Academic Catalog 2000-2001

TEACHERSCOLLEGE COLUMBIA UNIVERSITY 2000–2001 Contents 1 Teachers College. Defining the Work of Educators 4 An Introduction to Teachers College 36 Academic Calendar 39 Research and Service Activities 51 The Milbank Memorial Library 53 Computing and Information Services 55 Instruction and Research Support Services 56 Teacher Education Programs and Internships 59 Research Fellowships 59 Student Life and Student Services 62 Faculty 82 Special Term Faculty 92 Trustees and Officers 94 Programs of Study 275 Degree Requirements 278 Registration, Expenses and General Regulation plus Touchtone Services 284 Residence Halls Information 287 Admissions Application Information 290 Student Aid Information 293 Application for Admission 295 Letter of Reference 297 Residence Hall Application 299 Student Aid Application 301 Index Correspondence Directory Notice of Nondiscriminatory Policy How to Get to Teachers College Map TEACHERSCOLLEGE D EFINING THE W ORK OF E DUCATORS Soon after being named president of Teachers College, I received a letter from a well-known educator suggesting the College change its name. The author reasoned that Teachers College is the largest and most comprehensive graduate and professional school of education in the United States. Teachers College focuses on education in the broadest sense of the word—in and out of the classroom and across a lifespan. A third of our students are in teacher preparation programs. Arthur E. Levine, President, Teachers College, The rest are planning on careers in administra- Columbia University tion, policy, research, and teaching in fields rang- ing across education, health, and psychology. The proposal certainly had merit, but it was at the same time impossible. The most valuable possession we have at Teachers College is our name. The name summons a powerful historical T OP R ANKED IN U.S. NEWS S URVEY Teachers College is again in the top rankings in the 2000 U.S. News and World Report survey of schools of education. It is third just points behind Harvard University and Stanford University and well ahead of the remaining 47 schools in the survey. In specialty programs, Teachers College is in the top ten in Administration/Supervision, Social/Philosophical Foundations, Educational Psychology, Elementary Teacher Education, Secondary Teacher Education, and Curriculum/Instruction. legacy. Teachers College began almost a I Shaping the public debate and public century ago with the radical mission of policy in education. preparing a new breed of professional educa- I Improving practice in educational tors. In the years since, Teachers College has institutions. been a leader in defining the work of educa- We live in an age in which our world is tors and the nature of their field. It has changing dramatically and quickly. Our edu- attracted to its faculty the greatest minds in cational institutions and the educators who education and educated the students who lead them are being buffeted by demographic, have led the field. economic, global, and technological change. The name Teachers College also stands for a Our work at Teachers College today, as it was vital and enduring mission. yesterday, is to create the programs, carry out For more than 100 years, the College has the research, and develop the models that will been committed to: guide educators and the institutions they serve. I Engaging in research on the central issues facing education. I Preparing the next generation of leaders of education. I Educating the current generation of Arthur E. Levine President, Teachers College leaders in practice and policy to meet the challenges they face. 2 Suniya S. Luthar, Associate Professor of Psychology and Education, conducting a seminar on human development. A STRATEGY OF E NGAGEMENT “If there is an abiding philosophy that best characterizes Teachers College it is engagement. A founding principle of Teachers College, this concept of engagement is embodied in a constant cycling of theory and practice designed to improve the environment for learning in the society at large. It is played out in the teaching, research, training and consulting that engage our faculty and the learning, internships, practice teaching and clinical projects that engage our students. The classroom becomes the forum for faculty and students alike where concepts, theories, tools and skills are integrated to give perspective and purpose to the education issues we address. It is the ultimate expression of learning by doing.” C RAIG E. RICHARDS, Professor of Education A LEADERSHIP R OLE the discussion of different and competing points of view. Teachers College instills in its students the capability to solve problems, Because we are a graduate school, our motivate learners, inspire hope, raise students have greater contact with standards, and take charge of change. faculty members as academic col- It is an approach that leads our stu- leagues and more opportunities to dents to value independent thinking pursue independent or faculty-spon- and persist in lifelong learning. sored research and scholarship. More- over, we have reinforced our This vision, renewed and invigorated Professor Craig Richards commitment to strengthen the link- to meet the changing times, has kept ages between theory and practice. Teachers College in the vanguard of preparing educators who not only important advances in education dur- serve students directly but coordinate Whatever career path is taken by ing critical periods of the last centu- the educational, psychological, behav- Teachers College graduates, we want ry. As we confront new challenges, ioral, technological, and health initia- them to understand the real world both formidable and unrelenting, we tives to remove the barriers and issues likely to be encountered as once again are poised to prepare our impediments to learning at all ages. professionals and prepared to students for leadership in an age of In that regard, we have streamlined address the critical areas that deter- education where uncertainty reigns our own academic organization to be mine the fate and future of educa- and the need for reform rules. more responsive to the ideas and tion covering all of its scope and reaching all of its levels. Teachers College sees its leadership interests of our institutional commu- role in two complementary arenas: nity. By housing programs that By the same token, we are providing One is as a major player in policy complement and reinforce each other practicing professionals already in making to ensure that schools are in a welcoming department, we are leadership roles with the new think- reformed and restructured to welcome giving faculty and students alike ing and approaches demanded in a learning for all students regardless of exposure across disciplinary fields and society weathering serious traumas to their status or station. The other is in opening up dialogues that encourage its institutional structures. 4 Attentive and curious, elementary school students at PS 199 on the Upper West Side of Manhattan bring words to life as part of the Teachers College-sponsored Reading and Writing Project. T EACHERS C OLLEGE, WHAT I T I S AND W HERE I T I S “Teachers College offers students more than a degree, as important as that is. What really distinguishes the College is what it is and where it is. Where it is, is in New York City where our students study the array of educational problems and policies played out in real classrooms filled with students of all backgrounds. What it is, is a community of scholars where students join with faculty as colleagues to present and discuss front-line issues of education. In fostering school reform, we believe in making a difference in the classroom where learning takes place. Our role is not to dispense community service nor focus on deficits, but to recognize and build on the unrealized strengths that youngsters bring to the classroom.” J AMES H. BORLAND, Associate Professor of Education and Chair of the Department of Curriculum and Teaching T HE L EARNING E NVIRONMENT Here, then, in summary form, is a temporary school reform. What that review of the scope and depth of the means in educational terms is an In its new configuration, Teachers learning environment at Teachers emphasis on inquiry to explore and College has organized its academic College (see succeeding sections for analyze competing ideas; a focus on programs into nine departments aug- more detailed descriptions). habits of mind to develop and sustain mented by centers, institutes and critical thinking; and the role of dis- projects that reinforce instructional I DEAS AND I NFORMATION covery in expanding our store of areas with research, service, and expe- Department of Arts and Humanities knowledge. riential initiatives. No longer do Teachers College is heavily invested overarching issues remain imbedded in the intellectual interests and cre- Crucial in establishing this founda- in curtained-off disciplines, but are ative ideas that extend beyond the tion for lifelong learning are academ- vigorously and provocatively traditional concerns of schooling to ic programs in the Department of explored in an interdisciplinary and engage human endeavors across the Arts and Humanities. Concentra- holistic context. lifespan. Our concerns are the values tions in the Arts include Art and Art and philosophies underpinning con- For organizational purposes, we have Associate Professor James H. Borland established nine departments, includ- ing Departments of: I Arts and Humanities I Biobehavioral Studies I Counseling

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