evidence; it should be theoretical in administrative leadership within the public and non-educators seeking careers in educa- scope but also have clear implications for schools and in public and private organiza- tion policy in either the private or the public education practice. tions that work with public schools, such as sector. The program of study builds on the not-for-profit organizations, government agen- required M.A. course sequence with additional The Ph.D. degree within the Education Lead- cies, education-related businesses, and advoca- work in a policy area relevant to the student’s ership Program responds to these knowledge cy groups. Completion of the program does not interests. Up to 30 points of eligible course- demands by focusing on the scholarly study of by itself confer certification as School Building work from another graduate institution or pro- education leadership and policy. This degree Leader and/or School District Leader in New gram may be applied to the Ed.M. degree. program provides the opportunity to develop York State. (Students may make direct appli- expertise in many interconnected subject cation to the New York Office of Teaching Ed.D. in Education Leadership with a course areas, as preparation for careers in academic Initiatives if they meet New York State require- of study in Leadership, Policy, and Politics research and teaching or in applied policy ments.) The curriculum in this concentration (ELPL)(not accepting applications for development and research. Graduates of the spans the learning domains common to all 2010-2011) Ph.D. program are able to build new knowl- Education Leadership courses of study (e.g., The 90-point degree in Leadership, Policy and edge, teach new leaders and craft new policies. Leading Learning, Organizational Behavior, Politics, intended for aspiring experts in the Management Science, and Leadership, Policy, political, economic, or legal analysis of educa- In this program, students can concentrate in and Politics) but expects students to develop a tional issues, emphasizing the practice of edu- one of two broad areas: Leadership, Policy and unique program of study in close consultation cation leadership as policy analysts, research- Politics (LPP), or Organization, Leadership, with an advisor. Contact Professor Jay Heubert ers, or advisors. The program anticipates and Learning (OLL). In the Leadership, Policy (212) 678-3775. strong commitments to education from appli- and Politics concentration, students will con- cants, and prepares candidates to excel in the sider how laws and policies can impact the Note: This concentration does not lead to a New integration of theory and practice. It requires reform of educational systems and how they York State administrative certification as a public the completion of the Leadership, Policy, and support or impede improvements in curricu- school principal or superintendent. Politics master’s degree core curriculum, a sub- lum, teaching, and student achievement. Fur- stantial methodological strand, and a two-part thermore, students will analyze the political School-Year Ed.D. in Education Leadership (theory and practice) advancement to candi- and legal dynamics that affect policy develop- Studies with a focus in Private School Leadership dacy process before students may begin a ment and implementation. At the doctoral level, the Ed.D. in Education research dissertation. Applicants experienced Leadership Studies with a focus in Private in the practice of education are expected to The concentration in Organization, Leader- School Leadership builds on the sequence of focus on developing their skills in policy analy- ship, and Learning enables students to exam- courses designed for the master’s degree in pri- sis, while those with policy-related experience ine how schools can be organized and led in vate school leadership and is tailored to meet are expected to develop a solid understanding ways that are consistent with the best current department requirements and the professional of the unique ways that schools function and research on how students learn. Students will interests of the student. Contact Professor are governed. Up to 40 points of acceptable study organizational strategies and leadership Pearl Rock Kane at (212) 678-3156 or via credit may be transferred from another gradu- action that promote high student achieve- email at [email protected] for more information. ate institution with an advisor’s approval, and ment and reduce learning gaps across social required coursework may be completed on a groups. Also, students will explore what lead- COURSE OF STUDY IN EDUCATION full- or part-time basis. For the Ph.D. in ers can do to foster teachers’ professional LEADERSHIP AND MANAGEMENT Education Leadership with a concentration development and the public’s engagement in (Application code: ELMG) Dual Degree in Leadership, Policy and Politics, see the schooling. Program with Columbia Business School. description below for the Ph.D. in Education Ed.D., M.B.A. (Not accepting applications for Leadership. The program may be completed in 75 points, 2010-2011 academic year) of which up to 30 acceptable credits may be

Teachers College Columbia University 2009-2010 201 The Education Leadership and Management 2nd Term (Required) applied qualitative research design; is a 90-point Ed.D./M.B.A. program offered • B6005 The global economic environment evaluation; action research) jointly with the Columbia University School • B6015 Decision models • Foundations (6 points) (e.g., ethics in of Business. The course of study focuses on • B6016 Accounting II education; philosophy of education; the areas in which education leadership and • B6801 Operations management history of American education; business management overlap. It prepares • Macroeconomics educational psychology) graduates for leadership roles improving edu- • Creating effective organizations • Management science (6 points) cational practice and applying management • Managing marketing programs (e.g., education finance; economics skills to the field of education. Graduates typi- of education) cally enter educational management positions 3rd Term (Required) • Electives (9 points) in public school districts, universities, founda- • B8001 Strategic management tions, business, and all levels of governments. of the enterprise Students admitted to the Dual Degree Pro- Students must apply and be admitted both to gram are required to complete an internship Teachers College and the Columbia University 3rd Term Suggested Electives that is located in a sector of the education Graduate School of Business. All students (5 electives for a total of 15 points) industry. This requirement can be fulfilled should consult with an academic advisor to • Turnaround management during summer months on a full-time basis plan an appropriate academic program of • Social entrepreneurship or part-time during the academic year. The study. Students in the dual Ed.D./M.B.A. pro- • Financing the mission-based business internship is to culminate with an analytical gram (90-points) must complete requirements • New product development essay that demonstrates mastery of coursework of the Ed.D. in Education Leadership. Contact • High performance leadership at Teachers College. In order to be advanced Kenya Mosby at (212) 678-3984. • Top management processes to doctoral candidacy all students must pre- • Negotiation Special Application pare and submit for review and acceptance a • Non-profit consulting qualifying paper. Requirements/Information: • B8210 Management information, communications, and media EDUCATION LEADERSHIP Education Leadership and Management Program resources NON-DEGREE PROGRAMS (Not accepting applications for 2010-2011 aca- • B8211 Cost-benefit analysis In addition to the degree programs previously demic year) • B8234 Business and economic forecasting described, the Education Leadership Program • B8704 Managing innovation offers several professional development oppor- • The Graduate School of Business requires • B8705 Managing new ventures tunities to both first-time students and to all applicants to take the GMAT exam. • B8706 Managing group and alumni interested in continuing their graduate Applicants may submit GMAT scores to interpersonal dynamics education. These are listed below. Teachers College in lieu of GRE or MAT • B8707 Managing conflict scores. • B8708 Managing strategic decisions Graduate Study in Liberal Arts: • Applicants to the dual M.B.A./Ed.D. • B8709 Management of the socially Program in Education Leadership and Students wishing to augment their studies at responsible Management must be admitted both to Teachers College by deepening their knowl- • B8710 Managing and developing Teachers College and to the Columbia edge in a particular academic discipline may organizational resources University Graduate School of Business. pursue advanced graduate study at the Grad- • B9701-50 Inner-city consulting The appropriate applications and support- uate School of Arts and Sciences at Columbia • B9701-61 Entrepreneurship and technology ing credentials must be submitted to each University over additional summers. Successful school. completion of 12 points of coursework, chosen For more information about Columbia Business • All degree applicants are required to have with the guidance of an academic advisor, will access to a computer. Doctoral students are School courses please refer to result in the award of a Columbia University encouraged to purchase a laptop computer. http://www.gsb.columbia.edu/mba Certificate of Professional Achievement in the Completion of the doctoral student certifi- Liberal Arts. cation examination will require relevant Academic Matters at Teachers College: computer competencies. There are six areas that each doctoral student Klingenstein Summer Institute in the Dual Degree Program is required to An intensive off-site residential summer insti- Academic Matters at study (for a total of 45 points that attempt tute is offered for two weeks beginning in mid- Columbia Business School: to avoid duplication with the coursework of June for independent elementary, middle, or It is required that students spend one year Columbia Business School) in order to be pre- high school teachers with two to five years of of full-time study at the Business School. pared to complete the dissertation. These are: teaching experience. The Institute is designed Students who are admitted to the Columbia • Leading learning (6 points) (e.g., creating to increase classroom effectiveness and to pre- Business School are responsible for a series of learning communities; developing and pare teachers who have demonstrated out- required courses, as well as a selection of elec- transforming education) standing promise for leadership positions in tives. These are: • Policy and politics (6 points) (e.g., law and private schools. Participation is based on an 1st Term (Required) education; education policy and politics) award that covers all expenses. Participants • B6006 Managerial economics • Research methodology (12 points) earn 4 graduate credits. Contact The Klingen- • B6014 Managerial statistics (e.g., overview of research methods; stein Center at (212) 678-3156 for more infor- • B6301 Corporate finance methodological research design; mation. • B6601 Marketing methodological data analysis; • B6013 Accounting I experimental and quasi-experimental • Corporate strategy and leadership research design; survey research design;

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

Klingenstein Heads of Schools Program COURSES: ship. It relies on both case law and the use of The Klingenstein Heads of Schools is a two- ethical dilemmas in the form of case studies week program of intensive study for heads Before selecting courses, students should and hypotheticals to teach prospective leaders of independent schools which allows for inter- consult: (1) the Degree Requirements of the how to consider, for themselves, the tensions they experience when the law, professional action with professional peers. School heads College describing the requirements of each degree; (2) the requirements of the Education practice, and their ethical codes of conduct are in residence at the College. They partici- are in conflict. pate in symposia on issues confronting inde- Leadership Program as described in the Pro- gram Study Guide at www.tc.edu/o&l, and pendent school leaders and attend colloquia ORLA 4042. The role of the state in educa- on topics of interest including educational phi- (3) their faculty advisors. Summer Principals tion governance, policy, and practice (3) losophy, diversity, and organizational change. Academy courses are described separately at Faculty. The impact of state authority on local School heads also pursue independent study, the end of this list. schools and school districts, seen through case investigating problems of particular relevance studies of contemporary educational issues. to their school situations. Fellowship awards are ORLA 4001. Introduction to school leader- Roles, relationships, trends, and the political ship and decision making (3) granted annually. Please send completed appli- context of policy making at the state level. Faculty. This course uses the literature on deci- cation packets to the Klingenstein Center by sion-making theory in combination with inten- ORLA 4044. Leadership for adult May 1st. Contact The Klingenstein Center at sive case-study analysis in groups to explore how development (3) (212) 678-3156 for more information. decision-making styles and strategies affect prob- Professor Drago-Severson. In this course we lem-based decision-making in innovative public will explore an expanded notion of leadership Superintendents’ and Scholars’ school settings. that includes supporting adult development Symposium as a focal concern. Participants interested in The conference is a week-long professional ORLA 4002. Data analysis for policy and organizational and individual leadership and development program held each year during decision making I (3) growth, especially teachers, principals, super- Professor Ready. This is an introductory course the month of July. Conference participants intendents, and other leaders, will study how in quantitative research methods that focus on meet with nationally known educational lead- constructive-developmental theory and pillar non-experimental designs and the analysis of practices for supporting adult growth can ers, public policy makers, and scholars to dis- large-scale longitudinal datasets, especially those enable leaders to support adults’ transforma- cuss and analyze major educational and social related to education policy. Students become tional learning. Permission of the instructor issues. Attendance is by nomination and invita- familiar with the logic of inferential statistics is required. tion. For more information, visit http://confer- and the application of basic analytic techniques. ence.tc.columbia.edu. No prior knowledge of statistics or quantitative ORLA 4045. Reconstructing schools in methods is required. urban environments (3) School Law Institute Faculty. Institutional and policy analysis of The School Law Institute is a five-day, national ORLA 4010. Introduction to organization school redesign experiments in urban settings, analysis in education (3) professional-education program for educators with special emphasis on the Chicago case. Faculty. This course draws on concepts and and attorneys, administered in July by the Review of theoretical foundations research, propositions from organization theory to help political support, and implementation conse- Center for Educational Outreach & Innova- students construct and analyze case studies of quences of system-wide school reform, as well tion and held at Columbia Law School. Topics schools and school systems and develop action as analysis of how both experimental and sys- covered include safety and order (search and plans for organizational change, reform, and tem-wide change is initiated. seizure, child abuse, and the schools’ authority renewal. Special focus on theories of bureaucra- to regulate student and staff conduct); equity cy and community; organizational structure, cul- ORLA 4046. School finance: Policy and issues (affirmative action, harassment, HIV/ ture, and politics; professional learning commu- practice (3) AIDS, school-finance reform, and issues of nities; and strategic learning organizations. Professor Richards. Examination of the judicial poverty and race in education); special educa- and legislative involvement in school finance ORLA 4025. Resource allocation for tion law and policy; standards-based reform reform, taxation, and the equity and efficiency student achievement (3) and high-stakes testing; confidentiality of stu- of local, state, and federal finance policies and Faculty. This course emphasizes the skills of systems. dent records; legal issues in teacher evaluation; school budgeting and facilities management, per- and free speech rights of students and teachers. sonnel allocations, and grant writing with a view ORLA 4047. Politics and public policy (3) For further information, contact the Center for to leveraging student achievement. Students Faculty. What are the relative roles of research Educational Outreach & Innovation at (212) use simulations and case studies to analyze an and politics in determining public policy? One 678-3987. actual school budget; make a three-year budget tradition considers public policy from the per- forecast; and reassign faculty, support staff, and spective of rational decision-making and con- Concurrent Programs in instructional resources to improve performance. siders research to be a source of objective Education and Law enlightenment. A second tradition considers ORLA 4030. Ethical issues in education The Education Leadership Program and public policy as the outcome of battles among leadership (2-3) Columbia Law School offer courses that pre- organized interests and portrays research as a Faculty. An examination of ethical issues inher- weapon exploited by the powerful to further pare students for positions that require knowl- ent in educational leadership, with an emphasis their own ends. This course addresses these and edge and expertise in education law. There are on ethical practice as well as theory. The ethics other issues as they relate to each of the stages at present no formal joint-degree programs of rights, justice, and care applied to moral in the policy process and as manifested in con- between Teachers College and Columbia Law dilemmas arising from the professional literature, temporary education policy debates such as School, but students admitted to both schools the humanities, and the student's own practice. that around school choice. may be eligible (through ad hoc arrangements) to pursue education and law degrees concur- ORLA 4033. Ethical and legal issues in ORLA 4048. Education policy analysis rently. For information, contact Professor Jay education leadership (3) and implementation (3) Professor Heubert. This course explores the Heubert at (212) 678-3775. Professor Huerta. Explores the issues of policy nexus between law, ethics, and school leader- (or reform) implementation in schools and Teachers College Columbia University 2009-2010 203 districts by focusing on the political reactions and theory with special emphasis on the impli- students design and undertake a market and organizational buffers to policy change cations for practice in independent schools. research project. Case studies are drawn from and the ways that policies become adapted educational institutions. Permission of the and changed to fit locally defined problems. ORLA 4071. The leadership of private instructor is required. Distinctions between implementation issues schools and non-profit organizations (3) in bottom-up and top-down policy change Professor Kane. How can leaders transform ORLA 4876. School finance: Resource are explored. “good” schools into excellent schools? The allocation for nonprofit organizations (3) purpose of this course is to equip dynamic Faculty. An exploration of the business aspects ORLA 4049. Creating learning communi- individuals with skills and knowledge for align- of managing private schools and non-profit ties (3) ing schools to accomplish challenging goals. organizations. The focus is on critical issues Professor Drago-Severson. How can education Students study how mission and vision, gover- of management including: decision making, leaders and others create communities that nance, teamwork, social intelligence, and strategic planning, and analysis and allocation support adult learning (i.e., changes in knowl- organization behavior contribute to effective of resources. Participants analyze complex edge, skills, understanding, and/or behavior)? leadership practice. They assess barriers to issues and problems confronting leaders in pri- This course focuses on theories and research school change and explore strategies to over- vate schools such as: enrollment and tuition on adult learning and leadership practices. We come them. They analyze culture and ways stabilization, pricing and affordability, funding will examine: (1) leadership in support of adult to develop the habit of continuous school sources, endowment management, and gov- learning; (2) adult learning theories; (3) ele- improvement. The course uses a variety of ernment compliance. ments that shape adult learning communities approaches with a focus on case studies. (challenges and creative strategies); (4) prac- Permission of the instructor is required. ORLA 4900. Research and independent tices that support adult learning; and (5) the study in education leadership (1-8) importance of caring for one’s own learning. ORLA 4086. Law and education: Regula- Faculty. For students wishing to pursue inde- Permission of the instructor is required. tion, religion, free speech, and safety (3) pendent study and/or research on topics not Professors Heubert and Sigall. This survey covered in regular courses. Requires faculty ORLA 4050. Economics of education (3) course focuses on legal issues that arise in pub- member’s approval of a study plan, reading list, Professor Levin. Teaches the basic economic lic and private schools. Topics include govern- and final paper or other products or projects. concepts and methods to be used for further mental regulation of public and private Permission required from individual faculty. study and analysis of educational finance, edu- schools; church-state issues (prayer, vouchers, cation and inequality, education and economic evolution); free-speech rights of students, ORLA 5002. Data analysis for policy and growth, the impact of educational policies on teachers, and extracurricular groups; who con- decision making II (3) educational outcomes, school reform, and trols the curriculum; the school’s authority to Professor Ready. This is an intermediate-level school choice. (Also listed as ITSF 4050.) make and enforce rules governing student and course in non-experimental quantitative staff conduct on and off school grounds; the research methods, especially those related to ORLA 4058. Privatization and choice duty to protect the safety of students and oth- education policy. The class examines such top- in education (3-4) ers; child abuse; search and seizure; and due ics as factor analysis, modeling non-linear rela- Professor Kane. Small public schools, inde- process. The course draws on the multidiscipli- tionships and interactions using regression, pendent schools, charter schools, vouchers, nary perspectives of law, policy, research, and analyses of change, logistic and multinomial home schools, religious schools, and for-profit educational practice. logistic regression, missing data analyses, and educational management organizations are fixed effects models. Prerequisite: students examples of the explosion of options in school- ORLA 4155. Privatization and school should have completed at least one graduate- ing available to a growing number of Ameri- choice (3) level course in applied statistics or data analy- can families. The purpose of this course is to Professor Levin. This course addresses the sis (e.g., ORLA 4002). understand the configuration of these choices increasing emphasis on market-type choice in America and the implications of those systems including educational vouchers, for- ORLA 5012. Community leadership: Inter- choices for a democratic society. Students con- profit educational firms, and charter schools. organizational and community relations sider whether school choice can serve the best Emphasis on the theory of emerging empirical (1-3) interests of families and the common good. evidence underlying these developments in Dr. Monson. Political analysis of administra- Through on-site visits, students use the diver- education. Also listed as ITSF 4155. tion at the service delivery and community sity of schools in New York City as a laborato- levels. ry for learning. Permission of the instructor is ORLA 4501. Special topics in education required. leadership and policy (3) ORLA 5016. Educational equality: Faculty. This course offers periodic exploration The role of law (3) ORLA 4060. Designing charter schools (3) of topics and issues related to theory, research, Professor Heubert and Dr. Sigall. Historically, Faculty. Design focus on instructional, gover- policy, and practice in the organization, many barriers to educational equality – and nance, accountability systems, and organiza- administration, and leadership of education in many important efforts to overcome such bar- tional patterns. Reference to research on public and private contexts; issues in educa- riers – have involved the law. This course school models and on legislative and regulato- tion policy formation, implementation, and examines major efforts to use law to attack ry context of charter schools. Charter school analysis; and other related topics. Topics and discrimination and to ensure high-quality edu- leaders participate as resources. Collaborative emphases change each term. Course may be cation for all children. Topics include: address- field and electronic studies of existing charter taken more than once. ing racial segregation and concentrated pover- schools. ty; the standards movement and high-stakes ORLA 4874. Strategic marketing for testing; the right to an adequate education; ORLA 4070. The analysis of private schools academic institutions (3) sex and gender discrimination; harassment; (3) Faculty. Students survey the major themes of services for English-language learners; special Professor Kane. This course examines contem- marketing with specific attention to the inde- education; and affirmative action. The course porary challenges for independent schools and pendent school context. Topics include a draws on the multidisciplinary perspectives of utilizes the talents of prominent leaders in the broad range of marketing concepts, such as law, policy, research, and educational practice. field to share their expertise. It focuses on ways to develop an effective communications practical applications of education research program and branding. As part of the course,

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ORLA 5017. Groups and interpersonal tive mentoring, video evaluations of teacher able information, to weigh the possible impacts behavior (2-6) practices, and strategies for removing incom- of alternative policies; to understand political, Faculty. Organizational behavior with refer- petent teachers. legal, and/or economic ramifications; and to ence to interpersonal relationships and the produce plans for action that are organization- conflicts resulting from the needs of individu- ORLA 5052. Instructional leadership of ally feasible and publicly valuable. als compared to the demands of the organiza- independent schools (2-3) tion. Special permission required. Faculty. The purpose of this course is to help ORLA 5530. Action research in organiza- prepare independent school educators for their tional behavior (3) ORLA 5018. School leadership for roles as instructional leaders and to encourage Faculty. Techniques and methods of designing adult development (3) reflection about the craft of teaching. It will and conducting action research on organiza- Professor Drago-Severson. School leaders provide an overview of contemporary theories tional problems. Various methodological and must exercise practices to support adult devel- and research about how people learn and how organizational issues are addressed regarding opment, especially in the context of standards- this knowledge can inform leadership in cur- the use of action research to foster organiza- based reform. We will explore adult develop- riculum design, teaching strategies, student tional learning and problem solving through mental theories and their connection to lead- assessment practices, and the design of profes- systematic inquiry and reflection. Students ership; constructive-developmental theory; sional development. conduct an action research project. pillar practices for supporting adult growth (i.e., learning that helps adults develop ORLA 5055. Cultural diversity and edu- ORLA 5531. Leadership and action increased cognitive and affective capacities to cation (3) research practicum (3) better manage the complexities of work and Faculty. An in-depth exploration of opportuni- Faculty. This course teaches students the theo- life). We consider: How can leaders better sup- ties and challenges posed by racial/ethnic, ry of practice action research. Action research port adults’ growth? What practices support socioeconomic, linguistic, and other forms of is a stance toward research that argues for adult development? What developmental prin- cultural diversity in education. Focus on using research to influence positive outcomes, ciples inform these practices? research on the lived experiences and educa- even during the study phase of research. The tional outcomes of students from diverse back- methods themselves may be quantitative, ORLA 5020. Information systems for deci- grounds and on the implications for policy, qualitative, statistical, or some combination sion making in learning organizations (2-3) politics, organizational design, and leadership thereof. The purpose of the research design Faculty. A theoretical, conceptual, and opera- practice. is to subordinate the research process to goal tional analysis of information systems used for (e.g., of school improvement). At the same decision making and problem solving in learn- ORLA 5086. Education policy making time, students develop the traditional skills of ing organizations. An integral part of the and the courts (3) research methods, question deeply held pre- course involves developing the technical and Professor Rebell. Beginning with the school suppositions about “what works,” and seek to analytical skills necessary to manage informa- desegregation decrees issued by the federal become connoisseurs of effective knowledge- tion systems, with an emphasis on those sys- courts in the wake of Brown v. Board of driven strategies of school improvement. tems that are designed to make it possible for Education, the federal and state courts have organizations to transform their information- been called upon to consider a range of assert- ORLA 5532. Program development: based systems into knowledge-based systems. ed educational rights and to oversee far-reach- Teaching, learning, and assessment (3) Emphasis is also placed on understanding the ing institutional reforms that bear little rela- environmental system in which the organiza- tionship to traditional judicial remedies. This ORLA 5541. Federal politics, federal tion exists. course will examine the legal and political jus- policies, and administrators (3) tifications for the courts’ role in making edu- Faculty. The course will begin with a theoreti- ORLA 5025. Ecology of data-driven cational policy and reforming public institu- cal discussion of the meaning of “equal educa- leadership (3) tions, as well as the courts’ capacity to under- tional opportunity” from a variety of philo- Professor Richards. This course relies upon take these functions. The course will give par- sophical, economic, educational, and political systems theory and its application to school ticular attention to school desegregation and perspectives. We will then review the egalitar- systems. The course teaches prospective lead- special education cases in the federal courts ian concepts reflected in Congressional sta- ers the use of databases of various kinds to and education adequacy litigations in the state tutes, administrative regulations, and court pursue a systematic inquiry in the health and courts, including the recent decisions of the decrees in such areas as school desegregation, productivity of the ecology of the school. It New York State Court of Appeals in CFE v. bilingual education, and special education and explores various approaches to data mining, State of New York. the extent to which these legal mandates model building, and ultimately the “art of have, in practice, advanced educational improvisational leadership.” The course teach- ORLA 5096. Introduction to special edu- opportunity. es students how to distinguish the different cation law (3) purposes for which data can be used and mis- Faculty. This class provides an introduction to ORLA 5587. Strategic management of inde- used and relies heavily on the use of cases, concepts and authorities essential to a basic, pendent schools and nonprofit organizations simulations and exercises, including those with useful understanding of special education law (1-3) complex feedback systems. Familiarity with and policy. It will benefit those concerned with Professor Kane and faculty. The purpose of spreadsheets and simple statistics is helpful. school leadership, instruction, and school law, this class is to equip educators with the skills as well as those interested in special education needed for effective independent school prac- ORLA 5029. Staffing, mentoring, and law from practical or policy perspectives. tice. Classes are organized to develop skills in supervising learning communities (3) the following broad areas: staffing and man- Faculty. This course draws upon the research ORLA 5515. Master’s seminar in leader- agement, strategic planning and structural literature in human resources management ship, policy, and politics (3) leadership, external relations, and transition- and emphasizes best practice in the recruit- Professor Huerta. This seminar is designed to ing into a new work environment. To develop ment, hiring, mentoring, professional develop- give students the opportunity to demonstrate a proficiency in these important leadership skills, ment, and evaluation of teachers including the theoretical and analytical understanding of the students have opportunities to learn about and termination of incompetent teachers. The practical problems inherent in conducting pol- then practice skills in the classroom context course uses problem-based units on teacher icy research for education clients. Policy analy- with feedback from peers and experienced recruitment and hiring, role playing on effec- sis requires its practitioners to evaluate avail- practitioners. Permission required.

Teachers College Columbia University 2009-2010 205 ORLA 5689. Independent school heads brings in guest speakers, exemplary practition- approaches, centralized and decentralized colloquium (4) ers, researchers and policy makers from acade- governance, and private rights versus public Professor Kane and faculty. Enrollment limited mia, public schools and school districts, charter needs. Students in this course will explore the to 20 participants. The purpose of the collo- schools and education management organiza- social and political roots of these pendulum quium is to provide renewal and reflection on tions, private and independent schools, busi- swings and examine the historical forces that issues relevant to school leaders through inten- ness, and other organizations to share their fuel America’s desire for continual school sive study and collaboration with professional experience, research, and insights about effec- reform. Issues of race, religion, class, and lan- peers from independent and international tive leadership practices. The central theme of guage—which are intimately tied to these ten- schools. Topics include moral leadership, cur- the Pro-Seminar is the development of personal sions—are woven into the readings, discus- rent education issues in public and private self-awareness and mastery, as well as profes- sions, and coursework. Permission of the schools, and preparing students to succeed in a sional effectiveness. Students will be introduced instructor is required. global community. Through on-site visits, stu- to a variety of tools, assessment instruments, dents use the diversity of schools in New York and other resources that are useful for personal ORLA 6552. Research, theory, and practice City and the rich cultural resources as a labo- reflection and professional growth. The seminar in education leadership (0-2) ratory for learning. Permission required. is customized for students preparing for leader- Faculty. This course focuses on major theoreti- ship at different levels and in different con- cal perspectives on administrative leadership ORLA 5830. The Klingenstein Summer texts, for example aspiring public school princi- in education, how these perspectives are stud- Institute (4) pals, independent school heads, or district level ied and advanced through empirical research, Professor Kane. Residential program. leaders. and how the theory and research are connect- Enrollment limited to 75. An intensive two ed to leadership practice. Students will exam- week program held annually in June that ORLA 6030. Sociology of formal organ- ine theory and empirical research on topics introduces early career teachers to the com- izations (3) such as leadership effects on student learning; plexity and challenge of teaching in independ- Professor Huerta. An introduction to organiza- challenges in leading learning organizations; ent schools. Prominent professors, guest tional theory as it applies to a variety of institu- and the relationships among leaders’ knowl- authors, and nationally renowned educators tions with particular attention to the potential edge, skills, and dispositions and their leader- deepen understanding on topics related to the of educational activities as a force in formal ship preparation and effectiveness. organizing themes: improving teaching and organizations. Also listed as HUDF 6030. learning, understanding diversity and multicul- ORLA 6560. Advancement to doctoral turalism, and assessing and overcoming resist- ORLA 6460. Internship in school leadership candidacy seminar (3) ance to change. Permission required. (3) Faculty. Doctoral students with a minimum Faculty. The internship in public school leader- of 60 points toward the Ed.D. may enroll. ORLA 5880. School Law Institute (3) ship presents an opportunity to become im- Permission required. Professors Heubert, Sobol, Rebell, and a mersed in the field of leadership practice and to national faculty. The School Law Institute, appreciate the importance of instructional lead- ORLA 6611. Colloquium in organizational administered in July by the Center for ership in the creation of a learning environ- behavior (1-4) Educational Outreach and Innovation, is a ment. The internship combines opportunities to Faculty. Emphasis on classic studies and analy- five-day course in education and law for edu- study effective leadership first-hand, develop sis of the implications of research for organiza- cators and attorneys. Topics covered include and practice instructional leadership skills, and tion theory and practice. Permission required. safety and order (search and seizure, child be mentored for a career as a school principal. abuse, and the schools’ authority to regulate The internship requires approximately 450 ORLA 6621. Colloquium: Management student and staff conduct); equity issues hours (12-15 hours per week over a full year) science (1-4) (affirmative action, harassment, HIV/AIDS, of supervised field work in a public school. Professor Richards. Permission required. school-finance reform, and issues of poverty Permission required. and race in education); special education law ORLA 6631. Colloquium: Institutional and policy; standards-based reform and high- ORLA 6461. Internship in public school analysis (1-4) stakes testing; confidentiality of student district leadership (3) Professor Kane. Permission required. records; legal issues in teacher evaluation; and Faculty. A 450-hour supervised field experience free speech rights of students and teachers. in school district leadership. Partially satisfies ORLA 6641. Advanced topics in research New York State requirement for School District methods and design (1-4) ORLA 6018. Staff personnel administration Leaders certificate. Permission required. Faculty. This course provides students the (3) opportunity to explore advanced topics in Faculty. Human resource needs, certification, ORLA 6540. Topics in urban education research design and analytic methods, espe- selection, assignment, promotion, salaries, policy (3) cially as they relate to studies of educational retirement, absences, evaluation, develop- Faculty. Leadership responsibility in the formu- contexts and policies. ment, tenure, academic freedom, teachers lation, implementation, and assessment of organizations, grievances, and collective urban education policy. ORLA 6900. Directed research and study negotiations. in education leadership (1-8) ORLA 6542. Social and political history Faculty. For students wishing to pursue inde- ORLA 6019. Labor management relations of American education reform (3-4) pendent study or original research as they pre- in education (3) Faculty. Over the past century, educators have pare for their doctoral certification examina- Faculty. Enrollment limited. Negotiations as experienced wave after wave of reforms intend- tion and/or dissertation proposal. Permission administrative process for decisions and man- ed to address the latest education “crisis.” This required from individual faculty. agement of patterns of remuneration and con- perpetual cycle of school improvement stems in ditions of work. Cases and simulation. Special part from the competing and often contradicto- ORLA 7500. Dissertation seminar in fee: $30. ry demands placed upon public education. In education leadership (3) response, school improvement efforts have Faculty. This course provides students the ORLA 6020. Pro-seminar in education alternated between a focus on equity and excel- opportunity to discuss topics related to the leadership (0-3) lence, progressive and traditional pedagogical preparation of their dissertation proposal in a Faculty. This seminar course is topical and seminar format. Students present their ideas

206 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP and writing for feedback from the instructor HIGHER AND tion policy, social thought, and comparative and other students. Students may enroll in POSTSECONDARY analysis, as well as on the department’s offer- this seminar once. Permission of the instructor ings in organizational studies. As such, stu- is required. EDUCATION dents earning the M.A. degree will be posi- tioned to serve in a variety of academic and ORLA 7501. Dissertation research seminar Program Coordinator: student support positions, as well as in various (3) Professor Kevin Dougherty Faculty. This course provides students the policy-development, policy-support, and opportunity to discuss their dissertation pro- Program Office: (212) 678-3750 administrative roles. posal in a seminar format, with support and Email: [email protected] feedback from the instructor and other stu- Website: www.tc.edu/o&l/HigherEd The Master of Education Program develops dents. Students are eligible to enroll in this breadth of understanding of higher and post- seminar after enrolling in ORLA 7500 and Degrees Offered: secondary education, though emphasizing par- before their dissertation proposal has been ticular domains of study and practice, among HIGHER AND POSTSECONDARY approved. Students may enroll in this course them academic learning and development, EDUCATION (HIGH) once. Permission of the instructor is required. organizational and institutional processes, and Master of Arts (M.A.) social and comparative perspectives. Students ORLA 7503. Research seminar (3) Master of Education (Ed.M.) Faculty. This course provides students the in the Ed.M. Program typically use these offer- Doctor of Education (Ed.D.) opportunity to discuss their dissertation ings to elaborate and deepen their experience- research in a seminar format, with support based knowledge and intellectual interests in and feedback from the instructor and other Program Description: policymaking, curriculum development, stu- students. Students are eligible to enroll in this The Higher and Postsecondary Education dent development, etc. Ed.M. students con- seminar after their dissertation proposal has Program at Teachers College, Columbia clude their programs of study by writing an been approved. Students may enroll in this University strives to create knowledge, knowl- integrative paper focused on a particular topic course once. Permission of the instructor is edgeable practitioners, and practicing scholars of professional and personal interest and draw- required. concerned broadly with teaching, learning, ing on the knowledge resources availed by the and scholarly and professional development; three curricular domains. ORLA 7573. Advanced seminar (3) organizational and institutional analysis, Faculty. This seminar provides an opportunity including abilities to probe and develop the for students to share their dissertation work Students who pursue the Ed.M. in Higher and with others and to consider questions of inter- structures, processes, policies, and technolo- Postsecondary Education at Teachers College, pretation, significance, and the presentation of gies that comprise colleges, universities, and Columbia University typically bring to their findings for multiple audiences. state and national systems of tertiary educa- studies well developed understandings of par- tion; and social and comparative perspectives, ticular facets of the enterprise, often from ORLA 8900. Dissertation advisement in with attention to the social, cultural, econom- their own participation in the professional education leadership (0) ic, and historical contexts of knowledge pro- practices that define it (teaching, administra- Faculty. Individual advisement on the doctoral duction, policy, and institutional development. tion, policy-making etc.). The Ed.M. Program dissertation. Students register for this in the We expect that students will work within and helps them situate their practice-based knowl- first semester after their dissertation proposal across these domains, developing programs edge and their emerging intellectual interests, has been approved and continue registering of study that, though focused on particular in this (or in another course, with sponsor within the broader span of higher and postsec- themes and issues (e.g., policy, scholarly learn- approval) until the dissertation is completed. ondary education thereby availing expanded Requires ongoing consultation between the ing and careers, student development, profes- intellectual resources for their professional student and dissertation sponsor. The fee sional development), will be informed broadly efforts. equals three points at the current tuition rate by a diverse array of ideas, perspectives, and for each term. Permission required from indi- questions. The Doctor of Education Program develops vidual faculty. breadth of understanding about higher and The Master of Arts Program develops knowl- postsecondary education, though with focus edgeable practitioners in three domains of on an intellectual issue or professional activity higher and postsecondary education: its edu- (concentration or emphasis area). Breadth is cational core (teaching and learning, student assured through study within three curricular and professional development), its organiza- domains: academic and developmental analysis tional and institutional framework (policymak- of higher and postsecondary education, organi- ing and implementation, planning, organiza- zational and institutional analysis of higher tional development), and its social positioning and postsecondary education, and social and and comparative potential (policy analysis and comparative analysis of higher and postsec- comparative study of institutional, state, and ondary education. Working across these national systems). Though students entering domains and beyond them (through related the M.A. Program will be exposed to each of out-of-program courses), students will work the domains, they will specialize in one. with faculty advisors to develop emphasis areas, among them policy studies, diversity and Students who pursue the M.A. degree at access studies, studies in student learning and Teachers College will build on the program’s development, and studies of scholarly learning historic strength in the study of student devel- and careers. opment through the college years and in its new strengths in higher/postsecondary educa-

Teachers College Columbia University 2009-2010 207 Students who pursue the Ed.D. in Higher and program consists of required courses (offered • Minimum of three out-of-program Teachers Postsecondary Education question and explore annually or in alternate years), within-Program College elective courses including one the range of perspectives for understanding electives, and extra-Program electives; other 3-point course, one 1-point course, and the enterprise– its educational and intellectual requirements, unique to a program or portion ORL 5521. These courses require advisor core, its institutional/organizational rubrics, thereof, are indicated below. approval. and its social and comparative contextualiza- tions. Thus, through their own research (situ- MASTER OF ARTS Additional requirements for Organiza- ated within an emphasis area), they participate The M.A. requires a minimum of 32 points tional and Institutional Analysis include in reshaping current understandings of post- of graduate coursework. Students pursue one the following coursework as well as a secondary education. Ed.D. students conclude of three domain sequences: Academic and culminating project: their programs by writing a dissertation that, Developmental Analysis, Organizational though focused on a particular research prob- and Institutional Analysis, or Social and • ORLH 4031 Financial administration lem within higher and postsecondary educa- Comparative Analysis. of higher education tion, reflects the tripartite aims of the curricu- institutions (3) lum, as well as deep understanding of knowl- Course requirements common to all edge structures underpinning their area of sequences include: Three (3) courses from the following: inquiry. They are positioned then to scrutinize • ORLH 4012 The community college (3) prevailing views of what it means to engage in • ORL 5521 Introduction to research • ORLH 4020 College and university the “higher learning,” and importantly, of what methods in education (3) organization and or equivalent with advisor it means to reconstruct these views in the administration (3) approval • ORLH 4025 Higher education policy (3) name of improvement and development. • ORLH 4010 Purposes and policies of • ORLD 4051 How adults learn (3) higher education (3) • ORLH 4500 Special topics in higher educa- Graduates of the Ed.D. Program may become • ORLH 4011 Curriculum and tion (topic/section to be desig- policy-makers and evaluation specialists in instruction in higher nated with advisor approval) higher and postsecondary education; they may education (3) • ORLH 5527 Advanced professional assume substantial leadership responsibilities, • ORLH 4040 The American college seminar: The college as through presidencies or other key adminis- student (3) professoriate (3) trative posts in colleges and universities or • ORLH 5525 Advanced professional semi- • ORLH 6521 Advanced seminar in the state systems; they may lead university- or col- nar: College student develop- community college (3) lege-wide instructional development centers ment theories (3) • ORLH 6550 Advanced seminar in higher and activities; they may become academic education (3) (or equivalent) Additional requirements for Academic • ORLH 6551 Advanced seminar in higher scholars and researchers. and Developmental Analysis include education (3) Special Application the following coursework as well as a • ORLH 6556 Educational leadership: culminating project: Research, art, and practice (3) Requirements/Information: • A&HH 5070 History and theory of Applications are considered for fall enrollment • ORLH 4041 Student personnel admin- higher education (3) only. Applicants to all degree levels should dis- istration: Organization, • One (1) additional course. M.A. students cuss their past educational preparation and functions, and issues (3) with internship must take ORLH 5241, professional goals in their personal statements, or other with advisor Observation and Supervised Fieldwork in including their anticipated work within the approval Higher and Postsecondary Education (1). degree program to which they are applying. In • ORLH 4042 Student personnel admin- Non-internship students elect another addition to the general application documen- istration: Programs and Teachers College course with advisor tation required, all applicants must submit an services (3) or other with approval. (1 point). academic writing sample (e.g., a class paper). advisor approval Ed.M. and Ed.D. applicants should submit a • Minimum of three out-of-program Teachers One (1) course from the following: paper written for a graduate-level class. Ed.M. • ORLH 4012 The community college (3) College elective courses including one applicants should have an M.A. in a relevant • ORLD 4051 How adults learn (3) 3-point course, one 1-point course, and discipline or field. Relevant work experience is • ORLH 5011 College teaching and ORL 5521. These courses require advisor also helpful. Doctoral applicants should have a learning (3) approval. master’s degree in a relevant discipline or field • ORLH 5044 Theories of diversity in and work experience in higher/postsecondary higher education (3) Requirements for Social and Comparative education. • ORLH 5527 Advanced professional Analysis include the following course- seminar: The college work as well as a culminating project: Degree Requirements: professoriate (3) Four courses from the following: Note the basic research requirements for all • ORLH 6556 Educational leadership: • ORLD 4051 How adults learn (3) Research, art, and practice (3) students in the department. • ORLH 4025 Higher education policy (3) • ORLH 4500 Special topics in higher The following requirements constitute frame- • One (1) additional course. M.A. students education (3) with advisor works for guiding program planning which with internship must take ORLH 5241, approval • ORLH 5011 College teaching and occurs in consultation with the designated Observation and Supervised Fieldwork in learning (3) faculty advisor and requires approval of the Higher and Postsecondary Education (1). Non-internship students elect another • ORLH 5044 Theories of diversity in Higher and Postsecondary Education Program higher education (3) faculty. The coursework portion of each degree Teachers College course with advisor approval (1 point).

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

Teachers College Columbia University 2009-2010 209 ORLH 4022. College personnel policies ORLH 4500. Special topics in higher ORLH 5241-ORLH 5242. Observation and practices (3) education (1-3) and supervised fieldwork in higher and Faculty. Personnel problems in colleges, Faculty. Periodic explorations of special topics postsecondary education (0-3) including faculty and staff evaluation, recruit- and issues in fields of higher education admin- Faculty. Permission required. Students reserve ment, affirmative action, promotion, tenure, istration, student personnel administration, two days a week for work in colleges. A semi- retrenchment, leadership/management, and college teaching, academic leadership, and nar integrates field practices with course theo- personnel development. higher education policy. ry. Required of all students doing an internship.

ORLH 4025. Higher education policy (3) ORLH 4800. Workshop in higher education ORLH 5522-ORLH 5527. Advanced Professor Dougherty. An introduction to the (1-3) professional seminar higher education policy making process. Main Faculty. Special topics or events related to the Faculty. Intensive analysis of selected problems topics: the general nature of policy making with administration of programs of higher educa- and issues in postsecondary education. The examples and readings from higher education; tion. Topics change each semester. Open to course is intended for practicing professionals key actors, institutional structures and processes degree and non-degree students for credit or in postsecondary education as well as majors in the federal, state, and local higher education non-credit. in the program. Other students in the college policy arenas; and the origins and consequences who wish to enroll should obtain permission of of key policy enactments affecting college access ORLH 4820. Cultural diversity training the instructor. and success, instruction, accountability, and the in higher education settings: Issues and economic development role of higher education. concerns (0-1) • ORLH 5522. Contemporary student Faculty. This introductory workshop will issues and policies (3) ORLH 4030. The economics of post- address multicultural training issues in higher Dr. Glazer-Raymo. Exploration of issues secondary education (3) education such as workshop and intervention affecting students and policies to address Faculty. A theoretical and practical discussion design, assessment issues and methods, ethical those issues. Some topics to be covered of public/private finance of higher education. concerns, group process, and general training are student activism and academic free- Economic and social rationales are discussed considerations. dom; gendered structures and career as well as specific financing proposals. advancement; intercollegiate athletics; ORLH 4830. Transforming the curriculum: and the contradictory cultures of single- Theory and practice (3) ORLH 4031. Financial administration sex colleges, two-year colleges, profes- Faculty. This course is designed to explore both of higher education institutions (3) sional schools, and research universities. Professor Dougherty. No financial training is the cognitive and cultural implications of cur- riculum design. It emphasizes the theoretical required. Introduction to the financial pressures • ORLH 5524. An analysis of student facing colleges and universities and the various and practical implications of curricular transfor- mation based on the new scholarship of gender, cultures (3) kinds of solutions they have adopted to meet Dr. Christensen. Critical analysis of those pressures. Topics include strategic plan- race, ethnicity, and class, as well as student intellectual and interpersonal development. selected research reports pertaining to ning, cost cutting, outsourcing, enrollment plan- the student cultures. The focus is on the ning, new curricula, and fund raising. ORLH 4845. Diversity: Implications purposes of each study, the question(s) asked, the assumptions and theories upon ORLH 4040. The American college for recruitment and retention (3) Professor Anderson. Students will explore div- which the research is based, the sources student (3) of data, the method(s) of data collection, Professor Dougherty. Reviews the demographic ersity (race, class and gender) concerns affecting the recruitment and retention of diverse student the conclusions and interpretations data about student access to college, the developed, and the relevance of the determinants of social class, race and gender and faculty populations in the context of American higher education. research to student personnel in particu- differences in college access and choice, and lar and to higher education in general. the influence of colleges upon students. ORLH 5011. College teaching and learning • ORLH 5525. College student develop- ORLH 4041. Student personnel administra- (3) Professor Neumann. Designed for individuals ment theories (3) tion: Organization, functions, and issues (3) Dr. Christensen. Course focuses on col- Dr. Rock. Permission required. An introduction who aspire to college teaching. This course emphasizes research on student learning, multi- lege student development theories and to various forms of organization and functions: ple pedagogies (such as experiential learning, their application to higher education. multidisciplinary foundations, including histori- learning communities, effective lecture, discus- Primary areas of focus include: (1) intel- cal and philosophical foundations and concep- sion, evaluation approaches, and curriculum lectual and ethical developmental theory, tual and research contributions from the behav- design). The course stresses the implications individual development models, learning ioral and social sciences. of diversity in the student population. styles models, and theories of cultural identity, (2) ethical considerations using ORLH 4042. Student personnel administra- ORLH 5021. Patterns of organization and theory in practice, and (3) critique of tion: Programs and services (3) management in higher education (3) theories from a variety of research per- Dr. Christensen. A survey of programs and serv- Faculty. The study of college and university spectives. ices typical of American colleges and universi- organization from multiple perspectives, with ties. Includes contemporary issues of concern to emphasis given to understanding their implica- • ORLH 5526. The literature of higher student personnel administrators. tions. education (3) Professor Neumann. Permission required ORLH 4043. Developmental academic ORLH 5044. Theories of diversity in if not a student in the program. Intensive advisement programs in colleges and higher education (3) analysis of research/writings on problems universities (3) Professor Anderson. Critical analysis of cultural and issues in postsecondary education. Faculty. A survey of theory and research and diversity in American higher education with The course is intended for Ed.M. and an examination of the various organizational, respect to the curriculum, co-curriculum, and Ed.D. students in the program. Other stu- administrative, and staffing arrangements that institutional structure. Presents new paradigms dents in the college who wish to enroll pertain to student advisement programs in col- with which to understand the complexities of should obtain permission of the instruc- leges and universities. response that are necessary to adequately meet tor. Analysis of selected classic and con- the needs of all students.

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temporary works that have influenced ORLH 6520-ORLH 6521. Advanced have identified a reasonably narrow area for thought and affected public opinion and seminar in the community college (3) research and have already completed a prelim- public policy related to higher education. Professor Dougherty. Selected issues such as inary literature review. The course will assist Topics vary from year to year. teaching in a community college, the future of the student in design, methods, and other the community college, or state and national matters of concern in the preparation of an • ORLH 5527. The college professoriate governance and finance systems for the com- acceptable dissertation proposal. (3) munity college are explored in depth. Professor Neumann. Review and discus- ORLH 7900. Directed dissertation in sion of the research and literature, ORLH 6550-ORLH 6551. Advanced research (3) diverse roles, and expectations that char- seminar in higher education (2-3) Faculty. All doctoral students eligible for this acterize the position of college professor, Faculty. Intensive study of a selected topic. course must register each semester until a pro- with attention to implications for profes- Topic varies from term to term and is typically posal hearing has occurred and a proposal has sional and personal development. related to an ongoing program or research been approved. project. Students may begin either term. ORLH 5533-ORLH 5537. Advanced ORLH 8900. Dissertation advisement professional skills (2-3) ORLH 6552. Advanced seminar in theories in higher education (0) Faculty. Intensive work in special skill areas for of intellectual and ethical development for Faculty. Individual advisement on doctoral the management of postsecondary education. college students (3) dissertations. Fee to equal 3 points at current The sections involve practical experiences and Faculty. Permission required. Intensive study of tuition rate for each term. For requirements, possibly fieldwork. These courses are intended the major theories of college student intellec- see section in catalog on Continuous Regis- for practicing professionals in postsecondary tual development, particularly the work of tration for Ed.D./Ph.D. degrees. education as well as for majors in the Program. Carol Gilligan, Lawrence Kohlberg, William G. Other students who wish to enroll should Perry, Jr., Katie Cannon, and those who have ORLH 9900. Research and independent obtain the permission of the instructor. expanded the research on student intellectual study in higher education (2 or more) and ethical development. Additional models Faculty. • ORLH 5533. Faculty evaluation and considered include Reflective Judgment and development (2-3) Women’s Ways of Knowing. Students will also See also: Faculty. Theory and practice concerning learn the assessment and scoring methods A&HH 5070. History and theory of the evaluation and improvement of col- associated with each model. higher education (3) lege teaching. Topics include models and Please see the Department of Arts and practices for the evaluation of faculty and ORLH 6556. Educational leadership: Humanities for course description. for the organization and administration of Research, art, and practice (3) faculty development programs. Dr. Glazer-Raymo. Examination of leadership CCPJ 4064. Theories of counseling (3) research definition, dimensions, characteris- Please see the Department of Counseling and • ORLH 5534. Financial decision tics, and capacities. Exploration of leadership Clinical Psychology for course description. making in education (2-3) opportunities within entire range of education- Faculty. Introduction to a series of finan- al practice. Application of leadership lessons CCPJ 5062. Career counseling (3) cial decision-making tools including cost to educational problems and situations Please see the Department of Counseling and accounting, cost benefit analysis, and dis- through case studies. Clinical Psychology for course description. counted cash flow. Emphasis on applied financial decision making. Directed Research and Independent Study CCPJ 5164. Cross-cultural counseling (3) All the following courses require permission of Please see the Department of Counseling and • ORLH 5536. College classroom instructor: Clinical Psychology for course description. assessment (3) Faculty. An in-depth study of major ORLH 4900. Research and independent HUDF 4000. Education and public policy (3) assessment techniques for the college study in higher education (1-8) Please see the Department of Human Devel- classroom. Particular attention will be Faculty. opment for course description. paid to assessment models associated with collaborative learning, teaching ORLH 5900. Research in higher education HUDF 4021. Sociology of education (3) portfolios, and student portfolios. (1-6) Please see the Department of Human Devel- Faculty. opment for course description. • ORLH 5537. College classroom assessment research (3) ORLH 6557-6558. Research practices HUDK 4024. Developmental psychology: Faculty. Prerequisite: ORLH 5536. In- in higher education (1-3) Adulthood and the lifespan (2-3) depth study of classroom research meth- Professors Anderson, Dougherty, and Please see the Department of Human Devel- ods based on the classroom assessment Neumann. opment for course description. methods studied in ORLH 5536. ORLH 6900. Research and independent ITSF 4050. Economics of education (3) ORLH 6511. Coordinating seminar study in higher education (1-6) Please see the Department of International and in higher education (3) Faculty. Transcultural Studies for course description. Professors Anderson, Dougherty, and Neumann. Permission required. Course ORLH 7500. Dissertation seminar in ITSF 4058. Economics of higher restricted to Ed.D. and Ed.M. students in the higher education (1) education (3) Higher Education program. An overview and Faculty. Students should have completed most Please see the Department of International discussion of the most topical literature in or all coursework (including research methods and Transcultural Studies for course descrip- American higher education, this course is courses) and have passed the certification tion. designed to explore a wide variety of educa- examination. Students register for the course tional roles in the context of the goals and the semester a proposal hearing is to be sched- aspirations of new doctoral students. uled. The course is intended for students who

Teachers College Columbia University 2009-2010 211 MSTU 4030. Computer applications in NURSE EXECUTIVE The accelerated program at the M.A. level in education (3) both specializations is a cohort program that Please see the Department of Mathematics, Program Coordinator: meets one day per week on Fridays. It runs for Science, and Technology for course descrip- Professor Elaine La Monica Rigolosi four semesters. Program costs currently are tion. $12,500 per semester of study and include Program Office: (212) 678-3421 tuition, fees, and refreshments. For the cohort ORL 5521. Introduction to research Email: [email protected] methods in education (3) beginning September 2010, tuition will be Website: www.tc.edu/o&l/NurseExec Faculty. Please see course description under determined. The flat rate covers cohort courses the Departmental Core Requirements at the only. The cost of the program is subject to beginning of this department section. Degrees Offered: change. NURSE EXECUTIVE ROLE- ORLA 4010. Introduction to organization COHORT PROGRAM (NEXM) Special Application and change theory in education (3) Requirements/Information: Please see course description in this depart- Master of Arts (M.A.) ment section. NURSING EDUCATION: MASTER OF ARTS PROFESSORIAL ROLE- COHORT PROGRAM (NEPM) In addition to the requirements for admission ORLA 5017. Organizations and inter- Master of Arts (M.A.) to Teachers College, in order to be considered personal behavior (3) for admission in the program, applicants must Please see course description in this depart- NURSE EXECUTIVE ROLE (NEXD) ment section. be Registered Nurses in any U.S. state or in Doctor of Education (Ed.D.) Canada and hold a baccalaureate degree in any ORLD 4051. How adults learn (3) field, with a cumulative grade point average of Please see course description in this depart- Program Description: 3.0 or better. One year of post-baccalaureate ment section. The Executive Program for Nurses prepares management experience is required for admin- students for leading roles in healthcare organi- istration studies and one year of post-baccalau- ORLJ 4002. Functions of organizations (3) zations, both service and education. These reate full-time clinical nursing practice experi- Please see course description in this depart- roles are those that advance and implement ence is required for professorial studies. ment section. the practice of nursing and healthcare, operat- ing primarily in one-to-one relationships with The accelerated Master of Arts cohort begins ORLJ 4005. Organizational psychology (3) clients. Hence, the graduates of this program every other fall in even years. Please see course description in this depart- will have their major impact on nursing and ment section. healthcare by influencing other interdiscipli- DOCTOR OF EDUCATION nary healthcare providers. In addition to the requirements for admission to Teachers College, in order to be considered The basic aims of current healthcare delivery for admission into the program, doctoral appli- and healthcare reform mandate a non-partisan cants must: approach to the education of nurses and all • Hold a baccalaureate degree with a major healthcare administrators and executives. in any field that is approved by Teachers Professionals who practice in today’s healthcare College, Columbia University; environments and shape tomorrow’s reform • Hold a graduate degree and/or 36 graduate must be collaborative interdisciplinarians. points/credits approved by Teachers College, Columbia University; Nursing leadership in scholarship, in research, • Hold a current Registered Nurse License and in practice is achieved with the attainment in a state in the U.S. or in a province of of the doctoral degree. Toward this ultimate Canada; goal, there are various development levels of • Have an eighth decile on graduate work role preparation, including an exit point of at Teachers College or a cumulative grade achievement at the level of Master of Arts point average of 3.5 from other accredited (48 points). All role preparation in the institutions; Executive Program for Nurses is based upon • Have a GRE verbal score of at least 540 approaches of open inquiry, scholarly pursuit, or an MAT score of at least 416. Results of and the ability to synthesize knowledge from the GRE or MAT should not be more than diverse disciplines. 5 years old; and • Have one year of post-baccalaureate Master of Arts management experience. The Master of Arts degree offers preparation for nursing and healthcare management posi- International applicants should note that a cur- tions as well as preparation for roles in nursing rent permit from the New York State Board of education. Two specializations are offered: Nursing is required to practice nursing and/or administration studies, emphasizing the basic do fieldwork. Potential candidates who do not skills and concepts of management; and profes- meet these admission standards but who can sorial studies, which prepares learners for demonstrate substantial ability shall have the beginning positions in teaching. option to petition the faculty of the program to be considered for admission based on alterna- tive evidence of ability.

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The next accelerated Doctor of Education • HUDM 4120 Basic concepts in statistics • ORLN 6615 Colloquium in nursing cohort will begin in the fall 2011 semester. (3) administration (3)

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

Teachers College Columbia University 2009-2010 213 ORL 4011. Personnel management in issues in nursing; development of appropriate ory and research design. This course may be healthcare (3) background; formulation of personal stances repeated as often as necessary until the stu- Professor Rigolosi. Examination and applica- on selected issues. dent is ready for the departmental examina- tion of personnel management and human tion. Once ORLN 6540 is taken, continuous relations theory in the healthcare organization. ORLN 4004. Historical trends in fall/spring enrollment in this course or in Includes human resource utilization, problem nursing (3) ORLN 8900 is required until the semester solving, comunications theory, and evaluation Faculty. Consideration of the history of nursing during which the departmental examination performance. Special fee: $25. and nursing education and its influence on is held. current developments in nursing. ORL 4014. Legal issues in healthcare ORLN 6541. Advanced dissertation organizations (3) ORLN 4050. Health problems and issues design development (3) Professor Rigolosi. Laws, administrative regula- in society (3) Professor Rigolosi. Permission required. tions, and pertinent case law affecting health- Faculty. Political and economic concepts Prerequisite: ORLN 6540 and certification. care organizations. Theories of power, politics, influencing the delivery of healthcare services. Focus on advanced aspects of research design and labor relations applied. Local, state, and Consideration of health issues facing the and method. federal impact on healthcare included. Special public and possible courses of action. fee: $25. ORLN 6940. Independent study in ORLN 5908. Independent study in nursing research (3-6) ORL 4054. Leadership and management professional nursing (1-6) Faculty. Permission required. Allows student in healthcare organizations (3) Faculty. Permission required. Individual, guid- to contract with an individual faculty member Professor Rigolosi. Critical analysis of theory ed learning experience at the master’s level in for research-related work in a defined area of and research in organizational behavior, lead- a selected aspect of professional nursing. Topic study, including dissertation development. ership, and management as it relates to the agreed upon between student and faculty. role of healthcare executives. Critique of the ORLN 7500. Dissertation seminar executive’s role as it relates to these theories. ORLN 6501. Seminar in professional in nursing (3) Special fee: $25. nursing (3) Faculty. Permission required. Prerequisite: Faculty. Prerequisites: Two courses in nursing ORLN 6540 and certification. The depart- ORL 5551. Ethics for healthcare professionalism and/or history. Examination mental examination, involving presentation of professionals (3) of selected professional nursing problems or dissertation proposal for faculty approval. This Faculty. Review of ethical issues in healthcare domain in depth. Course may be repeated course is required of all certified doctoral can- and healthcare delivery. Special fee: $150. for credit if different topics are covered. didates and may be taken only once. If the student is unable to satisfactorily complete the ORL 6011. Advanced system ORLN 6908. Independent study in departmental examination during the semester management (3) professional nursing (1-6) in which enrolled, an incomplete is given. Faculty. Managing systems requires the genera- Faculty. Permission required. Individual, guid- tion of useful information for decision-making. ed learning experience at the doctoral level in ORLN 7900. Directed dissertation in This course focuses on using information for a selected aspect of professional nursing. Topic research (3) strategic planning and management of systems agreed upon between student and faculty. Faculty. Permission required. Prerequisites: in healthcare. ORLN 6540 and ORLN 6541. All doctoral students eligible for this course must register Nursing Research for this course during completion of the disser- Nursing Theory tation. This course may be repeated as often ORLN 5040. Methods in nursing as necessary upon advice of the advisor. ORLN 4005. Theories of nursing (3) research (3) Faculty. Theoretical foundations of nursing. Faculty. Prerequisites: ORLN 4005, ORLN ORLN 8900. Dissertation advisement Critical analysis of theories that explain the 5000. Analysis of hypothetical generation, in nursing (0) nature of nursing practice. study designs, and data collection methods in Faculty. Individual advisement on doctoral nursing research with emphasis on application dissertation following completion of all course ORLN 5000. Nursing science (3) to practice. work. Fee to equal 3 points at current tuition Faculty. Prerequisite: ORLN 4005. rate for each term. For continuous require- Examination of emerging issues in nursing ORLN 5043. Nursing research development ments, see section in catalog on Continuous research and healthcare. Relevance to theory (3) Registration for Ed.D. degree. development and health policy are empha- Faculty. Prerequisites: ORLN 4005, ORLN sized. 5040, or equivalents. Philosophical founda- Role Preparation tions of empirical and naturalistic inquiry The rest of the nursing courses focus on com- ORLN 5005. Interdisciplinary theory methods are examined with reference to bining cognate and nursing knowledge in syn- in nursing (3) developing a domain-significant research prob- thesizing knowledge needed in role fulfillment. Faculty. Prerequisites: ORLN 4005, ORLN lem. Emphasis given to clarification to study 4050, or equivalent. Evaluation of utility of design within interdisciplinary knowledge theories and models from related disciplines in relevant to nursing. Role Preparation Courses posing research problems in nursing. Focus on strategies of concept analysis and theory deri- ORLN 6540. Dissertation design ORLN 4013. Fiscal management of vation. development (3) healthcare organizations (3) Professor Rigolosi. Permission required. Faculty. Focus is the fiscal impact of providing Professional Nursing Prerequisites: ORLN 4005, ORLN 5005, nursing services. Management information sys- ORLN 5043, statistics, and certification. tems, organizing human and material resources, Required of all doctoral candidates. Group cri- and assessing the cost and quality of nursing ORLN 4001. Contemporary issues tique of dissertation proposals; focus on begin- services are studied. Health organization in nursing (3) ning to intermediate aspects of analysis of the- finance and nursing budgeting are included. Faculty. Identification and analysis of current

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

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

Teachers College Columbia University 2009-2010 215 their programs of study. Depending on their Ed.D. DOCTORAL (90 POINTS) students ORLF 5042. Urban politics and interests, students with a master’s degree in complete a core of coursework at a level of education (3) Politics and Education conduct research in sophistication commensurate with doctoral Professor Henig. Politics in the nation’s largest think-tanks and education policy shops, teach study. They also must meet the program cities with a particular focus on educational pol- itics and policy. politics, history or civics in secondary school, requirements for advancement to candidacy or hold public office or other leadership posi- and complete a research dissertation. ORLF 5044. Modern political theory tions in educational settings as diverse as pri- and education (3) vate and public schools, corporations, citizen Ph.D. (75 POINTS) students also demon- Faculty. Explores a number of educational poli- groups, and foundations. Doctoral recipients strate command of two research tools, selected cy issues from the perspective of contemporary in Politics and Education teach in colleges and from the following list: (1) a reading knowl- political theory. universities, conduct research in think-tanks edge of a foreign language, (2) a reading and research centers, and advise public offi- knowledge of a second foreign language, (3) ORLF 5045. Race, ethnicity, and U.S. educational policy (3) cials. Ph.D. students are expected to master an approved two-course sequence in quanti- tative analysis, (4) an approved two-course Faculty. Examination of the impact of race and the discipline of political science in addition ethnicity on the formation and implementation sequence in formal modeling, or (5) a compa- to the specialty of politics in education. of policies such as desegregation, affirmative rable level of proficiency in a comparable action, bilingual education, and choice. Special Application research tool approved by the College. Ph.D. Requirements/Information: students may be required to take as many as ORLF 5046. Education and politics All applicants are required to submit GRE 12 points of coursework at Columbia Univer- in Western thought (3) General Test scores. Doctoral applications sity in the Political Science Department. Faculty. Study in historical perspective of the interactions between technological innovation must include three letters of reference, COURSES: and education. which focus on academic skills and potential. Doctoral applications received after the early Politics and Education students take courses Advanced deadline as advertised by the College will be in a number of related programs and depart- considered for admission, but not scholarship ments. These courses, on such topics as law ORLF 5640. Colloquium on the politics aid, on a space-available basis. Master’s appli- of education (3) and education, economics and education, and cations that are complete and have been Faculty. Continuous participation required of political policy analysis are listed elsewhere. received by the Admissions Office by the early doctoral students until their dissertation pro- Further information on these courses can be deadline will be considered for both admission posals are accepted. A critical review of impor- found on the program website www.tc.edu/ tant works in politics and education, discus- and any available scholarship aid. All com- o&l/Politics/. sions with invited guests, presentations of work plete applications received by the final dead- in progress. line for the master’s program will be consid- Courses specifically linked to the program ered for admission only. include: ORLF 5642. Colloquium in political economy and education (3) Degree Requirements: ORLF 4040. American politics Faculty. Political and economic perspectives on For further information on specific program and education (3) contemporary problems of public policy and requirements consult the program website at Faculty. Introduction to the basic analytical education. www.tc.edu/o&l/Politics. categories of political science as they apply to the politics of education, including the influ- ORLF 6540. Seminar in politics of education (3) Newly admitted students are asked to partici- ence of federal, state, and local governments in school policy-making, decentralization, Faculty/staff. Permission required. Selected pate in a set of core political science and gen- school finance, and desegregation. topics in the politics of education. eral foundation courses in education. Each student will also complete methodological ORLF 4042. Comparative politics Individualized Studies requirements including but not limited to sta- and education (3) tistics, qualitative, and quantitative methods. Faculty. The politics of education in settings ORLF 6900. Research and independent After completing the core, each student is outside the U.S. Topics include the role of study (1-3) Faculty/staff. Permission required. expected to focus his or her studies on a set of education in political development, political socialization, and student politics. political debates in education or a particular ORLF 6940. Studies in politics and political arena. ORLF 4043. Political thought education (1-6) and education (3) Faculty. MASTER OF ARTS (M.A., 32 POINTS) Faculty. Study of the educational imperatives AND MASTER OF EDUCATION (Ed.M., inherent in the classics of Western political ORLF 7503. Dissertation seminar (1-3) 60 POINTS) students follow a core program thought. Faculty. Permission required. Development of coursework and other learning experiences of doctoral dissertation proposals. developed by the Politics faculty and individu- Intermediate ORLF 8900. Dissertation advisement (0) ally adjusted in consultation with an assigned ORLF 5041. Politics of centralization Faculty. Individual advisement on doctoral advisor. Up to 30 points of transfer credit are and decentralization (3) dissertations. Fee to equal 3 points at current accepted towards an Ed.M. but only upon Professor Henig. Analyzes the political under- tuition rate for each term. For requirements, approval of an assigned faculty advisor after pinnings and consequences of centralization see section in catalog on Continuous Registra- the student is admitted. Under College policy, versus decentralization at various levels of tion for Ed.D./Ph.D. degrees. no transfer credits are accepted for M.A. governance with special but not exclusive students. attention to educational decision-making. See Education Leadership for additional courses of interest and in particular, the concentration in Leadership, Policy, and Politics.

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SOCIAL- A certificate of attendance in conflict resolution Students who apply become part of the appli- ORGANIZATIONAL is also offered to students in the M.A./Ph.D. cant pool for that year and their qualifications programs (see non-credit program- certificate are evaluated with equal standing along with PSYCHOLOGY of attendance in conflict resolution, below). the other applicants. Students interested in receiving the certificate Program Coordinator: must complete a sequence of five courses and Doctor of Philosophy Professor W. Warner Burke one semester of internship. Students who opt for The doctoral program in Social-Organizational the certificate of attendance must complete an psychology follows a scientist-practitioner Program Office: (212) 678-3249 application form with the International Center model. It is designed for full-time graduate stu- Email: [email protected] for Cooperation and Conflict Resolution dents who desire fundamental education and Website: www.tc.edu/o&l/orgpsych/ (ICCCR). Students in the M.A./Ph.D. program skill development in the science and applica- who wish to take a concentration of electives tion of psychology to social and organizational Degrees Offered: within the area of conflict resolution but do situations and activities. Our goal is to provide not wish to receive a formal certificate of atten- an environment that is conducive to the devel- PSYCHOLOGY: ORGANIZATIONAL (ORGM) dance may register for courses without complet- opment of scientist-practitioners who are pre- Master of Arts (M.A.) ing an application form with ICCCR. pared to assume the diverse responsibilities of positions at research universities, leading busi- SOCIAL-ORGANIZATIONAL PSYCHOLOGY Master of Arts nesses, and professional service firms. Through (ORGD) The 45-point M.A. program is designed to coursework, field projects with organizations, Doctor of Philosophy (Ph.D.) provide proficiency and advanced knowledge and close working relationships with faculty in the psychology of organizations. Qualified members and fellow graduate students, doctoral Program Description: students are given the opportunity to develop students are provided with advanced training in The Social-Organizational Psychology program their program in a manner consistent with the theoretical concepts, research methods, and is concerned with the various contexts (inter- their career interests, capacities, and back- applications of social-organizational psychology. personal, group, inter-group, and inter-organi- ground. Students gain critical knowledge and skills that zational) in which human behavior occurs; the encompass both research and practice. ways in which groups of individuals interact The program provides courses at Teachers and influence these contexts; and how these College and other areas of Columbia Univer- Some unique aspects of the program include: interactions can be understood, studied, and sity, particularly the Graduate School of modified through theory, research, and various Business. There is one major for the M.A. • The integration of both social and types of interventions. degree entitled Psychology: Organizational. organizational psychology; Students may decide to pursue a broadly based • A theoretical, research, and applied focus The programs provide advanced training in program and therefore take a variety of cours- on understanding multiple levels of organi- the concepts, research methods, and applica- es, or they may concentrate their courses in a zational functioning from individuals to tions of social-organizational psychology. They more specific area such as human resource groups to organizations as a whole and the are designed to prepare students to engage in management, organization change and consul- dynamic interaction among these levels; research, consultation, and teaching in educa- tation, or conflict resolution. • A wide breadth of coverage including tional, business, governmental, and communi- human resource management, organizational ty organizations. Emphasis is placed on the For a more comprehensive description of the behavior, organizational change, leadership, acquisition of basic concepts and methods M.A. program requirements, please see the conflict and negotiation, coaching, diversity, applicable to diverse institutional and organi- M.A. program handbook, located on the organizational demography, motivation, zational contexts. Social-Organizational Psychology webpage: power and authority, group processes, and http://www.tc.edu/o&l/orgpsych/ organizational dynamics; Courses in these programs are supplemented • An emphasis on both quantitative and by other programs and departments at The program is designed to provide education qualitative research methods to address Teachers College and Columbia University. leading to professional employment or to con- organizational issues; With the help of a faculty advisor, students tinuation of graduate work beyond the mas- • Opportunities to engage in basic research, select courses in their area of specialization, ter’s degree. Students are often employed in applied research, and organizational with consideration given to their academic positions typically found within the personnel consulting and application activities; and backgrounds, work experiences, and career or human resource function of medium or • Faculty members are trained in a broad array objectives. large-size organizations. These include posi- of disciplines including social psychology, tions in global learning, career development counseling psychology, industrial-organiza- Two degree programs are offered: one leading and counseling, organizational effectiveness, tional psychology, organizational behavior, to the M.A. and one leading to the Ph.D. personnel research, organization development and business management– all of whom A terminal M.A. degree in Psychology: and consultation, employee relations, talent apply their respective disciplines to social- Organizational is awarded upon successful management and human resource planning organizational psychology issues. completion of 45 points and passing the com- and strategy. prehensive examination. The Ph.D. degree is Special Application awarded upon completion of 86 points of Graduates of the master’s program may apply Requirements/Information: planned and sequential study, qualifying for admission to the doctoral program in papers, and a dissertation. Social-Organizational Psychology. However, Master of Arts successful performance in the M.A. program The 45-point M.A. program in Psychology: does not in and of itself guarantee admission. Organizational admits students for the fall,

Teachers College Columbia University 2009-2010 217 spring, and summer semesters. Persons from ing a program of study that will best meet their Suggested Organizational Psychology a variety of academic backgrounds and work personal career interests and objectives. Elective/Concentration Courses: experiences may qualify for admission to the The following courses are suggested electives program. Primary consideration for admission In addition, within the program, students may within ORLJ. Students may choose from among is given to previous academic record, work ex- elect to concentrate in any one of three areas: these electives and other relevant electives that periences, letters of reference, GRE scores, and are not listed here (including courses at the the personal statement. The GRE General • Human resource management; Graduate School of Business, SIPA, etc.) upon Test is required for M.A. applicants. In lieu • Organization change and consultation; or consultation with an academic advisor. of the GRE, applicants may submit GMAT • Conflict resolution. • ORLJ 4010 Executive coaching (3) scores. The early deadline for fall applications is • ORLJ 5005 Leadership and January 15th. The final deadline for fall appli- However, students are not required to choose supervision (3) cations is April 15th. Applicants may also apply a concentration. Thus, if a student desires a • ORLJ 5012 Organizational to begin their studies in the spring. The dead- broadly based and general degree in organiza- internship (1-3) • ORLJ 5017 Small group inter- line for spring applicants is November 1st. tional psychology, courses may then be selected, with the assistance of an advisor, across all three ventions: Theory and method (3) areas of concentration. Doctor of Philosophy • ORLJ 5018 Using survey research Applicants are considered once a year for the in organizational fall semester only. Completed applications with Core Required Courses: Level 1 consulting (3) supporting documentation must be received no Regardless of concentration, the following four • ORLJ 5019 Data-based consulting later than December 15. Late or incomplete courses are required for all candidates. in organizations (3) applications will not be considered. In addition • ORLJ 4002 Functions of organizations (3) • ORLJ 5020 Special topics in organiza- to the application, applicants must provide doc- • ORLJ 4005 Organizational psychology tional psychology (1-3) (3) uments supporting previous academic record, • ORLJ 5046 Intercultural communica- • ORLJ 4009 Understanding behavioral professional resume, letters of reference, GRE tions in organizational research (3) contexts: Theories, issues, scores, a writing sample, and a personal state- • ORLJ 5003 Human resource and practices (3) ment. It is recommended, but not required, management (3) • ORLJ 5047 Development of the multi- that applicants also take the GRE Advanced cultural self (3) Examination in psychology. The writing sample Advanced Core Required Courses: • ORLJ 5310 Preparation for coaching (3) must be a recently completed paper on a topic Level 2 • ORLJ 5311 Management and leadership of interest to the applicant. This may be, but Regardless of concentration, the following three practices (3) does not have to be, a paper submitted to satis- courses are required for all candidates, plus one of • ORLJ 6048 Teaching to cultural and fy course requirements for another academic the application courses and one of the advanced cognitive complexities program. theory courses, for a total of five courses (2-3) • ORL 5362 Group dynamics: A systems • ORLJ 6343 Practicum in change and Admission to the doctoral program is highly perspective (3) consultation in organiza- • ORLJ 5045 Organizational dynamics tions (4) competitive. Preference is given to candidates and theory (3) (prerequisite • ORLJ 6350 Advanced practicum in who possess excellent verbal and quantitative ORLJ 4005) conflict resolution (3) skills and whose transcripts, references, and • ORLJ 5148 Managing conflict in (two terms) previous work experience suggest that they organizations (3) have the potential to make a significant contri- Internship bution to theory and practice, policy-making, Plus one of the following application courses: While not a prerequisite for graduation, an and/or research. Please note that full-time • ORLJ 5012 Organizational internship internship may be helpful for proper job place- study is required for the first and second years (1-3) (prerequisite ORLJ 4005) ment. The purpose of the internship is to pro- • ORLJ 5340 Basic practicum in conflict of study. vide students with an opportunity to gain practi- resolution (3) Degree Requirements: • ORLJ 6343 Practicum in change and cal experience relevant to their interests and consultation in organiza- to apply the principles of organizational psychol- tions (4) (prerequisite ORL ogy theories to real-world situations. Students MASTER OF ARTS 5362, ORLJ 4005) who are interested in doing an internship should The program curriculum is comprised of major consult with an academic advisor. courses consisting of four required core courses, Plus one of the following advanced theory five required advanced core courses, other elec- courses: Comprehensive Examination tive ORLJ courses, and three Teachers College • ORLJ 5005 Leadership and supervision (3) The Comprehensive Examination may be taken non-ORLJ courses taken for at least 2 points • ORLJ 5046 Intercultural communications after a student has completed the core level 1 each in related fields. in organizational contexts: courses receiving the grade of a C+ or above. Theory, issues, and practices (3) Students are encouraged to take the exam in Courses available at the Graduate School • ORLJ 6040 Fundamentals of cooperation, their penultimate semester of the M.A. program. of Business, Graduate School of Arts and conflict resolution, and media- Sciences, School of International and Public tion in different institutional A student must score 80% or above to pass the Affairs, Social Work, and in other graduate contexts (3) comprehensive examination. Should a student programs Columbia University may be taken. Breadth Courses: fail the examination twice, he/she will not be Students must consult with an advisor to select Three non-ORLJ courses of at least 2 points allowed to continue in the M.A. program. courses outside of Teachers College that may each taken at Teachers College. Please consult satisfy the elective/concentration requirements. an advisor. An effort is made to assist students in develop-

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DOCTOR OF PHILOSOPHY organizations, and their environments as well Plus two of the following: Students are required to take as many as 86 as an understanding of organization develop- • ORL 6500 Qualitative research points for the Ph.D. (Occasionally, students ment and the process of organization change. methods in organizations: may transfer credits– up to a maximum of 30 A variety of opportunities are available for stu- Design and data collection • ORL 6501 Qualitative research points from previous graduate training at other dents to develop skills in conducting applied methods in organizations: and action research and in providing consulta- institutions. Transferring the maximum is Data analysis and reporting tion to groups and organizations. All of these unusual since courses transferred must be • ORLJ 5041 Research methods in activities are grounded in theory and research equivalent to courses that are required in social psychology the Ph.D. program.) in social-organizational psychology. A series of • HUDM 5059 Psychological measure- courses are available which provide students ment Students are encouraged to design an individ- with basic skills in interpersonal relationships, • HUDM 5124 Multidimensional scaling ually meaningful course of study within the interviewing and information gathering tech- and clustering larger offerings of the program. Opportunities niques, and process consultation. In addition, • HUDM 6030 Multilevel and longitudi- for doing this are available through course- supervised field experiences are available nal data analysis work, work with faculty members, independ- whereby students engage in an applied project • HUDM 6055 Latent structure analysis ent research and study, and teaching activities. with a local organization under faculty direc- • HUDM 6123 Multivariate analysis II • ITSF 5000 Methods of inquiry: Students take a series of required courses that tion. Internships and other work-related expe- Ethnography and partici- riences are also examples of field experiences. build a strong foundation in social-organiza- pant observation tional psychology and can also select a series The Ph.D. Program in Social-Organizational of more specialized courses depending on their Psychology is a scientist-practitioner program Theory and Practice in Social- specific areas of interest. Additional focus and and as such focuses on both research and Organizational Psychology expertise are developed through collaboration practice. The curriculum represents the dual (13 courses required) on major research projects with faculty mem- emphasis of the program. bers and practice-based or consulting activities Courses in this section are sub-divided into The following are six areas from which under faculty supervision. lecture, seminar, and practice courses. Of students select courses: the thirteen required courses, there are seven Research Training courses that are set (four lecture courses, two 1. Research and Statistics The research training for doctoral students seminars, and one practicum). The six remain- 2. Theory and Practice in Social- involves acquiring an understanding of under- ing courses may be selected from among the Organizational Psychology lying concepts and theories in social and orga- optional courses as long as three of the six 3. Integrative Experiences nizational psychology and gaining experience courses selected are seminars. in conducting research in both field and labo- 4. Breadth Requirement ratory settings. The formal coursework pro- 5. Dissertation-related courses LECTURE 6. Dissertation Advisement vides a strong foundation in both social psy- Required: chology and organizational psychology theories • ORL 5362 Group dynamics: and their applications. A series of research Students take 30-32 required courses for a A systems perspective methods courses provide the foundation nec- total of 86 points. Variable point courses • ORLJ 4002 Functions of organizations essary for understanding and conducting should be taken for the minimum rather than • ORLJ 5045 Organizational dynamics scholarly research. Similarly, a series of courses the maximum number of points in order to and theory in measurement and statistics provides stu- have both the required number of points and • ORLJ 6040 Fundamentals of coopera- dents with the strong statistical and analytical the desired distribution of courses. tion, conflict resolution, background necessary for the research process. and mediation in different For a more comprehensive description of the institutional contexts Optional: Ph.D. program requirements, please see the Research experience is gained through “work- • ORLJ 5005 Leadership and groups.” Workgroups are research teams led Ph.D. program handbook, located on the supervision by a faculty member and consist of four to ten Social-Organizational Psychology webpage: • ORLJ 5018 Using survey research in doctoral students. In workgroups, students http://www.tc.edu/o&l/orgpsych/. The hand- organizational consulting participate in the design, execution, data book should be considered the primary docu- • ORLJ 5019 Data-based consulting in analysis, and writing phases of research proj- ment with regard to degree requirements for organizations ects. All students are required to participate the Ph.D. program, including information on • ORLJ 5046 Intercultural communica- in workgroups each semester for the first four requirements for the three Qualifying Papers. tions in organizational years. The commitment to research training contexts: Theory, issues, and practices is an important part of the program and con- Research and Statistics (7 courses required) • HUDK 5198 Psychology of instructional sumes a significant amount of students’ time. systems designs Applied Aspects of the Program • ORLJ 5040 Research methods in social psychology SEMINARS The applied aspects of the program for doctor- Two required seminars: al students involve the development of skills • HUDM 4122 Probability and statistical inference • ORLJ 5540 Pro-seminar in social and knowledge in the application of theory • HUDM 5122 Applied regression analysis psychology and research to practice and consulting activi- • HUDM 5123 Linear models and experi- • ORLJ 5541 Pro-seminar in organiza- ties. As such, students acquire an understand- mental design tional psychology ing of the systems approach, in particular, the • HUDM 6122 Multivariate analysis I dynamic interaction among individuals, groups,

Teachers College Columbia University 2009-2010 219 Plus at least 3 of the following: Dissertation-related courses: Integrative Experiences • ORL 6010 Work/family issues: A multi- • ORLJ 7501 Dissertation seminar (1-3) • ORLJ 6640 Social-organizational disciplinary approach • ORLJ 8900 Dissertation advisement psychology colloquium (0) • ORLJ 5017 Small group intervention: in social-organizational (Attendance required Theory and method psychology (0) for years 1-4) • ORLJ 5020 Special topics in social- organizational psychology* Research Workgroups Certification Examination in Psychology: • ORLJ 5047 Development of the The Research Methods Examination (RME) multicultural self Although the curriculum is designed to facili- in Psychology is part of the certification • ORLJ 6045 Demography in organizations tate students’ completion of all three qualify- *Doctoral seminars may be offered as special top- process for doctoral students in all of the psy- ics courses, pending permanent course approval. ing papers and the preparation of a disserta- chology programs at Teachers College. The Such special topics seminars include: Organization tion proposal while enrolled in workgroups for examination measures student’s knowledge in change: Theory and practice, Stereotypes and stereo- the first four years of the program, students statistics, measurement, and research design typic processes in organizational contexts, and Writing may need to register for dissertation, related and is developed by the Research Methods Seminar: Theoretical, applied, and empirical papers classes beyond their fourth year in the pro- Examination Committee. gram. If so, there is a sequence of courses that PRACTICE vary in regard to course credit and fee. When The Dissertation Required: actively working on the dissertation and meet- The doctoral dissertation is a report of inde- • ORLJ 6343 Practicum in change ing with one’s Sponsor and/or committee, stu- pendently conducted research. In formulating and consultation in dents are expected to register for ORLJ 7501 and conducting this research, the student has organizations two semesters. This course is only offered for available as consultants and advisors two or 1-3 points and students can register for the Plus one of the following: three members of the faculty. • ORLD 5055 Staff development minimum number of credits; it is offered for and training variable credit to accommodate the different Non-Credit Program– Certificate of • ORLD 5061 The learning organization needs of various students. Once the student Attendance in Conflict Resolution • ORLJ 5310 Preparation for coaching has registered for two terms of ORLJ 7501, In addition to the degree programs previously • ORLJ 5340 Basic practicum in Ph.D. students are required to register for described, the Social-Organizational Psychology conflict resolution ORLJ 8900 for 0 points for every semester Program, through the International Center for • ORLJ 6244 Fieldwork in organiza- until completion of the final oral defense. Cooperation and Conflict Resolution (ICCCR), tional consultation offers professional development opportunities in • ORLJ 6349 Research workgroup in Workgroups (See notes below) the field of Conflict Resolution to people inter- social-organizational psychol- ogy: Group/organizational ested in continuing their graduate education. • ORLJ 6340 Workgroup (2) dynamics and diversity • ORLJ 6341 Workgroup (2) issues in organizations Conflict Resolution is a concentration of cours- • ORLJ 6342 Workgroup (2) • ORLJ 6350 Advanced practicum in es aimed at developing core competencies for • ORLJ 6344 Workgroup (2) conflict resolution reflective scholars and/or practitioners. It is • ORLJ 6345 Workgroup (2) • ORLJ 6346 Workgroup (2) offered both as a track in the Master of Arts Additional Course Requirements • ORLJ 6347 Workgroup (2) and Doctoral Programs in Social Organiza- (Three courses required) • ORLJ 6348 Workgroup (2) tional Psychology and, in whole or in part, as a Suggested courses include: • ORLJ 6349 Workgroup (2) complement to the studies of students through- • ORL 6010 Work/family issues: A multi- out the College, i.e. students may take conflict disciplinary approach Notes: resolution courses as valid electives in their • ORLD 4051 How adults learn 1. One workgroup per semester for a minimum respective programs. By completing a sequence • CCPJ 5020 Racism and racial identity of eight semesters is required from the time a of five courses and one semester of internship in psychology and education and formally applying to the Conflict Resolu- • CCPX 5034 Child developmental student enters the Ph.D. program. psychopathology 2. Students must take six of the eight work- tion Center certificate program, students may • CCPX 6352 Cognition, emotion, groups for credit points. An exception may be receive a non-credit Certificate of Attendance and health made for students who participated in a work- in Conflict Resolution. The courses are offered • G 4230 Sensation and perception group as a master’s student in our program, in in conjunction with the ICCCR whose mission (Columbia University) which case, the student must take a minimum is to help individuals, schools, communities, • G 4630 Theories of personality of four of the eight workgroups for credit. businesses and governments better understand (Columbia University) 3. Workgroup points may not be substituted the nature of conflict and how to achieve its • HUDK 5125 Cross-cultural for required courses. constructive resolution. The institute is cur- developmental psychology 4. Students are required to actively engage rently applying for New York State approval • HUDK 5023 Cognitive development to offer a certificate in Advanced Standing in • HUDK 5029 Personality development in at least 2 different workgroups over the 8 across the lifespan semesters that workgroup is required. Conflict Resolution. Contact: Professor Peter • HUDM 5059 Psychological measure- 5. Students are required to actively engage in Coleman at (212) 678-3402. ment workgroups. Active engagement means regular • ITSF 5013 Psychological anthro- participation in the design and conduct of COURSES: pology research until it reaches a conclusion. Solely being present at meetings does not satisfy the Courses at the 4000-level do not require per- requirement. mission of the instructor and are open to non- majors as well as majors. Many 5000-level

220 www.tc.columbia.edu General Information: (212) 678-3000 OORGANIZATIONRGANIZATION ANDANDLLEADERSHIPEADERSHIP offerings are also open to non-majors with learning, leadership development, psychological practice the use of data collection techniques appropriate backgrounds; 6000-level courses assessment and diagnosis, and a critical exami- most frequently utilized by practitioners in the are usually limited to majors with advanced nation of the numerous definitions and models field (secondary data, observations, question- standing in the program. See listings below that define “coaching” today. naires, interviews, and focus groups), as well as for prerequisites and limitations on enrollment. practice analysis techniques associated with ORLJ 5002. Advanced functions of these tools. The use of diagnostic tools is consid- In addition to the courses listed below, students organizations (3) ered within the framework of the consulting should consult the offerings of other psychology Mr. Buckner. Students will learn about the larger cycle (contracting and planning, data collection, programs at Teachers College, many of which contexts within which businesses function, the data analysis, and data feedback). Upon comple- are required or recommended in the various mechanisms by which they are regulated, and tion of this course, the students should be well program guides which are obtainable from the the impact these variables have on the decision- prepared to engage in a consultation with the respective offices. making role and behavior of management and real client. employees in an organization. Social-Organizational Psychology ORLJ 5040-ORLJ 5041. Research methods ORLJ 5003. Human resource in social psychology (3) ORL 5362. Group dynamics: management (3) Professor Block (ORLJ 5040) and Professor A systems perspective (3) Professor Westaby. Current and emerging Westaby (ORLJ 5041). Open only to qualified Dr. Brazaitis. Enrollment limited. The course emphases in the management of human doctoral students in the behavioral or social sci- explores social processes in groups and their resources in organizations. ences. Representative approaches to practice in impact on individual behavior. In addition to the design, conduct, and analysis of research. a series of lectures/discussions, students are ORLJ 5005. Leadership and supervision Fall: Experimental and quasi-experimental required to participate in an experiential group (3) design. Spring: Field and survey methods; policy relations conference or to conduct a self-study Professor Burke. Major psychological and other and evaluation research. project on group relations. Special fee. interdisciplinary approaches to the study of lead- ership. Critical analysis of relevant theories, ORLJ 5045. Organizational dynamics ORL 6010. Work/family issues: research, and practical applications. and theory (3) A multidisciplinary approach (3) Dr. Coruzzi and Dr. Sandlund. Prerequisite: Work/family issues are critical topics for fami- ORLJ 5012. Organizational internship (1-3) ORLJ 4005 or equivalent. Study of organizations lies, employers, policymakers, and researchers/ as total systems with consideration of different educators. They include issues such as job flexi- ORLJ 5014, 5016, 5020. Special topics types of organizations. Emphasis on the impact bility, parental leave, unemployment and in organizational psychology (1-3) of such dimensions as mission, strategy, struc- employment transitions, telecommuting, job Faculty. New and emerging developments, prac- ture, culture, systems, and leadership on individ- sharing, dual careers, and the timing of child- tices, and concerns in the field of social-organi- ual and organizational performance and vice bearing. Adopting a multidisciplinary approach, zational psychology are examined and evaluated. versa. Organizational change is also addressed. this course introduces students to the concepts Topics are announced in the schedules distrib- emerging in the field of work/family scholarship. uted each semester. ORLJ 5046. Intercultural communications in organizational contexts: Theory, issues, ORLJ 4002. Functions of organizations (3) ORLJ 5017. Small group intervention: and practices (2-3) Mr. Buckner and Mr. Strong. A survey of the Theory and method (3) Professor Knefelkamp. This class is designed to primary functions and operations of organiza- Dr. Brazaitis. Prerequisite: ORL 5362. This explore the intercultural communication field tions: accounting, finance, marketing, strategic course gives students an opportunity to develop and what it has to offer professional educators planning, management information systems, a better understanding of the dynamics of small in the context of their understanding of inter- and the relation of these functions to human work groups and to learn intervention skills to cultural theory and practice and in their ability resource management. improve group performance. The course covers to design effective and empathic learning envi- relevant theory and research that underlies ronments. ORLJ 4005. Organizational psychology (3) effective small group interventions. The class Faculty. Introduction to theories and research format will include lecture, discussion and in- ORLJ 5047. Development of the multi- that underlie the field of organizational psy- class exercises. cultural self (3) chology. Implications and applications in vari- Professor Knefelkamp. This course focuses on ous organizational contexts are considered. ORLJ 5018. Using survey research in issues of identity development, social and cul- organizational consulting (3) tural diversity, and the intersections of multi- ORLJ 4009. Understanding behavioral Professor Westaby. Prerequisite: ORLJ 4009. cultural aspects of the self in the context of the research (3) This course illustrates how to conduct survey organization. Perspectives of social identity Professor Perry and Dr. Buontempo. Overview research for organizational change initiatives. development, intellectual and ethical maturity, of alternative methods of behavioral research The following topics are covered: entering into social learning theory, and intercultural analysis and their relative strengths and limitations. survey research consulting, selecting concepts, are major components in the study of the indi- Application of methodological principles in conducting focus groups, survey construction vidual. order to read and evaluate social science and administration, data analysis, identifying research and learn how to begin to conduct needs, survey feedback techniques, and final ORLJ 5147. Conflict resolution in early research. reports. Students develop a survey-based project childhood settings (2-3) from initial conceptualization to final report Faculty. This course introduces a developmen- ORLJ 4010. Executive coaching (3) presentation. tally appropriate model of working with conflict Professor Raskin. This course is didactic in resolution in early childhood classrooms. It fea- nature. The key concepts, theories, models, ORLJ 5019. Data-based consulting in tures demonstrations and practice in the use of and processes underlying a successful and organizations (3) circle time activities, puppets, role-playing, and developmentally appropriate approach to Dr. Shmulyian and Dr. Tartell. Prerequisite: modeling to promote social-emotional and coaching as a career option will be outlined. ORLJ 4009. Reviews tools for collecting, organ- problem-solving skills. Strategies for classroom This is not a “how to” course. Core concepts izing, and analyzing qualitative and quantitative management and parent involvement are high- include theories of adult development and data in organizations. Students explore and lighted.

Teachers College Columbia University 2009-2010 221 ORLJ 5148. Managing conflicts in organi- and disability. The course examines various opportunity to study and experience anticipat- zations (3) theoretical frameworks that help us to under- ed consultant roles during the entry, diagnos- Dr. Fisher-Yoshida. Designed to address con- stand how demographic variables influence tic, and intervention phases of efforts to effect flicts in the context of organizations from both organizational behavior and decisions. change. Special fee. theoretical and practical points of view. Review of the latest research findings about ORLJ 6048. Teaching to cultural and ORLJ 6350. Advanced practicum in what causes conflict in organizations, how the cognitive complexities (2-3) conflict resolution (3) issues are framed, how the conflicts are man- Professor Knefelkamp. This seminar focuses on ICCCR Staff. Prerequisite: ORLJ 5340. aged, and how conflict impacts the parties in- issues of complex cognitive and cultural think- Limited enrollment. Students will engage in volved and the organization as a whole. The- ing and problem solving skills. Students gain negotiation and mediation involving persons ories are applied in different types of activities knowledge about and exposure to a variety of from different cultural contexts as well as with such as analyzing case studies, participating in assessment components and tools in the field “difficult” cases. simulations, and designing conflict manage- of organization change and management. ment systems. Students also engage in skill ORLJ 6640. Social-organizational building activities, such as role plays, to better ORLJ 6244. Fieldwork in organizational psychology colloquium (0-1) learn how to prevent conflicts from occurring consulting (3) Faculty. Permission required. For doctoral can- and to intervene in conflicts that have developed. Professors Burke and Noumair. Doctoral-level didates only. Discussion of ongoing projects course, permission required. Prerequisites: involving research and consultation. ORLJ 5310. Preparation for coaching (3) ORLJ 5045 and ORLJ 6343. Background in Professor Raskin. The purpose of this course is organization development required. Students ORLJ 7501. Dissertation seminar (1-3) to introduce students to the basic structureand engage in consultation with a client that Faculty. Permission required. Development techniques of interviewing and listening. The emphasizes data gathering, organization diag- of doctoral dissertations and presentation course is largely experiential and is intended nosis, and feedback. of plans for approval. Registration limited to for students who have little or no background two terms. For requirements, see section on or experience in counseling or coaching. ORLJ 6340-6342, 6344-6349. Continuous Registration for Ed.D./Ph.D. Research workgroup in social- degrees. ORLJ 5311. Management and leadership organizational psychology practices (1-3) Permission required. Limited to doctoral stu- Independent Study and Research Dr. Temlock. Enrollment limited. This elective dents. Topics are announced in the prelimi- Students may register for intensive individual combines theory and practice in management nary and final course schedules distributed study of a topic of special interest. Registration and leadership, with an emphasis on practical each semester. in independent study is by permission of the applications- what managers and leaders actu- • ORLJ 6340. Multicultural self (1-3) instructor under whose guidance the work will ally do. In addition to theory, simulations, Professor Knefelkamp. be undertaken. Credit may range from 1 to 3 behavior modeling, team participation, and • ORLJ 6341. Work/family issues (1-3) points each term except for ORLJ 8900 individual presentations are used to provide Professor Raskin. (Dissertation Advisement) and registration is a series of developmental experiences. • ORLJ 6342. Multi-level research in not limited to one term. Hours for individual organizations (1-3) conferences are to be arranged. ORLJ 5340. Basic practicum in conflict Professor Roberson. resolution (1-3) • ORLJ 6344. Conflict, justice, and ORLJ 4901. Research and independent ICCCR Trainers. Enrollment limited. Students cooperation (1-3) study in social-organizational psychology will be trained in the basic skills of collabora- Professor Coleman. (1-3) tive negotiation and mediation and will have • ORLJ 6345. Diversity and discrimination Faculty. supervised practice in these skills. in organizations (1-3) Professor Perry. ORLJ 6901. Advanced research and ORLJ 5540-ORLJ 5541. Proseminar in • ORLJ 6346. Organizational attitudes, independent study in social-organizational social and organizational psychology (0-3) job search, and career development (1-3) psychology (1-4) Professor Coleman (fall) and Professor Block Professor Westaby. Faculty. (spring). Open only to qualified doctoral • ORLJ 6347. Motivational issues in students in the behavioral or social sciences. ORLJ 8900. Dissertation advisement in organizations (1-3) Intensive readings and analysis of theories and social-organizational psychology (0) Professor Block. research in social and organizational psychol- Faculty. Fee to equal 3 points at current • ORLJ 6348. Psychology of managerial ogy and social structure. tuition rate for each term. For requirements, and leadership competence and multi- see section on Continuous Registration for ORLJ 6040. Fundamentals of cooperation, rater feedback (1-3) Ed.D./Ph.D. degrees. conflict resolution and mediation in differ- Professor Burke. ent institutional contexts (3) • ORLJ 6349. Group/organizational Professor Coleman. Topics such as cooperation dynamics and diversity issues in and competition, trust and suspicion, bargain- organizations (1-3) ing and negotiation as they relate to conflict Professor Noumair. resolution in various contexts. ORLJ 6343. Practicum in change and ORLJ 6045. Demography in organizations consultation in organizations (4) (3) Professor Noumair. Permission required. Professor Perry. This course seeks to under- Prerequisite: ORL 5362 and ORLJ 4005. stand the role that demography plays in organ- Enrollment limited. Open to doctoral candi- izations. The main focus in this course is on dates and others who have a strong back- demographic variables such as race, gender, ground in social science, organizational behav- ior, administration, psychology, or business. Planned change in organizations. Offers the

222 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. We refer to this as the to explore a range of areas of interest that pro- education policy courses include economists, Three Levels of Engagement in policy studies vide education in and out of the classroom lawyers, political scientists, psychologists, and at Teachers College: and across the lifespan. sociologists as well as specialists in a wide range of interdisciplinary areas such as early • Dabbling in Policy Study: Students enroll in CONFLICT RESOLUTION childhood education and education leadership. individual policy courses that are open to Conflict Resolution is a concentration of Thus, policy courses and research at Teachers everyone at Teachers College (see four cate- courses aimed at developing core competen- College are grounded in a full range of discipli- gories of policy courses below). The bulk of cies for reflective scholars/practitioners. It is nary and interdisciplinary perspectives. these courses are in the six policy programs; offered both as a track in the Master of Arts however, some are located in other programs, and Doctoral programs in Social-Organi- Many education policy faculty members focus including Measurement and Special zational Psychology and, in whole or in part, on the U.S., particularly the special challenges Education. as a complement to the studies of students facing large cities, but we also have a very throughout the College. The courses are strong cadre with research and teaching inter- • College-Wide Policy Concentration: (Non- offered by the ICCCR, the International ests in comparative and international educa- programmatic Concentration offered Center for Cooperation and Conflict tion. Methodologically, we prepare students in through the Sociology and Education Resolution, whose mission is to help individ- quantitative, qualitative and mixed-methods Program): Students from any program at uals, schools, communities, businesses and approaches, and we encourage students to Teachers College can enroll in a specified governments better understand the nature of learn methods by doing original research of sequence of policy courses within the conflict and how to achieve its constructive their own or through organized team projects. Sociology and Education Program resolution. In addition to our emphasis on research and (Department of Human Development) teaching, Teachers College policy faculty work and complete a Policy Concentration The Conflict Resolution concentration is closely with legislators, governors and other (see description below). also available to non-credit students. Students policy makers and provide opportunities for interested in receiving the ICCCR Certificate students to participate in this important work. • Policy-Related Programs: Students who of Attendance in Conflict Resolution will have Thus, through coursework, seminars and want educational policy to be more central to complete a sequence of six courses. internship opportunities, Teachers College stu- to their graduate studies can apply to one of dents can examine the politics of social and six degree programs that weave many policy Certificate of Attendance in educational change, how policies should be classes into their required curriculum. (see Conflict Resolution evaluated, and how climates of support for descriptions below). These programs are: policies are created. Early Childhood Education The sequence of courses leading to the Economics and Education Certificate of Attendance in Conflict Unlike other schools of education in which Education Leadership Resolution is as follows: policy studies are concentrated in one or two International Educational Development programs, Teachers College has six policy- • ORLJ 5340 Basic practicum in conflict related programs of study as well as several Politics and Education resolution and mediation non-programmatic policy offerings. This Sociology and Education • ORLJ 6040 Fundamentals of coopera- tion, conflict resolution breadth of programs speaks to the centrality of policy studies in the lives of so many faculty Whether students are enrolled in a policy relat- and mediation in different ed program or interested in taking only one or institutional settings and students at Teachers College. Furthermore, two policy courses, the list of policy courses at • ORLJ 6350 Advanced practicum Teachers College policy faculty collaborates in conflict resolution, across the college to provide students with the Teachers College is long and impressive. To Part I and II widest possible range of learning experiences. help students navigate this list and find the • ORLJ Elective An ICCCR-sponsored As we highlight on our new Education Policy courses across Programs and Departments that elective course; electives Studies webpage (http://www.tc.edu/academ- best fit their needs, we developed Four Cross- vary semester to semester ic/edpolicy), policy courses are offered through- Departmental Categories of Policy Classes offered • ORLJ 5012 Organizational internship- out the college, and students in all programs at Teachers College: community mediation are encouraged to take advantage of this vast array of offerings and the different levels of stu- 1. The Craft of Policy Making and Analysis: For more information regarding the Certificate dent engagement. Within this category of policy courses, stu- of Attendance in Conflict Resolution, please dents will learn the “how” and “why” of the contact the ICCCR Office at (212) 678-3402, policy making and policy analysis processes. or send an email to: [email protected] and visit Most of these courses introduce students to the website at: www.tc.edu/icccr. concepts and theories of policy making and implementation that cut across different fields of social policy but that also apply to education. Examples of such courses include:

Teachers College Columbia University 2009-2010 223 • C&T & • HUDM 5055 Evaluation of institutions, Below are brief descriptions of the six policy- HUDF 4899 Federal Policy Institute programs and curricula I related program and their concentrations or • ITSF 4050 Economics of education • HUDM 5564 Survey research specializations. More detailed information on • ITSF 5006 International education methods seminar each is available in this catalog under descrip- policy studies • ITSF 4092 Evaluation of international tions of programs and their degree requirements • HUDF 5645 Policy seminar I education programs and at the Teachers College website. • ORLA 4048 Education policy: Implementation Students who want to take more than one or Six Policy-Related Programs at two policy courses but who are not enrolled in Teachers College 2. The Context and History of Educational one of the six policy-related programs (listed Policy: Classes within this category of our below) can chose to complete a College-Wide Early Childhood Policy Concentration policy curricula help students to understand Policy Concentration. This is non-program- Early Childhood Education: Within the the broader political and social context of matic concentration – meaning that students Department of Curriculum and Teaching; at education. They emphasize the historical from any program can enroll – offered through both the master’s (Ed.M.) and doctoral level development of educational institutions and the Sociology and Education Program. Stu- (Ed.D.), this program and its policy concentra- the role of key public policies – both within dents across Teachers College can complete tion provide students a firm grounding in early the field of education and outside of it – the specified sequence of policy courses childhood pedagogy, programs, and practice as that have shaped our current schooling sys- within the Sociology and Education Program well as in policy analysis and policy making tem. Examples of courses from this category (Department of Human Development) and related to young children and their families. include: complete “Policy Concentration” in addition Students combine theoretical knowledge with to their programmatic degree. Courses • HUDF 4022 Sociology of urban practice in the policy field as they become required for the concentration are: education familiar with an array of policy issues impacting • HUDK 6036 Child and family policy • HUDF 4000 Education and contemporary child and family life. seminar I & II public policy Faculty Contact: Sharon Lynn Kagan; • ITSF 4061 The economics of urban • HUDF 5645 Policy seminar I [email protected] and minority education • HUDF 5646 Policy seminar II Website: www.tc.edu/academic/C&T/Child-Ed • ORLA 5016 Law and educational • An approved content-driven policy course institutions: Equity issues (see description above) Economics and Education Policy Specialization 3. Content-Driven Policy Courses – Economics and Education: Within the A highly recommended course for the Focus on Specific Topics/Issues: Department of International and Transcultural College-Wide Policy Concentration is Courses in this third category focus on more Studies; this specialization equips masters’ stu- specific educational policy topics/issues and dents with the skills required for the effective • C&T & design and implementation of educational poli- provide students with an in-depth examina- HUDF 4899 Federal Policy Institute tion of these various policy domains. These cy. The program and the policy specialization place strong emphasis on the financial, manage- courses allow students to develop a degree And finally, for those students who want to be rial, and policy challenges facing schools, col- of expertise on critical and timely policy immersed in policy studies while completing a leges and other institutions at various levels of issues such as school finance, school choice, degree program at Teachers College, we have the educational system. This specialization curriculum policy, and special education. the Six Policy Related Programs mentioned enables students to learn the theories and Courses in this category include: above. Thus, rather than a single over-arching methods of economics and apply them to a program in education policy, Teachers College range of policy areas in education in domestic • C&T 5074 Curriculum and offers several different, but overlapping, policy teaching policy and international contexts. These areas concentrations or specializations in conjunc- • C&T 5513/4 Seminar in early include, for example, privatization and choice tion with six master’s and doctoral degree childhood education in education, financing and economic evalua- programs in Early Childhood Education, • ITSF & Evaluation of tion in education, school-to-work transition, Economics and Education, Education ORLA 4155 educational privatization education and economic development, and the Leadership, International Educational and school choice development of community colleges. • ORLA 4046 School finance: Development, Politics and Education, and Faculty Contact: Francisco Rivera-Batiz; Theory and practice Sociology and Education. Each is designed to [email protected] • ORLH 4012 The community college help students develop policy analysis and Website: www.tc.edu/its/Economics advocacy skills while mastering an educational 4. Research Methodology Courses – Empirical content area. Some core policy courses are Leadership, Policy and Politics Concentration Ways of Evaluating/Studying Policy: cross-listed across concentrations and open to Education Leadership: Within the Department This fourth category consists of classes all students in the college. Additionally, quan- of Organization and Leadership; this concentra- designed to help students learn the method- titative methods courses useful for policy tion develops students’ skills in the political, ology of policy research and evaluation. studies are routinely offered through the economic and legal analysis of education policy Such courses enable students to become Measurement, Evaluation, and Statistics issues, focusing on leadership roles. It prepares critics and consumers of policy-related Program and include evaluation design and students for positions such as policy analyst, research as well as researchers in their own theory, survey research, instrument develop- policy advocate/advisor, and educational right. Course listings under this category ment and more advanced measurement/statis- researcher. LPP coursework includes research include: tics topics. Qualitative methods courses are methods and policy-craft courses in which stu- taught in several of the college’s programs and dents write policy analyses for a variety of • HUDF 5646 Policy seminar II departments.

224 www.tc.columbia.edu General Information: (212) 678-3000 audiences. The culminating master’s project Policy-related issues emphasized in coursework change. The household composition, interper- involves writing a policy brief for a community- include the social organization of urban schools sonal relationships, and kin networks of the based, governmental, or private education and school systems, and the success or failure of same family may change significantly from one agency on a topic of current importance. urban schools in meeting the educational needs stage of the life-cycle to another and in con- Faculty Contact: Luis Huerta, of the diverse populations they serve. Program nection with geographic and social mobility. [email protected]; and, faculty are actively engaged in the analysis and During periods of rapid demographic, econom- Douglas Ready, [email protected] evaluation of educational policies and programs ic, and technological change, it becomes espe- Website: www.tc.edu/o&l/ed-leadership designed to serve educationally disadvantaged cially important for educators to examine fam- populations, including school choice, school ilies, and to consider such issues as how new International Education desegregation, school retention, school technol- forms of transportation and communication Policy Concentration ogy, and testing. Courses focus on the ways in technology are modifying information process- International Educational Development: which race, class and gender affect policy for- ing in family settings. Within the Department of International and mation and how policy implementation is expe- Transcultural Studies; this concentration is rienced by different policy targets at the street Given the complex connections of families interdisciplinary and encompasses a wide range level. with other institutions in the community, the of local and global perspectives in the field of Faculty Contact: Aaron Pallas; variety of forms of the family in modern soci- international educational development. Courses [email protected] eties, and the numerous teaching and learning are taught with attention to multiple paradigms Website: www.tc.edu/hud/Sociology activities that take place in family settings, and worldviews to prepare future scholars to insights from a wide range of scholarly disci- engage in the work of policy analysis, formation, Graduates from our policy-related master’s pro- plines can be utilized in attempting to under- and study. Faculty who teach within this con- grams generally seek employment as legislative stand and help shape the educational role of centration come from a variety of academic dis- or gubernatorial staff or policy analysts and modern families. Teachers College has a distin- ciplines across the College, such as anthropolo- advisors in education advocacy organizations, guished tradition of study and research on gy, economics, law, political science, psychology, education think tanks, or local, state, and fed- families and communities as educators. and sociology. Content areas covered in course- eral education agencies. Graduates from our work include early childhood education, family policy-related doctoral programs typically hold The Elbenwood Center for the Study of the and community education, public health, edu- research or leadership positions in colleges and Family as Educator (Professor Hope Jensen cation leadership, and international educational universities or serve as advisors to local, state or Leichter, Director), The Institute for Urban development. federal policy makers. Many lead or conduct and Minority Education, (Professor Edmund Faculty Contact: Gita Steiner-Khamsi; research for policy think tanks or advocacy W. Gordon, Director), The Rita Gold Early [email protected] organizations. Childhood Center (Prof. Susan Recchia, Website: www.tc.edu/its/cie&ied/ Faculty Director), the Center for Children and FAMILY AND COMMUNITY Families (Professors Sharon Lynn Kagan and Politics and Education Concentration EDUCATION Jeanne Brooks-Gunn, Co-Directors), and Politics and Education: Within the Department Teachers College has long recognized that the several departments within the college offer of Organization and Leadership; this concentra- family is a fundamental educational institution. opportunities for study and research related tion serves students who wish to study the ways Those concerned with education can benefit to families. Additional opportunities for the governance institutions, political ideologies, and from considering how education proceeds with- Interdisciplinary Studies of families and com- competing interests both within and outside of in families, and how families are linked with munities as educators can be arranged with the education community influence the con- other educational institutions in community advisors. tent, form, and functioning of schooling. schools, daycare centers, health-care and social Students study the ways power and politics service agencies, the media, libraries and muse- Students interested in including elective stu- affect and are affected by such issues as reform ums, and religious institutions. Values, atti- dies in Family and Community Education in and innovation, centralization and decentraliza- tudes, norms, self-concepts, and expectations their degree programs should talk with tion within federal systems of governance, are formed, sustained, and modified in families Professor Hope Jensen Leichter. Other privatization and school choice, race and as different generations teach and learn from interested faculty members include: ethnicity, poverty and inequality, professional- each other through observation, participation, Professor Jeanne Brooks-Gunn ization and bureaucratization, and testing and instruction. Professor Celia Genishi and accountability. Professor Sharon L. Kagan Faculty Contact: Jeff Henig; Families also mediate and thereby transform the Professor Jo Anne Kleifgen [email protected] influences of other educational institutions on Professor Michelle Knight Website: www.tc.edu/o&l/Politics their members. Since education takes place in a Professor Victoria J. Marsick broad range of institutional and interpersonal Professor Susan Recchia Policy Studies Concentration in Sociology settings, it is also important to understand how Professor Graeme Sullivan Sociology and Education: Within the individuals engage in, move through, and com- Professor Hervé Varenne Department of Human Development; this con- bine these various educational experiences over Professor Barbara Wallace centration serves students in the program as a lifetime. Moreover, efforts to improve educa- well as those in any other master’s or doctoral tion often entail attempts to change families or programs across the College (see description of their connections with other institutions. Thus, the College-wide Concentration above). The an understanding of families is significant for curriculum of the Sociology and Education pro- educational policy, practice, and research. gram provides an analysis of educational issues Families are subject to numerous sources of and policies from a sociological perspective.

Teachers College Columbia University 2009-2010 225 GENERAL OFFERINGS LAW AND EDUCATIONAL arranged for students whose major interest is INSTITUTIONS in this area– teaching, bilingual education, Master’s and Doctoral Candidates In schools and postsecondary institutions, pub- counseling, administration, supervision, special lic and private, legal considerations play a cen- education, research, teacher education, and IND 4000. Masters candidate (0) tral role in questions of educational govern- other professional roles. Special attention is This course is open to all degree students in ance, finance, curriculum, instruction, admis- given to prospective teachers and other school programs who need to maintain registration but sion, staffing, accountability, equality of oppor- personnel; to persons with leadership responsi- are not registering for any courses in a given tunity, and school reform. It is therefore bility for educational planning and program semester. Students should review their status important for administrators, policy makers, development; and to individuals interested in with an advisor prior to registration. Registra- teachers, parents, and communities to under- research and experimentation. tion is limited to four terms. Fee: current stand law in its many forms – constitutional Teachers College fee. provisions, statutes, regulations, policies, court Most departments and programs at Teachers decisions, administrative regulations, and col- College give special attention to students pri- IND 6000. Doctoral candidate (0) lective bargaining agreements, among others. marily concerned with education in the urban This course is open to all degree students in There is also a growing need for effective col- setting. In addition to courses which focus pri- doctoral programs who need to maintain regis- laboration between educators, lawyers, par- marily on urban education, many courses tration but are not registering for any courses in ents, and researchers; such collaboration not include attention to education in urban set- a given semester. Students should review their only helps avoid costly and divisive litigation tings. status with an advisor prior to registration. but provides a powerful tool that can be used Registration in this course does not satisfy a to advance important educational objectives. For study possibilities, students should con- student’s obligation for continuous doctoral dis- tact the coordinator of the program in which sertation registration. Registration is limited to This is not a degree program. Coursework their professional interests lie. The Ed.D. pro- six terms Fee: current Teachers College fee. in education law can be taken in connection gram in Curriculum and Teaching offers a con- with degree programs in most departments. centration in Urban Education for those pri- INTERDISCIPLINARY STUDIES For course descriptions, please see course marily concerned with instruction, whether in IN EDUCATION listing in the Department of Organization schools or in other educational environments. Program Coordinator: and Leadership. William J. Baldwin, Vice Provost Teachers College is also involved in education- ORLA 4086. Law and education: al program development and evaluation of (Program Code: IDIS) Regulation, religion, free speech, urban programs. This research-service func- Degrees Offered: and safety (3) tion is carried on with selected New York City Master of Arts (M.A.) Professor Heubert or Professor Sigall. schools and with other school systems in met- Master of Education (Ed.M.) ropolitan areas. Doctor of Education (Ed.D.) ORLA 5016. Educational equality: The role of law (3) Of particular interest in this regard is the This program is designed for students who have Professor Heubert or Professor Sigall. Institute for Urban and Minority Education, interests in an area of specialization not offered which gives special emphasis to research, at the College, but for which a coherent and ORLA 5199. Equity, adequacy and development, training and service programs integrated program may be developed through leaving no child behind (3) designed to improve education in the nation’s the selection of a combination of current course Professor Rebell. cities and for minority group members. The offerings from several different disciplines or Institute investigates a wide range of factors programs at Teachers College. ORLA 5880. School Law Institute (3) that influence educational success and failure. Professors Heubert, Sobol and Rebell It provides technical assistance to schools; Limited to areas of study at Teachers College, and a national faculty. opportunities for students and faculty to admission to the Interdisciplinary Studies engage in research and development activi- in Education program is granted only if the ORLA 5096. Introduction to ties; and, supervised and independent study designed program of study cannot be pursued special education law (3) jointly arranged between the Institute and through one of the established areas of special- Dr. O’Neill. appropriate academic departments. ization, many of which have a sufficient degree of flexibility to permit an interdisciplinary For information about programs coordinated For further information, address inquiries to approach to a field of study. All Teachers Coll- with the School of Law, contact Professor Jay the department chair of the area of speciali- ege professors are eligible to serve as advisors P. Heubert, Advisor of Law and Educational zation. and the applicant is required to seek the sup- Institutions at Teachers College via email at port of a minimum of two advisors from the rel- [email protected]. GENERAL OFFERING evant disciplines represented in the proposed program of study as part of the application URBAN EDUCATION IND 4033. Problems and programs in process. For the M.A. or Ed.M. degree a com- Through its various departments and pro- urban education (2-3) prehensive examination, essay, or special inte- grams, Teachers College, located in the heart Knowledge, insights, and understandings grative project is required. of one of the world’s largest cities, has a emerging from theory, research, and practice, wide range of opportunities for instruction, concerning urban education. Contact the Admission Office (212) 678-3710 research, and service in the field of urban edu- for a more detailed description of the program cation. Individual programs of study can be and procedures for applying.

226 www.tc.columbia.edu General Information: (212) 678-3000 TEACHERS COLLEGE Table of Program Codes 2009-2010INTRODUCTION PROGRAM OF STUDY CODE DEGREE LEVEL

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

Teachers College Columbia University 2009-2010 227 PROGRAM OF STUDY CODE DEGREE LEVEL

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

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

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

Teachers College Columbia University 2009-2010 229 PROGRAM OF STUDY CODE DEGREE LEVEL

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

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

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

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

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

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

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

230 www.tc.columbia.edu General Information: (212) 678-3000 Faculty Members / Trustees, Officers, and Councils 232 www.tc.columbia.edu General Information: (212) 678-3000 Faculty MembersFACULTY The following is a brief listing of current Teachers College faculty. For a complete listing and more detailed information, including profiles, selected publications, news, and photos, visit our website at http://www.tc.columbia.edu/faculty.

HAROLD ABELES GREGORY ANDERSON MONISHA BAJAJ LESLEY BARTLETT Professor of Music Education Associate Professor of Education Assistant Professor of Education Assistant Professor of Education Arts and Humanities Organization and Leadership International and International and Transcultural Studies Transcultural Studies Educational Background Educational Background B.S., M.S., University of B.A., M.A., University of Educational Background Educational Background Connecticut; Ph.D., Toronto; Ph.D., City B.A., M.A., Stanford University; B.A., Ph.D., University of University of Maryland University of New York; Ed.D., Teachers College, North Carolina, Chapel Hill Minority Post-doctoral Fellow, Columbia University Scholarly Interests Teachers College, Scholarly Interests Assessment in arts pedagogy. Columbia University Scholarly Interests Comparative and international Assessment of arts partnership Comparative and international education; anthropology of educa- programs. Technology in music Scholarly Interests education; peace education; tion; adult education; social theo- education. Research strategies Higher education policy and human rights; politics of educa- ry; social studies of language, liter- in arts pedagogy. reform. Race, access, and equity. tion; critical pedagogy; social acy, and cognition; multiliteracies; Compensatory/remedial educa- inequalities in education; collec- transnationalism; race and class tive action; gender issues in JOHN P. A LLEGRANTE tion. Comparative-International formation; Latin America, the education; sub-Saharan Africa, Professor of Health Education topics in higher education (with Caribbean, and the United States. South Asia, Latin America and and Chair of the Department of an emphasis on South Africa and the Caribbean, and the United Health and Behavior Studies the United States). CHARLES BASCH States. Health and Behavior Studies Richard March Hoe Professor O. ROGER ANDERSON of Health Education JOHN BALDACCHINO Educational Background Professor of Natural Sciences Health and Behavior Studies Associate Professor of B.S., State University of New and Chair of the Department of Mathematics, Science, and Art Education Educational Background York, Cortland; M.S., Ph.D., Arts and Humanities University of Illinois Technology B.S., M.S., SUNY, Brockport; Mathematics, Science, Educational Background Ph.D., Southern Illinois and Technology University Scholarly Interests B.Ed., University of Malta; Health behavior, disease self- Educational Background M.A., Ph.D., University of management, and health out- Warwick Scholarly Interests comes in chronic disease. Health A.B., M.Ed., Ed.D., Washington Behavioral epidemiology. Health University education in schools and patient- Scholarly Interests education program planning and care settings. Health promotion evaluation. Urban and minority Scholarly Interests Philosophy of art; Philosophy policy. Interdisciplinary applied of education; Radical philosophy populations. Neurocognitive theory applied to behavioral research in clinical and education; Radical aesthet- science learning. Electron micro- epidemiology and health services ics; Critical theory; Mediterra- JOHN BLACK scopic and physiological ecologi- research. Public health education nean studies; Studio practice; Cleveland E. Dodge Professor cal studies of eukaryotic micro- workforce development and con- Pedagogy of art in Higher Educa- of Telecommunications biota. tinuing education. tion; Policy and political theory; and Education, Chair of the The cultural and creative Department of Human Development THOMAS BAILEY RANDALL EVERETT ALLSUP Industries. Human Development Assistant Professor of Music George and Abby O’Neill Professor of Economics and Education, Arts and Humanities WILLIAM J. BALDWIN Educational Background and Director of the Institute on Vice Provost of Teachers College B.S., Massachusetts Institute Educational Background Education and the Economy, the and Associate Professor of of Technology; Ph.D., Stanford Community College Research B.M., Northwestern University; Higher Education University Center, and the National Center M.A., Ed.M., Ed.D., Teachers for Postsecondary Research College, Columbia University Educational Background Scholarly Interests International and A.B., Villanova University; Cognitive and neural network Scholarly Interests Transcultural Studies M.A., University of Toledo; models of understanding, learn- Ed.M., Ed.D., Teachers College, ing and memory. Using cognitive Instrumental Music Education, Educational Background Teacher Education, Philosophies Columbia University and neural net models to design B.A., Harvard University; of Music and Arts Education, learning environments. Effects of Ph.D., Massachusetts Institute Classroom Creativity, Democratic Scholarly Interests using various technologies on of Technology Education, Social Justice and College and university adminis- cognition. Equity, and Urban Education. tration. Financing higher educa- Scholarly Interests tion. Technology in higher educa- Labor economics, education tion. Institutional research and policy, and community colleges. planning.

Teachers College Columbia University 2009-2010 233 CARYN BLOCK JAMES BORLAND JEANNE BROOKS-GUNN JUDITH BURTON Associate Professor of Professor of Education Virginia and Leonard Marx Professor of Art Education Psychology and Education Curriculum and Teaching Professor of Child and Parent Arts and Humanities Organization and Leadership Development and Education Educational Background Human Development Educational Background Educational Background B.A., Johns Hopkins University; National Diploma, Hornsey B.S., University of Illinois, M.S., Clarion State College; Educational Background College of Art, London; Urbana; M.A., Ph.D., Ph.D., Teachers College, B.A., Connecticut College; Academic Diploma, University New York University Columbia University M.Ed., Harvard University; of London; M.Ed., University of Ph.D., University of Pennsylvania Manchester; Ed.D., Harvard Scholarly Interests Scholarly Interests University Diversity issues in organizations. Education of gifted students. Scholarly Interests Influence of racial identity in Economically disadvantaged gift- Early childhood interventions Scholarly Interests organizational contexts. Percep- ed students. Conceptions of gift- and education. Adolescent Artistic-aesthetic development in tions of affirmative action pro- edness. transitions and development. children and adolescents. Learn- grams. Influence of sex role Neighborhoods and Poverty. ing, and transfer of learning in stereotypes on perceptions of MARLA BRASSARD Growing up female. Child and the arts. Instructional methods men and women as managers. Associate Professor of family policy and programs. in the arts. Role of artists in the Organizational learning. Psychology and Education education of children. Cultural Health and Behavior Studies JOHN BROUGHTON experiences in arts education. GEORGE BONANNO Associate Professor of Professor of Psychology Educational Background Psychology and Education LUCY CALKINS and Education and Chair of the Arts and Humanities Founding Director, Teachers College Department of Counseling and B.A., Whitworth College; Ph.D., Columbia University Reading and Writing Project, and Clinical Psychology The Robinson Professor in Counseling and Educational Background Scholarly Interests B.A., M.A., Cambridge Children’s Literature Clinical Psychology Curriculum and Teaching Psychological maltreatment- University; Ph.D., Harvard its assessment, the emotional University Educational Background Educational Background B.A., Hampshire College; injuries and behavioral problems that result, and the contextual Scholarly Interests B.A., Williams College; Ph.D., Yale University M.A., University of Hartford; factors that moderate the effect Cultural studies and education. Ph.D., New York University Scholarly Interests of maltreatment, particularly the Youth subcultures. Cinema as role of schools, teachers and peer Resilience and coping with grief educator. Extreme youth vio- relationships. Psycho-educational Scholarly Interests and trauma. Emotion and emo- lence. Masculinity and war. assessment of children with sus- Teaching of Reading and Writing. tion regulation. The adaptive Recovery from life-threatening pected disabilities. illness and trauma. Staff development, school consequences of self-deception. reform, assessment, and compre- ALICIA BRODERICK hension. GEORGE BOND W. W ARNER BURKE William F. Russell Professor of Assistant Professor of Education Edward Lee Thorndike Professor ROBERT T. C ARTER Anthropology and Education Curriculum and Teaching of Psychology and Education, Coordinator, Program in Social- Professor of Psychology and Chair of the Department of and Education Educational Background Organizational Psychology and International and Transcultural Counseling and B.Phil., Miami University; Chair of the Department Studies Clinical Psychology International and M.S., Ph.D., Syracuse University of Organization and Leadership Transcultural Studies Organization and Leadership Educational Background Scholarly Interests B.A., Columbia University; Educational Background Disability studies in education Educational Background Ed.M., M.A., Teachers College, B.A., Boston University; (DSE), inclusive education, and B.A., Furman University; Columbia University; M.A., Ph.D., London School particularly issues related to the M.A., Ph.D., University of Texas Ph.D., University of Maryland of Economics inclusive education of students with labels of autism and others Scholarly Interests Scholarly Interests who experience difficulty with Scholarly Interests Behavioral practices associated Issues of race, racial identity, and communication and movement. Education and elite formation with superior leaders and man- culture. Legal and mental health in the United States and Africa. agers and their performance. issues associated with stressful African studies. African religions Multirater feedback. Organiza- and potentially traumatic effects and politics. Agrarian transfor- tional culture. Inter-organization- of discrimination (racial, gender mations. Cultural dimensions of al relations. Empowerment in the etc.). Organizational develop- urban and minority populations. workplace. Leading and manag- ment, mental health and health ing organization change. Organ- disparities, and educational izational diagnosis and change. equity.

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

MADHABI CHATTERJI ISOBEL CONTENTO REGINA CORTINA LORI CUSTODERO Associate Professor of Measurement, Mary Swartz Rose Professor Associate Professor Associate Professor of Evaluation and Education Director, of Nutrition and Education of Education Music Education Assessment and Evaluation Health and Behavior Studies International and Arts and Humanities Research Initiative (AERI) Transcultural Studies Organization and Leadership Educational Background Educational Background B.Sc., University of Edinburgh; Educational Background Bachelor of Music, University of Educational Background M.A., Ph.D., University of B.A., Universidad Ibero- Redlands; M.A., California State B.Sc., University of Calcutta; California americana, Mexico City; University; D.M.A., University M.Ed., University of Madras; M.A., Ph.D., Stanford University of Southern California Ph.D., University of South Scholarly Interests Florida Behavioral aspects of nutrition; Scholarly Interests Scholarly Interests use of psychosocial theory to Comparative and international Music in the lives of young chil- Scholarly Interests study food choice, particularly in education; gender and education; dren and families. Contextual Assessment and evaluation children and adolescents; devel- the education and employment influences on music learning. methodology; Evidence standards opment and evaluation of school- of teachers; public policy and Musical engagement and develop- and mixed-method designs for based curricula on food systems education in Mexico; educational ment. gathering scientific evidence on and food choice; obesity risk pre- attainment among the poor in education/social interventions; vention through inquiry-based Latin America; the schooling RONALD DE MEERSMAN Educational equity; Standards- science and nutrition education of Latinos; Education in Latin Professor of Applied based educational reforms. that focuses on personal agency America, the Caribbean and Physiology and Education in environmental context; food the United States. Biobehavioral Studies PETER COLEMAN and fitness policy. Associate Professor of Psychology MARGARET CROCCO Educational Background and Education, and Director of JAMES E. CORTER Professor of Social Studies B.S., M.S., University of Utah; International Center for Professor of Statistics and Education, and Chair of Ph.D., Indiana University Cooperation and Conflict Resolution and Education the Department of Arts and (ICCCR) Human Development Humanities Scholarly Interests Organization and Leadership Arts and Humanities Modulators of autonomic outflow. Educational Background The effects of aerobic improve- Educational Background B.A., University of North Educational Background ments on autonomic and blood B.A., University of Iowa; Carolina; Ph.D., Stanford B.A., Georgetown University; pressure regulation. Non-invasive Ph.D., M.Phil., Teachers College, University M.A., Ph.D., University of assessment of physiologic data. Columbia University Pennsylvania Scholarly Interests LAWRENCE DECARLO Scholarly Interests Judgement and decision-making; Scholarly Interests Associate Professor of The conditions required for fos- risk attitudes. Clustering and Diversity issues in social studies Psychology and Education tering constructive change in sit- scaling methods for multivariate education. History of citizenship Human Development uations of protracted and intract- data. Statistics expertise and education. Technology and the able conflict. The psychological probability problem-solving. social studies. Teacher education. Educational Background processes and social conditions Computational models of human B.A., Ph.D., SUNY at Stony which foster the use of construc- learning and categorization. PEG CUMMINS Brook; M.S., Columbia University tive social power. Assistant Professor of Special Education Scholarly Interests LAMBROS COMITAS Health and Behavior Studies Statistical modeling of psycho- Gardner Cowles Professor of logical processes, measurement, Anthropology and Education Educational Background latent class analysis, categorical International and B.S., Eastern Michigan data analysis, structural equation Transcultural Studies University; M.A., Western modeling, multilevel and longitu- Michigan University; dinal data analysis, and item Educational Background Ph.D., Vanderbilt University response theory. A.B., Ph.D., Columbia University Scholarly Interests Scholarly Interests Teaching of blind and visually Sociocultural change. Education impaired. The spatial cognition in the developing world. Drugs of individuals who are blind or and society. Caribbean. Latin visually impaired. America. Migration studies.

Teachers College Columbia University 2009-2010 235 KEVIN DOUGHERTY STEVEN DUBIN BARRY A. FARBER WILLIAM GAUDELLI Associate Professor of Higher Professor of Arts Administration Professor of Psychology Associate Professor of Education and Senior Research Arts and Humanities and Education Social Studies and Education Associate, Community College Counseling and Arts and Humanities Research Center Educational Background Clinical Psychology Organization and Leadership M.A., Ph.D., University of Educational Background Chicago Educational Background B.A., Rutgers College; Educational Background B.A., Queens College, CUNY; Ed.D., Rutgers University B.A., Washington University; Scholarly Interests M.A., Teachers College, M.A., Ph.D., Harvard University Sociology of art and culture; Columbia University; Scholarly Interests censorship and freedom of expres- Ph.D., Yale University Global education, media texts as Scholarly Interests sion; museum studies; mass media curriculum artifacts, curriculum The community college. Higher and popular culture; collective Scholarly Interests theory/philosophy, building dem- education policy and reform. memory; culture and politics of Psychotherapy research. Self- ocratic classrooms. Higher education finance. South Africa. disclosure in patients, therapists, College students. K-12 education- and supervisees. Self-disclosure in CELIA GENISHI al reform. Sociology of education. CATHERINE EMBREE children and adolescents. Intern- Professor of Education and Current research focus is the Associate Vice Provost and alization and representation in Chair of the Department of performance accountability Assistant Professor of psychotherapy. Attachment theory. Curriculum and Teaching movement in higher education. Higher Education Curriculum and Teaching Previous research topics include: Organization and Leadership KAREN FROUD state policies affecting minority Assistant Professor of Speech Educational Background and low income student access to Educational Background and Language Pathology B.A., Barnard College; M.A.T., and success in community col- B.A., Drew University; Biobehavioral Studies Harvard University; Ph.D., leges, the historical origins and M.B.A., Seton Hall University; University of California, Berkeley impact on students of community Ed.D., Teachers College, Educational Background colleges, the role of higher educa- Columbia University B.Sc., Central School of Speech Scholarly Interests tion in economic development, and Drama; M.A., Ph.D., Early childhood education. and reform movements in ele- Scholarly Interests University College, London Language in the classroom. mentary and secondary educa- For-profit higher education; Qualitative research. Childhood tion. women and college leadership. Scholarly Interests bilingualism. Neuroimaging of language using ELEANOR DRAGO-SEVERSON HRISTOPHER MDIN C E metabolic and electromagnetic HERBERT GINSBURG Associate Professor of Education Assistant Professor of techniques; theoretical linguistic Jacob H. Schiff Foundation Organization and Leadership Science Education approaches to language disorder; Professor of Psychology Mathematics, Science, brain function in aphasia, schizo- and Education Educational Background and Technology phrenia and other neurological Human Development B.A., Long Island University; disorders; morphology, the lexical- Ed.M., Ed.D., Harvard Graduate Educational Background functional distinction, and split Educational Background School of Education; Post- B.S., Lehman College, CUNY; intransitivity in human languages. B.A., Harvard University; doctoral Fellowship, Harvard M.S., Rensselaer Polytechnic M.S., Ph.D., University of University Institute; M.Phil., Ph.D., The CAROL EWING GARBER North Carolina Graduate Center, CUNY Associate Professor of Movement Scholarly Interests Science and Education Scholarly Interests Leadership for adult learning and Scholarly Interests Biobehavioral Studies Intellectual development; development. Supporting teach- Utilizing sociocultural lenses to Mathematics education; ers, principals and other educa- interrogate teaching and learning Educational Background Testing and assessment. tional leaders in their professional in urban science classrooms; us- B.S., M.A., Ph.D., University development and growth in ing cosmopolitanism as a theory of Connecticut K-12 schools and adult education for transforming science class- settings (domestically and inter- rooms; issues of race, class, and Scholarly Interests nationally). Adult learning and diversity in science and mathe- The role of physical activity in literacy. Enhancing doctoral matics education; urban science the prevention and treatment of research training. Qualitative education reform; hip-hop and the chronic diseases. Community and research methodology. cultural studies of science educa- clinical interventions to promote tion; and, student/teacher identity physical activity. Novel delivery formation around science. systems for providing clinical exer- cise physiology interventions. Physical activity and aging.

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

A. LIN GOODWIN PETER GORDON GEORGE GUSHUE CHARLES HARRINGTON Professor of Education Associate Professor of Speech Associate Professor of Professor of Anthropology, and Associate Dean of Language Pathology Psychology and Education Psychology and Education Teacher Education Biobehavioral Studies Counseling and International and Curriculum and Teaching Clinical Psychology Transcultural Studies Educational Background Educational Background B.A., University of Stirling; Educational Background Educational Background B.S., Central Connecticut State Ph.D., Massachusetts Institute A.B., Fordham University; A.B., Syracuse University; University; M.A., Ed.M., Ed.D., of Technology Ph.D., Teachers College, Ph.D., Harvard University Columbia University Teachers College, Columbia Scholarly Interests University Language acquisition and pro- Scholarly Interests Scholarly Interests Human development in social and cessing, Developmental Neuro- The psychological impact of Scholarly Interests science of Language and Cogni- cultural contexts. The study of Teacher education for urban and race/culture on social cognition Pathmakers: Resiliency, resistance, tion, Cross-cultural studies of (especially perception, judgment, multicultural contexts. Teacher numerical cognition and linguis- invulnerability and success in beliefs. Equity education. Asian memory, and attribution). Social at-risk populations. Psycho- tic knowledge. Infant event cognitive factors in client evalu- American educational experi- representations and verb argu- logical anthropology and educa- ences and identity development. ation, counseling practice, and tion. Psychoanalytic anthropology. ment structure, Behavioral career development. Health psy- Genetics of Language, Imaging chology. Group and family coun- ANDREW GORDON THOMAS HATCH of brain functioning in language seling. The psychosocial dimen- Professor of Movement Associate Professor of Education processing. sions of HIV/AIDS. Sciences and Education and Co-Director of NCREST Biobehavioral Studies R. DOUGLAS GREER Curriculum and Teaching ZHAO HONG HAN Professor of Education Associate Professor of Educational Background and Psychology Educational Background Language and Education B.A., Hampshire College; Health and Behavior Studies A.B., Brown University; M.S., Pennsylvania State Arts and Humanities Ed.D., Ed.M., Harvard Graduate University; Ph.D., Karolinska Educational Background School of Education Educational Background Institute B.M.E., M.M.E., Florida State University; Ph.D., University B.A., Central China Normal Scholarly Interests University; M.A., TESOL, Scholarly Interests of Michigan; CABAS® Senior School reform; teaching and Moray House Institute of Research Scientist, Fellow of learning; teacher research; The use of sensory information Education, University of during the learning and control the Association for Behavior human development. Analysis Edinburgh; Ph.D., Birkbeck of well-learned manual skills College, University of London JEFFREY HENIG (sensorimotor control). The bio- Scholarly Interests logical basis of hand impairments The identification and induction Scholarly Interests Professor of Political Science in populations with movement of verbal developmental capabili- Second language learnability. and Education disorders that disrupt sensorimo- ties and their relation to teaching Second language teachability. Organization and Leadership tor control (e.g., children with and learning; comprehensive sci- Comparative grammar. Language early brain damage and adults Educational Background ence based schools PreK through typology. The interface of lexical with diseases of the basal gan- middle school (CABAS®); induc- semantics and syntax. Linguistic B.A., Cornell University; glia). Rehabilitation and cerebral ing and expanding observational determinism. Second language Ph.D., Northwestern University palsy. learning; and, bridging the educa- reading processes. tional gap with scientifically replic- Scholarly Interests able teaching. DAVID HANSEN The boundary between private Professor of Philosophy action and public action in and Education addressing social problems. Arts and Humanities Privatization, race and urban pol- itics, the politics of urban educa- Educational Background tion reform, and school choice. B.A., University of Chicago; M.A., Stanford University; Ph.D., University of Chicago

Scholarly Interests Philosophy of education. Teaching and teacher education. Moral and ethical issues in edu- cational practice. Philosophical foundations of inquiry.

Teachers College Columbia University 2009-2010 237 JAY HEUBERT BARBARA HRUSKA THOMAS JAMES ALEXANDER KARP Professor of Law and Education Assistant Professor of Practice Provost and Dean of Teachers Associate Professor of Organization and Leadership in Language and Education College and Professor of Mathematics Education Arts and Humanities History and Education Mathematics, Science, Educational Background Arts and Humanities and Technology B.A., Swarthmore College; Educational Background M.A.T., Duke University; B.A., Ed.D., University of Educational Background Educational Background J.D., Harvard Law School; Massachusetts; M.A., University B.A., Harvard University; B.A., M.A., Leningrad State Ed.D., Harvard Graduate of Houston M.A., Ph.D., Stanford University Pedagogical University; School of Education M.A., Ph.D., St. Petersburg Scholarly Interests Scholarly Interests State Pedagogical University Scholarly Interests Bilingual education and ESL pro- History of education; public poli- Legal and policy issues in educa- gram models and instruction; cy and education; experiential Scholarly Interests tion. Equal educational opportu- classroom interaction and gender learning. Gifted education. Problem Solv- nity. High-stakes testing. Law dynamics in discourse. Current ing. History of Mathematics and school reform. Interprofes- research examines the develop- SHARON LYNN KAGAN Education. sional collaboration. mental processes of pre-service Virginia and Leonard Marx ESL teachers as they grapple with Professor of Early Childhood RICHARD KELLER JILL S. HILL the complexities of teaching lan- and Family Policy, Director of Assistant Professor of Assistant Professor of guage and content to English the Office of Policy and Research, Psychology and Education Psychology and Education language learners. Co-Director, National Center for Counseling and Counseling and Children and Families, and Clinical Psychology Clinical Psychology OLGA HUBARD Associate Dean for Policy Assistant Professor Curriculum and Teaching Educational Background Educational Background of Art Education B.S., New York University; B.A., M.A., Loyola College in Arts and Humanities Educational Background M.Phil., Ph.D., Teachers College, Maryland; Ph.D., University of Columbia University Oklahoma B.A., University of Michigan; Educational Background M.A., Johns Hopkins University; B.A., Universidad Iberoameri- Scholarly Interests Scholarly Interests Ed.D., Teachers College, cana; M.F.A., School of Visual Columbia University Social justice, disability, employ- Culturally competent approaches Arts; M.A., Ed.D., Teachers ment and people with disabilities, to psychological assessment and College, Columbia University Scholarly Interests self-disclosure, micro-aggressions. intervention with Indigenous Application of child and parent groups, with special emphasis Scholarly Interests on personality assessment. The development research to the for- CHARLES KINZER The interaction of young people mation and implementation of Professor of Education impact of racial microaggressions with artworks; the relationship of on Indigenous Peoples. public policies; the impact of Mathematics, Science, aesthetic theory and teaching institutions on the development and Technology Culturally valid and ethical practice; the relationship of the research methodologies. of low-income children. visual arts to other areas of the Educational Background curriculum. LINDA HICKSON PEARL ROCK KANE B.A., M.A., University of British Professor of Education The Klingenstein Family Professor Columbia; Ph.D., University of LUIS HUERTA Health and Behavior Studies for the Advancement of California Assistant Professor of Education Independent School Education and Educational Background Organization and Leadership Director, Klingenstein Center Scholarly Interests B.A., College of New Rochelle; Organization and Leadership Literacy and technology, specifi- Educational Background M.A., Ph.D., George Peabody cally: vocabulary development and College, Vanderbilt University Ph.D., University of California, Educational Background reading comprehension; memory Berkeley B.A., City College of New York; processes in reading and writing; Scholarly Interests M.Ed., Smith College; models of reading and composing; Scholarly Interests and, computer, multimedia, and Education of children, adoles- Ed.D., Teachers College, Education Policy, Decentraliza- “future literacies.” cents and adults with intellectual Columbia University tion in education, School choice, disabilities and autism. Cogni- Privatization in education, tive, motivational, and emotional Scholarly Interests School finance. aspects of decision-making. Pre- Independent schools. Private vention of abuse and victimiza- school governance. School tion. Transition to adulthood and choice and privatization. community integration of indi- Professional development of viduals with developmental dis- teachers and administrators. abilities. Cognition, comprehen- sion, and problem solving.

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

JOANNE KLEIFGEN ROBERT KRETSCHMER MEGAN LAVERTY NANCY LESKO Associate Professor of Associate Professor of Associate Professor of Maxine Greene Professor of Linguistics and Education Psychology and Education Philosophy and Education Distinguished Contributions International and Health and Behavior Studies Arts and Humanities to Education and Transcultural Studies Professor of Education Educational Background Educational Background Curriculum and Teaching Educational Background B.S., M.A., Northwestern M.A., University of Melbourne; B.A., Our Lady of the Lake University; Ph.D., University Ph.D., University of New South Educational Background of San Antonio; M.A., The of Kansas Wales B.S., Georgetown University; University of Alabama; M.S., Ph.D., University of Ph.D., University of Illinois Scholarly Interests Scholarly Interests Wisconsin-Madison Teaching of the deaf and hard of The history of philosophy of edu- Scholarly Interests Scholarly Interests: hearing. Linguistics of English and cation; moral philosophy and its Curriculum theory and history. Discourse analysis. Language and ASL. Literacy development. Text relationship to education; philos- Conceptions of children and literacy development of ethnolin- structure. School psychology. ophy of dialogue and dialogical youth in theory and practice. guistic minorities. Computers and Auditory streaming. pedagogy; and practicing philoso- Gender issues in education. multimodal communication in phy with children and adoles- Citizenship education in times schools, communities, and the cents in schools. DEANNA KUHN of war. workplace. Professor of Psychology and Education YOUNG-SUN LEE HENRY LEVIN L. KNEFELKAMP Human Development Assistant Professor of William Heard Kilpatrick Professor Professor of Psychology Psychology and Education of Economics and Education and and Education Educational Background Human Development Organization and Leadership Director, National Center for the B.S., University of Illinois; Ph.D., Educational Background Study of Privatization in Education University of California, Berkeley (NCSPE) Co-Director, Center for Educational Background B.A., M.A., Ewha Womans the Study of Benefit-Cost Studies in B.A., Macalester College; Scholarly Interests University, Seoul, South Korea; Education (CSBCE) M.A., Ph.D., University of Ph.D., University of Wisconsin- Cognitive development across the International and Minnesota Madison lifespan and implications for edu- Transcultural Studies cational theory and practice. Scholarly Interests Scholarly Interests Educational Background Theories and concepts of inter- Psychometrics, Classical Test MICHAEL Y. L AU B.S., New York University; cultural communications. The Theory and Item Response Assistant Professor of M.A., Ph.D., Rutgers University Theory; Educational and multicultural self in organizations. Psychology and Education Psychological Measurement; Teaching to cognitive and cultur- Counseling and Scholarly Interests and Applied Statistics. al complexities in social-organiza- Clinical Psychology Economics of education. Cost- tional psychology. The design of effectiveness analysis. School effective learning communities. Educational Background HOPE LEICHTER reform. Educational vouchers. Feminist pedagogy, theory, and B.A., Grinnell College; M.A., Elbenwood Professor of Education research. Intellectual and ethical Golden Gate University; M.A., and Director of the Elbenwood ERIKA LEVY development. Diversity in the Ph.D., University of Notre Dame Center for the Study of the Assistant Professor of organizational context. Family as Educator Speech and Language Pathology Scholarly Interests International and Biobehavioral Studies MICHELLE KNIGHT-DIOP Research methodology, Transcultural Studies Associate Professor of Education Philosophical/Theoretical issues Educational Background Curriculum and Teaching in psychology, Asian/Asian- Educational Background B.A., Wesleyan University; American psychology. A.B., Oberlin College; M.A., Lehman College; Educational Background Ph.D., Harvard University M.A., New York University; B.A., Franklin and Marshall Ph.D., CUNY Graduate Center College; M.A., Monterey Scholarly Interests Institute of International Studies; Families and communities as edu- Scholarly Interests Ph.D., University of California cators. Family memories and nar- Cross-language speech produc- ratives. Kinship networks and tion and perception, second-lan- Scholarly Interests grandparents as educators. The guage speech learning, communi- mediation of television by the Equity issues in urban education. cation disorders in bilinguals, family. Education in community Teacher education. Multicultural accent and intelligibility in settings: museums, libraries. feminisms and feminist pedago- speech-language pathology. Families and school reform. gies. African-American and immi- Immigration, migration and grant educators teaching practices with diverse populations. family education.

Teachers College Columbia University 2009-2010 239 XIAODONG LIN VICTORIA MARSICK TARA L. MCISAAC ELIZABETH MIDLARSKY Associate Professor of Professor of Education and Co- Assistant Professor of Movement Professor of Psychology Technology and Education Director, The J.M. Huber Institute Sciences and Education and Education, and Coordinator Mathematics, Science, for Learning in Organizations Biobehavioral Studies of the M.A. Program in and Technology Organization and Leadership Psychology in Education Educational Background Counseling and Educational Background Educational Background B.A., University of Wisconsin- Clinical Psychology B.A., HeNan University (China); B.A., Notre Dame University; LaCrosse; Ph.D., University of M.A., Louisana State University; M.I.P.A., Maxwell School; Arizona Educational Background Ph.D., Purdue University Ph.D., University of California B.A., Brooklyn College, CUNY; at Berkeley Scholarly Interests M.A., Ph.D., Northwestern Scholarly Interests Neurophysiology and motor University Metacognition and problem solv- Scholarly Interests learning. Attentional and instruc- ing; technology-mediated cultur- Informal workplace learning; tional factors in motor learning Scholarly Interests al interactions and their impact team learning; action learning; after neurological injury. Motor Altruism and religiousness on teacher professional develop- strategic organizational learning skill acquisition of dual-task through the lifespan. Violence ment and reflection, and student and knowledge management. activities. Rehabilitation of indi- and mental health. Aging and domain subject understanding; Learning organizations. Interna- viduals with movement disorders. gender issues. Families of people influence of technology-rich tional models of management. with disabilities. Predictions of learning environments on lesson ELLEN MEIER psychotherapy utilization in development; transcultural col- ROBERT MCCLINTOCK Associate Professor of Practice white and ethnic minority laboration among teachers and John L. and Sue Ann Weinberg in Computing and Education populations. students. Professor in Historical and Mathematics, Science, Philosophical Foundations and Technology JANET L. MILLER SUNIYA LUTHAR of Education Professor of English Education Professor of Psychology Arts and Humanities Educational Background Arts and Humanities and Education B.A., University of Iowa; Counseling and Educational Background M.A., University of Minnesota; Educational Background Clinical Psychology B.A., Princeton University; Ed.D., Teachers College, A.B., Grove City College; M.A., M.A., Ph.D., Columbia Columbia University University of Rochester; Ph.D., Educational Background University The Ohio State University B.Sc., M.Sc., Delhi University; Scholarly Interests Ph.D., Yale University Scholarly Interests Technology policy and practice; Scholarly Interests Specialties: Historical interac- school reform and the use of Curriculum theory, with empha- Scholarly Interests tions between political and edu- technology, with particular ses on feminist poststructuralist Developmental psychopathology cational theories; information emphasis on urban schools; role and autobiographical theorizing; and resilience among children and communication technologies of leadership in technology inte- Qualitative/narrative research and families at risk. as agents of cultural change. gration, curriculum design and theories and methodologies; Current topics of scholarship: teaching with technology, tech- Issues of representation in quali- ANAND MARRI the role of common knowledge in nology and organizational tative/narrative research, espe- Assistant Professor of education; the need to develop change. cially in relation to constructions Social Studies and Education a cultural theory of ignorance as of teachers’ and researchers’ Arts and Humanities the basis for educational work; identities. and development of online study Educational Background resources for educational scholar- A.B., Bowdoin College; ship and criticism. A.M., Stanford University; Ph.D., University of Wisconsin- Madison

Scholarly Interests Civic Education, Economics Education, Teacher Education, Multicultural Education and Social Studies Education.

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

LISA MILLER FELICIA MOORE MENSAH ANNA NEUMANN HONOR O’MALLEY Associate Professor of Assistant Professor of Professor of Higher Education Associate Professor of Audiology Psychology and Education Science Education Organization and Leadership Biobehavioral Studies Counseling and Mathematics, Science, Clinical Psychology and Technology Educational Background Educational Background B.A., University of Texas, Austin; B.A., Marymount Manhattan Educational Background Educational Background M.A., University of Texas at Pan College; M.S., Ph.D., Purdue B.A., Yale College; Ph.D., B.S., University of North American; Ph.D., University of University University of Pennsylvania Carolina at Chapel Hill; Michigan, Ann Arbor M.S., North Carolina Agri- Scholarly Interests Scholarly Interests cultural & Technical State Scholarly Interests Function of the normal ear. Religion & spirituality, depression University; Ph.D., Florida Scholarly learning in lifespan Psychoacoustics and auditory and substance abuse, related risk State University perspective. Professors and their physiology. Intraoperative moni- factors and protective factors. intellectual careers. Learning and toring of hearing during neuro- Scholarly Interests teaching in higher education. tologic surgery. MARIE L. MIVILLE Diversity issues related to preser- Women’s scholarly development. Associate Professor of vice teacher education and mul- Academic cultures. Qualitative CELIA OYLER Psychology and Education ticultural education. Curriculum research methodology, interview Associate Professor of Education Counseling and materials development with focus research methods. The learning Curriculum and Teaching of research. Clinical Psychology on diversity and integration of Educational Background technology, mathematics, and B.S., Southern Connecticut State Educational Background literacy. Critical theory and femi- DEBRA NOUMAIR College; M.Ed., University of B.S., University of Florida; nist poststructuralist theory Associate Professor of Vermont; Ph.D., University of M.A., Ph.D., University of (power, knowledge, language, Psychology and Education Illinois, Chicago Maryland at College Park difference, identity). Qualitative Organization and Leadership research methods. Educational Background Scholarly Interests Scholarly Interests B.S., Boston University; Classroom-based collaborative Multicultural counseling. SRIKALA NARAIAN Ed.M., Ed.D., Teachers College, research on issues of social jus- Latino/a mental health issues. Assistant Professor of Education Curriculum and Teaching Columbia University tice, equity, and accessible peda- Universal-diverse orientation. gogy. Inclusion of students with Social attitudes and identity Scholarly Interests disabilities in general education development. Intersections of Educational Background Group and organizational dynam- classrooms. identities. Supervision, training, B.A., Madras University; ics and the application of systems and consultation. Professional M.A., Michigan State University; thinking to individual, team, and AARON PALLAS and student development. Ph.D., University of Missouri- St. Louis organizational performance. Professor of Sociology Examining the influence of diver- and Education JANE MONROE Scholarly Interests sity and authority on leadership Human Development Associate Professor of and followership behavior in Disability Studies in Education. Statistics and Education groups, organizations, institu- Inclusive schooling; education of Educational Background Human Development tions, and society. students with significant disabili- B.A., University of Virginia; ties. Sociocultural theories of Ph.D., Johns Hopkins University Educational Background KATHLEEN O’CONNELL learning. Interpretive research B.A., Midwestern University; Isabel Maitland Stewart Professor in education. Scholarly Interests M.S., University of Wisconsin- of Nursing Education Educational stratification, soci- Madison; Ed.D., Teachers Health and Behavior Studies ology of the life course, school College, Columbia University GARY NATRIELLO effects and effectiveness, and Ruth L. Gottesman Professor Educational Background of Educational Research social organization of schools. Scholarly Interests B.S.N., College of Mount St. Human Development Probability. Statistical inference. Joseph-on-the-Ohio; M.A., Multivariate techniques. Psycho- Ph.D., University of Kansas logical factors that relate to per- Educational Background formance in statistics, cognitive A.B., Princeton University; Scholarly Interests abilities and attitudes. A.M., Ph.D., Stanford University Smoking cessation, health behav- iors, diabetes, nursing, reversal Scholarly Interests theory, theory of self-control Social organization of online strength. learning. Social dimensions of performance assessment. School and classroom organization. Schooling for at-risk youth.

Teachers College Columbia University 2009-2010 241 DOLORES PERIN LENORE POGONOWSKI MOLLY QUINN DOUGLAS DAVID READY Associate Professor of Associate Professor of Associate Professor of Education Assistant Professor of Education Psychology and Education Music Education Curriculum and Teaching Organization and Leadership Health and Behavior Studies Arts and Humanities Educational Background Educational Background Educational Background Educational Background B.A., Ph.D., Louisiana State B.M.Ed., Ohio State University; B.A., Ph.D., University of Sussex B.S., Western Connecticut State University M.M., University of Rochester; University; M.A., University of M.Ed., University of Virginia; Scholarly Interests Connecticut; D.M.A., (Doctor of Scholarly Interests Ph.D., University of Michigan Reading and writing in children, Musical Arts), Temple University Curriculum theory and history adolescents and adults with liter- (i.e., hermeneutic, phenomeno- Scholarly Interests acy difficulties. Academic pre- Scholarly Interests logical, post-structural). Teaching Current research topics examine paredness of community college Development of musicality. and pedagogy in the humanities the influence of educational poli- developmental education stu- Musical creativity and problem (i.e., aesthetics, autobiography, cies and practices on educational dents. Teacher preparation for solving. Metacognition. Interdis- dialogic criticism). Engage ‘spiri- equity and access. Two strands disciplinary literacy in middle ciplinary arts education. Contex- tual’ (ethical) and philosophical comprise this work. The first and high schools. Reading and tual Teaching and Learning (theoretical) inquiry and criti- focuses on high school reform in writing interventions for adoles- Music. Creative Arts Laboratory. cism toward embracing a vision general, and the small-schools cents and adults. of education that cultivates movement in particular. The JAMES PURPURA wholeness, beauty, compassion second research strand employs ELISSA PERRY Associate Professor of Linguistics and social action. Recent schol- large nationally-representative Associate Professor of and Education, Director of TESOL arly efforts include: 1) the ques- datasets and growth curve model- Psychology and Education and Applied Linguistics Programs tion of hospitality in our educa- ing within HLM frameworks to Organization and Leadership Arts and Humanities tional labors via Derrida’s critical examine race and social class dis- inquiry and concern for the ‘for- parities in young children’s cogni- Educational Background Educational Background eigner’, 2) cosmopolitanism as tive growth. B.S., Trinity College; M.S., Ph.D., B.A., Marietta College; M.A., counter-narrative to multicultur- Carnegie Mellon University University of Colorado; Ph.D., alism in curriculum thought and MICHAEL REBELL practice, and 3) curriculum, sub- Scholarly Interests University of California, Executive Director, Campaign for Los Angeles jectivity and the subject of jus- Educational Equity and Professor The role of personal characteris- tice. of Law and Educational Practice tics (e.g., age, gender, race, dis- School Law Institute ability) in human resource judg- Scholarly Interests PATRICIA RASKIN ments and organizational behav- Second and foreign language Associate Professor of ior with a particular interest in assessment; Language Program Educational Background Psychology and Education issues of age discrimination. Evaluation; Assessment of A.B., Harvard College; Organization and Leadership Sexual harassment including sex- Grammatical Ability; Cognitive LL.B., Yale Law School Dimensions of L2 Assessments, ual harassment awareness train- Educational Background ing. Social cognitive processes in Classroom-Based Language Scholarly Interests B.S., M.Ed., Pennsylvania State organizational decision making. Assessment. Equity in Education. Role of the University; Ph.D., New York Courts in Institutional Reform University STEPHEN PEVERLY Litigations. Social Reform. Professor of Psychology Scholarly Interests and Education SUSAN RECCHIA Health and Behavior Studies Career development of adults Associate Professor of Education (especially women). Identity. Curriculum and Teaching Educational Background Work/family issues. Retirement. B.A., Manhattan College; M.S., Educational Background Ed.S., SUNY, Albany; Ph.D., B.A., University of California, Pennsylvania State University Santa Cruz; M.A., California State University, Northridge; Scholarly Interests Ph.D., University of California, His research focuses on two Los Angeles areas: a) the cognitive processes that underlie reading compre- Scholarly Interests hension and studying, and b) Social and emotional develop- cross-cultural differences bet- ment of young children. Adult- ween U.S. and Chinese children child relationships across con- in mathematical performance texts. Infants and preschoolers and the reasons for differences in with special needs. Early child- performance. He teaches courses hood professional development. on memory, reading comprehen- sion and studying, and law and ethics for school psychologists.

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

CRAIG RICHARDS ELAINE LA MONICA LORIANN ROBERSON PHILIP SAIGH Professor of Education and RIGOLOSI Professor of Psychology Professor of Psychology Director, Summer Principals Professor of Education and Education and Education Academy Organization and Leadership Organization and Leadership Health and Behavior Studies Organization and Leadership Educational Background Educational Background Educational Background Educational Background B.S., Columbia Union College; B.A., Ph.D., University of B.A., University of North B.S., University of Wisconsin at M.N., University of Florida; Minnesota Carolina; M.A., Ph.D., Green Bay; M.S., University of Ed.D., University of Massachu- University of Georgia Wisconsin at Milwaukee; setts; J.D., Benjamin N. Cardozo Scholarly Interests M.A., Ph.D., Stanford University School of Law, Yeshiva University Employee motivation and work Scholarly Interests attitudes. Workforce diversity Epidemiology, etiology, assess- Scholarly Interests Scholarly Interests issues, including diversity training ment, and cognitive-behavioral The ecology of leadership and Health care administration. and the effects of stigmatization treatment of posttraumatic stress development, ecological and Health care law. Nursing adminis- on performance. disorder in children and adoles- dynamic modeling of education tration and education. Consumer cents; child abuse; developmental systems, school finance funding satisfaction with health care. JANICE ROBINSON psychopathology; test develop- policy, state/market approaches to Humanistic applications Assistant Professor of Higher ment and validation; cross- school reform, and performance in health care delivery. Education and Vice President for cultural research on child-adoles- accountability systems. Diversity and Community Affairs cent psychiatric disorders, and FRANCISCO RIVERA-BATIZ prevention research. CAROLYN RIEHL Professor of Economics Educational Background Associate Professor of Education and Education B.S., Bridgeport University; JOHN SAXMAN Organization and Leadership International and M.A., Ed.M., Teachers College, Professor of Speech Pathology Transcultural Studies Columbia University; J.D., and Chair of the Department Educational Background St. John’s University School of of Biobehavioral Studies B.A., Valparaiso University; Educational Background Law; Post Graduate Certificate, Biobehavioral Studies M.A., New York University; A.B., Cornell University; Harvard University Graduate Ph.D., Teachers College, Ph.D., Massachusetts Institute School of Education Educational Background Columbia University of Technology B.A., San Diego State University; Scholarly Interests M.S., Ph.D., Purdue University Scholarly Interests Scholarly Interests Affirmative Action in higher and Organizational design, dynamics, Education and economic develop- legal education. Legal issues in Scholarly Interests and effects in education at the ment. International and public education. Access, retention and Communication disorders. Phon- school and school district level; affairs. Race, ethnicity and gender diversity in higher education. atory behaviors across the life- sociology of education, especially in the labor market. Immigrants University and professional span. Experimental Phonetics. issues of equity and the role of and education. The Latino popu- school leadership. gender, race/ethnicity, and culture lation of the United States. MARJORIE SIEGEL in schooling; educational leader- RUSSELL S. ROSEN Associate Professor of Education ship, especially with regard to ANN RIVET Assistant Professor of Education Curriculum and Teaching instructional leadership, cultural Assistant Professor of Health and Behavior Studies inclusion, school-community rela- Science and Education Educational Background tions, and equity and excellence; Mathematics, Science, Educational Background B.S., University of Wisconsin- connections between education and Technology Madison; M.S., Ed.D., Indiana policy, the organization of schools A.B., The University of Chicago; Ph.D., Columbia University University and school systems, and teaching Educational Background and learning in schools. Scholarly Interests Sc.B., Brown University; Scholarly Interests Multimodality and literacy educa- M.S., Ph.D., University of Second language acquisition, cur- Michigan tion, Content area literacies, riculum and instruction; history, Cultural and critical perspectives sociology; anthropology of deaf on literacy education. Scholarly Interests people; Deaf Studies; Disability Design of project-based science Studies; linguistics of ASL; liter- learning environments for middle ary theory and criticism. and high school. Urban systemic reform. Classroom-based research. Student learning through inquiry. Teaching and learning of earth sciences.

Teachers College Columbia University 2009-2010 243 STEPHEN SILVERMAN DERALD WING SUE MUN TSANG LALITHA VASUDEVAN Professor of Education Professor of Psychology Professor of Education Assistant Professor of Biobehavioral Sciences and Education and Director for the Center Technology and Education Counseling and on Chinese Education, Mathematics, Science, Educational Background Clinical Psychology Cheung Kong Professor and Technology B.S., Temple University; M.S., of Economics of Education, Washington State University; Educational Background Chinese Ministry of Education Educational Background Ed.D., University of B.S., Oregon State University; International and B.A., Ph.D., University of Massachusetts, Amherst M.S., Ph.D., University of Transcultural Studies Pennsylvania Oregon Scholarly Interests Educational Background Scholarly Interests Physical education. Research on Scholarly Interests B.S., M.S., Massachusetts New technologies; Race/ethnicity teaching. Research methodology. Multicultural counseling and psy- Institute of Technology; M.A., and gender in education; chotherapy. Psychology of racism Ph.D., Stanford University Literacies; Deconstructing the LAURA SMITH and antiracism. Cultural diversity. “School-to-prison” pipeline. Scholarly Interests Assistant Professor of Cultural competence. Multi-cul- Costs and financing of education. Psychology and Education tural organizational development. HELEN VERDELI Chinese education policy. Educa- Counseling and Mental Health Law. Assistant Professor of tion and economic development. Clinical Psychology Psychology and Education GRAEME SULLIVAN Counseling and Educational Background Professor of Art Education BARBARA TVERSKY Clinical Psychology Professor of Psychology B.A., University of Virginia; Arts and Humanities and Education M.S., Ph.D., Virginia Common- Educational Background Educational Background Human Development wealth University B.A., Deree College; Dip. Art Ed. (Hons); M.A., M.Sc., London School of Eco- Ph.D., Ohio State University Educational Background Scholarly Interests nomics; M.A., Morehead State B.A., M.A., Ph.D., University University; Ph.D., Yale University Classism, social class, and pover- Scholarly Interests of Michigan ty. Social justice frameworks for Visualization, cognition and artis- Scholarly Interests psychological services. Com- tic practice and research meth- Scholarly Interests munity-based psychological inter- Prevention strategies for adoles- ods for arts disciplines. Spatial thinking and language, ventions. Participatory action cent children of bipolar parents; diagrammatic reasoning, visual research. Whiteness and contem- Conducting and testing psycho- MARIA TORRES-GUZMAN communication, design cognition, porary racism. Group psycho- therapy in developing countries. Professor of Bilingual Education gestures, event perception, therapy International and cognition and learning, embodied RUTH VINZ Transcultural Studies and situated cognition. GITA STEINER-KHAMSI Enid and Lester Morse Professor of Education Professor in Teacher Education Educational Background HERVE VARENNE International and Arts and Humanities Transcultural Studies B.A., Universidad de Puerto Professor of Education Rico; M.A., University of International and Educational Background Michigan; M.A., Ph.D., Transcultural Studies Educational Background B.S., Montana State University; Stanford University M.A., Boise State University; Dr. h.c., Mongolian State Educational Background University of Education; Ph.D., New York University Scholarly Interests License-ès-Lettres, Université Ph.D., M.A., University d’Aix-Marseille; M.A., Ph.D., Linguocultural spaces in literacy; Scholarly Interests of Zurich, Switzerland University of Chicago Teaching in multiple languages as Teacher Preparation and the Scholarly Interests identity formation; Minoritized Professional Education of language groups such as the Scholarly Interests International policy studies in Teachers. Culturally Responsive Latino in the U.S., Basque in Culture, communication, and education. School and teacher Teaching. The Teaching and Spain, or the Maori in New education with special attention education reform from an inter- Learning of Secondary School Zealand; Puerto Rican women to comparative and historical national perspective. Education, Literacies. leaders in NYC educational conditions. Polity and community development and international settings. theory, particularly as it applies cooperation. Transnational policy to families, their immediate situa- borrowing/lending and globaliza- tions, and their positions in a tion. Theories and methods (case global humanity as the joint pro- study methodology) in interna- duction of all involved. tional and comparative educa- tion. Analytical work, strategic planning and program evaluations in Mongolia and Central Asia (Tajikistan, Kyrgyz Republic).

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

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

Teachers College Columbia University 2009-2010 245 246 www.tc.columbia.edu/faculty General Information: (212) 678-3000 Trustees, Officers, and Councils TRUSTEES OFFICERS ALUMNI John W. Hyland, Jr., Co-Chair Susan H. Fuhrman, Ph.D. COUNCIL William D. Rueckert, Co-Chair President of the College Robert Weintraub, President James W. B. Benkard Thomas James Lee C. Bollinger Provost and Dean of the College Marion Boultbee Cory A. Booker Frederick R. Brodzinski Gene R. Carter Henry Spector, M.A., M.C.R.P Jeanne Clark-Rance Geoffrey Colvin Vice President for Finance Vicki Cobb James P. Comer and Administration Joyce B. Cowin George Coleman Dawn Duques Suzanne M. Murphy, M.A., Ed.M. Susan Diamond Susan H. Fuhrman Vice President for Development Peter Dillon Ruth L. Gottesman and External Affairs Erick P. Gordon Patricia Green Mark Graham Antonia M. Grumbach Scott Fahey, M.Ed. Constance B. Green Marjorie L. Hart Secretary to the College and Carole Hankin John W. Hyland, Jr. Assistant to the President Elaine Heffner Elliot S. Jaffe Jane Herzog John Klingenstein PRESIDENT’S Martin Keller Jan Krukowski ADVISORY Maritza MacDonald Julie Leff COUNCIL Jose Maldonado-Rivera Eduardo Marti Alice Elgart Maryalice Mazzara Claude A. Mayberry, Jr. Kristina Gimbel Kim McCrea John Merrow Jon Gruenberg Lorraine Monroe Carolyn McNally Sasha Heinz Kathleen D. Morin Enid W. Morse Jill W. Iscol Diana Newman Abby M. O’Neill Gregory Jobin-Leeds Michael Passow Dailey Pattee Jonathan Knee E. John Rosenwald, Jr. Phyllis L. Kossoff Jeffrey Putman William Dodge Rueckert Douglas Kreeger Neil Robbie Marla Schaefer Alan P. Levenstein Christopher Scott Laurie Tisch James P. Levy Cynthia Sculco Gillian Neukom Toledo J. Bruce Llewellyn Joan Shapiro Jay Urwitz Bernard McKenna James J. Shields Steven R. Wechsler James L. Neff Diane Sunshine Sue Ann Weinberg Ron Saltz Caroline Vaughan Bruce Wilcox Theodore R. Sizer Christopher J. Willams Adam Vane Janna Spark Nicole Vartanian Alberta G. Strage Alice Wilder HONORARY & Charla J. Tindall Dawn L. Williams EMERITI TRUSTEES Elisa Wilson Patricia Cloherty Elizabeth H. Witten Thomas W. Evans Elaine R. Wolfensohn A. Clark Johnson, Jr. Thomas H. Kean Roland M. Machold J. Richard Munro Ronald Nicholson Jeffrey M. Peek Charles O. Prince Elihu Rose Donald Stewart Barbara Thatcher Douglas Williams

Teachers College Columbia University 2009-2010 247 Student Services and Administrative Information Admissions Thank you for your interest in Teachers College, Applicants using DHL, FedEx, or UPS should Application Fee Columbia University. For more information have their materials delivered to: New application $65 regarding Teachers College Admissions, please Re-application $35 refer to the Guide to Admission (www.tc.colum- Teachers College, Columbia University bia.edu/apply). Office of Admission The application fee is nonrefundable. Thorndike Hall, 3rd Floor APPLYING TO TEACHERS COLLEGE 525 West 120th Street The application fee must be submitted elec- New York, NY 10027-6696 tronically through the online application About the Application Process (credit card or checking or savings account Teachers College is a graduate-only institu- All hard-copy materials should be accompa- routing number). Application fees made by tion. Applicants must hold, or be in the nied by the Document Cover Sheet (www.tc. checking or savings account routing number process of obtaining, the equivalent of a U.S. columbia.edu/apply) in order to expedite must be drawn on a U.S. bank. baccalaureate degree in order to be considered processing. for admission. Personal Statement Application Deadlines Applicants should present a carefully planned Applicants may apply to only one program at For most Teachers College programs, the and written statement one to two pages in a time. application deadlines are as follows: length describing their background, past work in the intended field of study, plans for gradu- Teachers College admits students for Spring, Summer or Fall Entry ate study and a professional career, or any Summer, and Fall entry. However, not all pro- Ph.D. Final Deadline: December 15 other information they feel is relevant. Appli- grams or degree levels are available for all cants who are currently registered in a gradu- entry terms. Ed.D. programs: ate program at another university should Early Deadline: January 2 explain why they wish to leave. The personal A complete list of available programs, degrees, Final Deadline: April 1 statement must be submitted electronically as and entry terms can be found in the Guide to a part of the online application. Admission (www.tc.columbia.edu/apply). Master’s programs: Early Deadline: January 15 Official Transcript(s) How to Apply Final Deadline: April 15 First-time applicants to the College must sub- The Teachers College Application for Admis- mit one official transcript from each college or sion is available online (www.tc.columbia.edu/ Spring Entry university in which they were enrolled for any apply) and can be completed over several ses- Final Deadline: November 1 period of time, showing all courses, grades and sions, if necessary. degrees received, if any. Applicants should Please note: request that the transcript(s) be returned to The complete Teachers College application • Not all programs are available for all entry the applicant in a sealed envelope with the consists of the application form, as well as terms. signature of an authorized official across the additional materials to be submitted both • Only completed applications will be acted sealed flap. online and through mail to the Office of upon. In order for an application to be con- Admission. Applicants are strongly recom- sidered complete, the Office of Admission Applicants who are current TC students, or mended to fully submit the Application for must receive all required application materi- have previously enrolled at Teachers College Admission prior to submitting additional appli- als by the designated deadline. cation materials to the Office of Admission. do not need to resubmit transcripts that • Scholarships are awarded on a funds-avail- accompanied their previous application. Applicants are responsible for collecting and able basis. It is in the applicant’s best inter- submitting all required application materials est to meet the early application deadline. For educational institutions located outside of to the Office of Admission. Official scores of • Applications received after the early dead- the United States or Canada, an official cre- any required standardized test, such as the line may be considered on a space-available dential evaluation from World Education TOEFL, GRE, or MAT must be directly re- basis. Services. Inc. (WES) is required. Refer to the ported to Teachers College Office of Admis- “International Students” section for more infor- sion by the Testing Centers. Refer to the COMPONENTS OF THE mation. “Standardized Tests” section for more infor- COMPLETE APPLICATION mation. Letters of Reference Below is a list of items that must be received Applicants are required to submit two letters All correspondence with the Office of Admis- by the Office of Admission to ensure a com- of recommendation, unless a third is required. sion should include the applicant’s full name plete application. More information can be found in the “Special (as it appears on the application form), along Application Requirements/Information” sec- with her/his Teachers College ID number. The Under no circumstances can any application tion in the individual program descriptions TC ID is issued to each applicant via e-mail materials submitted to the Office of Admission of the Catalog or the Guide to Admission once her/his application form has been fully be returned to an applicant or forwarded to (www.tc.columbia.edu/apply). submitted. The TC ID is a randomly-generat- another college, university, or place of busi- ed eight-digit number preceded by the letter ness. All records submitted in support of an Letters of recommendation should be written “T” that is used to identify the applicant application for admission become part of a stu- by people who can comment from personal throughout the application and enrollment dent’s permanent record at Teachers College. knowledge on the applicant’s academic or pro- process. fessional qualifications for graduate study. Completed Application Form Wherever possible, letters of recommendation Any application components not submitted Available online at www.tc.columbia.edu/apply. should be submitted from academic sources. online should be mailed to: A valid e-mail address must be included on However, if an applicant has been out of school the application form, as it will be used for all for a number of years, professional recommen- Teachers College, Columbia University correspondence from the Office of Admission. dations may be used in most cases. Office of Admission, Box 302 525 West 120th Street New York, NY 10027-6696

Teachers College Columbia University 2009-2010 249 Recommendations written by family members Please note: For Summer/Fall applicants who submit a com- or friends are not appropriate for the purposes • The minimum TOEFL exam score required plete application by the published early applica- of this application. A credentials file at a previ- by Teachers College is 100 on the internet- tion deadlines, it is our goal to publish decisions ous college or university may be submitted to based exam (IBT), 250 on the computer- around mid-March. Spring term applicants and fulfill the letters of recommendation require- based exam (CBT), and 600 on the paper- applicants applying after the early deadline will ment. However, if an applicant has been out based exam (PBT). The TOEFL is adminis- be notified on a rolling basis. of school for five or more years, one additional tered by Educational Testing Service (ETS). current letter of recommendation should be Applicants may obtain further information In order to ensure a place in a program, a submitted. on TOEFL at www.toefl.org or from their $300 U.S. nonrefundable tuition deposit must local overseas educational advising center be received by Teachers College. Deposit dead- Letters of recommendation may be submitted (www. educationusa.state.gov/centers). lines will be included in the letter of admission. electronically through the online application • The minimum IELTS exam score required by The tuition deposit must be submitted elec- or in paper form. Applicants must provide the Teachers College is an overall band score of tronically through the Admission Response name, title, address, and telephone number of 7.0. The minimum CPE exam score required Form (credit card or checking or savings each recommender in the space provided on by Teachers College is a B. The IELTS and account routing number). Deposits made by the online application, regardless of the method CPE are both administered by the University checking or savings account routing number of submission. of Cambridge English for Speakers of Other must be drawn on a U.S. bank. Upon enroll- Languages (Cambridge ESOL). Applicants ment, the tuition deposit will be credited to If a paper letter of recommendation is submit- may obtain further information on these the student’s account. ted, it must be accompanied by a Teachers tests from www.cambridgeesol.org. College Recommendation Form and Document • The minimum English Certification Test DEFERRAL OF ADMISSION Cover Sheet (www.tc.columbia.edu/apply). (ECT) score required by Teachers College Students may defer their admission to a Master Applicants should request that each letter of is 10. The ECT is administered by the of Arts, Master of Education, or Master of recommendation be returned to the applicant Columbia University American Language Science degree program for one year, unless in a sealed envelope with the signature of the Program. Applicants may obtain further otherwise specified by the program. Students recommender across the sealed flap. Each rec- information on ECT from www.ce.colum- admitted to doctoral programs must have the ommendation must be received by the Office of bia.edu/alp. Students who require non-stan- written permission of the program to which Admission in its original sealed envelope. If the dard administration of the tests should con- they were admitted to defer an offer of admis- recommender prefers, the letter may be sent sult with the Office of Access and Services sion. Requests for deferral of admission must be directly to the Office of Admission at Teachers for Students with Disabilities at (212) 678- indicated on the Admission Response Form. College. The recommender’s signature must 3689, (212) 678-3853 V/TTY, (866) 624- Students wishing to defer are required to sub- appear on both the letter of recommendation 3281 video phone, or [email protected] for mit the $300 U.S. nonrefundable tuition and across the sealed flap. Open or unsigned information about such accommodations. deposit at the time of the deferral request. reference letters will not be accepted. • Applicants to the Teaching of English as a Second Language (TESOL) or Applied TRANSFER CREDIT Letters of recommendation are used for admis- Linguistics programs must submit an English Students may apply for transfer credit upon sion and scholarship review in the applicant’s proficiency exam score if their native lan- registering at TC. No transfer credit is awarded intended field of study only. All letters of rec- guage is not English, regardless of where for Master of Arts students, including Teachers ommendation are destroyed after the review College credits that have already been applied their undergraduate and/or graduate degree process. towards a conferred Master of Arts degree. For was obtained. In addition, these programs the Master of Education and the Doctor of have exam restrictions and minimum score Résumé Philosophy, a maximum of 30 points completed requirements that differ from all other A current résumé or chronological listing of outside of Teachers College may be transferred. Teachers College programs. Refer to the in- employment and other significant activities For the Doctor of Education and Doctor of dividual program listings in the catalog or must be submitted electronically through the Education in the College Teaching of an Guide to Admission (www.tc.columbia.edu/ online application. Academic Subject, a maximum of 45 points apply) for more information. may be transferred. For the Doctor of Philo- Standardized Tests sophy, up to 45 points completed in another Supplemental Application Requirements Applicants are expected to take any required faculty of Columbia University may be trans- Some programs require application materials standardized tests well before the application ferred. such as standardized test scores or writing sam- deadline(s). Official scores of any required ples (separate from the Personal Statement). standardized test, such as the TOEFL, GRE, Only graduate courses which have been (1) Refer to the individual program information or MAT must be directly reported to Teachers completed with grades of B or higher, (2) sub- sections of the catalog or the Guide to Admis- College Office of Admission by the Testing mitted on an official transcript from a regional- sion (www.tc.columbia.edu/apply) for more Centers. Expired scores will not be accepted. ly accredited institution, and (3) granted/ information and instructions on how to submit assigned credit on the transcript of that institu- Supplemental Application Requirements. For the TOEFL, GRE, or other tests adminis- tion, may be considered for transfer credit. tered by the Educational Testing Service (ETS), Transfer credit is awarded at the discretion NOTIFICATION OF DECISION the assigned institution code for Teachers of the faculty advisor. The length of the application review process College is 2905. No department code should varies from program to program. The Office of be indicated. Refer to the “Degree Requirements” section Admission will notify the applicant via e-mail of the Catalog for more information. once a decision has been published. This noti- For all applicants whose native language is not fication will include instruction on how to English or those who have received a bac- INTERNATIONAL STUDENTS retrieve the application decision through the calaureate degree from an institution where International students must hold, or be in the online application. The official notification of English is not the official language of instruc- process of obtaining, the equivalent of a U.S. the decision is the letter bearing the signature tion, an English proficiency exam must be baccalaureate degree in order to be reviewed of the Director of Admission. Decisions will taken. An English proficiency exam is required for admission to Teachers College. Applicants not be given over the telephone. regardless of where the applicant received a who do not meet this requirement will not be graduate degree (if any). considered for admission. 250 www.tc.columbia.edu General Information: (212) 678-3000 ADMISSIONS

Applicants are expected to collect and prepare national ID card, as well as address in the A non-degree student may take up to 16 cred- international educational credentials well in applicant’s country of permanent residence are it points as long as the academic standards of advance of the application deadline. Incom- also required. the College are met. plete records will not be reviewed for admission. Be certain that any form not issued in English In order to exceed the maximum of 16 points, If an applicant’s undergraduate credentials are is accompanied by a notarized English transla- a non-degree studentmust either: from an institution outside of the United States tion. • Be admitted to a Teachers College degree and Canada, the Office of Admission requires a program, or World Education Services, Inc. (WES) course- Individuals holding B-1 or B-2 status, or who • Obtain approval from the Registrar for by-course evaluation of all post-secondary cre- entered the United States on a visa waiver, continued registration under non-degree dentials (undergraduate and graduate, if appli- may be in violation of their status if they enroll status. cable). It is the applicant’s responsibility to pro- in classes. vide the necessary paperwork and payment to Admission to non-degree status implies no WES, and to request that a copy of the report Contact International Services at commitment for admission to a degree pro- be sent to the Office of Admission. The com- [email protected] with any questions gram. Should a non-degree student become a pleted WES report must be received by the related to visas or visit degree candidate, a maximum of 16 points (8 appropriate admission deadline. The evaluation www.tc.columbia.edu/international. in the major field) taken in non-degree status copy provided to Teachers College becomes an may be applied toward a degree program. official academic record document and the sole STUDENTS WITH DISABILITIES property of Teachers College upon its receipt. The Office of Access and Services for Indivi- WES evaluations will be reviewed by Teachers duals with Disabilities (www.tc.columbia.edu/ CONTACT INFORMATION College administrators and the determination oasid) ensures that programs and services at of degree equivalency to U.S. degrees is at the Teachers College are physically, programmati- Office of Admission discretion of Teachers College. WES will com- cally, and attitudinally accessible to individuals Thorndike Hall, 3rd Floor plete and mail the applicant’s evaluation to with disabilities. Equal access is achieved Phone: (212) 678-3710 Teachers College within 7-10 business days through individualized responses addressing Fax: (212) 678-4171 from the day all documents are received. For the needs of individuals with conditions in- Email: [email protected] an extra charge, rush services for same-day and cluding, but not limited to, vision, hearing or three-day evaluations are available. Forms for mobility impairments, medical conditions, or evaluation by WES may be downloaded from learning disabilities that affect one or more STATEMENT OF the WES website (www.wes.org). Applications academic activities. NON DISCRIMINATION are also available by e-mail, phone, fax, or mail. Teachers College affirms that it admits stu- Refer to the WES website for more information. Office of Access and Services dents and selects employees regardless of their for Individuals with Disabilities race, creed, color, religion, sex, sexual orienta- If a school an applicant attended is no longer 163 Thorndike Hall tion, marital status, national origin, citizenship in existence or it is impossible to obtain official Teachers College, status, age, or disability and thereafter accords documents from the school attended, the appli- Columbia University them all the rights and privileges generally cant should have the Ministry of Education of Box 105, made available to students or employees at that country furnish an official statement testi- 525 West 120th Street the school. fying to the impossibility of obtaining records. New York, NY 10027-6696 The Ministry should also supply Teachers College with a list of courses ordinarily required Tel/Voice: (212) 678-3689 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 uni- versity 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 mat- For admission to non-degree status, applicants erials. must provide a completed non-degree applica- tion form (PDF available online at www.tc. Documents necessary to obtain a student visa columbia.edu/apply), $65 nonrefundable appli- (I-20 or DS-2019) are sent only after an appli- cation fee (check or money order, drawn on a cant is officially admitted to Teachers College U.S. bank), and proof of baccalaureate degree and has submitted the Application for Visa (photocopy of official transcript or diploma). Certificate (AVC) (available online at www. The Office of Admission cannot accept proof tc.columbia.edu/international/newstudent), and of a Master’s degree in place of a baccalaureate supporting documents certifying that the appli- degree. For applicants who received baccalau- cant has the necessary funds to meet the cost of reate degrees outside of the U.S. and Canada, full-time study at Teachers College. Holders of a WES credential evaluation must be submit- student visas (F-1 or J-1) are required to study ted. Refer to the “International Students” sec- full-time (at least 12 points per semester). A tion for more information. copy of the ID page(s) of the passport or

Teachers College Columbia University 2009-2010 251 Residential Services RESIDENTIAL SERVICES AT of application. Applicants outside a 30-mile Single Student Housing TEACHERS COLLEGE radius of the greater New York City area have Three buildings are available for single-student the highest priority for housing. To complete housing. They are 517 West 121st, Grant Hall, The Office of Residential Services extends a an application you should visit our website at and Whittier Hall. warm welcome to you as you consider joining www.tc.edu/housing and complete our on-line our residential community. housing application. 517 West 121st opened in the fall 2004 semester. The building contains 252 studio apartments. The Office of Residential Services at Teachers The following early application dates are Some have private kitchenettes, while most College, Columbia University, complements recommended for submitting a housing units share community kitchens which are dis- the institutional mission of the College by application: tributed throughout the building. The regular striving to provide housing that is convenient, studios are approximately 215 square feet in size, clean, and safe for campus residents, their fam- Fall term entry: February 1st and each one contains a private bathroom. ilies and guests. The department is committed Spring term entry: September 1st Grant Hall is located at 514 West 122nd to creating a stimulating, inclusive, and caring Summer term entry: December 1st Street. Two-bedroom shared units are available environment that supports the out-of-class- in the courtyard side of this building. These room experience and enhances intellectual, Please note: Students are encouraged to apply apartments contain two bedrooms, a bathroom, personal, and professional development. We prior to the early application dates listed above and a kitchen. collaborate with other campus departments to and may apply for housing up to one year in advance of the term they seek housing. meet the unique needs of our graduate student Whittier Hall is located at 1230 Amsterdam population and provide uncompromising quali- Unfortunately, given the limited number of Avenue (at the corner of 120th Street) and ty, innovation, and continuous improvement was constructed in 1901. There are several in a multicultural community. spaces available, we may be unable to accom- modate all requests for housing. different types of housing accommodations offered in this residence hall. All assignments Teachers College has approximately 600 spaces Housing Assignments include a private bedroom. Room sizes vary available for single students and 150 apart- in all accommodation types. ments for students with families. Whittier, Students will be notified by the Office of Residential Services of their housing status on Bancroft, Grant, and Sarasota Halls are his- In the single rooms, kitchen and bathroom facil- a bi-weekly basis when offers commence for toric buildings similar to other early 1900’s ities are shared by approximately 20 students. the semester for which they have applied. New York City apartment-style buildings. Our Suites are self-contained units with three to six Each student’s assignment letter contains newest building, 517 West 121st, opened in private bedrooms. Residents of suites share a information regarding the unit to which the the fall 2004 semester. kitchen, bathroom, and common area. Efficiency student has been assigned. This information units, one and shared two bedroom apartments, includes: type of unit, semester housing Eligibility for Housing and studio units all have a private bathroom and charge, and approximate size of unit. Also, In order to be eligible for student housing, stu- kitchen. Microwaves are provided for students information regarding check-in dates and dents must be enrolled in a degree program at in suites, efficiencies, studios and one and times will be enclosed. Notification that a Teachers College and registered for classes. shared two bedroom apartments. A microfridge housing space is available will be accompanied To maintain housing eligibility, residents must (a microwave attached to a refrigerator unit) is with a housing contract and other documenta- be enrolled and registered for a minimum of provided in the single rooms. 9 credits or equivalent each semester (fall and tion, which must be returned along with a spring). Two-thirds of each semester’s credits $500 housing deposit to hold the space. Begin- All single student housing units are fully fur- (6 points per term) must be earned course ning in the Summer A term, 2010, the hous- nished. Residents must, however, provide their credits (i.e. not Certificates of Equivalency). ing deposit will increase to $750.00. This own linen, cooking utensils, and other house- Semester courses that are defined by the deposit is held in an interest bearing account hold items. All units are equipped with tele- Registrar as full-time, qualify a resident for for the duration of the student’s residence and phone service, voice mail, unlimited local calls, full-time status. Housing Contracts extend for may not be used for semester housing charges. caller ID, cable TV, and internet hook-up. one calendar year, beginning with the summer Every effort is made to accommodate each term. Any resident who completes 18 credits SINGLE STUDENT HOUSING AVERAGE applicant’s housing preferences. However, during the fall and spring semesters combined SEMESTER RATES there is a transfer period after the semester (or 9 credits during the spring semester for stu- (2009–2010 ACADEMIC YEAR) dents who begin residency in the spring) is not begins in which students may request a change required to register for summer sessions and of assignment. Students may choose to exer- 517 West 121st: may remain in the residence hall, but must re- cise the transfer option if the College is unable Efficiency $7,300 enroll for the upcoming fall semester and live to accommodate their original request. Large Efficiency in Teachers College housing for the upcoming (with kitchenette) $8,800 fall semester. To remain eligible for summer Applications will be processed beginning: housing if a resident is vacating in the summer May 15th: Fall Term Grant Hall: (at the conclusion of Summer A or Summer November 15th: Spring Term Shared Two-bedroom $4,700 B) the resident must be enrolled for the sum- March 15th: Summer A Term (limited availability) mer or have documentation from the College April 15th: Summer B Term demonstrating an affiliation with the College Whittier Hall: during the summer. If the resident is teaching Once offered an assignment in Teachers Single Room $3,600 in public schools or has dependents in public College housing, the housing application may Suite Room $4,000 schools, the resident is permitted to remain in not be deferred to another semester. Hence, Efficiency housing until the conclusion of Summer A. the applicant would need to submit a new (limited availability) $5,700 housing application and fee for the desired Shared Two-bedroom semester. When to Apply for Housing (limited availability) $4,700 Housing offers are based on availability of One-bedroom units, geographic priority, and date of receipt (limited availability) $6,500 Studio (limited availability) $6,800 252 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, 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 (2009–2010 ACADEMIC YEAR) All persons applying for family housing must submit proper documentation along with their 1 Bedroom Apartment $6,700-$7,300 application. The following are acceptable 2 Bedroom Apartment $7,700 forms of documentation: 3 Bedroom Apartment $8,700 1. Copy of a current marriage certificate. (limited availability) 2. In the case of a single parent, birth certifi- cate(s), adoption papers, or other appropriate Please note: Rates are subject to change documentation of legal guardianship. and typically increase 4-6% each year. 3. Notarized affidavit declaring that the applicants share a domestic partnership. Important Information The approved affidavit form is included in the application. • Students may submit an application for In addition, those who apply as Domestic housing even if they have not yet applied or Partners must include one of the following been admitted to the College. No offer for with the signed affidavit: housing, however, will be made until stu- a. Copy of a joint lease naming and signed dents are officially admitted 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 stu- dent) or the Office of Registrar (if a contin- Family Housing Options uing student) of any changes in mailing Teachers College maintains three Family address, telephone number, and/or email Housing units: Bancroft, Grant, and Sarasota address. Halls. Typically, one-bedroom apartments are assigned to families with 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 applica- tion will be considered for the requested Grant and Sarasota Halls, located at 514 and semester. A housing application may be 512 West 122nd Street, respectively, are six- deferred for a maximum of one year, provid- story buildings with four apartments on each ed an assignment was never offered. floor. The two front apartments have an entry foyer, living room, bedroom, kitchen, and bathroom. The two rear apartments have a long hallway with the bedroom, kitchen, bath- room, and living room opening into the hall- way.

Teachers College Columbia University 2009-2010 253 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 Wireless Ethernet Ethernet Ethernet Ethernet

Mail and Mail delivery by USPS; Mail delivery by USPS; Mail delivery by USPS; Mail sorted by staff; package Mail sorted by staff; package Packages package pick-up at 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

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

Teachers College Columbia University 2009-2010 255 Center for the Professional Education Co-Directors: Clive Belfield and across subject matter areas; (3) use of dia- of Teachers (CPET) Henry M. Levin logue, collective cognition and reflection in Department of Arts and Humanities Contact Information: the classroom. CAL is offered as a 2 or 3 The Center for the Professional Education of Box 181 credit course and professional development Teachers establishes partnerships with second- (212) 678 3857 for non-TC groups of teachers. ary schools in order to develop effective literacy [email protected] education in all disciplines. Interrelated initia- [email protected] Director: Dr. Lenore Pogonowski tives of program development, research, and www.cbcse.org Contact Information: assessment contribute to a growing understand- Box 139 ing of the classroom contexts that promote the Center on Chinese Education (212) 678-3896 learning and uses of literacy. The Center cre- College-wide [email protected] ates team-based projects with faculty, doctoral The purpose of the Center on Chinese www.tc.edu/centers/cal students, and school-based educators to engage Education is to promote education exchange in examinations of how instruction and assess- between the U.S. and China and foster under- Edward D. Mysak Speech ment promote and support students’ literacy standing of education development and policy and Hearing Center practices and account for diversity of back- in China through research, teaching, and out- Department of Biobehavioral Sciences (Programs ground. Professional development programs reach activities. in Speech-Language Pathology and Audiology) provide teachers with current research and The Mysak Center is the on-site clinical train- practice in adolescent literacy education that is Director: Mun C. Tsang ing facility for students in the masters program intended to support adolescent literacy achieve- Contact Information: in speech/language pathology. The Center pro- ment. Box 211c vides a wide range of diagnostic and therapeu- (212) 678-3814 tic services in speech, language, hearing, and Director: Ruth Vinz [email protected] augmentative communication for all ages of Associate Director: Britta Van Dun www.tc.edu/centers/coce individuals with communication disorders. Contact Information: Services are provided by fully certified and Box 182 Community College Research Center licensed clinical educators as well as qualified (212) 678-3161 (CCRC) graduate clinicians under direct supervision by [email protected] Department of International and Transcultural the clinical faculty. Studies (Program in Economics and Education) Center for African Education The Community College Research Center Director: Jo Ann Nicholas Department of International (CCRC) was established in 1996 by the Alfred Contact Information: and Transcultural Studies P. Sloan Foundation and is housed within the Box 191 The Center for African Education promotes Institute on Education and the Economy (IEE) (212) 678-3410 research and teaching about education in at Teachers College, Columbia University. [email protected] Africa and the African Diaspora. Its central CCRC conducts and promotes research on www.tc.edu/centers/mysak aim is to create a community of students, fac- major issues affecting the development, ulty, staff, visiting scholars, and practitioners growth, and changing roles of community col- Hollingworth Center commited to the fields of Education and leges in the United States. In addition to con- Department of Curriculum and Teaching African Studies and to provide them with a ducting research, CCRC works with communi- The Hollingworth Center, a program within forum to discuss their African interests and ty colleges, professional organizations, founda- the Department of Curriculum and Teaching is work. tions, and government agencies in an effort to a service, research and demonstration site. The strengthen the research capacity both within Center is designed to provide internship and Director: George C. Bond the colleges and the broader community, training opportunities for the graduate stu- Contact Information: attract new scholars to the field, promote dis- dents of Teachers College, develop model pro- Box 10 cussion and debate about crucial and often grams in early childhood education, and offer (212) 678-3309; (212) 678-3311 controversial issues, and disseminate existing enriched educational services for children, [email protected] research. families and educators. Primarily concerned with nurturing the talent development of all Center for Benefit Cost Studies Director: Thomas Bailey young children, the Center maintains a special in Education Associate Director: Lisa Rothman commitment to creating and implementing Department of International Contact Information: programs for underserved children and teach- and Transcultural Studies Box 174 ers in urban schools, and designing model cur- This Center carries out studies using the (212) 678-3091 ricula in areas traditionally neglected in ele- economic tools of benefit-cost analysis and [email protected] mentary schools. Since the Center was estab- cost-effectiveness analysis to evaluate both http://ccrc.tc.columbia.edu lished in 1981, it has been internationally rec- the returns on educational investments and ognized for exemplary programs, grant projects, to select the most productive alternatives to Creative Arts Laboratory (CAL) teacher development efforts, and research addressing particular educational issues. A Department of Arts and Humanities contributions. special focus is placed on studies of education- The purpose of CAL is to provide experiential al investment in at-risk populations. Major sessions in dance, music, theatre, videography Director: Lisa Wright reports and articles have been produced on and visual arts to enable students and teachers Faculty Advisor: Professor James Borland the public returns from investing in increased to design and enact arts experiences that Contact Information: high school graduation for the population as a facilitate: (1) development of critical and Box 170 whole, and for black males in particular. creative thinking skills in core curriculums (212) 678-3851 through contextual arts learning; (2) teachers’ [email protected] ability to help students make connections www.tc.edu/centers/hollingworth

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

Institute for Learning Technologies Director: Professor Lambros Comitas alumni and our external clients a variety of Department of Mathematics, Science, and Contact Information: opportunities to connect theory and research Technology; Department of Human Development Box 45 with practice, and to allow practice to inform The Institute tries to improve learning by (212) 678-4040 theory and research. Students are awarded a developing new learning technologies, improv- [email protected] Certificate of Attendance upon successful ing use of learning technologies in educational completion of the program of study. and other settings, and doing research on Institute on Education and the Economy learning technologies. (IEE) Director: Professor Peter T. Coleman Department of International and Transcultural Contact Information: Director: John B. Black Studies (Program in Economics and Education) Box 53 Contact Information: The Institute on Education and the Economy (212) 678-3402 Box 118 (IEE), established in 1986 by the Board of [email protected] (212) 678-4000 Trustees of Teachers College, Columbia [email protected] University, is an interdisciplinary policy J.M. Huber Institute for Learning www.ilt.columbia.edu research center that focuses its attention on in Organizations the interaction between education and the Department of Organization and Leadership Institute for Urban and Minority Education economy. IEE conducts a rigorous program of J.M. Huber Institute for Learning in College-wide research and policy analysis and provides intel- Organizations is a research-based institute The Institute for Urban and Minority lectual leadership primarily in two areas. The dedicated to advancing the state of knowledge Education (IUME) conducts demonstration, first is education reform, particularly that and practice for learning and change in organ- development, evaluation and research projects which is designed to respond to changing eco- izations. The Institute partners with diverse to better understand the experiences of nomic and employment needs. The second organizations to conduct organizational assess- diverse urban and minority group populations involves changes in work, technology, and ments, evaluations, and action research. in the different institutions and situations that work organization, and the implications of Through these partnerships, organizations get influence their development. The major activ- those changes for the performance of organiza- faster results and better decisions by leveraging ities of IUME include curriculum develop- tions and the skill needs and well being of the learning to improve performance. In this way, ment, program evaluation, technical assistance workforce. the Institute helps businesses, schools, govern- and professional development, supplementary ment and not-for-profit agencies increase their education, parent consultation and develop- Director: Thomas Bailey capacity to learn, to innovate, develop new ment and information dissemination. Associate Director: Lisa Rothman skills, and find new ways of working and Contact Information: thinking. Director: Edmund W. Gordon Box 174 Assistant Director: Veronica Holly (212) 678-3091 Co-Directors: Martha A. Gephart Contact Information: [email protected] and Victoria J. Marsick Box 75 www.tc.edu/iee Contact Information: (212) 678-3780 Box 187 [email protected] International Center for Cooperation (212) 678-3366 [email protected] and Conflict Resolution (ICCCR) [email protected] http://iume.tc.columbia.edu Department of Organization and Leadership www.jmhuberinstitute.org Established at Teachers College in 1986, the Institute of International Studies International Center for Cooperation and National Center for Children and Families Department of International Conflict Resolution (ICCCR) is an innovative Department of Human Development; and Transcultural Studies Center dedicated to advancing the study and Department of Curriculum and Teaching The Institute was created in 1964 to strength- practice of conflict resolution. Our mission The National Center for Children and en the research arm of the College’s interna- is an educational one: to help individuals, Families (NCCF) advances quantitative tional enterprise. With an initial grant from schools, communities, businesses and govern- research and policy analysis surrounding the the Ford Foundation, the Institute began to ments better understand the nature of conflict development of underserved children and fam- work with a focus on theoretical and practical and develop the skills and settings that enable ilies. Housed at Teachers College, Columbia studies of the role of education in the modern- them to resolve conflict constructively. We University, the Center produces and applies ization of traditional societies. Over several particularly emphasize the importance of the interdisciplinary research to improve practice decades, the Institute sponsored and super- social, cultural, organizational, institutional, and to raise public awareness of social issues vised substantial research in Africa, Asia, and systemic contexts within which conflicts that affect the well-being of America’s chil- Latin America and the industrial nations as occur. Our philosophy links theory and re- dren and families. To achieve these goals, the well as on a variety of cross-cultural and com- search closely with practice. We are commit- Center presently focuses its work in five relat- parative studies. During the past few years, the ted to conducting important and useful theo- ed thematic areas: Early Care and Education; Institute has worked on a variety of problems retical and applied research on cooperation, Families; School Transitions and Readiness; in Brazil, the Dominican Republic, Morocco conflict resolution and social justice and to Systems/Governance; Neighborhood/Com- and Russia. In general, the Institute helps to communicate our conceptual and practical munity. The Center currently has an annual formulate the College’s international effort models in an accessible and engaging manner. operating budget of 3 million and a staff of 35 and to serve as both catalyst and repository for We are also committed to developing, evaluat- fellows, research assistants and faculty mem- grants and gifts in aid of international studies ing, and providing instruction in state-of-the- bers. The work of the Center is accomplished at the College, to strengthen instructional pro- art methods for the constructive resolution of through a set of synergistic activities: Research grams with comparative and international conflict, understanding that conflicts occur in and Publication, Training and Fellowships, and thrusts, and to upgrade the quality of research dynamical systems which are always in a state Construction of Effective Social Policy. on international or cross-national themes. of flux. Consequently, we employ a “reflective scholar-practitioner” model in our many schol- arly, educational and practical endeavors. As such, we offer our students, instructors, staff,

Teachers College Columbia University 2009-2010 257 Directors: Jeanne Brooks-Gunn National Center for the Study of for research by scholars, students and profes- and Sharon Lynn Kagan Privatization in Education sionals in arts management education and Contact Information: Ali Hill Department of International training around the world; offers a forum for Box 226 and Transcultural Studies research and discussion about cultural policy, (212) 678-8255 The Center was established to provide inde- arts management, arts education and arts law [email protected] pendent, non-partisan information on and issues. Our sub-specialties are: Research and www.policyforchildren.org analysis of privatization in education. Under- Practice, International Arts Management standing the consequences of such initiatives including Cultural Policy, Conferences and National Center for Postsecondary Research as vouchers, tuition-tax credits, educational Colloquia, Web Site and Databases including (NCPR) contracting, independent schools and other listserv, bibliography, research and articles. Department of International and Transcultural forms of privatization is confounded by ideo- Additional data maintenance and dissemina- Studies (Program in Economics and Education) logical arguments from both advocates and tion by Princeton University’s Cultural Policy The National Center for Postsecondary opponents with little dispassionate analysis of and the Arts National Data Archive Research (NCPR), housed at the Community claims and evidence. The goal of the NCSPE (CPANDA). College Research Center (CCRC) and operat- is to establish a more productive forum on ed in collaboration with partners MDRC, the issues regarding privatization of education Director: Joan Jeffri Curry School of Education at the University of through research, evaluation, conferences, Contact Information: Virginia, and faculty from Harvard University, publications, and dissemination. Particular Box 78 was established in 2006 through a grant from attention is devoted to the implications of (212) 678-8184 the Institute of Education Sciences of the U.S. educational privatization for the health of pub- [email protected] Department of Education. NCPR studies the lic education. Research products available for www.tc.edu/rcac effects of policies and practices designed to free download on the NCSPE website include help students make the transition to college the following topics: Education Vouchers, School Law Institute and master basic skills needed to advance to a For-profit Secondary and Higher Education, Department of Organization and Leadership degree. NCPR researchers use rigorous meth- Home-schooling, Charter Schools, School The School Law Institute, is a five-day course ods to examine widely-used programs such as Contracting, and Tuition Tax Credits. that examines recent legal developments from dual enrollment and developmental learning the standpoints of law, policy, and practice. The communities. NCPR is committed to research Director: Henry M. Levin Institute serves public-school and district-level that will help strengthen the performance of Contact Information: administrators, teachers, guidance counselors, institutions of higher education and improve Box 181 special education and ELL staff, union reps, student success. (212) 678-3259 state-department staff, attorneys, and advo- [email protected] cates. Topics covered include safety and other Director: Thomas Bailey www.ncspe.org (search and seizure, child abuse, and the Associate Director: Lisa Rothman schools’ authority to regulate student and staff Contact Information: Peace Education Center conduct); equity issues (the Seattle/Louisville Box 174 Department of International decision, high-stakes testing, harassment, (212) 678-3091 and Transcultural Studies school-finance reform, special education, serv- [email protected] The Teachers College Peace Education ing English-language learners, issues of poverty www.PostsecondaryResearch.org Center’s (TCPEC) mission is to further the and race in education); free speech rights of development of the field of peace education, students and teachers; and religion in the pub- National Center for Restructuring particularly in recognition of the unprecedent- lic schools. Presenters include TC Professors Education, Schools and Teaching ed need to address issues of security, war and Heubert, Sobol, Rebell, and a national faculty (NCREST) peace, human rights and social justice, sustain- including Professors Gary Orfield, Patricia Department of Curriculum and Teaching able development and ecological balance. The Gandara, Rhoda Schneider, and Perry Zirkel. The National Center for Restructuring Peace Education Center was established in Education Schools and Teaching (NCREST) 1982 by Betty A. Reardon to develop research Please visit our website, is an education research and development and provide outreach, resourcing, training and www.tc.edu/ceoi/SchoolLaw/, or contact us organization that helps to build the capacity in-service education. The Center collaborates by phone at (212) 678-8331 or by email at for successful school reform in the New York closely with similar centers around the world [email protected]. area and around the country. NCREST doc- as well as the United Nations, UNESCO, the uments successful restructuring initiatives, International Peace Research Association and Faculty Director: Professor Jay Heubert fosters the development and sharing of the the Global Campaign for Peace Education. Box 157 expertise of practitioners, builds connections between practice and policy, and produces Co-Directors: Janet Gerson and Tony Jenkins Teachers College Reading and print, video and web-based products that Contact Information: Writing Project deepen and clarify our understanding of edu- Box 171 Department of Curriculum and Teaching cation reform. (212) 678-8116 The Teachers College Reading and Writing [email protected] Project has been one of the nation’s premier Co-Directors: Jacqueline Ancess www.tc.edu/PeaceEd providers of literacy professional development and Thomas Hatch for K-8 teachers for over two decades. The Contact Information: Research Center for Arts and Culture Project devotes its time equally to improving Box 110 Department of Arts and Humanities the teaching of reading and writing, and does (212) 678-3432 Provides long-term systematic research and all this work with strong support and involve- [email protected] documentation on the conditions, needs and ment from school leaders. It is also a think www.tc.edu/centers/ncrest situation of living artists in America; explores tank, developing methods. The Project’s the relationship between the public, individual school-based work in reading and writing is artists and the arts sector; serves as an auspice complimented by an array of other professional development opportunities at the College including monthly Leadership Conferences for

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

principals and superintendents, day-long work- Students can apply to either the nine month ing, research and development, as framed by shops for teachers and administrators, leader- master’s program in session from September the following goals: ship groups for teachers, study groups for through June, or to the two-summers’ intensive (1) To improve student science achievement coaches and assistant principals, and summer which includes site-based research at students’ in urban schools; institutes on the teaching of reading and the current schools during the interim academic teaching of writing. year. Both programs provide a course of study (2) To build a network of public elementary, that aims to develop their ability to exercise middle, and high schools in Harlem, Morning- Director: Lucy Calkins leadership and to increase their capacity to side Heights, and the South Bronx communi- Contact Information: meet the challenges of leadership. The special ties focused on improving science education; Box 77 features of the programs include coursework and (212) 678-3931 and guided fieldwork experiences specifically [email protected] geared to meet the needs of independent school (3) To promote teacher professional develop- http://www.readingandwritingproject.com educators. The Center also offers two-week ment in these settings, with a focus on content leadership programs that address different stages understanding, inquiry-based instructional The Elbenwood Center for the Study of educators’ professional careers: the Summer approaches, and pedagogical content knowl- of the Family as Educator Institute for Early Career Teachers (June) and edge. The Elbenwood Center for the Study of the the Heads of Schools program (January). Family as Educator is dedicated to improving Directors: Ann Rivet, Chris Emdin, and the education of children and adults through a Director: Pearl Rock Kane Felicia Moore Mensah fuller understanding of the strengths and cre- Contact Information: Contact Information: ative intelligence to be found in families of all Box 125 Ann Rivet forms and backgrounds. The Center pursues (212) 678-3156 Box 210 various lines of systematic research and inquiry [email protected] (212) 678-3384 that bring interdisciplinary scholarly perspec- www.klingenstein.org [email protected] tives– particularly those of the social sciences www.tc.edu/centers/urbanscience and humanities– to bear in illuminating edu- The Rita Gold Early Childhood Center cation within families, as well as the connec- Department of Curriculum and Teaching THE GOTTESMAN LIBRARIES tions between families and other educative The Rita Gold Early Childhood Center pro- THE LIBRARY institutions. Topics of inquiry include: family motes the growth and development of infants, memories; grandparents as educators and toddlers, preschoolers, and their families The Gottesman Libraries at Teachers College multigenerational education; the social net- through three inter-related practices: supportive house one of the nation’s largest and most works and educative styles of teenagers; family early care and education for young children, comprehensive research collections in educa- context of literacy; the connections among transdisciplinary preparation for graduate stu- tion. The collection is comprehensive in families, schools, museums, and libraries; the dents; and ongoing research to improve practice American elementary and secondary educa- significance of television and information and inform theory in child and family develop- tion, and in such subject areas as psychology, technologies for families; the educational ment and care. Founded in 1982 as the Center particularly applied psychology, educational implications of family migration and immigra- for Infants and Parents (CIP), the Rita Gold administration, the history and philosophy of tion. The Center’s activities include research, Center was expanded in 1999 with the help of education, guidance, special education, higher symposia, seminars, and workshops. Faculty a generous gift from Rita and Herbert Gold. and adult education, speech and language and students who participate in the Center Currently the Center offers a full-time early pathology and audiology, health and nursing come from various departments at Teachers care and education program for children from education, nutrition, curriculum and teaching, College and elsewhere in Columbia University. 2 months to 5 years of age and their families communications and computing technology, The Center also maintains liaisons with other who are affiliated with Teachers College and recreation, and international and comparative institutions through project partnerships. Columbia University. The Center is fully inte- education. Research resources in printed, non- grated with the Teachers College Early printed, and electronic formats include all Director: Hope Jensen Leichter Childhood Education academic programs. important reference works; a wide selection of Contact Information: monographs; extensive journals; and major Box 123 Faculty Director: Susan L. Recchia indexing and abstracting services. (212) 678-3187 Administrative Assistant: Eileen Blanco [email protected] Box 98 Online Services www.tc.edu/centers/elbenwood [email protected] The library’s online site, accessible from the www.tc.edu/centers/citp Teachers College homepage, is the focal point The Klingenstein Center for for a growing array of library services that sup- Independent School Leadership Urban Science Education Center port instruction and research at the College. Department of Organization and Leadership Department of Mathematics, The website combines news and information, The Klingenstein Center for Independent Science, and Technology access to local and remote databases, and School Leadership aims to develop and renew The Urban Science Education Center is a exhibits that showcase the accomplishments leaders for independent schools. Seeking high- research and development center geared and contributions of notable Teachers College ly motivated women and men at varying stages towards directly addressing the challenges that persons and programs, particularly as they of their careers, the Klingenstein Center at- face the teaching and learning of science in city relate to or are reflected in library collections tracts students from across the United States schools. The mission of the Urban Science and archives. Through advances in electronic and around the world for study, research and Education Center is for all urban students to information resources and global networks, leadership development in independent school have equitable and just opportunities to develop library users increasingly have access to the education. the kinds of science understandings, skills, and virtual library, providing the means to search ways of knowing that will allow them to make and retrieve a growing percentage of the uni- The Center offers two formats for a Master’s informed decisions about the science, mathe- verse of documents and files. The online public Degree Program in Education Leadership with matics, and technology related matters that access catalog integrates the library’s catalog a concentration in Private School Leadership. they encounter in their daily lives. The Center’s information with up-to-the-minute circulation, work focuses on the intersecting areas of teach- reserve, acquisitions, and serial control infor- mation. Teachers College Columbia University 2009-2010 259 Russell Hall Services reform to parenting and social issues. It now suspected child abuse, maltreatment, instruct- In addition to access to print and electronic publishes more than 60 titles a year and over ing students for the purpose of preventing collections in Russell Hall, the library provides 600 titles in print. Among the Press’s authors child abduction, preventing alcohol, tobacco reserve readings, reference materials, research are many of the most distinguished educators and other drug abuse, providing safety instruc- support, library instruction services, including from throughout the world, including member tion in fire and arson prevention and school course-specific instructional support, and of the Teachers College faculty. violence intervention and prevention. This assistance in the use of hundreds of online requirement is met by successful completion information resources. TEACHER EDUCATION of HBSS 4116, Health Education for Teachers in the Department of Health and Behavior Interlibrary loan provides Teachers College Teachers College offers a wide variety of Studies, or through online workshops. No stu- students, faculty, and staff with access to educational experiences for students at the dent will be recommended for certification not books and periodical literature not owned by preservice and in-service levels. The Office having satisfied this requirement. Students the Gottesman Libraries or the Columbia of Teacher Education/School-based Support desiring to fulfill requirements for teacher cer- University Libraries. By use of national and Services assists the many teacher education tification in states other than New York should world-wide catalogs and through cooperative programs located in various departments at confer, at an early stage of their study, with the agreements with libraries around the world, the College. Programs are field-based, offering Office of Teacher Education/School-based the library can provide books, dissertations, practica, internships, and student teaching. Support Services. or copies of journal articles. Departments offer, for qualified holders of a Requirements for teaching and administration bachelor’s degree, programs that lead simulta- and supervisory positions vary throughout the The recently renovated Russell Hall includes neously to a Master of Arts degree and to eli- individual and group study rooms, wired and country. The completion of a degree does not gibility for New York State certification for automatically mean fulfillment of state/city wireless internet access, and a full program of teaching in elementary or secondary schools, events throughout the year. The Library Café certification requirements in states other than as well as for special subjects and to special New York. Such requirements are to be taken at the library entrance offers beverage and populations. Many of these departments also snack services during library hours. into consideration during program completion. offer New York State teacher certification with Test requirements also vary from state to state. a bilingual extension. The programs typically The Columbia Connection require a minimum of an academic year and Information on Administrative Students at Teachers College have complete a summer term to complete degree require- Certification Programs access to the collections of the Columbia ments. Applicants need not have included Education Leadership Programs leading to University library system, the nation’s seventh courses in education in their undergraduate eligibility for New York State certification, via largest academic library housing more than six programs, but inadequate preparation in the institutional recommendation upon program million volumes, four million units of micro- proposed teaching field may necessitate addi- completion, as either School District Leader film, 2,500 separate collections, important tional coursework to meet admission or certifi- (SDL) or School Building Leader (SBL) are maps, phonograph records, pamphlets and cation requirements. offered through the Department of Organiza- CD-ROMs. tion and Leadership. A passing score on the Application for admission to all programs NYSTCE is required for those wishing for SBL To facilitate access to scholarly materials, the should be made to the Office of Admission, or SDL certification. Please note that the pro- Columbia libraries have developed Library Teachers College. In some programs enroll- gram must ensure that candidates successfully Web, a powerful integrated web-based library ment is limited, thus early application for complete the written and the performance computer system. This resource links users to admission is advisable. Some programs offer components of the State assessment in School library catalogs, electronic reference tools and partial tuition grants to qualified applicants. District Leadership for program completion indexes, digital collections (including numer- Persons interested in learning more about the and for recommending for certification. ous electronic journals), subject guides and College’s preservice and in-service programs in bibliographies, search engines, and extensive teacher education should contact the Office of New York State approved teacher education information on individual libraries, services, Teacher Education/School-based Support programs are available in: and events. Services at www.tc.edu/ote. Elementary Education (birth through grade 6) For further information contact the New York State Certification of Teachers Gottesman Libraries, Teachers College, and Administrators and New York City • Early Childhood Education (birth to grade Columbia University, 525 West 120th Street, Licensure 2), Childhood Education (grades 1-6), Box 307, New York, NY 10027; telephone: For New York State certification, students through the programs in the Department (212) 678-3494. can obtain an Institutional Recommendation of Curriculum and Teaching Data Form (IRDF) from the Office of Teacher Special Subjects and/or Populations TEACHERS COLLEGE PRESS Education/School-based Support Services (Russell Hall 400). Complete IRDFs must • Teaching of Art, Music, and TESOL Director: Carole Pogrebin Saltz be returned to the Office of Teacher Educa- through the programs in the Department Established in 1904 as the Bureau of Publica- tion/School-based Support Services. Students of Arts and Humanities tions, Teachers College Press is one of the old- desiring New York City licensure as a teacher est and most distinguished publishers of edu- or administrator should inquire at the New • Physical Education and Speech-Language cational materials in the United States. Since York City Department of Education, Division Disabilities through the Department of 1965, when the Bureau of Publications of Personnel, 65 Court Street, Brooklyn, NY Biobehavioral Sciences 11201, to ascertain specific requirements. became Teachers College Press, its primary • Early Childhood Special Education, purpose has been to publish works that Inclusive Elementary Education (Dual), respond to, examine, and confront issues and A passing score on the New York State Teacher Certification Examinations and Teaching of Literacy through the change pertaining to education and the educa- Department of Curriculum and Teaching tional process. Over the years the publication (NYSTCE) is required for those wishing any New York State teaching certificate. The program has included scholarly and profession- • Technology Specialist through the al works in all areas of education– from early New York State Education Department requires that all prospective teachers receive Department of Mathematics, Science, childhood and curriculum to philosophy and and Technology critical theory; from assessment and school instruction for identifying and reporting

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

• Teaching of Literacy, Teaching of Students tools to ask questions about educational envi- • the fullest possible growth and with Disabilities (Intellectual Disability/ ronments. They reflect on and continually development of all students; Autism; Applied Behavior Analysis), and evaluate the effects of their choices on others • cooperation and collaboration; and Teaching the Hearing Impaired, and Vis- (children, families, and other professionals in • social justice and diversity. ually Impaired through the programs in the learning community). the Department of Health and Behavior Student Teaching and Observation Studies Lifelong Learners All candidates for initial certification must Our candidates are continually engaged in complete two student teaching experiences at Intermediate or Middle Schools and Junior learning and research. They take responsibility two different developmental levels. The stu- and Senior High Schools for their professional growth and seek/create dent teaching experiences typically begin with learning opportunities for themselves and observation of an experienced, certified coop- • Secondary Education (grades 7-12) through others. the programs in the Department of Curri- erating teacher before gradually enabling the culum and Teaching Learner-Centered Educators student teacher to assume more responsibility Our candidates understand their subject mat- as the term progresses. The College selects • Teaching of English and Social Studies ter/disciplines, learners and learning, and cur- cooperating teachers and provides on-site through the programs in the Department riculum and teaching. They create learning supervision so as to ensure that students are of Arts and Humanities experiences that foster development and well-supported during this component of their achievement in all students. teacher preparation program. • Teaching of Mathematics, Biology, Chemistry, Earth Science, and Physics Effective Collaborators Procedures for Student Teaching through the programs in the Department Our candidates actively participate in the Student teachers are required to submit a stu- of Mathematics, Science, and Technology community or communities of which they are dent teaching packet and should request a a part to support students’ learning and well copy of the “Student Teaching Handbook.” Extensions being. A general orientation to student teaching is offered by OTE/SSS in the beginning of each • Gifted Education, and Middle School Advocates of Social Justice and Diversity semester. Please go to www.tc.edu/ote for a full (grades 7-9) through the Department Our candidates are familiar with legal, ethical list of workshops, packets, and handbooks. of Curriculum and Teaching and policy issues. They provide leadership in All items are also available at the Office of Teacher Education/School-based Support • Bilingual Education through the advocating for children, families, and them- Services in Russell Hall, Room 400. Department of International and selves in a variety of professional, political, Transcultural Studies and policy-making contexts. Peace Corps Fellows Program Teacher Education Standards Expectations of Teacher Preparation The Elliot and Roslyn Jaffe Peace Corps at Teachers College Programs at Teachers College Fellows Program recruits small but outstand- Consistent with the College’s long tradition Teachers College programs preparing teachers ing cohorts of Returned Peace Corps Volunteer of serving the needs of urban and suburban and other professional school personnel ensure educators who are ready to make long-term, schools in the United States and around the that candidates have the knowledge, skills, professional commitments to teach in New world, the vision and purpose of professional and dispositions required for effective teach- York City’s public schools. Since 1985, the education at Teachers College is to establish ing. By the conclusion of the program, candi- program has recruited and trained nearly 700 and maintain programs of study, service, and dates demonstrate: urban educators. As an AmeriCorps Profes- sional Corps and Fellows/USA flagship research that prepare competent, caring, and Knowledge and Understanding of: teacher-training program, we provide Ameri- qualified professional educators (teachers, • research and inquiry methods and the Corps tuition awards and partial scholarships counselors, psychologists, administrators and relationship between research and practice; to selected trainees. Upon completion of our others). This vision is based on three shared • the continuum of lifelong learning and 15-week summer intensive training, new philosophical stances that underlie and infuse issues of professional concern; Fellows teach full-time in salaried positions in the work we do: • subject-matter/disciplinary content; NYC public schools. Invited Fellows make a • learners and learning; minimum three-year commitment to teaching, Inquiry stance: We are an inquiry-based and • curriculum and teaching; and all related Masters degree coursework practice-oriented community. We and our stu- • processes and strategies of effective must be completed in this time. We recruit dents and graduates challenge assumptions communication and collaboration; and candidates for a variety of grade levels and and complacency, and embrace a stance of • foundations of democracy, equity, subject areas. Please check www.tc.edu/pcfel- inquiry toward the interrelated roles of learner, and schooling. teacher, and leader in P-12 schools. lows for more information. To arrange for a program interview and a school visit, call (212) Skills in: Curricular stance: Negotiating among multiple 678-4080, email ([email protected]). Applica- • self-critique and reflection; perspectives on culture, content, and context, tion Packets can also be requested at • use of research and inquiry methods our graduates strive to meet the needs of www.tc.edu/pcfellows. diverse learners, both students and other and application of research to practice; adults, in their school communities. • planning, implementation, and evaluation COMPUTING AND INFORMATION of professional growth; SERVICES Social justice stance: Our graduates choose to • planning, implementation, and evaluation collaborate across differences in and beyond of curriculum/services; Computing and Information Services (CIS) is their school communities. They demonstrate • communication and collaboration; and responsible for academic and administrative a commitment to social justice and to serving • addressing inequalities in the classroom, computing, media services, the campus data, the world while imagining its possibilities. school and society. voice and video network, and telecommunica- tions. These services include email, course web Expectations of Teacher Education Dispositions/Commitments to: pages, desktop computers, student laboratories, Candidates at Teachers College • inquiry and reflection; multimedia classrooms, audio-visual services, Our candidates are inquirers/researchers who • the profession, ethics, and lifelong management information systems, telephone have breadth of knowledge and a variety of learning leadership;

Teachers College Columbia University 2009-2010 261 and satellite and video-conferencing connec- New York State Teachers State-Level Aggregate and Summary Assessment tions, and residential cable television. More Pass-Rate Data for Certification Examinations 2006-2007 extensive information may be found at the Teachers College Computing and Technology Resources pages of TCWeb: www.tc.edu/cis. Program ATS-W** LAST *** Completers* Tested Pass % Tested Pass % The Policy on Acceptable Use of Information 665 486 486 100 483 481 99 Technology Resources at TC is listed on the Policies and Procedures Section of this cata- NYS Teacher Certification Examination Pass Rate Data logue. *Number of completers of the institution’s teacher education programs leading to an initial teaching certificate Email Accounts **Number and percent who passed/took the NYSTCE Assessment of Teaching Skills— Teachers College students have the responsi- Written (elementary or secondary version) bility for activating the Columbia University ***Number and percent who passed/took the NYSTCE Liberal Arts and Sciences Test Network ID (UNI), which includes a free Columbia email account provided by Columbia University Information Technology (CUIT). Computer classrooms with workstations at each Instructional Media Lab Students are responsible for being aware of offi- seat in 345 Macy (see below) are available for The Instructional Media Lab (IML) in 265 cial messages sent to this account. Teachers open use when not scheduled for instruction. Macy is a facility for students and faculty to College faculty and staff may also use the free create rich content for classes, online learning, Email and local websites can also be accessed student teaching, and research. Digital cam- email accounts. In addition to campus and from more than 20 kiosks located in corridors Internet communications, these accounts also eras and other equipment are loaned. Work- on the first and ground floors of campus build- stations allow for computer-based full motion provide space for personal webpages. This email ings and the Student Lounge. The Gottesman can be accessed from the Internet using the video from camera, VCR, or mini-DV tapes to Libraries have more than 70 public worksta- be edited, integrated with animation and digi- Cubmail program. The UNI also provides access tions connected to the Internet. An adaptive to Columbia libraries and databases, TC tized voice and music and to be written to CD, technology facility is located in 301 Zankel DVD, or tape. IML also provides satellite ClassWeb, and myTC portal, which includes Hall. College and course information. The UNI is downlink. also required to log into computers in the Wireless access is available throughout the aca- Computer Classrooms library, student labs, student lounge, and kiosks demic buildings and Bancroft Hall, and in com- Computer classrooms for hands-on instruction located in the halls of Teachers College. Upon mon areas of the other student residence halls. two rooms with dual-boot Apple Macs for graduation, alumni can choose to keep this Those connecting personal computers to the either Windows or Mac instruction in 345 email address, forwarding messages sent to it College network are required to maintain cur- Macy. The Goodman Family Computer to some other designated email address. More rent virus protection which can be done by Classroom suite includes a classroom equipped information on the Columbia University Net- downloading software from the portal at with 32 notebook tablet computers on tables work Identifier and email can be found on the my.tc.edu at no cost. They are also required to that can be reconfigured to accommodate Columbia University Information Technology maintain current security by continually apply- varying workgroup sizes. Located in 234 page: www.columbia.edu/cuit. Faculty and staff ing security patches to Windows and Macin- Horace Mann, it also has a seminar room for also have MS Exchange email accounts with tosh operating systems. 10 people. The Macy rooms are available for integrated voice messaging hosted at Teachers use by students and faculty when not sched- College to foster workgroup computing. TC ClassWeb The second generation of college-wide course- uled for instruction. Campus Network ware, ClassWeb provides pre-created websites Multi-media Classrooms Data, voice, and video outlets as well as wire- which faculty can customize for each class each The majority of our 65 classrooms have less access are found in every classroom, and semester. Features include syllabus, links to dedicated equipment such as PC’s, Macs, office on the main portion of the campus. Stu- electronic reserves, discussion, chat, filesharing, VCR/DVD players, projectors and document dent residences are served by a combination of and subgroups. These sites are used by most cameras. Seven classrooms are outfitted with wired and wireless access. Internet and Inter- regular TC classes and also support classes touchscreen SmartBoards, similar to those net-2 access are provided via Columbia taught to students at a distance. often found in K-12 classrooms. Mobile multi- University. Other Online Resources media carts are available for use in rooms Public Computing Facilities There is a streaming server for audio and video which do not have dedicated equipment. The Student Computing Support Center in 242 files available at quicktime.tc.edu. A useful Training Horace Mann has 70 workstations and consult- online tool to create surveys called “Surveys at Training workshops are scheduled throughout ing support. It provides students with PCs and TC” can be reached via the portal at my.tc.edu. the year on the use of electronic mail, word Macs, software, printers and other peripherals. CIS provides both video-conferencing and a processing, spreadsheets, Web 2:0 technologies This laboratory is open daily. The Center’s soft- web-based conferencing application called and web publishing, statistical analysis, photo, ware library includes PC and Mac programs for Adobe Connect, which provides desktop audio video editing, podcasting and iTunes U. In word processing, web development, graphics, and video conferencing along with application addition to workshops, individual training is statistical analysis, qualitative analysis and sharing for those who can’t meet in the same also available. The workshop schedule may databases. McAfee virus protection is licensed physical space. The college owns an island be found on the Computing and Technology by the College for all students, faculty and staff called TC Educator in the virtual world of homepage (www.tc.columbia.edu/computing). to download for their home computers. Several Second Life, where classes are held and simula- software applications including Endnote, a bib- tions and other exciting new pedagogies are Administrative Systems liographic database program, are also available being explored (see http://secondlife.com). Students are able to register, drop and add through site licenses for home use. Downloads Recordings of College events and other inter- classes, check financial aid, academic history are accessed via the web at my.tc.edu. esting digital content from Teachers College are and current grades or pay by credit card via available through the Apple iTunes University the web portal at my.tc.edu or the telephone store site (see http://itunes.tc.columbia.edu). through Touchtone Services.

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

Microcomputer/LAN Services Student support is provided at the Student Computing Support Center in 242 Horace Mann as well as in the residence halls. All faculty and staff have workstations appro- priate to their work, with budgeted replace- ment at 20% per year. The local area network features file and print services as well as Microsoft Exchange, webservers and other applications. The CIS Help Desk provides problem resolution via telephone and office visits. Residential Telecommunications Services Telephone, voicemail, Internet and cable tele- vision services are provided in student and faculty residences. Those living in Whittier, Lowell, Grant, Sarasota and the New Resi- dence Halls have direct connections to the campus data network. In Bancroft Hall, resi- dents have wireless Internet access. Detailed information is found on the Computing and Technology Resources (www.tc.columbia.edu/ cis) site under Telephone and Cable TV.

Teachers College Columbia University 2009-2010 263 Student Life and Student Services STUDENT LIFE AND Hope Center for Educational and Psycho- (212) 678-4169 STUDENT SERVICES logical Services at (212) 678-3262. [email protected] Teachers College is located in New York City, www.tc.edu/diversity/ombuds one of the most important and dynamic cul- Students who experience extenuating circum- tural and educational centers in the world. Our stances that may affect their ability to continue The Teachers College Office of the Ombudsman student population is very diverse and includes matriculation within a given semester in which is a resource available to students, faculty and international students, scholars and faculty they are registered should consult with the staff for resolving problems and conflicts after from over 75 countries. TC combines a large Office of Student Relations. other efforts have not worked satisfactorily, or number of part-time and full-time students who when they no longer want to pursue their con- are very active in professional education circles Office of Student Relations cerns through formal channels. It is important, and either commute or live on campus. There (212) 678-3383 however, that they attempt to resolve their prob- are a variety of student services and organiza- [email protected] lems or register their concerns with their advisors, tions at TC designed to support students’ pro- www.tc.edu/studentrelations instructors, department chairs, supervisors or the grams of study, provide professional develop- staff of the College offices before coming to the ment opportunities, foster community and THE OFFICE OF THE VICE PRESIDENT Ombudsman. The Office of the Ombudsman celebrate diversity. FOR DIVERSITY AND COMMUNITY adheres to all policies and practices of Teachers AFFAIRS College and standards of professional practice. OFFICE OF STUDENT RELATIONS Janice S. Robinson, Esq. Please note: The Ombudsman will always act (OSR) Vice President for Diversity as a neutral party. Established in Summer 2008, the Office of and Community Affairs Student Relations (OSR) is committed to Assistant Professor of Higher Education, Services building bridges and enhancing services to help Department of Organization and Leadership The Ombudsman will help to resolve problems support and improve the student experience at 128 Zankel, (212) 678-3391 by: Teachers College. The OSR listens to students [email protected] and helps them navigate College policies and www.tc.edu/diversity 1. Identifying and recommending options; procedures, while educating them about appro- Jolene A. Lane 2. Providing needed information about relevant priate resources at the College. The OSR pro- college policies and procedures; vides an environment in which students are Director for Diversity and Community Affairs 3. Investigating the problem and gathering infor- welcome to share issues, questions, and con- mation; cerns related to any aspect of their student 128 Zankel, (212) 678-8410 [email protected] 4. Creating an opportunity for better communica- experience (i.e., administrative, academic, tion among those involved in resolving the personal, and emotional). Students who are The Office of the Vice President for Diversity problem, including setting up meetings when unsure who to speak with regarding a matter necessary; of concern are encouraged to reach out to the and Community Affairs leads the President’s and College’s initiatives concerning community, 5. Identifying problems that require changes in OSR once they have made an effort to resolve College policies and practices. their questions and concerns locally with the diversity, civility, equity, and anti-discrimination. The philosophy is to encourage the College appropriate office(s) or department(s). The Confidentiality OSR serves as a liaison and in some cases as an community to listen, learn, educate, and work together in collaborative and positive ways. advocate, working collaboratively with other All conversations with the Ombudsman are College offices and departments. Working collaboratively and in broadly overlap- ping areas to weave the Teachers College com- strictly confidential. They will never be discussed munity together, we endeavor to unify the without the permission, in writing, of the indiv- Students with academic concerns (i.e., related idual involved, nor can anyone compel the to faculty, courses, grades) as well as those diverse constituencies, serving the students and alumni, full-time and adjunct faculty, and profes- Ombudsman to reveal any information about related to cheating, plagiarism, advisement, the situation. access to dissertation sponsor, and certification sional and union staff that comprise the TC exams should seek the assistance of the Office community. The Office continues to lead and Impartiality and Independence of Student Relations only after they have con- implement the diversity and community vision sulted with their Academic Advisor, Program by engaging the entire College community aca- The Ombudsman is an advocate for the solution Coordinator, Department Chair, or other rele- demically, administratively and culturally. The of the problem, not for any particular party, and vant member of their department. areas of focus are diversity and community, equi- gives equal attention to and protects the rights ty, anti-discrimination, retaliation and due of all concerned. Complaints alleging harassment based in race, process concerns, as well as collaboration with ethnicity, age, gender, sexual orientation, sexual the Ombudsman which is an independent office. The Office of the Ombudsman does not report harassment or assault fall under the College’s Simultaneously, the Office focuses on systemic to any College administrative office. Protection from Harassment Policy, and initial issues by addressing policy and procedural con- The use of the services of the the Office of the inquiries should be directed to the Office of the cerns. The Vice President serves as a member Ombudsman does not substitute for a formal Vice Provost. of the President’s Senior Staff. She chairs the President’s Committee for Community and grievance procedure. A communication with the Office is off-the-record and does not put Teachers The Director of Student Relations works closely Diversity, the only cross-college constituent College on notice of a problem. If an individual with the College’s Clinical Graduate Assistant committee. The Director of the Office is also a wishes to place the College on notice, the Office and is able to provide confidential referrals for member of the Committee, and her responsibili- can provide information about how to do so. free short-term consultation to any student in ties coincide with all of the initiatives of the need (regardless of whether the student has Office as it continues to lead and implement the THE OFFICE OF STUDENT ACTIVITIES paid the Health Services Fee or has University diversity and community vision at Teachers AND PROGRAMS Health Insurance). The Clinical GA is available College. The Office of Student Activities and Programs to any student experiencing personal, psycho- THE OFFICE OF THE OMBUDSMAN (OSAP) includes five major areas: Aquatic Cen- logical, or academic distress that is interfering Erwin Flaxman, Ph.D. ter, Graduate Writing Center, Office of Insurance with her/his well being. The Clinical GA can College Ombudsman and Immunization Records, Student Activities, also be reached directly through the Dean 280 Grace Dodge Hall, and Orientation/New Student Experience. The

264 www.tc.columbia.edu General Information: (212) 678-3000 Office strives to enhance the quality of life and on or after January 1, 1957 provide proof of provides visa and orientation services for inter- academic experience for students by providing immunity to measles, mumps, and rubella. In national visiting scholars, visa services for non- services and programs designed to engage stu- addition, New York State requires all students immigrant staff, resources for delegations of dents in the College and University communi- to decide whether or not to be immunized international visitors and assistance to the ties. There is a strong commitment to promote against meningitis and to provide formal doc- College community on regulatory compliance professional, co-curricular, recreational, social, umentation of their decision. The required and other international issues and concerns. cultural, and wellness programs. Events, such as immunization form, which is available on the The office is located in L5 Whittier Hall; (212) the Casual Conversation Series, and Doctoral Admitted Student website, is to be completed 678-3939. Interested individuals can contact Students Dinner Discussions, provide students and submitted to the Office of Insurance and the staff by email at [email protected]. In with the opportunity to learn about College Immunization records prior to initial class reg- addition, prospective, admitted and current stu- resources and hear faculty and administrators istration. dents are encouraged to go to www.tc.edu/ share their research interests and professional international for up-to-date information. experiences. Other co-curricular programs spon- TC AQUATIC CENTER sored by OSAP include: Take a Break Series, Teachers College also houses its own Aquatic INDIVIDUALS WITH DISABILITIES Broadway shows, sporting events and NYC trips. Center which is open to all Teachers College The Office of Access and Services for Individ- Students can also participate in more than thir- and Columbia students, staff and faculty, as uals with Disabilities ensures that programs ty student organizations which provide addition- well as area neighbors. A modest membership and services at Teachers College are physically, al opportunities to network with all members of fee is charged for the use of the facility. The programmatically, and attitudinally accessible the College community. Student organizations Aquatic Center provides swimming lessons, to individuals with disabilities. Equal access varies from special interest groups to honor soci- CPR, first aid, and lifeguard training. Times is achieved through individualized responses eties to local chapters of national organizations. are available for lap and family swimming. addressing the needs of individuals with condi- Some of the active organizations are: For more information please contact the tions including but not limited to vision impair- • African Studies Working Group Aquatic Center at (212) 678-3307 or email ments, mobility impairments, deafness/hearing • American Sign Language Club [email protected]. loss, medical conditions or learning disabilities • Association of Latin American Scholars that affect one or more academic activities. A (ALAS) TEACHERS COLLEGE full-time Director, an Associate Director/Pro- • Black Student Network (BSN) STUDENT SENATE gram Director of Deaf and Hard of Hearing • Coalition of Latino/a Scholars (CLS) The Teachers College Student Senate is com- Services, and Assistant Director, are available to • Current Issues in Comparative Education posed of elected student body representatives- meet with students, facilitate accommodations, (CICE) from academic departments and positions at and advocate on behalf of students with disabili- • Global Intitative for Social Change through large. The Senate advocates for student voice ties. For more information call (212) 678-3689, the Arts (GiSCA) on campus and participates in college-wide (212) 678-3853 (V/TTY), (866) 624-3281 • Kappa Delta Pi (national honor society) committees which impact the decision-making (video phone), email [email protected], or visit our • Korean Graduate Student Association process and enhances communication amongst website at www.tc.edu/oasid. • Organization and Human Development students, administration and faculty. For more Consulting Club (OHDCC) information please contact the Student Senate RECREATION AND FITNESS • Peace Education Network via email [email protected]. Directly across the street from Teachers College • Queer TC is the Columbia University Marcellus Hartley • Society and Economics in Education GRADUATE WRITING CENTER Dodge Physical Fitness Center, an indoor sports • Society for Human Resource Management The Graduate Writing Center provides disci- and exercise facility open to our students. The • Society for International Education pline-specific, individualized, professional center features two full-size gymnasiums, a • Student Advocates for the Arts (SAA) development to TC students. The emphasis swimming pool, 16 squash and handball courts, • TC Coalition for Social Justice (TCCSJ) is on preparing graduate students to be more fully equipped exercise and weight rooms, a successful writers, both within their disciplines judo-karate room, fencing room, wrestling room, For more information, please contact the Office and in their publishing communities. The indoor track, and saunas. In addition, there of Student Activities at (212) 678-3690 or email Center offers one-on-one fee-based consulta- are tennis courts located on the 120th and [email protected]. tions and free writing workshops. Broadway corner of Columbia’s main campus. HEALTH SERVICES & INSURANCE For more information please contact the CAREER SERVICES All students living in Teachers College resi- Graduate Writing Center at (212) 678-3789 Teachers College Career Services (TCCS) is dence halls are assessed the health service fee. or email [email protected]. committed to guiding all TC students and alum- Additionally, all students registered for 12 or ni throughout the different phases of the career more credits in the fall or spring semester are INTERNATIONAL STUDENT development process. Whether you are entering assessed the health service fee. The fee covers SERVICES a new field, advancing within your current pro- primary care, counseling and psychological serv- Teachers College has a long history of welcom- fession, or changing directions, we will help you ices, health education, advocacy and services for ing international students, scholars and faculty identify and develop the skills and resources students with disabilities, support for suvivors of to our academic and social community. Cur- necessary for achieving your career goals. TCCS sexual assault, as well as the public health serv- rently, over 600 students from 75 countries offers individual career consultations and group ices provided to the university community. are enrolled at all degree levels and in every workshops on all aspects of career development, Additional coverage for medications, lab costs, department. The Office of International which equips participants with the information visits to medical specialists, and hospitalizations Student Services (OISS) provides extensive and skills necessary for setting career goals, con- are covered by the student insurance plans orientation and intercultural program through- ducting a successful job search, and managing available through Teachers College. Information out the year; information on responsibilities, the interview and salary negotiation processes. is available from the Office of Insurance & benefits and alternatives under immigration Additional TCCS resources include a resume, Immunization Records, (212) 678-3006, or laws and regulations; counsel on personal, curriculum vitae (CV), and cover letter review email [email protected]. financial, cultural, academic and other con- service, self assessment services, mock inter- cerns; and campus-wide international aware- views, doctoral preparation, and a comprehen- IMMUNIZATION RECORDS ness events. The OISS staff also assists stu- sive online career opportunity database. TCCS’s New York State requires that all students born dents in contacting campus and community online job database, TCCS LINK, allows resources when appropriate. In addition, OISS employers to promote career opportunities and

Teachers College Columbia University 2009-2010 265 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. recruitment initiatives to TC students and tional publications, professional organizations, Teachers College Public Safety Officers work alumni. TCCS LINK enables students and and templates for resumes, CVs, and cover let- closely with institutional security officers alumni to search full-time and part-time job ters. For those students and alumni requiring a from Columbia University, Barnard College, openings, as well as internships and volunteer centralized location for letters of reference and and Union Theological Seminary. The Morn- opportunities; electronically submit resumes, other pertinent materials for the job search ingside Area Alliance, a community agency curriculum vitas (CVs), and cover letters; view and/or graduate school applications, a 24-hour funded in part by various institutions in and apply for employer on-campus interviews online service through Interfolio, Inc. is accessi- Morningside Heights, provides additional schedules and resume drops; view and register ble through our website. Teachers College fac- security to compliment Teachers College for career service programs/workshops, career ulty and administrators can request specialized efforts. fairs, and employer presentations; and access workshops for their classes and/or academic an online resource library. TCCS also coordi- programs/departments. Finally, TCCS also has The Teachers College campus is located within nates a diverse array of programs and panel computers, scanners, and printers available for the 26th Precinct of the New York City Police presentations throughout the year to help stu- your job search needs. We encourage you to Department. Teachers College Public Safety dents explore their career options and create come visit our office so that you can start your Officers work closely with the New York City professional networks in the areas of educa- career development journey. Career Services is Police Department, and various local, state, tion, psychology, health, and international and located in 44 Horace Mann, (212) 678-3140, and federal law enforcement agencies. transcultural studies. Additionally, we offer [email protected]. several career fairs (e.g., PreK-12 Education New York City is one of the world’s safest met- Career Fair), networking receptions (e.g., Meet PUBLIC SAFETY ropolitan communities and our Morningside the Firms), and employer information sessions The Office of Public Safety is charged with Heights neighborhood is one of the safest to help students and alumni connect with providing a safe and secure environment for neighborhoods in New York City. The greater potential employers. The TCCS Alumni our College community. The Office is organized Columbia University family of campuses enjoys Mentoring and Career Networking Program functionally with teams assigned to (1) the lowest crime rate of any Ivy League school is another valuable resource, which provides Emergency Operations, (2) Security, and (3) in the United States. students and alumni with an opportunity to Environmental Health and Safety. meet and speak with TC alumni who are cur- OTHER SERVICES rently working within a variety of career fields. Uniformed proprietary Public Safety Officers Additional services available to students Students and alumni will also find extensive provide around-the-clock security for both the include the Teachers College Bookstore, resources in the office’s on-site Career academic and residential campuses. Teachers Teachers College Cafeteria, Security Informa- Resource Library, as well as on the TCCS web- College maintains a system of security video tion Desk, Psychological Counseling Services, site: http://www.tc.edu/careerservices. Sample cameras throughout the campus, as well as ID the Rita Gold Early Childhood Center, ATM online resources include: interview guides, card swipe access-control. and postage machines. internet resources, school directories, educa-

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

GENERAL REQUIREMENTS GENERAL RESIDENCE REQUIREMENTS

The minimum requirements for degrees as Minimum Point Requirements for Multiple Degrees established by the College and University are This list only represents minimum point requirements to establish residence for multiple given below. Students must consult the appro- degrees. In addition, each degree program has a planned program of study, and the degree priate departmental brochures for specific pro- requirements as outlined by your department and in this catalog must also be satisfied. It is gram requirements governing each degree. possible that students will need to take more than the minimum point requirements. Students may not be enrolled concurrently in two different institutions; students may not Minimum Minimum Maximum be in two different degree programs or areas Point TC Transfer of specialization or schools at Teachers Requirement Credit Credit College or Columbia University. Two Degrees at Teachers College General Residence M.A. (M.S.) and M.A. (M.S.) 60* 60* 0 For each degree, a candidate offers a minimum M.A. (M.S.) and Ed.M. 60 45 15 of thirty semester hours of acceptable graduate Ed.M. and Ed.M. 90 60 30 credits taken over no less than the equivalent M.A. (M.S.) and Ph.D. 75 45 30 of a minimum of two academic terms under M.A. (M.S.) and Ed.D. 90 45 45 Teachers College registration. Living on cam- Ed.M. and Ph.D. 75 45 30 pus is not required. Students electing to earn Ed.M. and Ed.D. 90 45 45 more than one degree must consult the Registrar about general residence including Three Degrees at Teachers College minimum point requirements for multiple M.A. (M.S.), M.A., (M.S.), and Ed.M. 90 75 15 degrees. Following is a chart of minimum resi- M.A. (M.S.), Ed.M. and Ed.M. 90 90 0 dency requirements for several multiple degree M.A. (M.S.), M.A. (M.S.), and Ed.D. 90 75 15 requirements. In addition to satisfying residen- M.A. (M.S.), M.A. (M.S.), and Ph.D. 75 75 0 cy requirements, a student must meet all M.A. (M.S.), Ed.M. and Ph.D. 75 60 15 degree requirements for each degree as out- M.A. (M.S.), Ed.M. and Ed.D. 90 60 30 lined in the Degree Requirements section of Ed.M., Ed.M., and Ed.D. 90 90 0 the catalog and all degree requirements as out- lined by the department. Four Degrees at Teachers College M.A.(M.S.), M.A. (M.S.), Ed.M. and Ed.D. Period of Candidacy (Master’s Degrees) (or Ph.D.) 120 120 0 Candidates must be formally admitted to a M.A.(M.S.), Ed.M., Ed.M. and Ed.D. (or Ph.D.) 120 120 0 degree program by the Office of Admission. The period of candidacy for the degrees of * Plus an essay or 32 points without an essay for each degree. Master of Arts, Master of Arts in Teaching, Note: If you received a Professional Diploma from Teachers College, please check with Master of Science, and Master of Education the Registrar for minimum requirements. is limited to five years. Every candidate for the Master of Arts, Master of Arts in Teaching, Master of Science, and Master of Education 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 may be requested by the student. extension of time for adequate reasons if the degree requirements including the departmen- student has been in attendance in the degree tal integrative project and at least 16 points to Any student receiving eight or more points in program within the last five years. In such meet recency requirements must be completed. grades of C- or lower is not permitted to con- cases, an extension must be recommended tinue registration at the College in any capaci- by the major advisor and approved by the Academic Performance ty and may not receive a degree or diploma. Registrar. Upon approval, all current degree The Faculty of the College requires that all Petitions for exception to this policy are to be requirements including the departmental inte- students maintain acceptable grades as well submitted, in writing, to the Registrar with a grative project must be completed. In addi- a satisfactory progress in the completion of written recommendation from the department tion, at least 16 points must be completed degree requirements. Some departments speci- in which the student was last enrolled. Such through Teachers College during the final five- fy an overall minimum grade average (see spe- petitions will be submitted to a faculty com- year period prior to the award of the degree. cific department statements). Any department mittee for review and decision. Petitions for extension may be obtained judging a student to be performing below through the Office of the Registrar. expectations is authorized by the Faculty to 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 2009-2010 267 Decisions regarding academic evaluation in all earned) outside the Teachers College major registration, in Teachers College or in other aspects of students’ work at the College, includ- program. graduate departments of the University. ing coursework, certification examinations, clin- Graduate level courses in the University are ical or field experiences, and preparation of dis- Program of Study numbered from 4000 and above. sertations, are within sole jurisdiction of faculty The program for the Master of Arts must concerned, including, as appropriate, the include: a minimum of 12 points in the major Program of Study department or program staff members. Discip- field courses, the exact requirement to be The program for the Master of Science degree linary actions (e.g., reprimand, suspension, or determined in consultation with the major must include at least 20 points in science dismissal) in cases of academic misconduct can advisor. In order to broaden the student’s courses and related technical fields. In order be imposed by the academic program or depart- background in education, three Teachers to broaden the student’s background in educa- ment as described in the Student Conduct College courses outside the Teachers College tion, a minimum of two Teachers College Code. Refer to the student Handbook or visit major department (in this case, a course is courses outside the Teachers College major www.tc.edu/oess for more details. defined as one for which at least 2 points are department (in this case, a course is defined as earned) must be completed as well as a formal one for which at least two points are earned) Application for Master’s Degree essay, comprehensive examination, or an inte- must be completed as well as a formal essay, or Certificate Award grative project. comprehensive examination, or a departmen- Candidates for the award of the degree of tal integrative special project. Master of Arts, Master of Science, Master of No transfer credit is granted for work complet- Education, or a certificate must file an applica- ed at other universities to satisfy the minimum No transfer credit is granted for work complet- tion (obtained from and returned to the Regis- point requirement. Electives are chosen in ed at other universities to satisfy the minimum trar, in accordance with dates listed in the consultation with the major advisor. point requirement. Electives are chosen in Academic Calendar). All courses, except those consultation with the major advisor. of current enrollment, must be completed at the Essay time of application. If the degree or certificate is Students opting for the preparation of a formal Essay not then earned, a Renewal-of-Application is to essay should check with the Office of the Please refer to this requirement under the be filed for reconsideration of the award. (See Registrar for instructions. The formal essay Master of Arts degree section. Academic Calendar for dates). An application must demonstrate the ability of the student to for award terminates at the next time for select, organize, and present the results of pro- Master of Education degree conferral but may be renewed upon fessional investigation in the major field. The The Master of Education degree is awarded filing a Renewal-of-Application with the $25 essay may consist of a body of work in a studio upon satisfactory completion of a minimum of renewal fee in accordance with the dates listed or performance area, demonstrating the 60 points of graduate work. This is a two-year in the Academic Calendar. Degree applications design, preparation, and presentation of pro- program. Thirty points must be completed are kept on file for a period of three years from fessional works appropriate to the major field. under the auspices of Teachers College, includ- the date of the original degree application. Documentation of such works may include ing 18 points in Teachers College courses. A media such as photographs, color slides, TV maximum of 30 points of graduate credit may Graduation tapes, film, recordings, or an approved com- be transferred from other recognized institu- All degrees and certificates are awarded in puter software program. An outline of the tions. Candidates who have completed a October, February, and May. Degrees are con- subject of the essay must be approved by the Master of Arts or Master of Science degree ferred by the President of the University at the major advisor and forwarded to the Registrar through Teachers College must offer a mini- annual Commencement in May. prior to or accompanying the application for mum of 45 points of the required 60 points the degree. The original copy of the formal under Teachers College registration. Master of Arts Point Requirement essay is to be submitted to the Registrar no The Master of Arts degree is granted upon later than the dates indicated in the Academic Candidates admitted to the Ed.M. program are the satisfactory completion of no less than 30 Calendar. The approved essay is submitted to required to offer a minimum of three Teachers points and a formal essay; or 32 points and an the College library for retention; the depart- College graduate courses in education outside acceptable departmental integrative project; mental integrative project is maintained in the major program. (In this case, a course is or 32 points and successful completion of a the major department. defined as one in which at least 2 points are departmental comprehensive examination. earned). Equivalent courses for which transfer At least 20 points must be earned in Teachers Master of Arts in Teaching credit has been granted may be substituted for College courses. The remaining coursework, The Master of Arts in Teaching, a Columbia Teachers College courses upon written petition through Teachers College registration, may be University degree, for students from Columbia, to the Registrar. Additionally, either a formal completed in Teachers College or other gradu- Barnard, or the School of General Studies, essay, a departmental comprehensive examina- ate divisions of the University, but no more is offered as an alternative to the Teachers tion, or special departmental integrative proj- than 12 points of graduate credit from other College Master of Arts degree for prospective ect is required. Consult departmental advisory faculties of the University will be credited secondary school teachers of English, Spanish, statements for additional requirements. toward the minimum point requirement. mathematics, science, and social studies. For Graduate level courses in the University are the current year, applications to this program Doctor of Education/Doctor of Philosophy numbered from 4000 and above. are not accepted. Teachers College offers programs of study lead- ing to the Doctor of Education and Doctor of A candidate for a second Master’s degree must Master of Science Philosophy degrees. The requirements differ be readmitted to candidacy by the Office of The Master of Science degree is granted upon in accordance with the nature of the degree Admission. Courses and the integrative project, the satisfactory completion of a minimum of as described below. comprehensive examination, or essay offered for 30 points and a formal essay; or 32 points plus the first Master’s degree may not be applied a departmental integrative special project; The Office of Doctoral Studies provides gen- toward the second. The same minimum point or 32 points and successful completion of a eral information, administrative advice, and requirements stated above apply and must in- departmental comprehensive examination. service to doctoral students and assists the clude three Teachers College courses (a course At least 20 points must be earned in Teachers doctoral committees in their supervision of is defined as one for which at least 2 points are College courses. The remaining coursework the work of candidates for both degrees. may be completed, under Teachers College Requirements outlined below are described in

268 www.tc.columbia.edu General Information: (212) 678-3000 DEGREE REQUIREMENTS DEGREE REQUIREMENTS further detail in the bulletins Requirements and defense of a dissertation. The point nized graduate schools to a maximum of 30 for the Degree of Doctor of Education, requirement beyond certification is the same points, or 45 points if completed in another Requirements for the Degree of Doctor for the program as described in the above Faculty of Columbia University, may be of Education in the College Teaching of an paragraph. Some fields of specialization have accepted toward the minimum point require- Academic Subject, and Requirements for the additional requirements such as an examina- ment for the degree. Each degree candidate Degree of Doctor of Philosophy. Each student tion in one foreign language or in mathemati- must satisfy departmental requirements for the should obtain the appropriate bulletin from cal statistics; consult departmental advisory award of the M.Phil. degree prior to continu- the Office of Doctoral Studies. Each student statements. ance in the Ph.D. program. These degree is responsible for fulfilling the stated require- requirements are specified in the Require- ments. Doctoral programs are offered in many Former Teachers College doctoral students ments for the Degree of Doctor of Philosophy but not in all areas of specialization in Teachers who have not registered in the last five years Bulletin, obtainable from the Office of College. Therefore, a prospective doctoral stu- must apply for re-admission through the Office Doctoral Studies. dent should consult a faculty advisor, either of Admission. Applications for re-admission through conference or correspondence, con- follow the same processes and standards as A Ph.D. candidate must complete all require- cerning programs offered, the degree most those for initial admission. If re-admitted, cur- ments for the degree in not more than seven appropriate for specific goals, any departmental rent degree requirements must be satisfied. years. The time limit is six years for those who requirements for admission and programs of have received an applicable Master’s degree or study, and application deadlines. Continuous Registration Requirement 30 points of advanced standing. The candidate for the Ed.D. Degree must register continuously each fall and spring Direct inquiries concerning admission to the Students are required to be in continuous term until all requirements are met unless Office of Admission of Teachers College and enrollment for a minimum of 3 points of granted a leave of absence. A candidate who indicate the degree and field of interest in Teachers College course credit, or for the expects to interrupt study for any reason order to receive appropriate information and dissertation advisement course, in each fall should consult the Office of Doctoral Studies application forms. and spring term, starting with the term follow- so as to avoid the risk of severing connection ing successful completion of the certification with the program. All candidates are required Doctor of Education examination or following the term in which to register in residence in the Graduate School The degree of Doctor of Education emphasizes the dissertation proposal was approved in a of Arts and Sciences through Teachers College broad preparation for advanced professional departmental hearing, whichever comes first, and to pay a fee in the term in which the dis- responsibilities through a program based upon and continuing until all requirements for sertation is defended. extensive study in a specialized branch of the the degree are met. (See Requirements for the field of education or in an area of instruction. Degree of Doctor of Education Bulletin for Continuous Registration for Dissertation The minimum requirements for this degree policy on the dissertation advisement course). Advisement: Ph.D. Degree are: satisfactory completion of a planned pro- Certification examinations for students who Each Ph.D. student must register continuously gram of 90 points of graduate coursework take the examination in the summer term are for the course in doctoral dissertation advise- beyond the Bachelor’s degree (at least 45 not usually evaluated by departments and pro- ment offered by the department following points of which must be taken through grams until the fall term. Consequently, these enrollment in the department’s designated dis- Teachers College registration); submission of a students will not be obligated for continuous sertation seminar course(s) or following the statement of total program indicating periods enrollment until the following spring term. term in which the dissertation proposal was of intensive study subsequent to the first year approved, whichever comes first, and continu- of graduate study which accompanies the pro- The obligation to register continuously ends ing until all requirements for the degree are gram plan of study; satisfactory performance after the dissertation has received final met. (See Requirements for the Degree of on a departmental Certification Examination; approval. Doctor of Philosophy Bulletin for policy on the and the preparation and defense of a disserta- dissertation advisement course.) Continuous tion. Additionally, students are required to Doctor of Philosophy registration for doctoral advisement is required complete a minimum of 20 points after taking The degree of Doctor of Philosophy empha- each fall and spring term, whether or not the the certification examination for the first time, sizes research and intensive specialization in a student is in attendance, and in the summer including the points taken during the term in field of scholarship. Under an Agreement with term when special permission has been grant- which that examination was taken. Some Columbia University, Teachers College offers ed to schedule an oral examination on the dis- fields of study have additional requirements; programs leading to the Ph.D. degree in desig- sertation. Registration for TI 8900, Disserta- consult departmental 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 Relevant courses completed in other recog- of this bulletin for more information. Certification Examination; and the preparation

Teachers College Columbia University 2009-2010 269 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 the Student Information System on TC-Web. the equivalent of a semester hour that a deadline, courses may not be added but a par- Limited in-person registration is available course carries per term, is given in parentheses tial refund of tuition fees for withdrawal from during dates announced in the Academic following the course title. No more than 9 courses may be authorized by the Registrar. Calendar. points may be taken during a summer session Fees are not subject to this reduction. and no more than a total of 16 points in the Reduction of tuition based on a sliding scale is Teachers College Touchtone Services and summer term. No more than 18 points may calculated from the day the Registrar receives the Student Information System be taken during the fall or spring term; stu- written notice from the student or the with- All students are expected to register via the dents who hold full-time positions are discour- drawal is processed through Touchtone telephone through Touchtone Services or on aged from enrolling for programs in excess of Services or the Student Information System. the web through the Student Information 8 points each fall and spring term. The sliding scale is outlined in the Registra- System. It is the responsibility of each student tion Information section in the Schedule of to obtain advisement and approval for their Certification of Part-Time/Full-Time Classes on the TC-Web for each term. course selections from their academic advisor Attendance prior to registering. Registering for classes that Enrollment status certification is based upon The deadline for making changes in points in your advisor has not approved can seriously the number of points for which a student is reg- variable-point courses will extend until the compromise your ability to fulfill degree istered per term. During the fall, spring and class has met four times; dates are indicated requirements and may have unintended finan- summer terms, “full-time’’ status is accorded in the Academic Calendar. cial consequences. Students must also obtain to students registered for 12 or more points permission from the course instructor for any per term. Students enrolled for fewer than Courses with special dates must be dropped course listed in the Schedule of Classes that 12 points (0–11 points) are considered “part- before the course begins to receive full tuition requires instructor approval. The telephone time.’’ “Half-time’’ status is based on enrollment credit. There is no reduction of tuition for spe- number to access Touchtone Services is of 6–11 points per term. Students registered for cial date classes once the course begins or for (212) 678-3200. The URL for the Student fewer than 6 points are accorded “less-than- fee-based courses in art, music and dance after Information System is https://info.tc.colum- half-time status.’’ During the summer term, the close of the change of program period. bia.edu/homepage.htm. Both systems are nor- enrollment status is determined by the cumula- Students who have registered for workshops mally available Mondays-Saturdays from 8 tive number of points in both Session A and B. must withdraw from a workshop prior to the a.m. to 11 p.m. Instructions for registration For “full-time’’ status, students must register for beginning of the workshop. No tuition rebates are available in the Registration Information a combined load of at least 12 points, with no will be granted for a workshop once it has Section in the Schedule of Classes for each more than 9 points in one summer session. begun. term. Students taking fewer than 6 points in a term Students who are deficient in their attendance Whenever course enrollment has been entered may be certified as full-time or half-time if or who perform their class duties unsatisfact- on the computer registration system, the stu- they can present an approved Certificate of orily may be required at any time to withdraw dent is responsible for payment of the assessed Equivalency (COE) form. A Certificate of from a course, upon recommendation by the charges unless the student follows the proce- Equivalency is only approved when a student course instructor to the Registrar; in extreme dures for a change of program as outlined in is working on an academic activity that is cases, this may mean withdrawal from the the Schedule of Classes and in accordance directly related to a student’s degree program. College. with the dates listed in the Academic The form is available from the Office of the Calendar. Failure to attend a course does Registrar and must be recommended by the For grading symbols covering withdrawals, not constitute an automatic withdrawal. student’s advisor and approved by the Regist- see Grades. (See section on Changes in Registration and rar. A Certificate of Equivalency is only grant- Withdrawal.) ed for activities that are directly related to the degree program. No student will be certified Each registrant is expected to assume a major for full-time, half-time, or part-time status responsibility in program planning. A careful unless he or she is enrolled for that term in study of the general degree requirements and some form and, if necessary, has filed a Certif- maximum point loads outlined in this Catalog, icate of Equivalency in the Office of the Regis- special departmental bulletins, and advisory trar during the first two weeks of the term. recommendations should be taken into consid- Doctoral students may check with the Office eration. of Doctoral Studies regarding personal exemp- tion or waivers. Students cannot be certified for future dates of attendance.

270 www.tc.columbia.edu General Information: (212) 678-3000 TEACHERS COLLEGE TuitionSTUDENT and LIFE &Fees SERVICES Late Registration through Thursday 9:00 a.m. until 6:00 p.m. payment for these fees on the official tuition A late registration fee of $100 will be assessed and Friday 9:00 a.m. until 5:00 p.m. due date. for any registration requests approved after the last date for change of program; dates are indi- Credit Card Payments—Teachers College Third Party Agreements—Students enrolling cated in the Academic Calendar. utilizes a third party processor, CASHNet® under a third party agreement must submit an SmartPay, to accept credit card payments. A authorization form to the College for approval Tuition 2.75% convenience charge is assessed on all each term/semester. A third party is usually an Tuition and fee rates are set annually by the credit card payments. CASHNet® SmartPay outside agency (not an individual) that agrees Teachers College Board of Trustees. Beginning accepts American Express, MasterCard and to pay all or part of the charges incurred by a in fall, for the 2009-2010 academic year, tuition Discover credit cards. Students can make particular student. The authorization form for all regular courses is $1,127 per point. Non- credit card payments through the Student must include the student’s name, relevant credit courses vary in rate, usually depending Information System which is available on semester(s), and the total amount of tuition on the minimum number of points for which the the Web at: https://info.tc.columbia.edu. and fee charges that the third party is willing particular course is offered and the special serv- Telephone credit card payments are also to pay. The form must be signed by an official ices provided (see course description). accepted by CASH-Net® SmartPay at: of the third party agency. A third party agree- 1-866-504-9286. The College (Office of ment between the College and the agency Columbia University tuition is assessed per Student Accounts) does not accept credit must be completed each term/semester before point or at a flat rate determined annually by cards directly. These payments must be made the start of the term/semester. the University’s Board of Trustees. Rates at each through our processor. school within the university may vary. Consult Financial Aid—If all required applications and the Registrar for current rates. Deferred Payment Plan—Students may choose documentation have been filed with the Office to participate in the Deferred Payment Plan of Financial Aid by the required deadline, Total tuition and fees are determined based on during the fall and spring semesters. The financial aid awards should be available at the the number of points for which the student has Deferred Payment Plan allows students to time of registration. Since tuition and all fees registered. All tuition and fees (registration, spread total tuition and fees, less any aid dis- are due at the time of in-person registration, service, workshops and all miscellaneous related bursed, over three equal installments during late payment penalties will be assessed on any expenses) charged are due and payable in full by the semester. An agreement between the stu- outstanding balance as described under the the official published deadline date. Registra- dent and Teachers College must be completed Late Payment Penalties section of this bulletin. tions submitted after the published due date are with a representative of the Office of Student For further information about financial aid, due upon registration. The chart below (labeled, Accounts no later than September 8, 2009 for review the section entitled Financial Aid. Other Fees) highlights the fees charged by the the fall semester and January 22, 2010 for the College. spring semester. A $50 fee is required to par- Late Payment Penalties ticipate in the plan and the first installment is Failure to clear all account balances can result Payment Options due at the time the student signs the agree- in late payment penalties. An initial Late Various forms of payment are accepted for ment. Tentative installment dates are listed Payment Fee of $50 will be charged on any tuition and fees and may be used individually below: outstanding balance during the first billing or in combination. Teachers College accepts period. A 1 1/3 percent monthly (16 percent checks, money orders, most major credit cards Fall Semester annually) Late Payment Penalty will be and cash. A deferred payment plan, a tuition First Payment on or before Sept. 8, 2009 assessed on any outstanding balance there- pre-payment plan, tuition exemption, third after. In addition, failure to make timely pay- Second Payment October 8, 2009 party billing agreements, and financial aid are ment of housing charges may result in evic- also available to finance a Teachers College Third Payment November 8, 2009 tion. Furthermore, unpaid accounts may be education. Some restrictions may apply. referred to a collection agency or law firm for Spring Semester collection. Personal Checks, Cashier Checks or Money First Payment on or before Jan. 22, 2010 Orders—Must be made payable to Teachers The College reserves the right to withhold Second Payment February 22, 2010 College. These types of payments can either be grades, transcripts, diplomas and other servic- submitted in person, placed in the drop box, or Third Payment March 22, 2010 es, including registration, from students whose mailed to the Office of Student Accounts: 525 financial obligations have not been fully satis- West 120th Street, Box 305, New York, NY Failure to remit payment, as scheduled, in fied. In the event Teachers College refers any 10027. The drop off payment box is located at the Deferred Payment Plan will result in the unpaid balance for collection and/or legal the door of the Office of Student Accounts, 133 assessment of a late payment penalty of 1 1/3 action, the student will be obligated to pay Thompson Hall. Do not place cash in this box. percent on any unpaid balance. all related costs including but not limited to Please write student identification number and attorney’s fees and collection costs. a valid daytime telephone number on the face Tuition Exemption—Students employed at the of the check or money order. Online fee-free University may be eligible for tuition exemp- Withdrawal from Classes ACH (checking or savings account) payments tion. Human Resources must authorize tuition By registering for classes, a student has entered are also accepted. Online payments can be exemption forms with a valid HR personnel a legal and binding contract to pay all tuition, made by accessing the Student Information signature. Authorized Tuition Exemption fees, and penalties charged by Teachers System at: https://info.tc.columbia.edu. forms must be submitted in person no later College. Returned checks are assessed a return-check than September 15, 2009 for Fall 2009 and and subject to collection fees, if necessary. February 2, 2010 for Spring 2010. If a student When a student withdraws from Teachers registers late, payments including tuition College or from individual classes, the tuition Cash Payments—Must be made in-person at the exemption forms are due at the time of the charges originally assessed may be reduced, Office of Student Accounts, 133 Thompson late registration. Various fees including, but based on the date of withdrawal. Failure to Hall. During the academic year, the Office of not limited to, course fees, college fees, health attend classes does not constitute an automat- Student Accounts staff is available Monday service fees, medical insurance, and late regis- ic withdrawal; students must file an applica- tration fees are not covered by tuition exemp- tion to withdraw in the Office of the Registrar tion. The student should be prepared to remit

Teachers College Columbia University 2009-2010 271 or through the Touchtone Services or on the Federal income tax deductions of education- teaching and related duties as performed Student Information System in a timely manner. al expenses of professional educators and prior to the education. Under the Treasury The percentage of reduction is based on the other professionals. Department releases, the following changes in date of withdrawal and will be determined Under the current Internal Revenue code, teaching activities do not constitute a “new according to the following schedule: certain expenses incurred for education may trade or business’’: be deductible for federal income tax purposes. FALL 2009 Possible deductions for teachers are described • Elementary to secondary school Week ending Percent of refund in some detail below. Similar deductions apply classroom teacher. September 4 100% to other professionals engaged in education. • Classroom teacher in one subject (e.g., September 11 100% Students are advised to consult a tax advisor mathematics) to classroom teacher in *September 18 80% concerning eligibility for such deductions. another (e.g., science). September 25 75% For teachers, expenses incurred for education • Classroom teacher to guidance counselor. October 2 70% are deductible for federal income tax purposes • Classroom teacher to principal. October 9 65% if the education: (1) maintains or improves October 16 55% skills of a teacher, or (2) meets the express Educational expenses which may be deducted October 23 50% requirements of the teacher’s employer, or the include those for travel, meals, and lodging October 30 40% requirements of an applicable law or regula- while away from home if the travel is primarily after October 30 0% tion, imposed as a condition to the retention to obtain education. by a teacher of the student’s employment SPRING 2010 relationship, status, or compensation. No The foregoing is based upon information Week ending Percent of refund deduction is allowed for educational expenses released by the United States Treasury January 22 100% (even if they meet the above requirements) Department in Treasury Department January 29 100% if they are incurred to satisfy minimum edu- Regulations #1.162-5. It is the responsibility *February 5 80% cational requirements for qualification as a of the student to establish that the educational February 12 75% teacher or to qualify a teacher for a “new program qualifies for deductions in his or her February 19 70% trade or business.’’ case and to determine and document the February 26 65% amount of the deduction. March 5 55% In respect to teaching, a “new trade or busi- March 12 50% ness’’ does not include educational employ- March 19 40% ment involving the same general type of after March 19 0%

*100% refund is extended through the end of OTHER FEES the official drop/add period each term (see aca- demic calendar) Teachers College fee: $368 Teachers College Research fee: $368 Only tuition charges are subject to this reduc- tion. For further information on withdrawal Health Service fee: Fall: $387 policies, see the section entitled Change in Spring: $387 Registration and Withdrawal. Medical Insurance fee: Student Refunds (Basic) Fall: $646 Proceeds originating from student aid programs Spring: $992 in excess of all student account charges—tui- tion, fees, monthly housing, and other related (Comprehensive) Fall: $992 expenses—will be mailed to the student. Stu- Spring: $1,422 dents should make sure the Registrar has their current address. All required financial aid appli- Application fee: cations and documentation must be filed with (non-refundable and payable at time of application) $65 the Office of Financial Aid by the published deadline, and all financial aid eligibility require- Library Research fee: ments must be met. For further information (for non-college users) per month $100 about financial aid, review the section entitled Continuous Doctoral Advisement registration fee: $3,381 Financial Aid. Ph.D. Oral Defense fee: $4,719 Late registration fee: $100 Financial Aid (Loans) Late application fee for conferring of degrees: $25 Many students at Teachers College finance their Special examination fee (each course): $25 educational expenses with federally guaranteed Student identification card replacement fee: $25 loans under the Stafford Loan program. Stu- Late payment fee (flat fee): $50 dents who are planning to apply for these loans (monthly fee)1-1/3% (16% annually) may begin the process as early as January for the Returned check fee: $20 following fall term and September for the fol- Deferred payment plan fee: $50 lowing spring term. Students may contact the Tuition deposit fee: $300 Office of Financial Aid for more details and processing requirements. 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.

272 www.tc.columbia.edu General Information: (212) 678-3000 Financial Aid FINANCIAL AID the College, including: geographic origin, This is a partial list of endowed socioeconomic status (e.g., evidence of social scholarships. The goal of the Financial Aid Office is to and economic disadvantage), and family and work with students to develop a plan to pay educational background (e.g., first generation Jaffe Scholarship for college. This is done by rewarding excel- college, enrollment at a historically minority This scholarship will support Peace Corps lence through merit and need based scholar- serving institution, etc.). Fellows. The Peace Corps Fellows Program ships, grants, and Federal Student Loan pro- nominates candidates. Only returned Peace grams to ease the cost barrier of attending Endowed Scholarships Corps volunteers are eligible to apply to the Teachers College. Please visit the website at Endowed scholarships are provided through Peace Corps Fellows Program. www.tc.edu/financialaid/ for further informa- the generosity of donors’ contributions. Many tion on the financial aid process, grants and of these are in support of students in particular Jewish Federation for the Education of Women internal and external scholarships. programs. Faculty committees select the award (JFEW) recipients based upon the criteria designated For three full-time female pre-service science Scholarships and Grants by the donor. Some endowed scholarships are and math education students willing to teach Each year Teachers College awards over $8 available to students across many programs. for 2 years in NYC public schools. This is a full million of its own funds in scholarship and For these, faculty nominate students to a tuition scholarship that is available to new stu- stipend aid, and $2 million of endowed funds College-wide selection committee, which dents only. Financial need is required. to new and continuing students. Most scholar- makes the final award decisions. There are ship awards are made on the basis of academic over 300 endowed scholarships. Peace Corps Fellows Program merit. Scholarships are applied to tuition only, The Peace Corps Fellows Program offers par- and students should expect to provide addi- General Scholarships tial tuition remission on a competitive basis tional funds for the tuition balance, fees, med- Based upon merit, all students are eligible to returned Peace Corps Volunteers. While ical insurance, academic and living expenses. for Teachers College General Scholarships. enrolled part-time in selected areas of study Program faculty committees make these leading to an M.A. degree, Peace Corps Please note: award decisions. Fellows are employed full-time by the New • All scholarship awards must be used in the York City Department of Education and teach year awarded and may not be transferred Graduate Assistantships in New York City Public Schools. Additional to a future academic year. Students who are employed as graduate assis- information may be obtained by visiting the • All scholarship recipients must successfully tants earn salary plus a tuition scholarship. website at www.tc.edu/pcfellows, by calling the complete a minimum of 9 points per Students may be awarded up to 3 points per Peace Corps Fellows Program Office at (212) academic year in order to be eligible for semester, with a maximum of 6 points per aca- 678-4080 or by writing to the Program at Box scholarship awards in future academic years. demic year (fall, spring, summer). Points may 90, Teachers College, Columbia University, • Full-time Teachers College and Columbia be used during the semester awarded. The 525 West 120th Street, New York, NY 10027. University affiliated employees (including points may not be transferred to a future dependents and spouses) who are eligible academic year. Rose Fellows to receive 12 points or more of tuition These fellowships award up to 14 points of exemption annually may not receive Grant-in-Aid tuition in addition to a stipend to students Teachers College scholarship aid, unless Grant-in-Aid is awarded to doctoral students working as interns under the direction of the scholarship they receive is derived from during the last two semesters of graduate Teachers College faculty on a project, or set of a publicized academic competition (i.e., work, taking both merit and need into consid- projects, selected by the donor. Faculty choose W. Sindlinger Writing Award) in which eration. Students must demonstrate consider- the student interns. New and continuing stu- recipients have been selected via committee. able loan indebtedness incurred while at dents are eligible. Teachers College. International students are Departmental Supplemental Scholarships required to seek approval from the Interna- Arthur Zankel Urban Fellowship Program These scholarships are available to students tional Student Advisor. Faculty recommenda- The Arthur Zankel Urban Fellowship is a fin- enrolled in teacher education/certification pro- tions in support of Grant-in-Aid applications ancial aid award in the amount of $10,000 per grams. Students are nominated by the program are required. Applications are available in academic year for Teachers College students to faculty to a department committee. Awards the Office of Financial Aid or at www.tc.edu/ work with inner city youth. All Zankel Urban are made based upon merit. financialaid/index.asp?ID=forms&info=forms. Fellows will be required to perform an intern- The Grant-in-Aid committee meets monthly ship of a minimum of 5 hours per week in one Minority Scholarships from September to June to make awards deci- of several approved educational programs in- The Teachers College Minority Scholarship sions. tended to benefit disadvantaged inner city Program seeks to promote the enrollment of youth. The list of approved programs is main- a diverse student body at the College, includ- International Student Scholarships tained by the TC Office of School and Com- ing individuals from historically underrepre- Teachers College International Student munity Partnerships. In addition, Zankel Fellows are also required to participate in a full sented groups. To be eligible, students must Scholarships are available to international year (fall and spring) service learning seminar be U.S. citizens or permanent residents and students only and is a competitive process. Program faculty recommend students for these which carries one academic credit. The course must complete the Teachers College Scholar- will meet periodically throughout the year. It awards to their academic program and depart- ship Application. In making awards under this will provide an academic context to ground program, consideration will be given to all mental scholarship committees. internship experiences and a set of cohort students who have self-identified on the experiences for all Zankel Fellows. Teachers College Financial Aid and Scholar- Stipends, Internships, Fellowships ship Application either as members of a feder- and Research Assistantships ally recognized U.S. ethnic minority group or Stipends, internships, fellowships, graduate as having a federally recognized disability. The and research assistantships are also available academic program faculty scholarship commit- through the program faculty. These provide tees which make these awards also take into students with valuable experiences which consideration a range of other factors related enrich academic growth and development, as to the enrollment of a diverse student body at well as income which may be applied towards college and living expenses.

Teachers College Columbia University 2009-2010 273 Selected External Scholarships, sertation fellowships. More information is equivalent) who are New York State Fellowships and Grants available at www.nationalacademies.org. residents may be eligible to apply for the Tuition Assistance Program (TAP). Students • American Association of School • Gates Millennium Scholar Program who want to be considered for TAP must Administrators: Graduate Student Scholarships The Foundation seeks to increase the file a FAFSA, giving the federal government This scholarship is open to graduate students number of African-Americans, American permission to release information to New who intend to pursue the public school super- Indians/Alaska Natives, Asian Pacific York State. For more information contact intendency as a career. More information is Americans, and Hispanic Americans the New York State Higher Education available at www.aasa.org. enrolling in and completing undergraduate Services Corporation (NYSHESC) at and graduate degree programs. More infor- 1-888-NYSHESC or at visit their website • American Educational Research Association mation is available at www.gmsp.org. www.hesc.com. (AERA)—www.aera.net • The Hispanic Scholarship Fund • NSF Graduate Fellowships • AT&T Labs Fellowships The Hispanic Scholarship Fund (HSF) is the Offers three-year graduate research fellow- These awards are available to outstanding largest Hispanic scholarship-granting organi- ships in science, mathematics, and engineer- minority and women students who are U. S. zation in the nation. HSF recognizes and ing, including Women in Engineering and Citizens or Permanent Residents and who are rewards outstanding Hispanic students in Computer and Information Science awards. pursuing Ph.D. studies in computer and com- higher education throughout the United More information is available at www.ehr. munications-related fields. More information States and Puerto Rico. More information nsf.gov/dge/programs/grf or email: nsfgrfp is available at www.research.att.com/academic/ is available at www.hsf.net. @orau.gov. Programs.html • Jeanne S. Chall Research Fellowship • The Paul and Daisy Soros Fellowships • Charlotte W. Newcombe Doctoral The Jeanne S. Chall Research Fellowship is for New Americans Dissertation Fellowships a grant established to encourage and support The Fellowships are grants for up to two These fellowships are designed to encourage reading research by promising scholars. years of graduate study in the United States. original and significant study of ethical or More information is available at The recipients are chosen on a national religious values in all fields of the humanities www.reading.org/awards. competitive basis. More information is avail- and social sciences. More information is able at www.pdsoros.org. available at www.woodrow.org/newcombe/. • Math for America Newton Fellowship Program • Sinfonia Foundation Research • Dale Seymour Scholarships, Newton Fellowships are available to Assistance Grants Grades K–12 Teachers mathematically sophisticated individuals These grants are offered to candidates Awards given to persons currently working who are interested in using their talents to conducting research in American music or at the grades K–12 level who are interested make a difference in the lives of young peo- music in America. More information is in improving their mathematics background ple. MFA seeks recent college graduates available at www.sinfonia.org/SEF. to provide, in turn, better math instruction and mid-career professionals who can to their students. More information is demonstrate a strong interest in teaching, • Spencer Dissertation Fellowships available at www.nctm.org/about/met/. have a bachelor’s degree with substantial The Dissertation Fellowship Program for coursework in mathematics, and are willing Research Related to Education assists young • Edward G. Begle Grant for Classroom- to commit to a five-year program that in- scholars interested in educational research Based Research cludes one year of full-time graduate study in the completion of the doctoral disserta- Supports collaborative classroom-based and four years of teaching mathematics in tion. More information is available at research in pre-college mathematics edu- New York City high schools. More informa- www.spencer.org. cation. More information is available at tion is available at www.mathforamerica.org/. www.nctm.org/about/met/begle.htm. Student Loans • Mellon Fellowships in Humanistic Studies Federal student loans are available to Teachers • Eleanor Roosevelt Teacher Fellowships These fellowships are designed to help College students. To qualify for any of the fed- Teacher Fellowships are available to female exceptionally promising students prepare eral education loan programs, an applicant K–12 public school teachers as individuals for careers of teaching and scholarship in must be a U.S. citizen or an eligible non-citi- or as lead members of teams. More informa- humanistic disciplines. More information is zen and must be enrolled at least half time (6 tion is available at www.aauw.org/fga/. available at www.woodrow.org/mellon/. points or the equivalent) in a degree program. International students may qualify for credit- • Emerson Charitable Trust • National AMBUCS Scholarships worthy loans from a bank by securing a co- Offers grants for community funds, higher for Therapists signer who is a U.S. citizen or permanent resi- education, cultural programs, hospitals and Graduate students who wish to pursue dent. Consult with a financial aid counselor health agencies, public policy organizations degrees in physical therapy, occupational for more information. and youth agencies for the arts, education, therapy, speech language pathology, or hear- federated giving programs, higher education, ing audiology. More information is available If a student receives a federal loan, she/he public policy and research, youth services. at www.ambucs.com. must complete a Loan Entrance Interview More information is available at before receiving the initial funds, and a Loan www.emersonelectric.com. • National Science Teachers Association— Exit Interview before graduating, leaving www.nsta.org/programs/. • Ernest Duncan Scholarships, Teachers College, or dropping to less than Grades K–12 Teachers • New York State Tuition Aid-BOCES ITI-B half-time status. The Entrance Interview will Awards are given to persons currently work- Awards are made to persons in Bilingual review the terms and conditions of the loan, ing at the grades K–6 level to improve their Education/TESOL. Please contact the and the Exit Interview will cover repayment, own professional competence as a classroom director: Dr. Maria Eugenia Valverde, deferment and consolidation options. Loans teacher of mathematics. More information Eastern Suffolk BOCES ITI-BE, are processed during the semester a student is available at www.nctm.org/resources. 350 Martha Avenue, Bellport, NY 11713. is enrolled. For additional information on stu- dent loans, please visit our website at • Ford Foundation Minority Doctoral Fellowships • New York State Tuition Assistance Program (TAP) www.tc.edu/financialaid/. Three-year predoctoral and 12 month dis- Full-time students (at least 12 points or the

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

The following loans require a Free Application For periods of study that are less than an aca- • United States Department of Education list for Federal Student Aid (FAFSA), a separate demic year, the amounts students can borrow of federally designated teacher shortage loan authorization form, a promissory note, may be less than the annual maximum. The areas: www.ed.gov/about/offices/list/ope/ and a loan entrance interview. To ensure con- exact amount of loan eligibility will be listed in pol/tsa.pdf sideration for the Federal Perkins Loan and the the award letter. Generally, graduate students Federal Work-Study programs, it is recom- can borrow up to $20,500 each academic year. • United States Department of Education mended that the FAFSA be filed by March (Only $8,500 of this amount may be a subsi- searchable site for low-income schools 1st. In order for Stafford Loans to be processed dized Stafford Loan). Students may receive eligible for Federal Perkins Loan cancel- in time for the beginning of the fall semester, less than the yearly maximum if they receive lation: http://studentaid.ed.gov/ applicants are urged to file the FAFSA by other financial aid that is used to cover a por- PORTALSWebApp/students/english/ April 15th. tion of the cost of attendance. cancelperk.jsp?tab=repaying

Federal Perkins Loan Graduate Stafford Loan Limits The following is a list of state education Federal Perkins Loans are awarded on the basis Generally, for graduate or professional stu- departments for states in geographic proximity of exceptional need to students from a limited dents, the total permissible outstanding debt to Teachers College: amount of federal funds allocated to Teachers from all Stafford Loans (subsidized and unsub- College. Students must be enrolled at least sidized) combined is $138,500. Only $65,500 • New York (NY) half-time (6 points or the equivalent). The of this amount may be in subsidized loans. New York State Education Department loan is made up of government funds with a The graduate debt limit includes any Stafford 89 Washington Avenue share contributed by the college. Teachers Loans received for undergraduate study. Albany, New York 12234 College is the lender and repayment is made to (518) 474-5915 the school. Payment of both interest and prin- Other Loans http://www.nysed.gov cipal is deferred until nine months after leav- There are several student loan programs ing Teachers College or dropping to less than administered by private institutions that pro- • New Jersey (NJ) half time. The annual fixed interest rate of 5% vide funds to students who do not qualify for New Jersey Department of Education begins to accrue at the same time payments federal or need-based loans, or who may need P. O. Box 500 begin. Repayment may take up to 10 years. additional funding. They are often available Trenton, NJ 08625 from banks, require a credit check, and in (609) 292-4469 Stafford Loans some cases, a co-signer and processing fee. http://www.state.nj.us/education Federal Direct and FFEL Stafford Loans are Securing a co-signer may result in lower inter- two loan programs offered at Teachers College. est on the loan. For information on banks • Connecticut (CT) The Direct Loan (DL) program is managed by that have preferred lending agreements with Office of Public Information the U.S. Department of Education. The Fed- Teachers College, please visit our website at Connecticut State Department of Education eral Family Education Loan (FFEL) program is www.tc.columbia.edu/financialaid/. 165 Capitol Avenue managed through a third party lender (bank, Hartford, CT 06145 credit union or any other financial institution). Loan Cancellation and/or Deferment The terms and conditions of both DL and (860) 713-6548 There are several incentive programs offered http://www.state.ct.us/sde FFEL programs are set by the Federal govern- by various federal, state and local government ment. The major differences between the two agencies that will defer and/or cancel a por- • Pennsylvania (PA) are the source of the loan funds, some aspects tion of a student’s federal education loan debt, of the application process, and the available Pennsylvania Department of Education usually Federal Perkins Loans but sometimes 333 Market Street repayment plans. Stafford Loans are either Federal Stafford Loans as well. subsidized or unsubsidized. Harrisburg, PA 17126 (717) 783-6788 The most common cancellations are Federal http://www.pde.state.pa.us A subsidized loan is awarded on the basis Perkins Loans and qualifying Federal Stafford of financial need. The student will not be Loans for teachers working full-time in “feder- charged any interest before they begin repay- Federal TEACH Grant ally designated” teacher shortage areas. These ment or during authorized periods of defer- The Teacher Education Assistance for College federally designated schools are located in ment. The federal government subsidizes and Higher Education (TEACH) Grant Pro- school districts that qualify for funds under the interest during these periods. gram provides up to $4,000 a year in grant Chapter 1 of Title I of the Elementary and assistance to students who are completing or Secondary Education Act. However, not all An unsubsidized loan is not awarded on the who plan to complete coursework needed to Chapter 1-funded schools are on the “federally basis of need. Students accrue interest from begin a career in teaching. the time the loan is disbursed until it is paid designated” list. in full. If the interest is not paid in full before In exchange for the grant, a student must sign repayment begins, the amount of outstanding For a complete explanation of school and loan an Agreement to Serve as a full time teacher interest will be capitalized (it will be added eligibility requirements as well as searchable at certain low-income schools and with certain to the principal amount of the loan), and databases of qualifying schools, please visit high-need fields for at least four academic additional interest will be based upon the the Department of Education websites listed years within eight years after completing (or higher amount. 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 8.5%. 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/ If the grant recipient fails or refuses to carry receive student aid and not have an adverse PORTALSWebApp/students/english/ out his or her teaching obligation, the amount credit history. Repayment begins on the date teachercancel.jsp?tab=repaying of the TEACH Grants received are treated as of the last disbursement of the loan. an unsubsidized Direct Loan and must be repaid with interest.

Teachers College Columbia University 2009-2010 275 Eligibility: tion, etc. The amount of FWS which appears • Make satisfactory academic progress To be eligible for a TEACH Grant, you must: on the Financial Aid Award Letter is an earn- towards a degree. • Be a U.S. citizen or eligible non-citizen ing eligibility; it is not a guarantee of wages to • Not have been convicted of any offense • Be enrolled in coursework or plan to com- be earned. Rather, it is a maximum limit on under federal or state law involving plete coursework toward a career in teach- the amount of FWS funds a student may earn the possession or sale of a controlled ing and/or in a high-need subject area (see should they choose to participate in the pro- substance. list below) gram. Students are paid only for actual hours • Register with selective service • Maintain Satisfactory Academic Progress worked. Placement in an FWS position is con- administration if you are a male. and meet all other institutional require- tingent upon availability of jobs and funding, • Not be in default on a loan or owe ments for maintaining enrollment as well as on a student’s skills, experience, and a payment of federal funds. • Complete TEACH Grant counseling and schedule. Below is a list of basic rules and reg- sign a TEACH Grant Agreement to Serve ulations that students must be aware of while U.S. citizens and Eligible non-citizens each year employed under the FWS program. All students are encouraged to file a 2009- • Complete a FAFSA, although you do not 2010 Free Application for Federal Student Aid have to demonstrate financial need to be As an FWS employee: (FAFSA), regardless of eligibility for Federal eligible (1) A student must register for a minimum Aid. The FAFSA is available at the Office of 6 points or the equivalent each of Financial Aid by January of each year. TEACH Grant- Eligible Programs at TC: semester while employed, exception: If a Students can also find and file the FAFSA • Art continuing student wishes to work over on the web at www.fafsa.ed.gov. Teachers • Bilingual Education the summer, s/he may do so without College’s institutional code is G03979. • English (Grades 5-9 and 7-12) being registered for classes, if a student is • English as Second Language returning in the following fall semester After filing the FAFSA, students will receive • Languages other than English as a half-time (or equivalent) student. a Student Aid Report (SAR) which must be • Mathematics (Grades 5-9 and 7-12) If a continuing student is not returning in reviewed for accuracy, and necessary correc- • Music the following fall, s/he must be at least tions made. If there are questions, contact the • Physical Education half-time during the summer in order Office of Financial Aid. Students may also be • Reading and Literacy to work and can only work until June 30th. required to submit copies of their federal tax • Sciences (Grades 5-9 and 7-12) returns and other supporting documents • Special Education (Bilingual) (2) The suggested number of hours to work to verify the information on the FAFSA. • Special Education (5-9 and 7-12) while classes are in session are no more than 20 hours per week during the fall New Applicants Note: The field you teach in must be a high- and spring semesters, and up to 30 hours Students wishing to apply for scholarships need field in the state where you teach in per week during the summer, winter, or financial aid will need to complete the order to satisfy your service requirement. and spring breaks. Teachers College scholarship application Documented high need fields website: (Please check the Financial Aid website for http://www.ed.gov/about/offices/list/ope/pol/ (3) A student may not work after his/her instructions and deadlines for completing this tsa.doc date of graduation. application form). Departments make scholar- ship decisions based on the admissions appli- Schools serving low-income students search: (4) A student must complete and submit a cations of the new students, and on the http://www.tcli.ed.gov/CBSWebApp/tcli/TCLI Federal Work Study Agreement for every Teachers College academic records for the PubSchoolSearch.jsp academic year in which s/he participates continuing students. Some scholarships in the FWS program. do require demonstration of financial need. Student Employment New students must file a FAFSA to be consid- Opportunities for student employment are (5) A student’s FWS award is valid for the ered for federal aid. available at Teachers College. Students should fiscal year (July 1, 2009 through June 30, inquire at the Teachers College Human 2010). New students are eligible to use Continuing Students Resources Office or visit the website at their awards after they have registered for Students wishing to apply for scholarships www.tc.edu/administration/hr and with pro- classes and the Fall/Spring semester has or financial aid will need to complete the gram faculty for a list of current vacancies. begun. Continuing students are eligible to Teachers College Scholarship application. Many positions offer tuition exemption or begin using their awards as soon as they (Please check the Financial Aid website for scholarship points. have received a 2009-2010 award letter instructions and deadlines for completing this which includes an FWS award, but no application form). Continuing students must Federal Work Study sooner than July 1st of the year of their file the FAFSA for each year that they wish Federal Work Study (FWS) is a need-based award. to be considered for federal aid. federal financial aid program through which the federal government provides funds to (6) In order to have a FWS award (and other Note: Students in the Curriculum and Teachers College for the purpose of providing need-based awards) renewed in future Teaching Department will also need to file the job opportunities to our eligible students. years, students must file a Free Application Continuing Student Scholarship application Funds are allocated to several Teachers for Federal Student Aid (FAFSA) for every with their department by February 1st in order College departments and offices which may academic year. to be considered for internal scholarships in then create and offer jobs to FWS awardees. the next academic year. Students in all other (Not all departments and offices have FWS How to Apply for Aid for the departments will automatically be considered funds with which to offer FWS jobs. FWS 2009-2010 Academic Year for internal scholarship by their department. awards may be used only in those depart- To be eligible for federal financial aid you ments/offices which have an FWS budget). must meet the following criteria: International Students • Be a United States citizen or International students should review the FWS jobs allow awardees to earn wages which permanent resident. Application Procedure for International help them to cover various education-related • Be enrolled in at least 6 points Students and the scholarship opportunities expenses like books and supplies, transporta- in a degree program. for international students.

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

How to Apply for Aid for the Scholarship and Financial Aid. International Department Scholarship 2010-2011 Academic Year students should also review the Application ($1,127 per point) To be eligible for federal financial aid you Procedure for International Students and the NY State Tuition Assistance must meet the following criteria: scholarship opportunities for international Program $550 (NYS • Be a United States citizen or students. residents only) permanent resident. Federal Work Study $6,000 • Be enrolled in at least 6 points How Need-based Eligibility is Determined Federal Perkins Loan $4,000 in a degree program. The information provided on the FAFSA is Federal Subsidized • Make satisfactory academic progress applied to a federally designed formula which Stafford Loan $8,500 towards a degree. calculates the “estimated family contribution,” Federal Unsubsidized • Not have been convicted of any offense the theoretical amount the student should Stafford Loan $12,000 under federal or state law involving have available for educational costs. The cost Total $37,230 the possession or sale of a controlled of education minus the family contribution is substance. “need”. The total amount of need-based aid If students cannot provide the full amount of • Register with selective service cannot exceed this figure. the family contribution, some banks offer cred- administration if you are a male. it-worthy loans that can be used to finance the • Not be in default on a loan or owe Normally, the need calculations are based on remaining cost of attendance. However, the a payment of federal funds. data from the prior calendar year. However, total of all financial aid, including loans used the Office of Financial Aid may recalculate to replace family contribution, cannot exceed U.S. citizens and Eligible non-citizens family contribution if the student’s financial the total cost of attendance. All students are encouraged to file a 2010- circumstances change significantly during the 2011 Free Application for Federal Student Aid academic year. Students requesting recalcula- How Aid is Disbursed (FAFSA), regardless of eligibility for Federal tion based on academic year information Scholarships are disbursed to a student’s Aid. The FAFSA is available by January of should provide a written explanation of the account on the first day of in-person registra- each year at the Office of Financial Aid. circumstances and consult a financial aid tion once the student has registered in a Students can also find and file the FAFSA counselor to determine the supporting docu- degree program for the semester. Federal on the web at www.fafsa.ed.gov. Teachers mentation that will be needed. loans are disbursed when a student meets the College’s institutional code is G03979. following criteria: (1) has been accepted in a How Aid is Awarded degree program; (2) has registered for at least After filing the FAFSA, students will receive To award need-based funds, the College makes half time status each semester; (3) has com- a Student Aid Report (SAR) which must be up an academic year student budget that con- pleted an entrance interview; (4) has a master reviewed for accuracy, and necessary correc- sists of the average costs of tuition, fees, and promissory note on file with their lender; and tions made. If there are questions, contact the other expenses. The amount for tuition and (5) has completed verification of income and Office of Financial Aid. Students may also be fees, books and supplies is adjusted based on residency, if required. required to submit copies of the their federal full-time, three-quarter time, and half-time tax returns and other supporting documents enrollment. If enrollment plans change during Tuition, fees, account charges, and refunds are to verify the information on the FAFSA. the academic year, students should notify the processed by the Office of Student Accounts, Office of Financial Aid in case it becomes nec- which is located in 133 Thompson Hall. New Applicants essary to adjust the aid package. Students wishing to apply for scholarships Additional Steps and Conditions or financial aid will need to complete the During the 2008-2009 academic year, the Prior to Release of Funds Teachers College application for Scholarship estimated fall/spring budget for a full-time Prior Default: Students in default on a federal and Financial Aid. (Please check the Financial student enrolled for 24 points was: loan, or who owe a repayment on a Pell, Aid website for instructions and deadlines for SEOG, or SSIG grant cannot receive federal completing this application form). Depart- Tuition and Fees $26,040 need-based aid until the status is cleared. ments make scholarship decisions based on the Living Allowance $23,000 admissions applications of the new students, Books and Supplies $4,244 Verification: Some students are randomly and on the Teachers College academic records College Fee $716 selected by the federal government for a for the continuing students. Some scholarships Transportation $3,800 process called verification. If a student is do require demonstration of financial need. Miscellaneous $5,200 selected, she/he will have to provide a copy of New students must file the FAFSA (if quali- Total $63,000 her/his federal income tax return and other fied) to be considered for federal aid. documents to the Office of Financial Aid. The family contribution toward academic An award letter will not be generated until Continuing Students year living and educational expenses is then all documents are submitted to the Office of Students wishing to apply for scholarships deducted from this budget. For example: Financial Aid. Students interested in work- or financial aid will need to complete the study employment cannot begin until awarded. Teachers College application for Scholarship Budget $59,000 and Financial Aid. (Please check the Financial Aid website for instructions and deadlines for Family Contribution –(9,400) completing this application form). Continuing Need $49,600 students must file the FAFSA for each year that they wish to be considered for federal aid. After need is determined, the Office of Financial Aid tries to meet this amount with International Students financial aid. Often, a variety of sources are International Students wishing to apply for combined into a package, which might look scholarships or financial aid will need to com- like this: plete the Teachers College application for

Teachers College Columbia University 2009-2010 277 Satisfactory Academic Progress: In order to maintain eligibility for aid, students must make SATISFACTORY ACADEMIC PROGRESS satisfactory progress toward their degree. In (For Financial Aid) addition to meeting all standards of acade- mic performance required in the program, stu- After this semester 1 2 3 4 5 6 7 8 9 10 11 12 dents must maintain a minimum of points per semester in order to remain eligible for student aid. (See chart) Points Master’s Notification: Federal financial aid is offered to students must students via the Award Letter issued by the No longer Office of Financial Aid. Teachers College complete: 6 15 27 39 51 53 63 63 63 63 scholarship award letters are also sent from the eligible Office of Financial Aid. The Office of Financial Aid reserves the right to adjust financial aid Points Doctoral award packages in the event of: • additional funds are received on the behalf students must of the student Dissertation • any changes to students enrollment complete: 6 15 27 39 51 63 75 87 90 90 • per student’s request. Advisement

For more information students are encouraged With at least to visit our website at www.tc.edu/financial aid, or call (212) 678-3714 to receive more this GPA: 2.5 2.5 3 3 3 3 3 3 3 3 3 3 information.

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

Teachers College Columbia University 2009-2010 279 or, in the case of non-resident aliens, if they have Leadership), International Reading Association Access to Services an appropriate visa and the prior authorization of (Reading Specialist), National Association of During the academic year, many of the services the Director of International Affairs. School Psychologists (School Psychology), provided by the College are only available to stu- National Council of Teachers of English (Teaching dents who are registered during the given semester. Visiting Scholars are not permitted to enroll in any of English), National Council of Teachers of This includes, but is not limited to, library privi- classes for credit. Prospective visiting researchers Mathematics (Mathematics Education), TESOL leges and email accounts. Degree students wishing to take classes at TC should request an (Teaching of English to Speakers of Other who are not taking courses in the fall or spring application for non-degree student status from the Languages), Council on the Education of the Deaf semester may register for IND 4000, Master’s Office of Admission. Individuals in F-1 or J-1 stu- for programs in Education of the Deaf and Hard Candidate or IND 6000, Doctoral Candidate in dent status are not granted Visiting Scholar privi- of Hearing. order to maintain registration. The fee for either leges and are required to be full-time students. IND 4000 or IND 6000 is the current college fee. Contact the Office of International Student Auditing During the summer term, email accounts and Services for more information. Degree students currently enrolled for 15 or more library access will be granted for students who points may audit one or two courses in Teachers Foreign nationals will ordinarily need a J-1 were registered during the preceding spring term. College without fee. Applications for auditing Access to other services during the summer may (research scholar category) visa in order to visit privileges are obtainable from the Office of the Teachers College. Upon submission of all docu- vary. Individuals should check with the depart- Registrar during the change-of-program period. ment providing the service. mentation required by the government, the Office Courses with limited enrollment, laboratory cours- of International Student Services will issue a Form es, elementary language courses, seminars, and Official College Communication DS-2019 needed to support the J-1 visa applica- continuing education workshops will not be open tion. Federal regulations require that the applicant Teachers College, recognizing the increasing need to auditors. Audited courses will not appear on the for electronic communication with students, has for J-1 status have sufficient funds for the period of transcript and may not later be applied for credit. stay at Teachers College and meet the medical established email as an official means of commu- insurance requirements of the U.S. Department Certified doctoral candidates may audit Teachers nication with students. In order to ensure effec- of State while in the U.S. The Application for Visa College courses which enhance their professional tive communication with students, an official Certificate (to obtain Form DS-2019) is available interests. Such courses will not appear on the Columbia University (CUNIX) email address is from the Office of International Student Services. transcript or fulfill any academic requirement. An required for all students. Teachers College will This office can provide complete details on com- eligible doctoral candidate, upon presentation of send official communications to the CUNIX plying with these requirements. the certified doctoral candidate card, may obtain email address, which is based upon the University an application to audit from the Office of the Network ID (UNI) assigned to the student (for An individual interested in Visiting Scholar status Registrar, secure written approval of the course more information about CUNIX email and the should contact: instructor, and return the approval form to the UNI, please see Email and Network Access under Office of the Registrar during the change-of-pro- Computing and Technology on the TC homepage Visiting Scholar Program or browse to: www.tc.edu/computing/EmailNet.asp. c/o Office of International Affairs gram period. An auditing permit will be issued. Teachers College, Box 004 Attendance Teachers College expects that every student will 525 West 120th Street Students are expected to attend all classes for receive email at his or her Columbia University New York, NY 10027 which they are registered and are responsible for email address and will read email on a frequent Tel: 212-678-4008 absences incurred by late enrollment. and consistent basis. A student’s failure to receive Fax: 212-678-4133 and read College communications in a timely email: [email protected] Religious Observance manner does not absolve that student from It is the policy of the University to respect its knowing and complying with the content of such Please include a curriculum vita and faculty host members’ observance of their major religious holi- communications. Students may elect to redirect recommendation with your application. days. Where academic scheduling conflicts prove (auto-forward) email sent to their CUNIX email Accreditation unavoidable, no student will be penalized for address. Students who redirect email from their All Teachers College programs are registered with absence due to religious reasons, and alternative official University email address to another New York State Education Department. Teachers means will be sought for satisfying the academic address do so at their own risk. If email is lost College is accredited by the Middle States Com- requirements involved. If a suitable arrangement as a result of forwarding, it does not absolve the mission on Higher Education. In addition, our cannot be worked out between the student and student from the responsibilities associated with teacher preparation and school leadership pro- the instructor, students and instructors should communications sent to their official University grams are nationally accredited with the National consult the appropriate department chair or email address. All use of email will be consistent Council for Accreditation of Teacher Education director. If an additional appeal is needed, it with other Teachers College and Columbia (NCATE). Some programs also have accreditation may be taken to the Provost. University policies including the Acceptable with other professional organizations or bodies that Use Policy at www.tc.edu/computing/aupolicy. grant accreditation for specific subject areas. (Not Some of the major holidays occurring during all graduate and professional programs offered at the current academic year are: Information concerning emergencies or school Teachers College have outside accrediting agencies Rosh Hashanah Id al Fitr closing is published in several ways: or bodies related to the specific subject area.) Yom Kippur Passover American Psychological Association (Counseling First days of Succoth Good Friday • WINS at 1010 on AM radio; Psychology, Clinical Psychology and School Psycho- Concluding days of Succoth Id al Adha • WCBS at 880 on AM radio; logy doctoral programs), American Speech-Hear- Hanukkah Shavuoth • the TC Web homepage at ing-Language Association (Speech and Language The Jewish and Islamic holy days begin at sundown www.tc.edu; and Pathology), Association for Sport and Physical of the preceding day. • the main telephone number, Education (NASPE) (Physical Education), Com- (212) 678-3000. It should be noted that because of the size of the mission on Accreditation for Diabetics Education event and the space available, convocations held In addition to the communication methods above, (Nutrition Education), Council for Exceptional at Commencement take place in either Riverside emergency notifications are made through public Children (Special Education programs), Educa- Church or the Cathedral of St. John the Divine. address systems in most campus buildings and tional Leadership Constituent Council (Education The facilities are used in a non-sectarian manner. through TCAlert. All members of the TC commu- nity are strongly encouraged to sign up for TCAlert

280 www.tc.columbia.edu General Information: (212) 678-3000 POLICIES AND PROCEDURES via the portal at my.tc.edu to receive text or voice ister and obtain a satisfactory grade. The it is acceptable in meeting the point messages on their cellphones. Use of this system previous grade remains on the transcript. requirement, but may not be used to sat- is limited to urgent messages. The College does P Passed. Some courses are graded only on isfy the three-course out-of-department not charge for it, although some wireless phone a pass/fail basis for the instances in which requirement. For doctoral programs, a carriers may charge a fee for receiving SMS text greater evaluation specificity is neither maximum of nine semester hours of messages. required nor desirable and is used to attendance credit is permitted toward indicate passing performances when the minimum point requirement for the Grades only dichotomous evaluation is used. degree, provided they are not used to ful- Grades in Teachers College are recorded as evalu- At no time will the transcript carry any fill the minimum distribution require- ative, pass/fail, or attendance. All grading symbols other grade nor will supplementary state- ments. The above grades are final and used are listed below, as approved by the Faculty. ments be issued. Application for the may not be changed. A student electing to be graded on a basis other Pass/Fail option is to be made during IN Incomplete. The grade of Incomplete than the ones announced by the course instructor the first three class sessions with the is to be assigned only when the course must request the option and obtain the instruc- approval of the course instructor. attendance requirement has been met tor’s written approval not later than the close of Applications are available in the Office but, for reasons satisfactory to the the third class meeting. An application for grad- of the Registrar. Once the option is instructor, the granting of a final grade ing options is obtainable from the Office of the approved, it may not be changed. has been postponed because certain Registrar and needs to be filed in the Registrar’s DP Doctoral pass credit. The grade of DP course assignments are outstanding. If Office no later than the close of the third class may be assigned only to a certified doc- the outstanding assignments are com- meeting. Once the option has been approved and toral candidate in a Teachers College pleted within one calendar year from the filed with the Registrar, it is not subject to change. course, having successfully completed all date of the close of term in which the requirements prescribed by the instruc- grade of Incomplete was received and a All grades are final once submitted to the Office tor. The candidate must request DP final grade submitted, the final grade will of the Registrar except for grades of “Incomplete.” credit before two-thirds of the class ses- be recorded on the permanent transcript, sions have met. Eligibility is determined replacing the grade of Incomplete, with Grades are defined as follows: upon presentation of the doctoral identi- a transcript notation indicating the date A+ Rare performance. Reserved for highly fication card, and a record of the request that the grade of Incomplete was exceptional, rare achievement. for a DP grade is made by completing a replaced by a final grade. If the outstand- A Excellent. Outstanding achievement. form obtainable from the Office of the ing work is not completed within one A- Excellent work, but not quite outstand- Registrar. DP credit is available to doc- calendar year from the date of the close ing. toral students only in terms subsequent of term in which the grade of Incomplete B+ Very good. Solid achievement expected to the terms in which the student is cer- was received, the grade will remain as a of most graduate students. tified. DP credit may not be used toward permanent Incomplete on the transcript. B Good. Acceptable achievement. M.A. or M.S. degree requirements. A In such instances, if the course is a B- Acceptable achievement, but below maximum of 6 points of DP credit may required course or part of an approved what is generally expected of graduate be used toward Ed.M. degree require- program of study, students will be students. ments. required to reenroll in the course includ- C+ Fair achievement, above minimally WD Withdrawn. Withdrawal occurring sub- ing repayment of all tuition and fee acceptable level. sequent to the close of the change-of- charges for the new registration and sat- C Fair achievement, but only minimally program period during the term. See the isfactorily complete all course require- acceptable. section on withdrawal from courses. ments. If the required course is not C- Very low performance. The records of YC Year Course. The symbol “YC’’ is offered in subsequent terms, the student students receiving such grades are sub- assigned for the first half of a year course should speak with the faculty advisor or ject to review. The result of this review (courses with a “z’’ suffix). At the end of Program Coordinator about their options could be denial of permission to register the second half, the grade is entered on for fulfilling the degree requirement. for further study at Teachers College. the transcript denoting the instructor’s Doctoral students with six or more cred- No more than 3 points of C- may be evaluation. its with grades of Incomplete included credited toward any degree or diploma. R Attendance Credit. Students desiring on their program of study will not be Students completing requirements for R credit for any course must request allowed to sit for the certification exam. more than one degree or diploma may permission, in writing, to the instructor, count 3 points of C- toward only one before two-thirds of the class sessions *Missing grade. Final grade has not been such award. A student who accumulates have met. The instructor may approve or assigned by the course instructor. 8 points or more in C- or lower grades deny the request. If approval is granted, will not be permitted to continue study the instructor may stipulate require- Release of transcripts, student information, and at the College and will not be awarded ments to be met in addition to regular student access to official academic records a degree or diploma. attendance. Forms are available in the The College regards the student’s transcript as a F Failure. The records of students receiv- Office of the Registrar to be used for personal and private document; it is released only ing such grades are subject to review. obtaining approval. Mathematics majors upon written authorization of the student and The result of this review could be denial in the Department of Mathematics, payment of the required fees. The fee for one of permission to register for further study Science and Technology must have their transcript is $5; plus $3 for each additional tran- at Teachers College. A student who applications cosigned by the program script in the same order. Unpaid financial obliga- accumulates 8 points or more in C- or coordinator. The applicability of R credit tions to the College will result in the withholding lower grades will not be permitted to in meeting degree program requirements of student transcript and/or diploma. Teachers continue study at the College and will is noted as follows: For Master of Arts College does not duplicate copies of transcripts not be awarded a degree or diploma. and Master of Science degrees, no R from other institutions which were submitted in A course usually may not be repeated credit is permissible. For Master of support of the applicant’s application for admis- unless it is a required course. When the Education degree programs, a maximum sion to the College. course is required, the student will rereg- of six semester hours of attendance cred-

Teachers College Columbia University 2009-2010 281 The Family Educational Rights and Privacy Act name, mailing, campus and permanent addresses, appealed. Such a suspension will be in effect until (FERPA) affords students certain rights with photo, email address, University Network ID the student meets with the Vice Provost or respect to their education records. These rights (UNI) degree program and major field of study, designee, who will then decide whether to contin- include: dates of attendance at the College, full, half or ue or lift the suspension in consultation with 1. The right to inspect and review the student’s part-time status, full half or part-time status, members of the Psychological Emergency education records within 45 days of the day the degrees conferred and their dates, dissertation title Response Team (PERT) and outside authorities as College receives a request for access. Students and dissertation committee members and master’s deemed necessary. If a decision is made to lift the should submit to the Registrar or head of the essay title and sponsor. A student in attendance suspension, the student will receive written per- office, a written request that identifies the at the College who does not wish the “directory mission to return to class and/or the residence record(s) they wish to inspect. The College official information” released should notify the Office of halls. If the student is not permitted to return to will make arrangements for access and notify the the Registrar, in writing of his/her wish to withhold the College, procedures for Involuntary With- student of the time and place where the records such information in the future. drawal will be followed. If the student is not may be inspected. The student must bring valid allowed to return to the residence halls, his/her photo identification to the appointment. If the 6. Upon written request by a student, the College emergency contact will be notified. records are not maintained by the College official may release information in a student’s educational to whom the request was submitted, that official records at Teachers College to third parties. The 2. Involuntary Withdrawal. The College may dis- shall advise the student of the correct official to student should make a request for such release continue the enrollment of a student whose con- whom the request should be addressed. in writing with the student’s signature for such duct prevents safe and successful participation in release to the Office having custody of the record. his or her academic program, impedes the work of 2. The right to request the amendment of the stu- A student will ordinarily not be provided with other students, faculty, or administrative staff, or dent’s education records that the student believes copies of any part of his/her record other than the threaten the safety or well-being of others. This is inaccurate. Students may ask the College to Teachers College transcript unless the inability to decision shall be made by the Vice Provost in amend a record that they believe is inaccurate. obtain copies of any part of his/her record other consultation with PERT and others as deemed They should write the College official responsible than the transcript would effectively prevent appropriate. The student will not be eligible to for the record, clearly identify the part of the him/her from exercising his/her right to inspect re-enroll until the Conditions for Continuance record they want changed, and specify why it is and review his/her educational records. The as a Student have been met. inaccurate. If the College decides not to amend College may impose a charge for copying a stu- the record as requested by the student, the College dent’s records in connection with such a release. An involuntary withdrawal may be appealed. will notify the student of the decision and advise The charge for a transcript is $5.00. The charge A student who wishes to appeal this decision the student of his or her right to a hearing regard- for other copies is .20¢ per page. must submit the appeal in writing to the Presi- ing the request for amendment. Additional infor- dent’s office within five (5) business days of the mation regarding the hearing procedures will be 7. It shall be a condition of the release by the decision. The President’s office will review the provided to the student when notified of the right College of any personal information on a student appeal and provide the final decision to the stu- to a hearing. to a third party that the party to which the infor- dent within seven (7) business days of receipt. mation is released will use such information only There is no further appeal of the President’s 3. The right to consent to disclosures of personally for the purpose for which the disclosure was made. decision. identifiable information contained in the student’s education records, except to the extent that 8. Questions should be referred to the Registrar. 3. Conditions for Continuance as a Student. FERPA authorizes disclosure without consent. An individual who has committed an act deemed One exception, which permits disclosure without Psychological Welfare of Our Students threatening and/or dangerous to self or others will consent, is disclosure to school officials with legiti- Teachers College recognizes the importance of be required to meet certain requirements before mate educational interests. A school official is a its students’ academic progress and personal well- being permitted to return to the College, includ- person employed by the College in an administra- being. The College employs a part-time Clinical ing a recommendation for readmission or contin- tive, supervisory, academic or research, or support Graduate Assistant (GA) who is available to meet uance by a qualified mental health professional. staff position (including student workers); a person with any student in need of short-term counseling. The student may also be required to enter into a or company with whom the University has con- The Clinical GA can be reached at (212) 678- behavioral contract to establish conditions under tracted (such as an attorney, auditor, or collection 3262. Confidential referrals are also available which that student may continue or resume agent); a person serving on the Board of Trustees; through the Director of Student Relations, (212) enrollment at TC. Conditions may encompass or a student serving on an official committee, such 678-3383. Bearing in mind the safety and well- include reduced schedule loads or maintenance as a disciplinary or grievance committee, or assist- being of all members of its community, the College counseling with a member of the University ing another school official in performing his or her may discontinue the enrollment of, or take other Counseling Center licensed professional staff. tasks. A school official has a legitimate educational action with respect to, a student who is experienc- Final readmission authority for a re-entering interest if the official needs to review an education ing mental health issues that prevent safe and suc- student rests with the Vice Provost, in consulta- record in order to fulfill his or her professional cessful participation in his or her academic pro- tion with PERT, others as deemed appropriate, responsibility. gram, or that threaten the safety or well-being of and appropriate faculty member(s) who will meet others. If a student is separated from the College, to review the requested documents, establish any 4. The right to file a complaint with the U.S. she/he will be informed of the process for request- conditions and render their opinion to the Pro- Department of Education concerning alleged fail- ing re-enrollment through the Office of Student vost. The College reserves the right to require ures by the College to comply with the require- Relations. administrative evaluations with subsequent rec- ments of FERPA. The name and address of the ommendations from Columbia University Coun- Office that administers FERPA is: 1. Temporary Suspension Policy/Procedure. If a seling and Psychological Service (CU/CPS). In Family Policy Compliance Office student commits an act deemed threatening the case of an, attempted or threatened suicide, U.S. Department of Education and/or dangerous to self or others, the Vice PERT will respond in compliance with the Stu- 400 Maryland Avenue, SW Provost, Associate Vice Provost, or Assistant dent Suicide Threat Response Policy and in con- Washington, DC 20202-4605 Vice President for Campus and Auxiliary Services sultation with CU/CPS or others as appropriate. (or, in their absence, the Director or Student 5. The College may release “directory information” Activities and Programs or Director of Residential with respect to a student. The College has desig- Services) can immediately effect a Temporary nated the following categories of information as Suspension from the College and/or residence directory information with respect to each student: halls. The Temporary Suspension will be in writing and delivered to the student; it can not be

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

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

Teachers College Columbia University 2009-2010 283 and selects employees regardless of their race, color, religion, creed, sex, sexual orientation, national origin, ancestry, age, marital status, citi- zenship status, veteran status, disability or any other criterion specified by federal, state or local laws and thereafter accords them all the rights and privileges generally made available to stu- dents or employees at the school.

Students with concerns about the application of civil rights laws (including Title IX, the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Age Discrimination Act) may wish to speak with the Office of the Vice Provost, 113 Zankel, (212) 678-3052, the Vice President for Diversity and Community, Janice Robinson, 128 Zankel, (212) 678-3391, or the Ombudsman, Erwin Flaxman, 280 Grace Dodge, (212) 678-4169.

284 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 2008. HEGISINTRODUCTION Codes

PROGRAM TITLE HEGIS** AWARD

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

Teachers College Columbia University 2009-2010 285 PROGRAM TITLE HEGIS** AWARD

DEAF AND HEARING IMPAIRED: EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION 0812 Ed.M. DEAF AND HEARING IMPAIRED: ELEMENTARY EDUCATION- INITIAL DUAL CERTIFICATION 0812 Ed.M. DEAF EDUCATION: READING SPECIALIST- INITIAL DUAL CERTIFICATION 0812 Ed.M. BLINDNESS AND VISUAL IMPAIRMENT- INITIAL CERTIFICATION 0814 M.A., Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: ADOLESCENCE EDUCATION- INITIAL DUAL CERTIFICATION 0814 Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION 0814 Ed.M. BLINDNESS AND VISUAL IMPAIRMENT: EARLY CHILDHOOD EDUCATION- INITIAL DUAL CERTIFICATION 0814 Ed.M. SPEECH AND LANGUAGE PATHOLOGY- INITIAL CERTIFICATION 0815 M.S. SPEECH AND LANGUAGE PATHOLOGY- PROFESSIONAL CERTIFICATION 0815 M.S. SPEECH AND LANGUAGE PATHOLOGY: BILINGUAL OPTION- INITIAL CERTIFICATION 0815 M.S. SPEECH AND LANGUAGE PATHOLOGY- BILINGUAL EXTENSION INSTITUTE 0815 Adv. Cert. HISTORY AND EDUCATION 0821 M.A., Ed.M., Ed.D., Ph.D. PHILOSOPHY AND EDUCATION 0821 M.A., Ed.M., Ed.D., Ph.D. APPLIED EDUCATIONAL PSYCHOLOGY: COGNITIVE, BEHAVIORAL, AND DEVELOPMENTAL ANALYSIS 0822 Ed.M. COGNITIVE STUDIES IN EDUCATION 0822 M.A., Ed.D., Ph.D. PSYCHOLOGY IN EDUCATION 0822 M.A. EARLY CHILDHOOD EDUCATION 0823 M.A., Ed.M., Ed.D. EARLY CHILDHOOD EDUCATION- INITIAL CERTIFICATION 0823 M.A. EARLY CHILDHOOD EDUCATION- SPECIAL EDUCATION 0823 Ed.M. APPLIED STATISTICS 0824 M.S. SCHOOL COUNSELOR 0826.01 Ed.M. APPLIED DEVELOPMENTAL AND LEARNING PSYCHOLOGY- SCHOOL PSYCHOLOGY 0826.02 Ed.M. APPLIED EDUCATIONAL PSYCHOLOGY- SCHOOL PSYCHOLOGY 0826.02 Ed.D., Ph.D. EDUCATIONAL LEADERSHIP 0827 Ph.D. EDUCATIONAL LEADERSHIP STUDIES 0827 M.A., Ed.M., Ed.D. 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. ART AND ART EDUCATION- PROFESSIONAL CERTIFICATION 0831 M.A. MUSIC AND MUSIC EDUCATION 0832 M.A., Ed.M., Ed.D., Ed.D.C.T.

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

MUSIC AND MUSIC EDUCATION- INITIAL CERTIFICATION 0832 M.A., Ed.M. MUSIC AND MUSIC EDUCATION- PROFESSIONAL CERTIFICATION 0832 M.A. MATHEMATICS EDUCATION 0833 M.A., M.S., Ed.M., Ed.D., Ed.D.C.T., Ph.D. SCIENCE EDUCATION 0834 Ed.D., Ph.D. SUPERVISOR/TEACHER OF SCIENCE EDUCATION 0834 M.A. TEACHER EDUCATION IN SCIENCE 0834 M.S., Ed.M. APPLIED PHYSIOLOGY 0835 M.A., Ed.M., Ed.D. KINESIOLOGY 0835 Ph.D. MOTOR LEARNING 0835 M.A., Ed.M., Ed.D. MOVEMENT SCIENCES AND EDUCATION 0835 Ed.D. PHYSICAL EDUCATION 0835 M.A. PHYSICAL EDUCATION- INITIAL CERTIFICATION 0835 M.A. PHYSICAL EDUCATION- PROFESSIONAL CERTIFICATION 0835 M.A. PHYSICAL EDUCATION, CURRICULUM AND TEACHING IN 0835 M.A., Ed.M., Ed.D. APPLIED PHYSIOLOGY AND NUTRITION 0837 M.S. HEALTH EDUCATION 0837 M.A., M.S., Ed.D. BILINGUAL/BICULTURAL EDUCATION 0899 M.A. BILINGUAL/BICULTURAL EDUCATION EXTENSION 0899 Adv. Cert. COMPARATIVE AND INTERNATIONAL EDUCATION 0899 M.A., Ed.M., Ed.D., Ph.D. INSTRUCTIONAL TECHNOLOGY AND MEDIA 0899 M.A., Ed.M., Ed.D. INTERNATIONAL EDUCATIONAL DEVELOPMENT 0899 M.A., Ed.M., Ed.D. NEUROSCIENCE AND EDUCATION 0899 M.S. TEACHING AND LEARNING WITH TECHNOLOGY 0899 Adv. Cert. TECHNOLOGY SPECIALIST: K-12- INITIAL CERTIFICATION 0899.03 M.A. BILINGUAL/BICULTURAL EDUCATION- TRANSITIONAL B 0899.50 M.A. BIOLOGY 7-12- TRANSITIONAL B 0899.50 M.A. CHEMISTRY 7-12- TRANSITIONAL B 0899.50 M.A. EARLY CHILDHOOD EDUCATION: SPECIAL EDUCATION- DUAL CERTIFICATION- TRANSITIONAL B 0899.50 M.A. EARTH SCIENCE 7-12- TRANSITIONAL B 0899.50 M.A. ENGLISH, TEACHING OF- TRANSITIONAL B 0899.50 M.A. INTELLECTUAL DISABILITIES- TRANSITIONAL B 0899.50 M.A. MATHEMATICS EDUCATION- TRANSITIONAL B 0899.50 M.A. PHYSICS 7-12- TRANSITIONAL B 0899.50 M.A. TESOL- TRANSITIONAL B 0899.50 M.A. TEACHING AMERICAN SIGN LANGUAGE AS A FOREIGN LANGUAGE- INITIAL CERTIFICATION 1199 M.A. NURSE EXECUTIVE ROLE (ACCELERATED PROGRAM) 1203.10 M.A. NURSE EXECUTIVE ROLE (ACCELERATED PROGRAM) 1203.10 Ed.D. NURSING EDUCATION: PROFESSORIAL ROLE 1203.10 Ed.D. NURSING EDUCATION: PROFESSORIAL ROLE (ACCELERATED PROGRAM) 1203.10 M.A. SPEECH AND LANGUAGE PATHOLOGY 1220 M.S., Ed.M., Ed.D., Ph.D. COMMUNITY NUTRITION EDUCATION 1306 Ed.M. NUTRITION AND PUBLIC HEALTH 1306 M.S., Ed.D. NUTRITION EDUCATION 1306 M.S., Ed.D. ENGLISH, TEACHING OF 1501 M.A., Ed.M., Ed.D., Ed.D.C.T. ENGLISH EDUCATION 1501 Ph.D. ENGLISH, TEACHING OF- INITIAL CERTIFICATION 1501.01 M.A. ENGLISH, TEACHING OF- PROFESSIONAL CERTIFICATION 1501.01 M.A. APPLIED LINGUISTICS 1505 M.A., Ed.M., Ed.D. COMMUNICATION AND EDUCATION 1506 M.A., Ed.M., Ed.D. Teachers College Columbia University 2009-2010 287 PROGRAM TITLE HEGIS** AWARD

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

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

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

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

47 Claremont

Health Services at Columbia

Intercultural Resource Center

Teachers College Columbia University 2008-2009 289 The Morningside Heights Area of New York City

290 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 Admission Parkway (West Side Highway) is 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 2009-2010 291 Faculty Index A H P Abeles, Harold F., 9, 10, 25, 27, 233, 255 Hamre, Britt, 82, 93, 94, Pallas, Aaron, 133, 146, 148, 149, 225, 241 Allegrante, John P., 99, 100, 106, 107, 109, 233, 255 Han, ZhaoHong, 9, 13, 14, 45, 237 Perin, Dolores, 100, 101, 104, 105, 242 Allsup, Randall, 10, 27, 233 Hansen, David T., 9, 29, 237 Perry, Elissa L., 189, 221, 222, 242 Anderson, Gregory, M., 189, 209-211, 233 Harrington, Charles C., 152, 154, 155, 163, 167, 237 Peverly, Stephen T., 100, 102, 104, 105, 138, 139, Anderson, O. Roger, 169, 170, 184, 186-188, 233 Hatch, Thomas, 82, 92, 237, 258 242 Henig, Jeffrey R., 189, 215, 216, 225, 237 Pogonowski, Lenore, 9, 10, 27, 28, 242, 256 B Hettleman, Phillip, 189 Purpura, James E., 9, 11, 13, 14, 42, 45, 242 Bailey, Thomas R., 152, 166, 233, 256-258 Heubert, Jay P., 189, 201, 203, 204, 206, Bajaj, Monisha, 152, 161-164, 233 226, 238, 258 Q Hickson, Linda, 100, 119, 126, 128, 129, 238, 255 Baldacchino, John, 9, 16, 18, 233 Hill, Jill, 67, 238 Quinn, Molly, 82, 94, 95, 242 Baldwin, William J., 189, 226, 233 Hruska, Barbara, 10, 45, 238 Bartlett, Lesley, 152, 160-162, 164, 233 Hubard, Olga, 10, 17, 18, 238 R Basch, Charles E., 100, 108-110, 233 Huerta, Luis A., 189, 200, 203, 205, 206, 225, 238 Raskin, Patricia M., 189, 221, 222, 242, 258 Bejoian, Lynne, 82, 92, 94 Ready, Douglas, 190, 203, 204, 242 Black, John B., 133, 134, 137, 138, 170, 176, 178, J Rebell, Michael, 189, 205, 206, 226, 242, 258 179, 233, 257 James, Thomas, 4, 238, 247 Recchia, Susan L., 82, 86, 93, 94-97, 225, 242, 259 Block, Caryn J., 189, 221, 222, 234 Jeffri, Joan 9, 20, 21, 258 Richards, Craig E., 189, 203, 205, 206, 243 Bonanno, George A., 67, 69, 70, 71, 234 Johnson, Matthew S., 133, 145 Riehl, Carolyn, 190, 197, 199, 201, 243 Bond, George Clement, 151, 152, 154, 155, 160, Rigolosi, Elaine L., 189, 212, 214, 243 162, 163, 234, 256 K Rivera-Batiz, Francisco L., 152, 160-162, 165, 166, Borland, James H., 82, 90-98, 234, 256 Kagan, Sharon Lynn, 82, 95-97, 148, 224, 225, 224, 243 Brassard, Marla R., 100, 104, 105, 234 238, 258 Rivet, Ann, 170, 186, 187, 243, 259 Brockner, Joel, 189 Kane, Pearl Rock, 189, 199, 201, 204-206, 238, 259 Roberson, Loriann, 189, 222, 243 Broderick, Alicia, 82, 93-97, 234 Karp, Alexander P., 170, 179, 183, 184, 238 Robinson, Janice S., 190, 243, 264, 284 Brooks-Gunn, Jeanne, 133, 139, 140, 142, Keller, Richard, 67, 238 Rosen, Russell, 100, 127, 130, 131, 243 225, 234, 258 Kinzer, Charles, 170, 171, 177, 178, 238 Ross, Denise, 126, 127 Broughton, John M., 9, 31, 234 Kleifgen, Jo Anne, 152, 160, 161, 163, 164, 170, Burke, W. Warner, 189, 217, 221, 222, 234 177, 225, 239 S Burton, Judith M., 9, 14, 16-18, 234, 255 Knefelkamp, L. Lee, 189, 221, 222, 239 Saigh, Philip, 100, 104, 105, 243 Knight-Diop, Michelle G., 82, 85, 92-94, 96, 97, Saxman, John, 49, 60, 63, 64, 243 C 225, 239 Shregar, Sam, 82, 93 Calkins, Lucy McCormick, 82, 91, 92-98, 234, 259 Kretschmer, Robert E., 100, 105, 119, 127-129, 239 Siegel, Marjorie, 82, 94-97, 243 Kuhn, Deanna, 133, 138, 142, 239 Carter, Robert T., 67, 76, 234 Silverman, Stephen J., 49-51, 56-58, 105, 244 Chatterji, Madhabi, 189, 235 L Smith, Laura, 67, 76, 244 Coleman, Peter T., 189, 220, 222, 235, 257 Sobol, Thomas, 95, 189, 206, 226 Lau, Michael, 67, 239 Comitas, Lambros, 152, 154, 155, 161, 235, 257 Souto-Manning, Mariana, 82 Laverty, Megan, 9, 239 Steiner-Khamsi, Gita, 152, 161-164, 225, 244 Contento, Isobel, 100, 112, 115-117, 235 Lee, Young-Sun, 133, 145, 239 Corter, James E., 133, 143, 145, 235 Leichter, Hope, 152, 159-161, 164, 225, 239, 259 Sue, Derald Wing, 67, 76, 244 Cortina, Regina, 152, 161, 162, 164, 235 Lesko, Nancy, 82, 92-94, 239 Sullivan, Graeme L., 9, 16, 17, 225, 244 Crocco, Margaret Smith, 9, 32, 35, 235 Levin, Henry M., 152, 160, 161, 163, 166, 189, Cummins, Peg, 100, 119, 126-129, 235 204, 239, 256, 258 T Custodero, Lori A., 9, 23, 26, 27, 235 Levy, Erika, 50, 63, 239 Torres-Guzman, Maria Emilia, 152, 155, 158, Lin, Xiaodong, 170, 177-179, 240 160, 161, 244 D Luthar, Suniya S., 67, 133, 142, 240 Tsang, Mun C., 152, 160, 163, 166, 244, 256 De Meersman, Ronald E., 49, 55, 56, 235 Tversky, Barbara G., 133, 138, 244 De Carlo, Lawrence T., 133, 143-145, 235 M Dougherty, Kevin J., 189, 207, 209-211, 236 Marri, Anand, 10, 32, 35, 240 V Drago-Severson, Eleanor, 189, 203-205, 236 Marsick, Victoria J., 189, 191, 192, 196, 225, 240, Varenne, Hervé, 152, 154, 155, 160, 161, 163, Dubin, Steven, 9, 20, 21, 236 255, 257 164, 167, 170, 177, 225, 244 McClintock, Robert O., 9, 23, 170, 177, 179, 240 Vasudevan, Lalitha, 170, 177, 178, 244 E McIsaac, Tara, 50, 55, 56, 240 Verdeli, Helena, 67, 70, 244 Embree, Catherine, 236 Meier, Ellen, 170, 173, 240, 255 Vinz, Ruth, 9, 36, 244, 256 Emdin, Christopher, 170, 186, 236, 259 Midlarsky, Elizabeth, 67, 69-71, 79, 240 Vogeli, Bruce R., 170, 179, 182-184, 245 Miller, Janet L., 9, 240 F Miller, Lisa, 67, 70, 71, 241 W Miville, Marie, 67, 72, 76, 241 Farber, Barry A., 67, 68, 70, 71, 236 Waite, Cally L., 9, 22, 23, 245 Monroe, Jane A., 133, 241 Froud, Karen, 50, 54, 60, 63, 236 Walker, Erica, 170, 182-184, 245 Moore Mensah, Felicia, 170, 186, 187, 241, 259 Wallace, Barbara C., 100, 109, 110, 225, 245 G Muench, Christian, 152, 155, 157 Wells, Amy Stuart, 133, 146, 148, 149, 245 Garber, Carol, 49, 50, 54-56, 236 N Westaby, James D., 190, 221, 222, 245 Williams, Joanna P., 133, 138, 245 Gaudelli, William, 9, 32, 35, 236 Naraian, Srikala, 82, 92, 94, 95, 241 Wolf, Randi L., 100, 116, 117, 245 Genishi, Celia, 81, 82, 86, 93, 94, 96, 97, 225, 236 Natriello, Gary, 133, 148, 241 Gephart, Martha A., 190, 196, 257 Neumann, Anna, 189, 209-211, 241 Ginsburg, Herbert P., 133, 138, 142, 170, 236 Noumair, Debra A., 189, 222, 241 Y Goodwin, A. Lin, 82, 93, 97, 237 Yorks, Lyle, 190, 191, 194, 196, 245, 255 Gordon, Andrew, 49-51, 55, 56, 237 O Gordon, Peter, 49, 59, 60, 133, 138, 142, 237 O’Connell, Kathleen A., 100, 110-112, 241 Z Greene, Maxine, 9, 29, 31 O’Malley, Honor, 49, 60, 63, 64, 241 Zumhagen, Patricia, 10 Greer, R. Douglas, 100, 119, 126, 128, 129, 237 Okita, Sandra, 170, 177 Zumwalt, Karen Kepler, 82, 85, 93, 94, 245 Gushue, George, 67, 77, 237 Oyler, Celia, 82, 89-91, 94, 95, 241

292 www.tc.columbia.edu General Information: (212) 678-3000 GeneralFACULTY INDEXIndexINDEX A Research Center for Arts and Culture, 258 E Academic Calendar, 6, 7 Restructuring Education, Schools and Teaching Early Childhood Education, 86 Administration of Special Education, 119 (NCREST), National Center for, 258 Early Childhood Special Education, 86 Admission Application Information Rita Gold Early Childhood Center, 259 Economics and Education, 165 and Deadlines, 249 School Law Institute, 258 Education Leadership, 197, 202 Adult Education Guided Intensive Study (AEGIS), 194 Speech and Hearing Center, Education Policy Studies, 223 Adult Learning and Leadership, 192 Edward D. Mysak, 256 Email Accounts, 262 American Sign Language as a Study of the Family as Educator, Elbenwood Elementary Inclusive Education, 89 Foreign Language, 130 Center for the, 259 Elementary Inclusive Education and Teaching Anthropology and Education, 152 Study of Privatization in Education, National Students with Disabilities, 90 Applied Anthropology, 152 English, Teaching of, 36 Applied Behavior Analysis, 119 Center for (NCSPE), 258 Applied Educational Psychology, 101 Technology and School Change, Center for, 255 F Applied Linguistics, 11 Urban and Minority Education, Faculty, 233 Applied Physiology, 50 Institute for, 257 Applied Physiology and Nutrition, 117 Family and Community Education, 225 Urban Science Education Center, 259 Applied Statistics, 143 Family Housing, 253 Certification of Part-Time/Full-Time Applying to Teachers College, 249 Financial Aid, 273 Art and Art Education, 14 Attendance, 270 Arts Administration, 20 Change in Registration and Withdrawal, 270 G Clinical Psychology, 68 Grades, 281 B Cognitive Studies in Education, 134 Graduate Writing Center, 265 Bilingual/Bicultural Education, 155 Columbia University Library System, 260 Guidance and Rehabilitation, 119 Blindness and Visual Impairment, 119 Communication, 171 Gifted Education, 90 Community Nutrition Education, 112 Comparative and International Education, 159 H C Computing in Education, 171 Health Education, 106 Career Services, 265 Centers and Institutes: Computing and Information Services (CIS), 261 Health Services and Insurance, 265 Accelerated Schools Center, 255 Conflict Resolution, 223 Hearing Impairment (see Deaf and Adult Education, Center for, 255 Continuing Education (see Center for Educational Hard of Hearing) African Education, Center for, 256 Outreach and Innovation) HEGIS Codes, 285 Arts Education Research, Center for, 255 Counseling Psychology, 72 Higher and Postsecondary Education, 207 Benefit Cost Studies in Education, Center for, Cross-Categorical Studies, 119 History and Education, 22 256 Housing, 252 Children and Families, National Center for, 257 Curriculum and Teaching, 85 Chinese Education, Center on, 256 Curriculum and Teaching in Community College Research Center, 256 Physical Education, 50, 56 I Cooperation and Conflict Resolution, Immunization, 265 International Center for, 223, 257 D Instructional Practice in Special Education, 119 Creative Arts Laboratory, 256 Instructional Technology and Media, 171 Deaf and Hard of Hearing, 119 Education and the Economy, Institute on, 257 Intellectual Disabilities/Autism, 119 Educational and Psychological Degree Requirements, 267 Interdisciplinary Studies in Education, 226 Services, Dean Hope Center for, 255 Department of: International Educational Development, 160 Health Promotion, Center for, 255 Arts and Humanities, 9 Hollingworth Center, 256 Inter-University Doctoral Consortium, 279 J.M. Huber Institute for Learning in Biobehavioral Sciences, 49 International Services, 265 Organizations, 257 Counseling and Clinical Psychology, 67 International Students, 250 International Studies, Institute of, 257 Curriculum and Teaching, 81 International and Comparative Education, 159 Klingenstein Center for Independent School Health and Behavior Studies, 99 Leadership, 259 K Learning Technologies, Institute for, 257 Human Development, 133 Kinesiology, 51 Opportunities and Outcomes for People with International and Transcultural Studies, 151 Disabilities, Center for, 255 Mathematics, Science and Technology, 169 Peace Education Center, 258 L Organization and Leadership, 189 Postsecondary Research, National Center for Law and Educational Institutions, 226 (NCPR), 258 Developmental Psychology, 139 Leadership, Policy and Politics, 197, 200 Professional Education of Teachers, Disability Services (see Office of Access and Library, 259 Center for, 256 Services for Individuals with Disabilities) Literacy Specialist, 92 Reading and Writing Project, Teachers Diversity and Community, Office of, 264 Loans, 274 College, 258

Teachers College Columbia University 2009-2010 293 M S Mathematics Education, 179 Safety and Security, 266 Measurement, Evaluation, and Statistics, 143 Scholarships, Fellowships and Grants, 274 Motor Learning and Control, 50 School Law Institute, 203, 258 Movement Science and Education, 50 School Psychology, 102 Music and Music Education, 23 Science Education, 184 N Severe or Multiple Disabilities, 119 Neuroscience and Education, 59 Social Studies, Teaching of, 32 New York State and New York City Certification Social-Organizational Psychology, 217 of Teachers and Administrators, 260 Sociology and Education, 146 Nondiscriminatory Statement of Policy, 283 Special Education: Nurse Executive, 212 Administration of Special Education, 119 Nursing Education, 110 Applied Behavior Analysis, 119 Nutrition Education, 112 Blindness and Visual Impairment, 119 Nutrition and Public Health, 112 Cross-Categorical Studies, 119 O Deaf and Hard of Hearing, 119 Office of Access and Services for Individuals Guidance and Rehabilitation, 119 with Disabilities, 251 Instructional Practice in Special Education, 119 Other Areas of Interest, 223 Intellectual Disabilities/ Autism, 119 Physical Disabilities, 119 P Research in Special Education, 119 Payment Options, 271 Severe or Multiple Disabilities, 119 Peace Corps Fellows Program, 261 Supervision of Special Education, 119 Philosophy and Education, 29 Speech and Language Pathology, 60 Physical Disabilities, 119 Student Aid, 273 Physical Education, 51, 58 Policy Studies, 223 Student Conduct Code, 283 Politics and Education, 215 Student Senate, 265 Postdoctoral Studies, 269 Student Services, 264 Private School Leadership, 199 Student Teaching, 261 Program Codes, 227 Supervision of Special Education, 119 Psychological Counseling, 77 Psychology: T Applied Educational Psychology, 101 Teacher Education, 260 Clinical Psychology, 68 Counseling Psychology, 72 Teachers College Press, 260 Developmental Psychology, 140 Teaching of American Sign Language (ASL), 130 Educational Psychology Teaching of English to Speakers of Other Languages (see Cognitive Studies in Education) (TESOL), 42, 47 Psychological Counseling, 77 Technology Specialist, 171 Psychology-Developmental, 139 Touchtone Services, 270 Psychology in Education, 79 Transfer Credit, 250 School Psychology, 102 Tuition and Fees, 271 Social-Organizational Psychology, 217 Public School Leadership, 198 Public School Summer Principals Academy, 198 U Urban Education, 199, 226 R Reading Specialist, 101 V Recreation and Fitness, 265 Visiting Scholars, 279 Registration Procedures, 270 Research Fellowships, 273 Research in Special Education, 119 W Residential Services, 252 Withdrawal from Classes, 271

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