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 Shaping the public debate and public century ago with the radical mission of policy in education. preparing a new breed of professional educa- 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.

Engaging in research on the central issues facing education.

Preparing the next generation of leaders of education.

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 com- peting points of view. Teachers College instills in its stu- dents 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: Arts and Humanities Biobehavioral Studies Counseling and Clinical Psychology Curriculum and Teaching Health and Behavioral Studies Human Development International and Transcultural Studies Mathematics, Science and Technology Organization and Leadership

6 U NDERSTANDING C HILDHOOD D EVELOPMENT The role of psychology in education is to help teachers understand childhood development and its impact on the educational process. In particular, psychologists play a critical role in providing teachers with insights in how children experience feelings of attachment and separation, peer cooperation and conflict. And, in classroom encounters, teachers need support in dealing with problem youngsters, socialization of the classroom, stress, parent-teacher relationships, and the pressures and influences in outside communities where youngsters are raised. Along with our focus on children, we also help teachers overcome the stress inevitably associated with teaching. The question is whether teachers have enough coping mechanisms or sufficient rewards to handle stress before it leads to burnout.”

B ARRY FARBER, Professor of Psychology and Education

the Center for the Study of the Spiri- M ENTAL H EALTH C ONCERNS tual Foundations of Education. Department of Counseling and Clinical Psychology F UNCTION AND C OMMUNICATION The Department of Counseling and Department of Biobehavioral Studies Clinical Psychology focuses on the Biological deficits often profoundly psychological and mental health con- limit the capacity of youngsters and cerns experienced by children, adoles- adults alike to function and commu- Professor Barry Farber leading a seminar on the role cents, and adults in family, school, of psychology in the educational process across the nicate fully in school and in the life- community, and work situations. lifespan. time that follows. Education, Arts Administration, The program in Clinical Psychology To address such issues, the Depart- Dance and Dance Education, and explores the etiology and treatment ment of Biobehavioral Studies includes Music and Music Education. of such maladaptive behaviors as such programs as Applied Psychology, Humanities houses concentrations in drug and alcohol abuse, violent and exploring the physiological effects of History and Education, Philosophy high-risk conduct, depression, exercise and training to improve and Education, Religion and Educa- schizophrenia, and child abuse. health and physical fitness; Motor tion, and Social Studies. The concen- Counseling Psychology concentrates Learning, the development, acquisi- trations in Languages and Literature on less severe problems in living as tion, and control of motor skills; and are Applied Linguistics, Teaching of well as on normal developmental Speech-Language Pathology and Audi- English and English Education, patterns of identity formation ology, providing therapeutic approach- Teaching of English to Speakers of (including racial and gender identi- es to minimize and correct speech, Other Languages (TESOL), and ty), and vocational choice. language, and hearing disorders. Teaching of Spanish. The academic programs are reinforced In that regard, the Edward D. Mysak Associated research and service forums by research, community interventions, Speech-Language and Hearing Center include the Center for the Arts, Social and practica offered through the aus- offers evaluation and therapy services Imagination, and Education, the Cen- pices of the Center for Education and to individuals with speech, voice, ter for Arts Education Research, and Psychological Services. language, or hearing problems.

7 R ESTRUCTURE AND R EFORM ship in education. Central among Childhood Education, Early Child- Department of Curriculum and them are promoting an understand- hood/Special Education, Elemen- Teaching ing of teaching and learning process- tary/Childhood Education Teachers College is a pioneering pres- es for learners from birth to (Preservice), Gifted Education, ence in restructuring and reforming adulthood; enhancing the reading Learning Disabilities and Reading our educational systems. The Col- and writing skills of youngsters; and Learning Disabilities. lege engages in research and develops breaking down bureaucratic barriers Research and service support for its pilot projects to create model school to foster school-based reforms; giving academic programs come from the environments where teaching stan- administrators and teachers the back- Center for Infants and Parents, dards are met and learning expecta- ing and resources to develop creative Center for Toddlers and Parents, tions are realized. learning concepts; helping educators Hollingworth Center for Study and meet the needs of exceptional chil- In the Department of Curriculum Education of the Gifted, National dren in inclusive settings; and insti- and Teaching and associated centers Center for Restructuring Educa- tuting academic rigor and and institutes, Teachers College tion, Schools, and Teaching accountability to encourage high per- places a high priority on the initia- (NCREST), and the Reading and formance standards. tives that lead to reasserting leader- Writing Project. The departmental programs include The learning environment at the Center for Curriculum and Teaching, Early Toddlers and Parents.

8 A VARIETY OF A PPROACHES TO T EACH H EARING I MPAIRED C HILDREN “In preparing teachers to work with hearing impaired children, I take the politically incorrect position that there is more than one way to teach the deaf or hard of hearing student. Therefore, if a child is oriented orally, I encourage teachers to emphasize lip reading and the spoken word. Should signing be dominant, I recommend maximizing ASL or American Sign Language. My allegiance is to the child, not the communication modality. Teachers should pursue whatever is best and works best for the child. To achieve that balance, I stress the fact that the hearing impaired population is incredibly heterogeneous. No two deaf persons are the same. So we treat different people differently.”

R OBERT E. KRETSCHMER, Associate Professor of Education and Psychology

H EALTH AND L EARNING D EVELOPMENT AND R ESEARCH Department of Health and Behavior Department of Human Development Studies Teachers College has been producing Health and learning are inextricably scholars in the social sciences for intertwined. Optimal learning can- almost 100 years. Now, however, the not take place in an atmosphere rife challenge is greater than ever before with physical, psychological, social, to develop theories and methods of and health problems. On the other social science—particularly psycholo- hand, optimal health cannot be gy and sociology— that can be used Associate Professor Robert E. Kretschmer achieved without learning skills and to promote the development and literacy. well-being of infants, children, and That pursuit finds expression in such adults; help teachers understand their The Department of Health and programs as Developmental Psychol- students’ learning and intellectual Behavior Studies seeks to enhance ogy; Cognitive Studies in Education; abilities; develop and evaluate intel- one’s learning potential by overcom- Measurement, Evaluation and Statis- lectually stimulating and effective ing health-related constraints and tics; Politics and Education, Psychol- programs of instruction, and assure other barriers to literacy. Compo- ogy in Education, and Sociology and that the benefits of education for all nents of that approach include pro- Education. A forum associated with individuals, especially the disadvan- grams in Applied Educational human development issues is the taged, whose ability to gain from Psychology, Health Studies, and Spe- Center for the Study of Young Chil- education may be at special risk. cial Education. dren and Families. The Department of Human Develop- Academic interests are complement- A WORLD V IEW OF E DUCATION ment is dedicated to meeting this ed by the research and service of the Department of International and challenge through the multi-discipli- Center for Health Promotion, Cen- Transcultural Studies nary study of development and edu- ter for Education and Psychological What once stood as a world with cation across the lifespan and in the Services, and Center for Opportuni- well-defined jurisdictional borders social contexts in which they occur. ties and Outcomes for People with now is unable to withstand the flow Disabilities. of populations, information, ideas,

9 O UT F RONT I N A DVANCING N EW E DUCATIONAL I DEAS “To hold true to our legacy as a pacesetting graduate school of education, Teachers College is asserting a leadership role in establishing the agenda for a public dialogue on education issues. We need to be out front advancing new ideas and approaches to counter the worrisome problems that are undermining our society. No longer is it enough to keep our own counsel; we need to collaborate with business, the media, foundations and government to influence public policy considerations about education. We can say the same for our students, who have become more active on the front lines of education working for change and reform.”

K AREN K. ZUMWALT, Professor of Education on the Evenden Foundation

goods, and services across national A DVANCES IN F RONTIER T HINKING and Education, and Instructional boundaries. While geographic desig- Department of Mathematics, Science Technology and Media (for technolo- nations remain, the rush of techno- and Technology gy), and the College programs in logical advances has removed Societies and cultures are settings Mathematics and Science Education. long-standing barriers to new forms within which science, mathematics, The Institute for Learning Technolo- of communication. technology and communications gies is a service and research forum media develop and the forces that promoting uses of digital communi- What has emerged is a diversification frame the work they are to do. Tech- cations technologies to advance inno- of people and resources that is tran- nological developments, driven by vation in education and society. scultural in context and international science and mathematics, can Another venue, the Center for Tech- in scope, operating across as well as advance and change cultures, but nology and School Change helps within national boundaries. Increas- societal and cultural forces can also schools plan for change brought ingly, a global presence, transcultural act to constrain or limit technologi- about by the technology. and international forces are crucial in cal development. understanding education in every domain of human experience. Thus, Understanding the interrelationships the Department of International and among science (including mathemat- Transcultural Studies is a pioneering ics), technology (including commu- force in this field with a program nication media) and society focus on Comparative and Interna- (including culture) as foundations tional Education/ International Edu- upon which education and the work cation Development, of educators is based is the central Bilingual/Bicultural Education, and consideration of the Department. Economics and Education. Added These concerns are structured pro- institutional elements are the Elben- grammatically in Anthropology and wood Center for the Study of Family Education and Applied Anthropolo- as Educator, Institute on Education gy (for society and culture); Commu- and the Economy, and Institute of nications and Education, Computing International Studies. Professor Karen K. Zumwalt

10 “Never before as a teacher have I felt more empow- ered and connected to the global community as I did when 32 laptops arrived in my classroom. When used extensively and from a child-centered point of view, technology helps education work as it should. In that sense, teachers, administrators, students, parents and community and corporate partners interact to discuss the future of education and how best to benefit children from technological innovations.” Christine Mulgrave

T EACHERS C OLLEGE T ODAY Given the scope and breadth of its offerings and initiatives, Teachers College is more than its name implies. Indeed, we are a premier training ground of teachers and administra- tors. But our institutional reach T HE E DUCATION OF P ROFESSIONALS bility, and distinction to environments extends much further to encompass Department of Organization and wherever learning takes place. the education of psychologists, bio- Leadership behavioral and behavioral scientists, In pursuit of that initiative, the Beyond the campus, Teachers College health professionals, policy analysts, Department of Organization and is becoming more visible as a principal technologists, and internationalists. Leadership incorporates such pro- player in the formation of public poli- grams as Educational Administration, Teachers College today defines itself cy and the policy discussions that gov- Higher and Adult Education, Nurse as a graduate and professional school ern the future course of education. We Executive/Health Administration, of education in the broadest sense of have constituted programs for educa- and Social-Organizational Psychology. the term—concerned with education tional professionals and practitioners across the lifespan both in and out of and influential members of the public The research and service organiza- the classroom. It is an education and private sectors to focus on the pro- tions associated with leadership ini- engaged with society and in support found changes that have enveloped our tiative are the Klingenstein Center of its culture. entire educational system. for Independent School Education, Institute of Higher Education, Insti- To achieve that goal, we are bringing tute of Research and Service in Nurs- together national leaders from busi- ing Education, and International ness, the media, foundations, labor, Center for Cooperation and Conflict government, and education to give Resolution. priority attention to resolve the issues destined to return confidence, credi-

11 R ESEARCH ON C RITICAL I SSUES

Teachers College students are taught by professors who are outstanding researchers, scholars, and practition- ers—most of whom have had profes- sional day-by-day experience in schools or in running school systems, health institutions, psychological clinics, and other services.

Faculty research, mostly conducted Jay P. Heubert, Associate Professor of in association with students, informs teaching of writing and reading that Education and Law the teaching of our professors. In are used in classrooms all over the fact, Teachers College students often world. Professor Calkins and her that an open and creative approach to are the first to hear about projects staff currently are involved with conversations, chores, and games is as that can redirect educational practice teachers from more than 600 schools important as reading, writing, and and policy. Here are examples of investigating ways in which teachers mathematics. recent faculty research: can help students use their reading to L EGAL I SSUES IN E DUCATION improve their writing. The approach I MPROVEMENTS IN R EADING AND Jay P. Heubert is an Associate Profes- is to involve favorite authors as co- W RITING sor of Education and Law with an mentors in the creation of writing Lucy McCormick Calkins, Professor Ed.D. in Administration, Planning that is relevant to the children’s lives. of English Education and founder of and Social Policy from the Harvard In her recent book, Raising Lifelong the Reading and Writing Project, Graduate School of Education and a Learners, Professor Calkins points out continues to refine techniques for the J.D. from Harvard Law School. His research is focused on legal issues in secondary and postsecondary educa- tion, equal educational opportunities, educational testing, law and school reform, sexual harassment, and ser- vices for immigrants. Professor Heubert brings to these issues expe- rience as a trial attorney in the Civil Rights Division of the U.S. Depart- ment of Justice where he litigated federal cases involving educational

Alexa Stott, a teacher at PS 199, works with two students as part of the Reading and Writing Project.

12 H OW Y OUNGSTERS S PEND T HEIR T IME “The Center for Young Children and Families is engaged in a national survey of how youngsters spend their time on an hour by hour basis. We’re interested in specifics—how their days are structured from the time they arise until they retire that include home life, classroom activities, the help they get from parents, and the support parents provide schools. The data we will analyze are based on individual interviews with 3,000 families with children ranging from preschoolers to six graders and detailed diaries maintained by 2,000 teachers. By this process, we can determine the effect of region, income, parental education, behavior patterns and schooling on the lives of children. From that assessment, we can propose policies that best influence the role of schools and families in the educational, psychological, social and cultural development of youngsters.”

J EANNE B ROOKS-GUNN, Virginia and Leonard Marx Professor of Child and Parent Development and Education

testing, employment discrimination, Inroads into closing the gap, Profes- special education, and desegregation. sor Brooks-Gunn observed, can be His publications include two forth- profound by focusing on early child- coming works: “Schools Without hood programs and family literacy Rules? Charter Schools, Federal Dis- programs to enhance school readi- ability Law, and the Paradoxes of ness of poor children. “Over time,” Deregulation in the Harvard Civil she maintained, “as we equalize—if Rights Liberties Law Review and Law and we do equalize—educational quality School Reform published by the Yale so that we don’t have a race differ- University Press. ence, we should see the test score gap decline...” B LACK-WHITE G AP IN T EST S CORES

Teachers College investigators found A N E VEN H AND ON S CHOOL C HOICE that the average American black still Professor Jeanne Brooks-Gunn Private initiatives in education that scores below 75 percent of American include vouchers, charter schools and lic schools of the students and whites on standardized test scores. The educational contracting have created resources to bring about reform and gap, according to their study, appears a hailstorm of support and opposition runs counter to First Amendment before children enter kindergarten and with little or no foundation to mea- prohibitions against state support of it persists into adulthood. What caus- sure their impact. religious-based schools. es the gap, noted Jeanne Brooks-Gunn, the Virginia and Leonard Marx Profes- Proponents of the movement main- Organized to rise above the ideologi- sor of Child and Parent Development tain that private sector competition cal standoff, the National Center for and Education, “is not an inevitable not only gives parents a better educa- the Study of Privatization in Educa- fact of nature.” It is, Professor Brooks- tion choice but will force substantive tion at Teachers College serves as a Gunn reported, the result of poverty reforms on poor performing public non-partisan voice to sort out the and its impact particularly during the schools. The opposition argues that issues and provide an objective per- first five years of a child’s life. privatization deprives troubled pub- spective on the conflicting concerns

13 H OW C HILDREN U NDERSTAND M ATHEMATICAL C ONCEPTS “We are observing children at work with mathematics and interviewing them in detail about their thinking. We are not interested so much in right and wrong answers as in understanding how children understand concepts of mathematics. A knowledge of their thinking can lead us away from the kind of mathematics instruction that has not worked for so many children—the rote memorization in which children are called upon to get the right answer in the shortest possible time with the least possible amount of thinking.”

H ERBERT P. G INSBURG, Jacob H. Schiff Foundations Professor of Psychology and Education

surrounding privatization, according fessor Ginsburg said, “to design and to its director, Henry M. Levin, test these materials, which we are William Heard Kilpatrick Professor calling “Big Math for Little Kids.” of Economics and Education. A DISTANCE L EARNING P ARTNERSHIP The Center plans to dissemination In a commentary on technological con- the results of its research on the nections to higher education, Arthur World Wide Web, through the Levine, President of Teachers College, media, and with the distribution of discussed the imperatives for partner- broadsheets to interested audiences. ship to advance distance learning. Professor Herbert P. Ginsburg B IG M ATH FOR L ITTLE K IDS “Distance learning,” President Levine knowledge, requiring new technologies Believing in the mathematical com- observed, “study away from traditional to power career-long education and the petence of preschoolers, particularly campuses, is hardly a new idea. What use of continuing education or profes- among low-income, minority chil- is new today is the vast expansion of sional development. Second, a chang- dren, Herbert P. Ginsburg, Joseph new providers and technologies with ing demographic picture, focused H. Schiff Foundations Professor of capacity to reach unimaginable num- primarily on working or part-time Psychology and Education, found in bers of potential students and the pos- female students over 25 eager for con- his research that four and five year sibility of offering them customized venience, service, quality and low cost. olds are capable of complex and education independent of the clock Third is cost, turning to technology as interesting mathematical thinking. anywhere in the globe. The chances to a vehicle to reduce the spiraling cost of Based on these findings, Professor serve a diverse clientele and the needs education. Finally, access to the Inter- Ginsburg, together with colleagues of an increasingly knowledge-based net now available in two out of five at Boston University and Johns Hop- economy have never been better. But, American homes. Now, at this kins University, developed teaching to do so, we need to recognize four dra- moment of enormous opportunity, materials involving an exciting set of matic forces driving long-distance higher education must determine the mathematics activities for preschool- learning and the risks they entail for ground rules by which a partnership ers. “We are now working in several colleges and universities. First, is the with the technology-based businesses day care centers in Manhattan,” Pro- pressure to remain at the forefront of can best be accomplished.”

14 S TANDARDS W ITHOUT R ESOURCES IS A R ECIPE FOR D ISASTER “All of us concerned about the quality of education in our public schools believe in high standards to improve student performance. It is self-defeating, however, to impose standards, as New York is doing, without providing the resources to implement them. The proper way to introduce new standards is to analyze the approaches necessary to achieve them and then work back to determine what that would cost and allocate the funding to phase in the qualifying examinations. Teachers need lead time for retraining to prepare students for the tests and students need a long time to prepare to take the tests. It is eminently unfair to prescribe tests for graduation without fulfilling the prescription.”

G ARY N ATRIELLO, Professor of Sociology and Education

N URTURING Y OUNG P EOPLE Funded by the Joseph P. Kennedy, Jr. T HE P ERILS OF H IGH S TAKES T ESTING A focus on groups and intergroup rela- Foundation, the project is a three- Gary Natriello, Professor of Sociolo- tions highlights the research, writing, year phased approach involving gy and Education, warned in a Com- and teaching of Linda Powell, Associ- groups of high-risk participants to munity Service Society report that ate Professor of Psychology and Educa- identify ways for women to prevent new standards requiring high school tion. In a study funded by the Carnegie abusive and abusive situations and students to pass demanding Regents Corporation of New York, Professor developing a curriculum that incor- Competency Tests are setting up Powell is examining the role that porates successful prevention and children for failure. Inner-city and adults and schools can play in provid- intervention techniques. The project rural schools, starved for funds and ing leadership, policies, and structures is being carried out by Linda Hick- shortchanged in teacher competency, that foster tolerance, respect, and son, Professor of Education and are simply unprepared to meet New mutual support among young people. Director of the Center and Dr. Ishita York State goals, Professor Natriello Her most recent book, Off-White: Essays Khemka, Research Associate at the added. In many communities that on Society, Race and Culture, discusses Center. forecast has already been realized issues of race from the perspective of with 50 to 70 percent of the children understanding whiteness as a race. failing to meet the new standards. E MPOWERING W OMEN WITH M ENTAL R ETARDATION In a follow-up seminar on the sub- Addressing the increasing vulnerabili- ject, Professor Natriello estimated ty of women with mental retardation the initial costs for implementing the to domestic violence and abuse, a col- new standards at $3.5 billion or laborative project between the Center $5,678 a student. “Ideally,” he for Opportunities and Outcomes at noted, “we should have put the Teachers College and the Association resources in place before the stan- for the Help of Retarded Children is dards kicked in” with the dawn of preparing a field-tested curriculum to the new millennium. Suggesting empower potential victims to become ways to improve the use of tests to more effective decision-makers. benefit rather than undermine Professor Gary Natriello

15 T HE S OCIETAL P OWER OF S PIRITUALITY I believe children are profoundly spiritual. It is an innate quality. If we can harness that spirituality and integrate it into the daily lives of youngsters, it can help shield them against the perils of substance use and abuse and depression. We have found in research that adolescents with God-based spirituality are half as likely to use drugs and alcohol than others devoid of deep religious bearings. Schools can play an important role in the development of spirituality without running afoul of constitutional prohibitions on religious practices in public places. Just as we learn of physical laws in the classroom so are there spiritual laws to be considered that relate to transcendental feelings of peace, beauty and artistry. We are now engaged in a study of how to introduce this sense of transcendence into the lives of adolescents from different denominations and even questionable home environments. What we have learned is that these youngsters are eager to share their convictions about values, the sanctity of individuals and spirituality and do so with exquisitely articulated sentiments.

L ISA M ILLER, Assistant Professor of Psychology and Education

student aspirations, Professor and teachers prepared in alternative, Natriello called for research pro- often short-term programs. The grams that examine how the conse- findings indicate the differences are quences and assessment process not as clear-cut as some policy mak- affect individuals. Another is to ers considered. Within several years, explore how the testing and assess- the study observes, alternative track ment reflect the full range of human teachers developed teaching philoso- capabilities and to look at new way phies not that dissimilar from their to understand human capacity out- traditionally prepared colleagues. Lisa Miller, Assistant Professor of Psychology and Education. side of mainstream tests. Finally, H EALTH E DUCATION TO F ORESTALL Basch said, “we found that about he concluded, those who promote B LINDNESS high stakes testing should be Researchers at Teachers College twice as many people in the education accountable for providing a proper determined that health education group received timely eye examina- analysis as well as the necessary programs can play a vital role in tions as compared with those who educational opportunities to ensure reducing the risk of vision loss received standard care.” Citing the student success. among African-Americans with dia- effectiveness of a health education pro- betes. Charles E. Basch, Professor of gram, Professor Basch added that “the C OMPARING T EACHER E DUCATIONAL results are dramatic and clearly B ACKGROUNDS Health Education, noted that dilated Karen Zumwalt, Professor of Educa- eye examinations can detect and treat demonstrate that health education can tion on the Evenden Foundation, and diabetic eye disease early on before substantially increase the rates of Gary Natriello, Professor of Sociolo- serious vision loss sets in. In a study dilated eye exams for people with dia- gy and Education, led a multi-year involving 280 participants, 143 in betes (the only way to detect diabetic study comparing teachers with tradi- the control group and 137 in the eye disease).” The finding was pub- tional teacher education preparation health education group, Professor lished in the December, 1999 issue of the American Journal of Public Health.

16 Penny Arnold, Peace Corps Associate

And, as new issues emerge, many of them deep-seated and difficult, Teachers College remains in the van- guard with creative ideas and solid information to address contemporary concerns. Nutrition education. Sci- ence education. Reform of education- al systems. Urban education policy. Cross-cultural education.

It is against this background of enter- prise that students at Teachers College develop the capacity for leadership in pursuing educational interests that parallel the real and abiding concerns of the society at large. And, in the course of their studies, students have the opportunity not only to absorb the A MAJOR E DUCATIONAL P REPARING THE N EXT elements of leadership but to engage I NFLUENCE G ENERATION OF L EADERS in the exercise of leadership. Each of these research findings— along with other investigative pro- Down through the decades of its Here are a number of programs that jects conducted at Teachers more than 100-year history, Teachers serve to prepare the next generation College—has had or is destined to College has both anticipated and of leaders: have a major influence on educational acted on critical developments that P EACE C ORPS A SSOCIATES practice and policy. Most of the paved the way for progress in all of Since 1985, more than 300 Peace ongoing research at Teachers College education. This ability to foresee Corps Fellows have graduated from involves not only professors but also societal needs has led to fields of the program and some 200 current students who learn under the men- study that now are considered stan- students and fellows are now teach- torship of experienced and nationally dard parts of education school fields ing in New York City public schools. renowned investigators how to of study. Educational administration. The program offers former volunteers explore and examine data, analyze Early childhood education. Special reduced tuition toward a master’s and interpret findings, and present education. Education of the gifted. degree and a permanent teaching cer- the material in a coherent and com- Educational psychology. Sociology tificate in exchange for a two-year prehensible fashion. and education. teaching commitment.

17 In addition, a select group of program T ECHNOLOGY AND S CHOOL R EFORM graduates become Associates whose The Institute for Learning Technolo- role is to assist new fellows, some of gies, directed by Robert O. McClin- whom are coming directly from their tock, has initiated a program, called Peace Corps services and others who the Eiffel Project, to integrate digital are changing careers. The assistance learning into the curriculum of a takes the form of monthly seminars number of public schools in New where such issues as certification, con- York City. In Community School flict resolution and new standards are District 6 located in the northern tip discussed, sessions to orient new fel- of Manhattan, the Institute has lows to the Teachers College culture helped four schools set up a network and help in the preparation of for laptop computers made available newsletters. According to Penny to students, connect to the Internet Arnold, one of the Associates, “I and and develop a curriculum incorporat- Naomi Hill, Professional Development others had a strong influence (on the ing digital information. For exam- School Director fellows) because we talked about ple, in the Mott Hall School, a issues important to new teachers com- science, technology and mathematics ing into New York City, including eration of Teachers, the Professional magnet school, students learn how to school reform, integrating the arts and Development School (PDS) exposes use computers as creative research employing students as leaders.” teachers to the best pedagogic prac- tools and routinely for course assign- tices in outstanding classrooms. ments. “Most digital information Now in its twelfth year, PDS has rat- projects start with technology,” Pro- ified its relationship with a charter fessor McClintock noted. “We start that sets forth the shared understand- with educational ideas.” Use of lap- ings of the partnership to encourage tops, he explained, serve to eliminate classroom diversity, inquiry and barriers between schools and parents. school renewal and reform. Asked to pay half their monthly lease, leading to ownership in three The new charter defines the PDS years, the laptops bring computing commitment to support preparation into the home where parents have of teachers, ongoing professional access to e-mail and the Internet. development of experienced teach- ers, inquiry about teaching and T HE P ROFESSIONAL D EVELOPMENT S CHOOL refinement of teaching and school- A coalition including Teachers Col- ing practices. lege, Community School District 3 Kevin Wolff, a doctoral student in Communication in Manhattan, the Alternative High and Education, helping to develop technology- based curricula in the public schools. School Division and the United Fed-

18 P REPARATION FOR THE C HANGING A MERICAN W ORKPLACE “At the Institute for Education and the Economy, we investigate the ways in which schools prepare students for the changing American workplace. How can our educational institutions—including high schools and community colleges—best prepare our citizens for the continuously changing atmosphere that will face them as workers in the 21st Century? This is a question that is paramount in the minds of policymakers, employers and educators. It is also the focus of our research, as we study some of the best links between the school and the workplace and disseminate news about the most productive programs to a wide audience.”

T HOMAS R. BAILEY, Professor of Economics and Education and Director, Institute for Education and the Economy

E DUCATION AND THE E CONOMY Teachers College students have a direct role in developing educational reforms to meet the changing dynamics of the workplace. Work- ing under the auspices of the Insti- tute for Education and the Economy, graduate students are addressing such issues as on-the-job learning, school- to-work programs, and skill require- ments. The Institute, directed by Thomas R. Bailey, Professor of Eco- nomics and Education in the Depart- Professor Thomas R. Bailey ment of International and A CCELERATED S CHOOLS P ROJECT with a predominantly Hispanic pop- Transcultural Studies, also houses the The Accelerated Schools Project is a ulation and bilingual classes, suffi- Community College Research Center comprehensive approach to school ciently influenced New Jersey and funds fellowships for doctoral reform based on the idea that at-risk representatives from School 27 in students to examine the role of com- students thrive in an atmosphere of Paterson and Red Bank Upper Ele- munity colleges in workforce and rigorous standards, exciting curricu- mentary Middle School in Red Bank economic development. With work- lum and high expectations. For to incorporate the project in their force opportunities concentrated in example, student performance at P.S. institutions. Referring to her visit, service and scientific areas, where 108, an East Harlem elementary Mary Kildow, a School 27 supervisor qualified applicants are in short sup- school where the project has been in noted that “in the classrooms I have ply, the role of education is crucial in place for more than five years, improved seen at School 108, the children are meeting the demand for professionals dramatically over that period, moving enthusiastic. They take responsibili- with a strong background in inde- from twentieth to third out of 22 ty for their own learning.” pendent thinking and skills training. schools in the district. The school,

19 A WIDE-ANGLE L OOK AT may never meet. Beyond the acade- ing inside out in this newly emerg- C OMMUNITY C OLLEGES mic mission of community colleges, ing country. A doctoral candidate in The opportunity to intensify research we need more emphasis on its other the Comparative and International interests beyond doctoral degrees is strengths such as vocational and Education Program, Ms. Kissane made possible at Teachers College technical education, lifelong learn- noted that “like a tree uprooted, with its Minority Postdoctoral Fel- ing, community service and contrac- teachers in Kazakhstan have been lows Program. Selected for a year in tual arrangements that provide asked to disregard the way things residence, the current Fellow is Stan options for students with different were done in the past and embrace Goto, Ph.D. in Education from the abilities to achieve. reforms they do not fully understand University of California at Berkeley, or feel are necessarily needed in the whose research is in the mission of “With that as background, I am mov- area of education. As a result of this community colleges. ing from pedagogy to policy to discov- investigation,” she added, “it will be er how educators are responding to this According to Stan Goto, “a remedial possible to see how and in what ways post-remedial terrain and, even with English class in freshman composi- teachers have adopted modified or tightened admission standards, to iden- tion at a community college is an opposed elements of top-down post- tify the strategies to employ to prepare arena where all sorts of tensions are socialist educational policies and underachieving students with the played out. In one sense, its role is what has been their imprint in this motivation and discipline to succeed.” to bring unprepared students up to period of transition. This research acceptable standards. At the same W IDE-RANGING R ESEARCH can reveal why gaps exists between I NITIATIVES time, the classes are gatekeepers that policy talk, policy action and imple- With a $1 million grant from the open the doors to four-year colleges mentation of pedagogical practice in Spencer Foundation, doctoral stu- only to those who successfully com- the classroom.” dents at Teachers College selected as plete the course. That is the dilem- Spencer Fellows have full financial Gita Steiner-Khamsi, Associate Pro- ma, to welcome one and all and then support to carry out research on edu- fessor of Education, is working on a hold them to standards that many cational issues. Outstanding minori- bottom-up school reform initiative in ty students from universities across Mongolia in cooperation with the the country selected as Holmes Mongolian Foundation for Open Scholars have the opportunity to Society, an autonomous non-profit engage in research based on a theme organization funded by the Soros selected by Teachers College with Foundation. “What makes this pro- their investigative findings presented ject special,” observed Professor at a national education conference. Steiner-Khamsi, “is that it is assist- ing the Ministry of Enlightenment, Funded by a 1999-2000 Fulbright Mongolia’s Department of Educa- Full Grant, Carolyn Kissane traveled tion, in its efforts at school reform to the former Soviet republic of in secondary schools in every corner Kazahkstan to study how instruction of the country. Based on criteria and pedagogical practice are chang- Stan Goto, Minority Postdoctoral Fellow important to the Soros Foundation,

20 P REPARING T EACHERS FOR R EADING A SSIGNMENTS “As a Rose Fellow, I interned at the Reading Reform Foundation whose mission is to train urban schools teachers and students in undergraduate education programs to provide exciting approaches in how reading is taught. I have observed kindergarten and first-grade classrooms, watching how reading instruction takes place to evaluate the effectiveness of various methologies. I plan to incorporate my impressions and insights from this on-site experience in my master’s project on how best to prepare teachers for reading assignments in the public schools.”

C HRISTINE W ERTHMANN, candidate for Ed.M. in Reading and Learning Disabilities

the objectives include bottom-up public and independent schools and reform, increased participation of in other settings. This range of expe- parents and teachers in schooling riences, a connecting link between and outreach to rural communities theory and practice, provides a foun- beyond the capital city.” dation in education that serves as a stepping stone to leadership. S TUDENT T EACHING AND I NTERNSHIPS M ODELS FOR C HANGE Preservice students are required to One avenue taken by Teachers Col- spend one or two terms engaged as lege enroute to transforming educa- student teachers in selected elemen- tion is to create coalitions with tary schools, junior and senior high schools and districts. Clearly demon- schools, and in special education set- strating the links between theory and tings as an integral part of their practice, Teachers College students degree requirements. Other practica help invigorate experienced New and internship opportunities are York City teachers with fresh points Christine Werthmann, Ed.M. candidate. available. For example, as interns, of view and novel approaches to students can be employed as assistant resolve nagging problems. ratory, a federally funded program to teachers in day-care centers, nursery integrate arts education into the core schools, elementary schools, or mid- Teachers College International Center curricula at elementary and middle dle schools. Students who are experi- for Cooperation and Conflict Resolu- schools in New York City. enced teachers can be employed to tion, with participation by students, assist departmental faculty in super- has worked with many high schools Judith Burton, Professor of Art Edu- vising and coordinating student in New York City to train teachers cation, and departmental students teaching placements and internships. and counselors to mediate student have played a leading role in design- Departments that offer doctoral disputes. Faculty members in Teach- ing the curriculum for the Heritage degrees can place candidates in ers College art, dance, and music School, a secondary school seeking to internships in colleges and universi- education programs, together with integrate the arts into a traditional ties, including junior and communi- their graduate students, support the curriculum. Professor Burton notes ty colleges at research facilities, in interdisciplinary Creative Arts Labo- that teachers in the school are trying

21 innovative approaches in learning, stories in chants and phrases to nessed in pre-schoolers in music such as using the museum collections encourage them to react indepen- classes were musical activities that in New York City as a resource for dently with their own creative provided the children with multiple lessons in arts, history, and the responses. vantage points for goal perception humanities. and achievement and opportunities For example, after singing a touch for clear and immediate feedback. T HE K LINGENSTEIN C ENTER your toes song, a year and a half year Selected on the basis of a national old touched her toes to communicate The music making they engaged in— competition to identify leadership what the song was about. Or a five singing, moving and playing instru- potential among independent school year old, enchanted by a rhythmic ments, merged action and awareness teachers, Klingenstein Fellows activity, grabs the hand of a nearby under the individual control of the receive full tuition and living friend and creates her own dance. children. To test the validity of these stipends to spend an entire academic These are examples of self assign- methods, she developed a coding year in residence at Teachers College ment, taking the initiative and rising scheme based on observations and ear- and other graduate schools of Colum- to a challenge. Thinking and doing lier research. The most important bia University. become one in flow.” point is the acknowledgment that children are agents in their own learn- As Fellows, students pursue individ- Studies show that people in flow feel ing, doing very creative things to ual research projects and meet in highly challenged and highly capa- keep themselves challenged. intensive seminars designed to ble. What Professor Custodero wit- increase their knowledge of current issues confronting both public and A youngster in flow with Professor Lori Custodero. private schools in the United States. In an evaluation of the 1,200 partici- pants in the program since 1977, an astounding 96 percent ranked the experience as outstanding, serving as the foundation for realizing leader- ship roles as teachers and administra- tors in independent schools.

I N THE F LOW Music has a special power as a natur- al form of communication for chil- dren. Working with pre-schoolers from 16 months to five years of age, Lori Custodero, Assistant Professor of Music Education, observed, “we tell

22 A N O PEN AND F ORCEFUL D ISCUSSION OF E DUCATION “Journalists covering public education have become more probing and persistent than their less confrontational style in the recent past. As a result, educators have grown wary in their relations with the media. The Hechinger Institute conducts seminars for journalists on how to better understand the educational policies and practices that they cover. In an academic forum absent deadline pressures and editorial direction, members of the media can ventilate their frustrations and concerns in covering education at a time when problems seems to overwhelm process. In turn, education officials can provide the press with insights into the vexing and troublesome issues confronting public education against a background of social, political, and economic constraints. And, to discuss with equal candor the initiatives developed and taken by educational systems to both remedy and enhance environments for learning. Our goal is to remove misunderstanding as a barrier to an open and forceful discussion of education news and education coverage.”

G ENE I. MAEROFF Director, The Hechinger Institute on Education and the Media

E DUCATION FOR C URRENT to underscore the “creative and peda- L EADERS/DEVELOPMENT OF gogically sound ways to integrate E DUCATIONAL D ISCOURSE current and emerging technologies

Dialogue. Interaction. Outreach. into education. Innovation. Teachers College engages The Center also is instrumental in ele- in the full array of techniques to pro- vating dialogue on educational issues mote and provoke a spirited with the Jill and Ken Iscol Lecture exchange of points of view to Series on children, equity and learning improve, inform, and reform the with Hillary Rodham Clinton giving state of education. the inaugural address; Great Speakers Series that attract such experts as Gene I. Maeroff C ENTER FOR E DUCATIONAL O UTREACH AND I NNOVATION Stephen Jay Gould and Henry Louis A central player in establishing forums Gates; TC BookTalk that features including high ranking federal offi- where the competition for good ideas authors recently published by the TC cials and representatives from educa- flourish, the Center for Educational Press, and moderated by Richard tion circles, teacher unions, school Outreach and Innovation (CEO&I) is Heffner of WNET’s The Open Mind. boards and businesses. engaged in a number of creative initia- In partnership with the Institute of H ECHINGER I NSTITUTE ON tives in distance learning, including International Education, CEO&I E DUCATION AND THE M EDIA Web-based certificate programs; lead- offers a course called the “Federal Named in memory of Fred M. ership programs; public lectures; sym- Policy Institute,” taught by P. Hechinger, education editor of The posia, and debates. Michael Timpane, former president New York Times and a Teachers Col- CEO&I offer Web-based certificate of Teachers College. In a week-long lege trustee, the Institute works to programs in “Designing Interactive residence in Washington, students improve press coverage of education Multimedia Instruction” and “Teach- explore a policy issue of personal by helping journalists understand the ing and Learning with Technology” interest with senior policy makers, complexities of educational policy and

23 C ONCERNS FOR J USTICE AND W ISDOM “We keep asking: How can we get kids to learn more? How can we get all students to meet new, high academic standards? Those aren’t bad questions, but they don’t go far enough. I think we should be asking: How can we raise and educate our children better? When you ask that question, you think of all the ways we want our children to grow, morally and emotionally, as well as mentally. Historically, schools have concerned themselves with making kids good as well as making them smart. I think we have to get back to some of that. Most families want their children to be competent, wise and just. The current reform movement in education emphasizes competence. I favor competence, not incompetence, but I think we ought also to be concerned about instilling a sense of justice and a measure of wisdom in the kids we teach.”

T HOMAS S OBOL, Christian A. Johnson Professor of Outstanding Educational Practice

school leaders understand the informa- P REPARATION FOR S CHOOL L EADERSHIP tion interests and deadline pressures of The dearth of qualified candidates to journalists. In one of its continuing fill a growing number of vacancies in initiatives to discuss the latest trends school principalships prompted the and issues in education, the Institute formation of the Future School journeyed to San Francisco for a semi- Administrators Academy to increase nar on “Costs, Access and Politics of the size and quality of the leadership Higher Education,” held in partner- pool for the Putnam/Northern ship with The National Center for Westchester school districts. Public Policy and Higher Education. Professor Thomas Sobol leading a Organized by Teachers College and seminar on public school reform issues. According to Gene Maeroff, director Putnam/Northern Westchester Board of the Institute, the comments of pan- to make it more difficult to recruit of Cooperative Educational Services, elists focused on such topics as the and retain school district administra- the Academy offers teachers the fear that affordability has influenced tors. These include higher salaries opportunity to obtain New York too many people to enter higher edu- for teachers, increased accountability, state certification as a school district cation unprepared; the failure of the longer hours, a longer year and high administrator in a two-year, part- public to know what it takes to pay stakes testing, where one flagging time program. Thomas Sobol, Christ- for a college education even though it performance by a school’s students ian A. Johnson Professor of recognizes its importance; the lack of can cost a principal a job and early Outstanding Education Practice at political clout of higher education retirement.” Teachers College, and Renee that makes it an easy target for law- Gargano, Deputy Superintendent of To overcome these obstacles and makers; the need for colleges and uni- the Putnam/Northern Westchester develop greater leadership potential, versities to raise their own BOCES, co-direct the Academy. the Academy’s goals for its partici- productivity to compete, and the gap pants are to: develop an ability to lead between what employers want and According to Professor Sobol, “a and manage schools as purposeful, what higher education produces. number of factors have come together effective, humane organizations;

24 provide the theoretical and manage- ment to discuss the growing influ- ties and the Edison Project which ment practical skills to lead in an ence of for-profit educational enter- contracts with school systems to increasingly diverse and technological prises. actually run public schools. society; broaden and deepen under- “Eight years ago, there were no pub- Michael Moe, Director of Global standing of values, trends and issues licly traded education firms,” Growth Stock Research for Merrill that affect schools, and instill a cul- explained Joshua Lewis, Managing Lynch bemoaned that students come ture of reflective practice, acquiring Director of E.M. Warburg Pincus, out of our schools unable to read and maintaining the habit of continu- the world’s largest venture equity and write. “(For profits) are saying ous learning and mutual support. firm. “Today $20 billion is in the that they can produce better out- Providing a blend of theory and market. To go from zero to $20 comes for the same money.” practice, the Academy serves teachers billion in seven years is remarkable. Benno Schmidt, Jr., Chairman of the in their home districts while, Profes- Wall Street,” he added, “has woken Board of the Edison Project, added sor Sobol noted, vigorously “identify- up to the fact that education can be that the most difficult obstacle for ing people who are capable teachers a good business. It’s a shadow educationally-oriented business to who also have a strong aptitude and business but it is growing.” overcome is the perception that interest for the principalship.” Examples of for-profit enterprises in “profit and education just don’t

I NFLUENCE OF F OR-PROFIT education are Advantage Learning mix. We can only make a convinc- E DUCATIONAL E NTERPRISES System which specializes in software ing case if what we offer is of much A stellar group of business-oriented applications, Sylvan Learning Sys- higher quality.” educators and venture capitalists tems which contracts with schools to were convened by Teachers College’s The Institute on Education and serve students with learning difficul- Institute on Education and Govern- Government disseminates informa- tion on education and the impact of public policy to lawmakers and business executives.

L ECTURE S ERIES ON C RITICAL I SSUES IN E DUCATION The on-going dialogue at Teachers College is enlivened by those who come to speak at regular campus lectures, including the annual Vir- ginia and Leonard Marx Lecture, Julius and Rosa Sachs Lecture Series, and Great Speakers Series. When superintendents, legislators,

Donna E. Shalala, United States Secretary of Health and Human Services

25 professors, and business leaders On the subject of intellectual skills, gather to exchange views, sparks he said the nation’s ascendancy as a sometimes fly, but these exchanges technological leader could be in jeop- almost always are provocative and ardy if America’s “human capital” is productive. Teachers College stu- not sufficiently educated to sustain dents regularly listen in on these continuing leadership. “Simply put, exchanges and are encouraged to ask the issue is, can we out-think the rest questions and offer comments. of the world?” Dr. Newman asked. Arguing that technological changes The Marx Lecture require new thought processes, he Donna E. Shalala, United States Sec- said higher education must rethink retary of Health and Human Ser- its mission because college and uni- vices, launched the fifth annual versity programs are failing to equip Virginia and Leonard Marx Lecture, Frank Newman students to meet the demands of the challenging the school reform move- marketplace. If educators don’t take ment to commit itself to three prin- wedlock birth rates are down. We’re charge and reinvent the universities ciples. “The first,” she said, “is early even making headway in the fight themselves, he cautioned, “crucial childhood development— making against teen drug abuse and tobacco attributes of higher education could sure that kids have the health and use.” What is critical in ensuring a be damaged or lost.” skills they need to learn before they school’s success, she contended, is start kindergarten.” Secondly, Secre- “making sure that every child is In his second lecture, Dr. Newman tary Shalala added, it is equally ready to learn.” stressed the need to enhance civic important to safeguard children’s The Sachs Lectures skills, an emphasis he felt “may even health after they start school. The be more important than a focus on Frank Newman, admired by Presi- third principle is community workplace skills.” What is alarming, dent Arthur Levine as “one of the involvement. “Schools and their he observed, is the lack of interest in most creative and distinguished partners in the community must play voting and in political and policy minds in the field of education in a proactive role in preparing young issues. To fuel greater participation this country,” focused on the need to people to lead healthy, productive in civic endeavors, universities need connect higher education with the lives,” she noted. Formerly a Teach- to become more visible and active as interests and expectations of our soci- ers College professor, president of centers where issues can be discussed ety in the three Julius and Rosa Hunter College and chancellor of freely and objectively. Sachs Lectures he delivered at Teach- University of Wisconsin at Madison, ers College. In the lectures, Dr. In his concluding lecture on social Secretary Shalala, maintained that Newman discussed “Intellectual mobility, Dr. Newman identified problems associated with school-age Skills in the Information Age,” higher education as the catalyst to children are lessening because of “Rebuilding the Vision of provide the least well-off a realistic grassroots partnership between Toqueville,” and “Higher Education chance to rise into the middle class. schools and communities. “Out-of- and Social Mobility.” “All Americans see themselves as

26 middle class, from postal workers to reality the vision of an educational the President,” he added. “Why not system that would truly serve all of have a society with no underclass?” our children. Dr. Newman remarked that the In addressing the members of the nation is “in one of the longest Teachers College community, she booms and we are wasting it.” With said that “you have worked very economic prosperity, the nation has heard to make sure that the promise the opportunity to do something of education within these ivy covered good with it, he said, adding: “We’re walls doesn’t just stay inside— safe on the rise, let’s go.” He wants high- from any challenge. But instead, er education to use programs that walks out into the bright sunlight, work on a larger scale to help pro- Hillary Rodham Clinton into every street corner, into every mote social mobility and solve some school to bring the message of of society urgent problems. “Change change, of justice, of possibility. is coming,” he said, and higher edu- Echoing that theme in her remarks— cation needs “to be the architects of “Reimaging Education: A Matter of Mrs. Clinton stressed the importance change.” Justice and Possibility,” Mrs. Clinton of the public education system and emphasized the need “to think clear- how a large part of the success of the Widely known for the “Newman ly about justice and possibility in United States can be attributed to it Reports” (Report on Higher Education, light of what we know about teach- because of how the country has wel- 1971 and National Policy and Higher ing and learning, to apply research comed people from all cultures, races Education), Dr. Newman was former and intuition, to reach out across the and religions into society and the president of the Education Commis- lines that too often divide us. And, belief we all share for a common sion of the States. in the process, begin to translate into institution. Iscol Lecture Series Hillary Rodham Clinton inaugurated the Jill and Ken Iscol Lecture Series with the conviction that “all students can learn. No exceptions. No excus- es.” It is a “revolutionary and pro- foundly American statement,” the First Lady exclaimed, because by making the commitment to that simple value— that all children can learn— the nation is already taking a big step toward improving the jus- tice and possibility of public educa- tion for everyone.

27 C ONDITIONS FOR T EACHERS AND C HILDREN TO G ROW “My colleagues and I in the Reading and Writing Project believe passionately that, if we, as teachers, are going to create conditions which help children outgrow themselves as readers, writers and learners, those same conditions need to exist for us as teachers. The Project gives us the study groups, think-tanks, writing workshops and research labs that help us to hold onto our dreams for what schools can be.”

L UCY M C C ORMICK C ALKINS, Director, Reading and Writing Project and Professor of English Education

I MPROVEMENT OF P RACTICE tors and writers. For almost two decades, the Project has helped Teachers College faculty members and teachers in hundreds of schools estab- students do not spend all of their time lish writing and reading workshops within the confines of College build- in which children pursue projects ings. They are in the schools, colleges, they care about and in which teachers businesses, psychological centers and act as coaches and mentors. The community centers of New York City mentorship component has been aug- and the nation—advising on ways to mented to connect reading specialists turn new ideas of scholarship into bet- and support personnel from Teachers ter methods of practice. The changing Professor Lucy McCormick Calkins College with classrooms in five of practice has been a hallmark of the then report on what does and does schools to improve the reading abili- College since its founding, when a few not work in school reform and make ties of students in grades K to 8. people saw the need to prepare a new those reports available to other The mentor schools also serve as test kind of teacher for the immigrant school leaders around the world. sites to measure teacher develop- children who were then arriving in Recently, NCREST studied the work ment, watching for progress and alert New York City. of four schools in New York City to regression. Today, much of the College’s out- and one in New Castle County, Researchers from the Institute on Edu- reach work is initiated by its many Delaware involved in creating new cation and the Economy are also travel- centers and institutes. Here are a ways to assess a student’s progress. ing the nation, taking close-up looks few examples: The work, co-authored by Linda at school programs that ease the tran- Darling-Hammond, Jacqueline Researchers from the National Center sition from school to work. Led by Ancess and Beverly Falk, was for Restructuring Education, Schools and Thomas Bailey, Professor of Econom- described in Authentic Assessment in Teaching (NCREST), directed by Profes- ics and Education, the Institute’s Action, published by Teachers Col- sor Gary Griffin, travel throughout researchers (most of them Teachers lege Press. the nation, studying ways in which College students) are working to dis- teachers, administrators and parents The Teachers College Reading and Writing cover what these programs have in are working to reform schools and Project is an internationally renowned common so that they can share those educational practice. The researchers coalition of teachers, teacher-educa- commonalities of success with other

28 S HARED R ESPONSIBILITY FOR E DUCATING C HILDREN “There was a time when parents and teachers shared a covenant and a responsibility for the well-being and education of children. But over the years families and schools have come to mistrust and blame each other for all kinds of student failure. With the movement to establish small community schools, we can hope that this covenant will be restored. But we cannot just depend on intimacy alone. Each day we learn more about how students learn and develop better, and we need to help parents and school staff individually and together seize the opportunity to use this knowledge.”

E RWIN F LAXMAN, Director, Institute for Urban and Minority Education

school leaders. Part of the Institute on and provides training for those who Education and the Economy is the will make policy involving children Community College Research Center (CCRC), and families. The Adolescent Study established by a grant from the Alfred Program is now involved in a major P. Sloan Foundation, which will link four-year project measuring the social administrators from community col- and emotional development of girls. leges with researchers who deal with More than 200 families are involved issues regarding the promise of these in the research project, which will important American institutions. lead to a greater understanding of par- Erwin Flaxman CCRC will also work to foster more enting behaviors, racial and ethnic The International Center for Cooperation and research about community colleges, socialization, identity development, Conflict Resolution has lessened conflict institutions that too often have been school achievement and other aspects in New York City’s high schools by overlooked. It is one example of how of growing up female. training administrators, faculty mem- the College is building on its past The Institute for Urban and Minority bers and students in techniques of greatness. For example, in the 1960s Education (IUME), is sharing a conflict resolution. Today, in almost and 1970s, another Teachers College $400,000 grant with the University every high school in the city, students Center on Community Colleges pre- of Colorado from the Metropolitan are teaching other students to resolve pared hundreds of administrators for Life Foundation to help address disputes before they turn into danger- those institutions; the College will use problems of youth violence. Under ous altercations. According to Peter T. its relationship with its alumni, who the grant, IUME is creating models Coleman, Director of the Center and lead community college systems from of anti-violence programs drawn Research Assistant Professor, “stu- New York to California, in creating from successful results of communi- dents in the program initially study this new center for research. ty- and school-based initiatives for the fundamentals of conflict resolu- Under the direction of Jeanne Brooks- national distribution. According to tion. Then, they engage in several Gunn, Virginia and Leonard Marx Erwin Flaxman, IUME director, the practicums in laboratory settings Professor of Child and Parent Devel- metropolitan grant makes it possi- before being involved in internships. opment and Education, The Center for ble to transform research findings For example, some work at the Bronx- Young Children and Families conducts a into policy decisions and anti-vio- based Institute for Mediation and wide range of interdisciplinary studies lence programs. Conflict Resolution where they handle

29 N EW P OSSIBILITIES WITH D IGITAL T ECHNOLOGIES “As educators experience changes in the communications constraints, they understand that digital technologies open the existing educational system to new possibilities. Educators are determining what emerges through the social construction of digital learning communities. Educational structures from kindergarten through graduate schools and adult education are wrenching open to change; but the course that change can and should take must be determined through the interplay of effort by many different groups.”

R OBERT O. MC C LINTOCK, Professor of History and Education and Director, Institute for Learning Technologies

cases referred from the Bronx County James Borland, Associate Professor Court and the police. Adults in the of Education and Chair of the schools have become more knowledge- Department of Curriculum and able about methods they can use to Teaching, and Lisa R. Wright, resolve conflicts between students.” Director of the Hollingworth Cen- Morton Deutsch, Edward Lee ter and Adjunct Assistant Professor Thorndike Professor Emeritus of Psy- of Education. chology and Education, is the T HE L INK B ETWEEN T HEORY AND founder of the Center and one of the P RACTICE Professor Robert O. McClintock world’s most respected scholars of Whether analyzing the special needs of conflict resolution. interest. One boy in Harlem, for exam- adolescent girls, enriching the educa- ple, co-authored a report with another tional lives of disadvantaged but gifted The Institute for Learning Technologies (ILT), boy about their mutual hero, John Paul children, or helping to replicate pro- directed by Robert O. McClintock, Jones, even though the other boy was grams that best prepare high school draws together researchers not only in Ohio. students for the world of work, Teach- from Teachers College but also from ers College institutes and centers are the Columbia University community The Leta Hollingworth Center for the changing practice and policy on a as a whole to study ways in which Study and Education of the Gifted pro- local, state and national level. Faculty technology can be used to improve vides support services for schools members and researchers are devoted education. ILT is committed to and organizations that are con- to the idea that our research is not expanding the scope of educational cerned with the special needs of meant to be read only by a small audi- attainment by making extensive gifted and talented youngsters. The ence of other researchers but by the resources readily available to institu- Center continues the work of Pro- wider audience of teachers, administra- tions ranging from pre-kindergarten ject Synergy with preschool chil- tors and other professionals who will through higher education. One recent dren in public daycare centers in put the results of the research into ILT project has allowed elementary- Central Harlem. Most of the Syner- practice. school students in Harlem to link up gy work, which identifies and sup- technologically with “friends” at other ports gifted youngsters from The link between theory and practice schools around the nation to share ideas disadvantaged backgrounds and at Teachers College is also enhanced by about school projects and other areas of their families, is co-directed by the fact that so many of our students

30 work—either as interns or as full-time tions. A graduate of Teachers College, T EACHERS C OLLEGE AND professionals—in schools, clinics, and Dr. Fullilove discusses his own experi- N EW Y ORK C ITY other organizations around New York ences as he works to disseminate infor- The multicultural, urban environ- City during the day, while taking their mation about the disease in minority ment that is New York City informs classes at Teachers College in the late communities in New York City. almost everything that Teachers Col- afternoons and evenings. These stu- Howard Gruber, Adjunct Professor of lege does. Teacher-education students dents bring practice into the classroom, Psychology and Education, teaches a do practicums in the New York City discussing with their professors the course on the “Development of Cre- public schools. Researchers are challenges they have faced on the job ativity” at Teachers College. Based involved in projects in more than and keeping the classroom interchange on his book Creative People at Work, 200 of those schools. Social and orga- grounded in the reality of practice. Professor Gruber is interested in nizational psychology students work

T HE A DJUNCT F ACULTY R OLE exploring how the creative work of as interns in businesses from Wall Teachers College’s adjunct faculty individuals develops and how it Street to Midtown. Counseling psy- members play a significant role in relates to the work of others. Profes- chology students work in counseling bringing the reality of practice into sor Gruber’s 1974 case study of Dar- centers and schools across the urban our classrooms and seminars. Exam- win on Man: A Psychological Study of landscape. Arts education students ples illustrate their involvement. Scientific Creativity was cited in the are interns at museums, galleries and James J. Shields, former Chair of the November-December, 1999 issue of arts organizations. Department of Social and Psychologi- American Scientist as one of the most The linkages between Teachers Col- cal Functions and Director of the important science books of the centu- lege and New York public schools School Administration Program at ry. His focus on the thinking process provide yet other opportunities for City College, City University of New that underlies creative writing has students to have an impact on the York, presented a course in “Interna- been a recurring theme in his subse- educational destinies of youngsters. tional Planning in International Edu- quent publications and teaching. cational Development.” As a Teachers Nanette A. Kramer, one of the leading College visiting professor, he is Direc- James J. Shields experts on the psychological problems tor of Sasakawa Young Leaders Fel- of the aging population, is an adjunct lowships Fund providing professional associate professor of psychology and development workshops under the education. She has received grants auspices of the Center for Educational totaling some $500,000 to evaluate Outreach & Innovation. techniques for helping the elderly, Robert E. Fullilove, Associate Dean for including patients with severe demen- Minority Affairs at the Columbia Uni- tia. Teachers College students work versity School of Public Health and a with her on these evaluations, learning leading researcher on AIDS education, about psychological interventions in regularly teaches a course on commu- the real world of nursing homes and nity approaches to prevent HIV infec- other residencies for older people.

31 Students can take advantage of the theaters, museums, concerts, lectures and discussion groups. The College is located in Morningside Heights, a section of Manhattan that has a long tradition of intellectual excellence. The neighborhood is also one of the safest in New York City, and the streets are usually filled with resi- dents and tourists, browsing through the bookstores and visiting historic and architectural wonders such as the Neff Fellow Carolyn Choi works with students at PS 6. Angela moved from medicine into Cathedral of St. John the Divine, Under the Neff Tutorial Program, teaching after being appalled by the Riverside Church and Grant’s Tomb. established by James Neff, a retired sorry state of high school education N O I VORY T OWERS bank official, three Teachers College she experienced as a volunteer in What makes Teachers College differ- students named Neff Fellows are Philadelphia. That transformation ent from other graduate schools? Its working with elementary school brought her to Teachers College location in the heart of the major pupils to improve their reading where she is “developing into a well- urban center in America and its close skills. The Neff Fellows, Carolyn rounded educator, one who will not contact with the institutions of New Choi, Amy Wolf and Barbara Iver- conform to the traditional didactic York City give the College vibrancy. son, master’s degree candidates in the teaching methods, but effectively The wide-ranging expertise of the Reading Specialist Program, see prepare students for the new millen- College’s faculty offers students a groups of two to three children in nium by enriching their critical plethora of philosophies from which the second and third grades for four thinking skills.” each student can form a personal 45-minute sessions per week. “What Beyond their practical experiences, point-of-view. And, especially, the strikes me,” Carolyn Choi said Teachers College students can also take interplay between theory and practice, reflecting the sentiments of all three, advantage of courses offered at one of between the world of the mind and “is the individual time that I’ve been the world’s most prestigious universi- the world of real work with real peo- able to devote to children at risk.” ties by signing up for courses in other ple, children, adolescents and adults, Angel Alexander, a candidate for a divisions of Columbia University. makes Teachers College the one-of-a- master’s degree in science education, They can also take courses at other kind institution that it is. And each is also volunteering at a homeless institutions in the area, including graduate of Teachers College becomes shelter teaching science to children Union Theological Seminary and Jew- a one-of-a-kind leader—the kind of in after-school science time. A grad- ish Theological Seminary. leader institutions of our nation and uate of the University of Pennsylva- our world need today. New York City also offers a wealth of nia with a double major in biology informal educational opportunities. and African-American studies,

32 Relaxing moments in the extensively renovated Everett Lounge where Teachers College students and faculty can meet informally for discussion and study sessions.

Academic and Educational Services

36 Academic Calendar 39 Research and Services 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 A CADEMIC C ALENDAR 2000-2001

AUTUMN TERM 2000 (September 6 - December 22)

Calendar Notes: October 3 Tuesday. Last day to change points in vari- able point courses. • Autumn Semester Only: Saturday courses meeting weekly are scheduled for only 14 weeks in the regular Autumn semester. 13 Friday. Last day to deposit Ph.D. disserta- Any full-semester Saturday course must take into account one tion with the Office of Doctoral Studies and less class period and add time to regular meetings accordingly. the Graduate School of Arts and Sciences for • Dates for move in/out of residence halls are tentative and sub- the award of the October degree. ject to change. 18 Wednesday. Award of October degrees and September 1 Friday. Last day to file, in the Registrar's certificates. No ceremony. Office, Master's essays for October 18 degree award. 19 Thursday. Midterm date, Autumn Term 2000. 2 Saturday. Beginning of occupancy in Teach- ers College residence halls for new students 20 Friday. Doctoral Certification Examination attending the Autumn Term. (Ed.D./Ph.D.), 9 a.m. to 12 noon and 1:45 to 4:45 p.m. 4 Monday. Labor Day. University Holiday. 31 Tuesday. Last day to file or to renew an 5 Tuesday. In-person registration for Autumn application, in the Registrar's Office, for Term. New international students report to Master's degrees and certificates to be the Student Life Center. Hours: 10 a.m. to 8 awarded in February. (After this date, appli- p.m. Orientation Program, Horace Mann cation may be filed only until November 14 auditorium 8:30 a.m. - 5:00 p.m. upon payment of $15 late fee.)

6 Wednesday. Classes begin. Autumn Term November 1 Wednesday. Priority deadline for submission 2000. of financial aid applications for scholarship and need-based aid for enrollment periods 6-8 Wednesday-Friday. Registration and beginning with the Spring Term 2001. See add/drop period. Hours: 9:30 a.m. to 6:00 Student Aid for further details. p.m. Wednesday and Thursday; 9:30 a.m. - 5:00 p.m. Friday. Advisors and/or their rep- 1-22 Wednesday-Wednesday. All loan recipients resentatives available from 3 to 5 p.m. who will complete degree requirements dur- ing Autumn Term 2000 must schedule a loan 8 Friday. Last day to file notification in Office exit interview with the Office of Student Aid. of Doctoral Studies of intention to defend Ed.D. and Ph.D. dissertations during the 22 Wednesday. No Classes. Offices open. Autumn Term 2000. 23-26 Thursday-Sunday. Thanksgiving Holidays. 8 Friday. Last day to file application for Doc- toral Certification Examination December 1 Friday. Financial aid applications for 2001- (Ed.D./Ph.D.) to be given October 20. 2002 become available in the Office of Stu- dent Aid. 19 Tuesday. Last day to add and drop courses for the Autumn 2000 term, file a Certificate of 4 Monday. Last day to file, in Registrar's Equivalency, and enroll in Student Health Office, Master's degree essays for February Service and Student Medical Insurance pro- degree award. grams. 4 Monday. Registration for the Spring term for 20 Wednesday. Requests for late registration on continuing students via web and touch-tone or after this date require Registrar's approval registration begins. and payment of $100 late registration fee. 22 Friday. Autumn Term 2000 ends. 25 Monday. Last day to deposit Ed.D. disserta- tion and abstracts, which have been cor- 23 Saturday. Termination of occupancy in rected in accordance with Dissertation Secre- Teachers College residence halls for Autumn tary's evaluation, and pay microfilm fee for Term students not returning for Spring October 18 award of degree. Term 2001.

36 A CADEMIC C ALENDAR 2000-2001

SPRING TERM 2001 (January 17–May 6)

January 13 Saturday. Beginning of occupancy in the Graduate School of Arts and Sciences for the Teachers College residence halls for the award of the February degree. Spring Term. 13 Tuesday. Last day to change points in vari- 15 Monday. Martin Luther King, Jr. Day able-point courses. Observed. University Holiday. 14 Wednesday. Award of February degrees and 16 Tuesday. Registration for Spring Term 2001. certificates. No ceremony. New international students report to the Student Life Center. Hours: 10:00 a.m. to 16 Friday. Doctoral Certification Examination 8:00 p.m. (Ed.D./Ph.D.), 9:00 a.m. to 12 noon and 1:45 to 4:45 p.m. 17 Wednesday. Classes begin. Spring Term 2001. 16 Friday. Last day to file notification in Office 17-19 Wednesday-Friday. Late registration and change of Doctoral Studies of date and time of final period. Hours: Tuesday - Thursday 9:30 a.m. to Ph.D. Oral Defense to be held in Spring 6:00 p.m.; Friday 9:30 a.m. to 5:00p.m. Advi- Term 2001. sors available from 3:00 to 5:00 p.m. March 1 Thursday. Last day to file Master's essays for 19 Friday. Last day to file notification in Office May degrees. of Doctoral Studies of intention to defend Ph.D. and Ed.D. dissertation during Spring 8 Thursday. Midterm date, Spring Term 2002. Term 2001. 11-18 Sunday-Sunday. Spring Holidays. 19 Friday. Last day to file application for Doc- toral Certification Examination April 2-30 Monday-Monday. All bank loan recipients (Ed.D./Ph.D.) to be given February 16. who will complete degree requirements dur- ing the Spring Term 2001 must schedule loan 30 Tuesday. Last day to add and drop courses for exit interview with the Student Aid Office. Spring Term 2001, file a Certificate of Equivalency, and enroll in Student Health 16 Monday. Registration for the Summer Term Service and Student Medical Insurance plans. for continuing students via web and touch- tone registration begins. 31 Wednesday. Last day to file or to renew an application, in Registrar's Office, for Mas- 27 Friday. Last day to deposit Ed.D. dissertation ter's degrees and certificates to be awarded in and abstracts, which have been corrected in May. (After this date, application may be accordance with Dissertation Secretary's filed only until February 14 upon payment evaluation, and pay microfilm fee for May 16 of $15 late fee.) award of degree.

31 Wednesday. Requests for late registration on May 8 Tuesday. End of Spring Term 2001. or after this date require registrar's approval and payment of $100 late registration fee. 9 Wednesday. Termination of occupancy in Teachers College residence halls for Spring February 1 Thursday. Priority deadline for submission Term 2001 for students not remaining for of 2001-2002 financial aid application for Summer Session A. Extensions granted for scholarship and need-based aid in the Stu- students remaining for Commencement. dent Aid Office and for submission of the 2001-2002 admission application to the 11 Friday. Last day to deposit Ph.D. disserta- Admission Office. tion with the Office of Doctoral Studies and the Graduate School of Arts and Sciences for 2 Friday. Last day to deposit Ed.D. dissertation the award of the May degree and abstracts, which have been corrected in accordance with Dissertation Secretary's 15 Tuesday. Teachers College Master’s degrees evaluation, and to pay microfilm fee for Feb- Convocation, 4:00 p.m. ruary 14 award of degree. 16 Wednesday. Conferring of degrees, 10:30 9 Friday. Last day to deposit Ph.D. dissertation a.m.; Teachers College Doctoral degrees with the Office of Doctoral Studies and the Convocation, 2:30 p.m.

37

N UTRITION AND P UBLIC H EALTH The nutrition program at Teachers College is in a dynamic environment with links to regional and national research and practice sources in nutrition. The opportunity to build on these connections to conduct innovative research in nutritional epidemiology and alternative health practices is relatively untapped but nonetheless unparalleled. Indeed, it represents a logical extension of my research that has shown that dietary fiber and whole grain intakes decrease the risk of heart disease and dairy and egg consumption may increase the risk of ovarian cancer. I am interested in translating these research findings into dietary guidelines and public policy.

L AWRENCE H. KUSHI, SC .D., Ella McCollum Vahlteich Professor of Human Nutrition

R ESEARCH AND S ERVICE in education. The Center calls upon A CTIVITIES expertise from professionals in the arts: visual, music, dance, theater and media Organized research and service activities and also from philosophy, cognitive and at Teachers College, in addition to being developmental psychology, curriculum, carried on by individual professors, are education and technology. A mix of conducted through special projects and focuses characterize the Center’s work. major institutes. Students, in limited Studies explore the role of the arts in number, serve in these institutes and diverse educational settings from the projects as assistants, sometimes with vantage point of school reform, curricu- academic credit, thus extending their pro- lum development, arts integration and fessional experience while at the College. assessment. Of particular interest is the role of the arts as they interweave in The Center for Adult Education is inter- urban culture and education. Other stud- ested in research on adult and organiza- ies deal directly with aspects of artistic- tional learning; and on transformative aesthetic thinking, perception and action learning for adults in a variety of set- both within and across the diverse Professor Lawrence H. Kushi tings. The Center has conducted award- domains of the arts. For more informa- winning research on literacy and has tion, contact co-directors Professors Hal to improve health and prevent prema- pioneered an innovative Action Research Abeles and Judith Burton, Teachers Col- ture death and disability throughout the Professional Development program lege, Columbia University, Box 78, 525 human life span through schools, patient (ARPD) for literacy teachers through West 120th St., New York, NY 10027; care, workplace, and other community- reflective practice and experimentation in telephone (212) 678-3459. based settings. the classroom. The Center has also con- ducted many formative evaluation studies The Center for Health Promotion, Faculty of the center have been instru- of adult education initiatives using Per- which was established in 1981, has com- mental in organizing and supporting the spective Discrepancy Assessment. prised diverse working groups of faculty development of multidisciplinary teams and students interested in stimulating capable of competing for external grant For further information contact Professor research and development efforts respon- support to address complex research ques- Victoria Marsick, Teachers College, sive to national priorities in health pro- tions. These teams have collaborated on Columbia University, 525 W. 120th St., motion and disease prevention. consortium projects with physicians and Box 112, New York, NY 10027; tele- Historically, the work of participating with behavioral scientists, biostatisticians, phone (212) 678-3754. faculty and students has spanned both epidemiologists, economists, and other The Center for Arts Education basic and applied research and develop- experts, and often involve graduate stu- Research consists of an interdisciplinary ment, and has included projects focusing dents from the programs in the health arts group which engages in basic and on the influences of personal behavior on studies cluster of the Department of applied research in the arts and human health status, as well as how educational Health and Behavior Studies. development, art education and the arts and behavioral intervention can be used

39 D ISCOVERING P REVENTION AND I NTERVENTION S TRATEGIES “The center is focused on finding proactive ways to support research with direct applications to the lives of people with disabilities. Our interest is in discovering prevention and intervention strategies that can prevent the adverse effects of poverty and disability and improve the academic, personal, and social outcomes of education programs. Center activities are aimed at increasing opportunities for individuals with disabilities to be self-determined, fully included members of society. These efforts include studies designed to increase academic and social resilience and to decrease vulnerability to abuse in high-risk adolescents and adults.”

L INDA H ICKSON, Professor of Education and Director, Center for Opportunities and Outcomes for People with Disabilities

Extensive collaborative research activities professional preparation in medicine, have been undertaken during the last two nursing, and public health; the Verona decades with faculty from the various Initiative, a multi-sector European part- schools of the Columbia University Fac- nership for health development that has ulty of Medicine, including the School of been organized by the World Health Nursing, College of Physicians and Sur- Organization European Regional Office; geons, and the Joseph A. Mailman School and the Salzburg Seminar Special Session of Public Health; Weill Medical College on Critical Issues in Global Health: and Graduate School of Medical Sciences Leadership Challenges in the 21st Cen- of Cornell University; and the Albert Ein- tury, which will be convened July 8–11, stein College of Medicine. Center projects 2000, in Salzburg, Austria. and investigators have been funded by For further information, contact Profes- grants from several of the National Insti- sor John P. Allegrante, Director, Center tutes of Health and numerous private for Health Promotion, Teachers College, foundations, including the Arthritis Columbia University, Box 114, 525 W. Professor Linda Hickson Foundation, Cancer Research Foundation 120th St., New York, NY 10027. of America, W. K. Kellogg Foundation, Empowerment. Research and demonstra- Metropolitan Life Foundation, and the The Center for Opportunities and Out- tion efforts to enhance capacity and Pew Memorial Trusts. comes for People with Disabilities (for- opportunities for independence and self- merly the Research and Demonstration In addition to publication in scientific determination. Center for Handicapped Children) con- journals, faculty of the Center have also fronts the challenges facing special educa- Prevention. Research and demonstration contributed to the science base underly- tion today and broadens the scope of efforts to prevent negative outcomes ing professional practice and policy research at Teachers College. The Center often associated with disability, includ- development in health promotion and is committed to producing knowledge ing reducing vulnerability to victimiza- disease prevention by providing consul- and professional expertise that will tion and abuse. tation and technical assistance to private enhance the quality of life for people with and voluntary health organizations, gov- Diversity. Research and demonstration disabilities. ernmental agencies such as the National efforts to address disability-related issues Institutes of Health and Centers for Dis- The Center for Opportunities and Out- of culturally and ethnically diverse ease Control and Prevention, and other comes for People with Disabilities is groups, including women and minorities. research groups. Faculty have also con- committed to supporting research, evalu- For information, contact Professor Linda sulted on various international efforts, ation, and demonstration efforts aimed at Hickson, The Center for Opportunities including the Vietnam Rehabilitation increasing opportunities for individuals and Outcomes for People with Disabili- Project, a multinational effort of Health with special needs to become fully ties, Teachers College, Columbia Univer- Volunteers Overseas and the U.S. Agency included members of society. Three sity, Box 223, 525 W. 120th St. New for International Development to assist broad priorities are reflected in the York, NY 10027. in the development of new curricula for themes of the Center:

40 R ESEARCH AND S ERVICE A CTIVITIES

C OLLABORATION A K EY I NFLUENCE “Group dynamics play a dominant role in almost every aspect of our daily lives—in families, learning environments, institutions and organizations, and society as a whole. Whatever the venue, collaboration is a key influence in achieving sound objectives from relationships in the community, the workplace, the classroom, or the household. With an understanding of both small and large group dynamics, as well as such concepts as boundaries, authority, role, and task, that collaboration can take the form of shared visions, agreement on plans of responsibility, and participation in action steps. Having a stake in the process can yield good results in the outcome.”

D EBRA A. NOUMAIR, Associate Professor of Psychology and Education

The Center for Social Imagination, the effectuating vibrant, moral communities. Arts, and Imagination The Center, in its desire “to enlarge the conversation, to try for clarity, to per- Imagination must be released in all dimen- suade,” will, in addition, publish occa- sions of education . . . Maxine Greene sional essays, in both belles letters and Founded and directed by Teachers Col- position paper formats, reflecting imagi- lege Emerita professor of Philosophy and native thinking and advocacy in these Education Maxine Greene, the Center for areas of concern. The Center for Social Social Imagination, the Arts, and Educa- Imagination, the Arts, and Education is tion is committed to the development of affiliated with the Teachers College Cen- alternative modes of inventing, creating, ter for Educational Outreach and Innova- and interpreting. Through these endeav- tion. It is funded by the Aaron Diamond ors of the imagination, and through its Foundation, the Solidago Foundation, series of interdisciplinary programs, the and an anonymous donor. For more Center seeks to shape visions of “a love- information, write to Dr. Maxine Associate Professor Debra A. Noumair lier world,” embracing, in all its diverse Greene, Teachers College, Columbia University, Box 132, 525 West 120th cultural richness, one humanity. Work- schools, and conducts site-based research. Street, New York, NY 10027. ing in the tradition of Dewey, James, and For more information, contact Dr. the Existentialists, the Center brings The Center for Technology and School Howard Budin, Director, Center for schoolchildren, artists, academics, and Change helps schools integrate technol- Technology and School Change, Teachers social activists together in conferences ogy into their curricula and daily lives, College, Columbia University, Box 8, and workshops to explore possibilities of by planning with schools for the use of 525 W. 120th St., New York, NY reform and transformation in schools and technology, educating teachers how to 10027; telephone: (212) 678-3773; social communities. By sponsoring use it, planning curriculum projects that monthly “salons,” the Center attempts to Web site: include technology, helping teachers to generate dialogue and research projects http://www.tc.columbia.edu/~academic/ctsc. implement projects, and assessing the that open new perspectives in the arts, effect of technology on schools. The Cen- The Center for Young Children and humanities, and the human sciences. The ter is based on the idea that technology Families conducts interdisciplinary and Center is also in the process of develop- will have a large impact on the structure policy relevant research on the education ing networks that bring together art of schooling, as it has in the past, and and development of children and fami- institutions, public schools, and Teachers that schools must plan for the kinds of lies, provides training for young scholars College in order to investigate, docu- change they want it to have. We believe and policy analysts to take leadership ment, and articulate just what role that technology should be integrated roles in national and state policy-making encounters with the arts—including the with curriculum in ways that emphasize activities which focus on children and quintessential 20th century art forms of active student learning, collaboration, families, and houses several archival data film and video—might play in inspiring interdisciplinary learning and problem- sets. The Center examines the health and social visions and, by consequence, in solving in areas that are meaningful to developmental well-being of children

41 and families, combining both biological • Practice-Policy Internship (jointly spon- For more information, contact Professor and environmental perspectives. The sored with an international home-based Jeanne Brooks-Gunn, Director, Teachers Center addresses these perspectives instructional program), a unique oppor- College, Columbia University, Box 39, within a framework which links research, tunity to work with a home-based, early 525 West 120th St., New York, NY policy, practice and training. intervention program that helps parents 10027; telephone (212) 678-3904. provide educational enrichment for The Center’s research mission promotes The Community College Research Cen- their preschool children; theory construction, a better understand- ter (CCRC) was established in 1996 with ing of child and family well-being, and • Educational Research Practica, research support from the Alfred P. Sloan Founda- empirically tests the efficacy of child and training coupled with readings and tion and is housed within the Institute family interventions. The policy product seminars for master’s students and on Education and the Economy (IEE). of the Center’s research is guidance relat- offered for course credit. Other practice The main purpose of the CCRC is to ing to public decisions made regarding and training endeavors include Sum- frame critical questions concerning the the well-being of children and their fam- mer Institutes, Continuing Education fundamental purposes, problems, and ilies. The Center’s policy function Workshops, demonstration projects, performance of community colleges, and informs public decision and policy-mak- and consortium opportunities that are chart a course for strengthening scholarly ing through theoretical and empirical developed to address on-going and research on the future of these important examination of intervention programs newly initiated policy issues affecting institutions. and policy initiatives. young children and families. “When we speak of the transition from The Center has developed the following The research, policy and practice frame- school to work, we will be speaking training components: work of the Center’s work emphasizes more often of the community college,” • Center Assistantships, open to students four specific themes: says Professor Thomas R. Bailey, who is enrolled in master’s programs, allow also Director of the Center. “When we • Child Care and Early Intervention students to become acquainted with the speak of retraining our nation’s labor practice and policy initiatives of the • Families and Parenting force, we will also be speaking more Center. often of the community college.” • Vulnerable and At-Risk Families • Center Fellowships, open to doctoral The Center has taken a broad and com- • Neighborhood and Community Influ- students, foster in-depth training in the prehensive view of the community col- ences. nexus of policy, practice and research by lege over the course of the grant, but working on specific Center projects focused primarily on the roles of related to children and families. • Senior Fellowships, for post-doctoral Professor Susan Recchia training, are responsible for managing specific projects, training master’s and doctoral level students, writing policy reports, and attending policy confer- ences. Additional training opportunities are available to graduate students via intern- ships and practica. These include: • Summer Policy Fellowship Program Putting Children First, internships for doctoral students in the applied sci- ences to link their academic learning with their interests in social policy by conducting a research project in an applied setting, attending weekly sem- inars, and completing a report on their activities;

42 R ESEARCH AND S ERVICE A CTIVITIES community colleges in workforce and economic development. The specific pur- poses of the Center are to: (1) synthesize existing research on the roles community colleges have been playing and the extent and determinants of their effec- tiveness within those; (2) formulate and answer new research questions on impor- tant issues confronting the community college sector; (3) begin exploration of alternative policies and directions for community colleges; (4) attract new researchers to the field and solidify a net- work of community college practitioners and scholars; and (5) suggest directions for data collection. The Center draws on expertise from a national advisory panel of community college practitioners, pol- icy makers, and research scholars. The Center funds fellowships to doctoral stu- dents who are interested in writing dis- networks and educative styles of The Hechinger Institute on Education sertations on community college issues. teenagers, the mediation of television by and the Media operates on four levels— The fellowship recipients work at the the family and television in cross-cul- helping journalists who cover education CCRC and participate in research pro- tural perspective, family contexts of lit- do a better job, helping editors and news jects. Reports of research findings, occa- eracy, families and museums, family supervisors better understand the work sional papers, and non-technical Briefs memories, multigenerational education, of the journalists over whom they are are available through the CCRC website, grandparents as educators, immigration, responsible, helping educators and jour- or for a nominal cost. For further infor- migration and family education. nalists better understand each other, and helping the general public understand mation, please contact the CCRC at Faculty and students who participate in the issues involving the coverage of edu- Teachers College, Columbia University, the Center come from various depart- cation. The Institute carries out its man- Box 174, 525 West 120th St., New ments at Teachers College and elsewhere date primarily through seminars that it York, NY 10027 or at in Columbia University. The Center also holds for journalists at Teachers College. [email protected]; telephone: (212) maintains liaisons with other institutions Presenters include educators from 678-3091; fax: (212) 678-3699; through its projects and visiting schol- throughout the country, including mem- http://www.tc.columbia. edu/iee/ccrc. ars. Opportunities for pre-doctoral and bers of the faculty of Teachers College. postdoctoral research are available. The Elbenwood Center for the Study of The Institute is named in memory of the Family as Educator pursues various An initial statement of the research Fred M. Hechinger, who was an educa- lines of systematic research and inquiry agenda of the Elbenwood Center is set tion editor of The New York Times and a that bring the behavioral sciences to forth in the following volumes: The Fam- trustee of Teachers College. The found- bear in illuminating the educational ily as Educator. Hope Jensen Leichter, ing director of the Institute is Gene I. functions of the family and the relation- (Ed.). New York: Teachers College Press, Maeroff, a former national education cor- ships between the family and other 1974. Families and Communities as Educa- respondent of The New York Times and an educative institutions: schools, health tors. Hope Jensen Leichter, (Ed.). New author whose books have been published and social service agencies, religious York: Teachers College Press, 1979. by Teachers College Press. Further infor- institutions, museums, libraries, the Address inquiries to: Hope Jensen mation is available from the Hechinger media. The Center’s activities include Leichter, Elbenwood Professor and Direc- Institute on Education and the Media, research, conferences, symposia, semi- tor, Elbenwood Center for the Study of Teachers College, Columbia University, nars, and workshops. the Family as Educator, Teachers Col- Box 127, 525 W. 120th St., New York, Current and recent topics considered at lege, Columbia University, Box 123, 525 NY 10027. Phone: (212) 678-4197. the Elbenwood Center include: social W. 120th St., New York, NY 10027; telephone: (212) 678-3187.

43 involves deep, basic shifts in thinking and practice that can lead to dramatic organizational and personal gains. The Institute works through partnerships with organizations, including businesses, schools, not-for-profit and government agencies. Partner organizations and researchers associated with the Institute will create and share learning tools, strategies, and results as they work together to solve problems. Groups of organizations working together on com- mon problems will study their solutions and interventions in order to improve knowledge about their effectiveness. For information, contact either of the Insti- tute's Co-Directors, Dr. Martha A. Gephart or Dr. Victoria J. Marsick, at the J.M. Huber Institute for Learning in Organizations, Teachers College, Colum- The Hollingworth Center, established in strategies, and to subsequently disseminate bia University, Box 187, 525 West 120 1981, is a program of the Department of the results. The Center hosts a number of Street, New York, New York 10027. Curriculum and Teaching. The Center is a visitors on an ongoing basis and the work service, research, and demonstration site of the Center is presented at national and The Institute for Learning Technologies that is designed to provide enriching edu- international conferences annually. (ILT), uses digital communications tech- cational services for children and parents nologies to advance innovation in educa- Research in the neighboring communities, and tion and society. Rapid change in The primary research mission of the Cen- research, internship, and training opportu- information technology is reconfiguring ter focuses on the talent development of nities for the graduate students at Teachers social, cultural and intellectual possibili- young children from diverse back- College. Primarily concerned with the ties. University research, K–12 and post- grounds. The Center currently has pro- optimal development of the potential of secondary education, the arts, community jects that focus on social development, young children, the Center has been inter- and political activities, and social spatial development, differentiated cur- nationally recognized for its exemplary exchange are all in transition. ILT is a riculum design, and the scientific think- educational programs. The Director of the major element of Columbia University’s ing of young children. Center, Dr. Lisa Wright, can be reached at effort to shape these transitions—transi- Box 170 or (212) 678-3851. Opportunities for Graduate Students tions that are central to the University’s The Center is located within the Depart- mission and practice. Service and Demonstration ment of Curriculum and Teaching and is The demonstration programs of the Cen- ILT takes education in its broadest sense an integral component of the Education ter include the Hollingworth Preschool, as its primary area of work. In practice, it of the Gifted program. The Center works the Math and Science Enrichment promotes an intellectually rigorous pro- collaboratively with graduate students in Classes, and the Summer Science Pro- gressive education accessible to all. To an effort to provide relevant experiences gram. Each of these programs offers renew progressivism, educators must pose which enhance their academic programs. developmentally appropriate curricula powerful generative questions in coopera- These opportunities, made available to that endeavor to nurture the talent tive settings; and limitations on the students across the College, are extensive development of the participants. The intellectual resources available to stu- and include internships, teaching, children served by the Center come from dents; enable teachers and students to research, observations, seminars, assess- diverse backgrounds, some of whom are communicate beyond the classroom; and ments, and curriculum design. supported through scholarships. provide advanced tools of analysis, syn- The J.M. Huber Institute for Learning in thesis and simulation. The programs of the Center offer educators Organizations conducts research on the opportunity to design and field test Increasing the interaction of pre-college transformative learning and change in innovative curricula and instructional and higher education is important. The organizations. Transformative learning

44 R ESEARCH AND S ERVICE A CTIVITIES new technologies provide effective sup- For more information visit www. variety of educational settings. This is port for such novel interactions. The ilt.columbia.edu or email [email protected] now being accomplished through pro- education of the 21st century will feature bia.edu or phone Professor Robert grams of research, professional develop- extensive collaboration among scholars, McClintock at (212) 678-3375. ment, technical assistance, knowledge teachers, university of students, librari- dissemination, public awareness, and The Institute for Urban and Minority ans, museum professionals, community youth services. Education (IUME), since its beginnings organizers, parents, and children of all at Teachers College in 1973, has been Because the work Institute is problem- ages, and these relationships may span committed to better understanding and centered, it always has had a staff from great distances and bridge significant influencing the educational, psychologi- many disciplines, who take an activist cultural divides. cal, and social development of urban and role in solving the problems of urban ILT pursues an integrated program of minority group students. and minority education. design, development, implementation, Historically, the work has been organized For further information, address specific and evaluation. by the themes of (1) education as an anti- inquiries to the IUME Director, Box 75, • School-based projects aim to alter the poverty strategy as a means for upward Teachers College, Columbia University, classroom through infrastructure plan- social and economic opportunity and New York, NY 10027; telephone: (212) ning and installation, content and cur- mobility, (2) equality of educational 678-3780. riculum creation, professional opportunity and strategies for achieving development, technical support, and The Institute of Higher Education stud- equity, (3) diversity and multiculturalism, evaluation. ies multicultural diversity in the curricu- and (4) the reform of urban schooling. • Professional development includes lum, student body, faculty and staff of workshops on the use of generic and The Institute approaches the problem of American higher education and regularly project-specific technologies, seminars improving the quality of urban educa- sponsors special symposia and conferences on curriculum design and develop- tion and minority education in three on these issues. The Institute also conducts ment, and consultations by content ways: (1) by conceptualizing fundamen- research on the policies and problems, the experts and instructional technologists. tal problems and formulating systematic organization, administration, and financ- • Content projects develop multimedia research programs to discover solutions, ing of educational programs of institutions to support innovation in education, (2) by translating and disseminating this and of state systems of higher education. delivering high quality intellectual knowledge and applying it in practical Coordinator: L. Lee Knefelkamp, Box 101, resources and learning tools to stu- situations, and (3) by developing new Teachers College, Columbia University, dents. programs, techniques, instruments, and New York, NY 10027. • Evaluation projects document the materials that can be disseminated in a impact of programs and the principles of good design, working with groups in the commercial, governmental, non- profit, and educational sectors. • Consulting services provide design, development, and strategic analysis for organizations conducting innovative edu- cational projects. •An internship program provides indi- viduals with experience in school-based projects, professional development workshops, evaluation and policy stud- ies, and content creation. Technology does not drive educational change, but it conditions educational possibility. Rooted in traditions of liberal education, ILT acts on the technological context to renew established educational traditions.

45 The Institute of International Studies developers of human resources. Institute Professor Mun C. Tsang leading a discussion on was created in 1964 to strengthen the members examine theory-based questions international and transcultural studies. research arm of the College’s interna- within nursing’s history, provide consul- such as the changes in the nature, orga- tional enterprise. With the initial aid of tant services to professionals involved in nization, and skill requirements of work; a major grant from the Ford Foundation, nursing research, and disseminate research education reforms designed to address the Institute began its work with a focus findings through reports, conferences, the changing needs of the workplace; the on theoretical and practical studies of the publications, and continuing education. educational value of work; learning on role of education in the modernization of The Institute is the academic home of the the job; the school-to-work model; the traditional societies. For over a decade, Program for Nurse Executives, offering design and effectiveness of work-based the Institute sponsored and supervised the M.A. and Ed.D. accelerated programs learning, employer participation in edu- substantial research on Africa, Asia, on Fridays. cation; academic and industry-based skill Latin America, and the industrial nations For further information, address inquiries standards; and related education reforms. as well as on a variety of cross-cultural to the Director, Professor Elaine L. and comparative studies. The Institute IEE is directed by Professor Thomas Bai- Rigolosi, Box 167, Teachers College, helps to formulate and coordinate the ley, an economist in the Department of Columbia University, New York, NY College’s international effort, to serve as International and Transcultural Studies. 10027; telephone: (212) 678-4004. both catalyst and repository for grants The Institute’s permanent staff includes and gifts in aid of international studies The Institute on Education and the sociologists, economists, and psycholo- at the College, to strengthen instruc- Economy (IEE) is an interdisciplinary gists. Several Teachers College faculty and tional programs with comparative and policy research center that focuses its faculty from other schools at Columbia as international thrusts, and to upgrade the attention on the interaction between well as other universities and research quality of research on international or education and the economy. The Insti- organizations also work with the Insti- cross-national themes. tute is dedicated to carrying out research tute. IEE also offers many opportunities that will help improve educational policy for graduate students to work on research The Institute of Research and Service and practice at the local, state, and projects under the guidance of faculty and in Nursing Education (IRSNE), carries on national levels and to developing an senior researchers. Recent activities have a program of research and coursework on active research community of TC stu- included the development of joint faculty- questions in the education of nurse pro- dents and faculty interested in these top- student study groups on work-based fessors, deans, chief executive officers, and ics. IEE’s research agenda includes issues learning and on community colleges.

46 R ESEARCH AND S ERVICE A CTIVITIES

The Institute is funded by grants from Box 174, 525 West 120th St., New Awards; the National Education Advo- private foundations and the federal and York, NY 10027 or at cacy Program; and Leadership Seminars state governments. It currently has fund- [email protected]; telephone: (212) 678- for Governor’s Staffs. The Institute also ing from the W.T. Grant Foundation, 3091; fax: (212) 678-3699; publishes a quarterly report called The the Russell Sage Foundation, the Rocke- http://www.tc.columbia.edu/iee. Governors’ Briefing. Further information feller Foundation, the Pew Charitable is available from the Institute on Educa- The Institute on Education and Trusts, and the Alfred P. Sloan Founda- tion and Government, Teachers College, Government believes that the education tion. It is also part of a consortium of Columbia University, Box 34, 525 W. of our youth and life-long learning seven universities and research organiza- 120th St., New York, NY 10027; tele- opportunities for all citizens is our tions that comprise the National Center phone (212) 678-8402; e-mail: nation’s most important challenge, and for Research in Vocational Education, [email protected]. we believe governors play the critical which is funded by the U.S. Department role in meeting this challenge. Our mis- The International Center for Coopera- of Education. Staff at the Institute have sion is to provide powerful and effective tion and Conflict Resolution offers a been influential in the development and support to governors and other leaders concentration in conflict resolution that implementation of the School to Work committed to education. We develop emphasizes theory, practice and research Opportunities Act of 1994 and the Edu- ideas for education innovations and to address the needs of school systems, cate America, Goals 2000 Act of 1994. research combined with implementation non-profit groups and private industry. Reports of research findings, working strategies. Our non-partisan Institute Housed in the social-organizational psy- papers, and non-technical Briefs are concentrates its efforts with individuals chology program in the Department of available through the IEE website, or for and groups that have the compassion, Organization and Leadership, the Center a nominal cost. The Institute also houses courage, and determination to create ini- embraces an interdisciplinary approach the Community College Research Center tiatives that fulfill this mission. The to conflict resolution and courses are (see the description of the Community Institute accomplishes its mission open to degree and non-degree students College Research Center). For further through four core programs: The Gover- information, please contact IEE at, nors’ Education Planning Program; the Teachers College, Columbia University, Professor Peter Coleman in a seminar session on Thomas H. Kean Governor of the Year conflict resolution.

47 I NDEPENDENT S CHOOL L EADERSHIP “The aim of the Klingenstein Center is to nurture and renew leadership among teachers and administrators who have distinguished themselves through their work in independent schools. The Center sponsors a variety of programs that address the needs of different constituents, beginning teachers, mid-career teachers and administrators and heads of schools. The focus is on professional development, believing that the most important component in educational advancement is not bricks and mortar, but the men and women who lead schools. To date, almost 1400 educators from schools throughout the world have participated in Klingenstein Center programs.”

P EARL R OCK K ANE, Associate Professor of Education and Director, The Klingenstein Center

throughout the College. Research and York City, and housing allowance for training in the following areas are sup- those who are resident faculty at board- ported: (1) fostering collaborative ing schools. approaches to conflict as well as develop- The Klingenstein Visiting Fellows ing negotiation and mediation skills; (2) Program for Heads of Independent conflict resolution in schools and indus- Schools allows up to fifteen heads of try, helping individuals to learn to man- schools to spend a month in residence at age their own conflicts constructively; (3) Teachers College, Columbia University creating dispute resolution centers in focusing on problems of particular rele- schools to help students, teachers, vance to their schools, engaging in administrators and parents resolve con- coursework, meeting in seminars to dis- flicts constructively; and (4) research and cuss educational issues, and enjoying the development analyzing which programs cultural resources of New York City. The work in schools and industry. program provides school heads with the Conferences as well as consulting services intellectual stimulation of studying with and training workshops based on sound outstanding professors and the opportu- empirical theory and research are pro- nity for meaningful dialogue with inde- vided. The Center is directed by Peter Professor Pearl Rock Kane pendent school colleagues. The purpose Coleman, Research Assistant Professor of of the program is to prepare those Psychology and Education. For further already in positions of leadership to face College and designed to develop leader- information, contact Professor Coleman the challenge of leading independent ship skills in administrative or academic at I.C.C.C.R., Box 53, Teachers College, schools in the 1990s. As part of the pro- areas. Through reading, research, and Columbia University, New York, NY gram, Visiting Fellows may earn gradu- discussion in seminars and course work 10027; telephone: (212) 678-3402. ate credit to be counted toward a degree at Teachers College and the other profes- at Teachers College or elsewhere. Any The Esther A. and Joseph Klingenstein sional and graduate faculties of Columbia school head of an elementary or sec- Center for Independent School Educa- University, the program seeks to enlarge ondary independent school with a tion sponsors four programs aimed at the the perspectives of Fellows and prepare nondiscriminatory admissions policy is professional development of independent them to assume increased leadership eligible to apply. The award includes full school teachers and administrators and responsibility within their sponsoring tuition and fees, housing, and participa- research activities that contribute to the schools. As part of the program, Fellows tion in New York City cultural events. advancement of independent school edu- may earn graduate credits to be counted Sponsoring schools are asked to provide cation. toward a degree at Teachers College. Any round-trip travel expenses. teacher or administrator of an indepen- The Joseph Klingenstein Fellows dent secondary school with a nondis- The Joseph Klingenstein Summer Award is granted annually to up to 12 criminatory admissions policy is eligible Institute Award is granted annually to outstanding teachers and administrators to apply. The award includes a stipend, 50 teachers in the independent secondary for participation in one semester or a tuition allowance, a supplement for school sector who have demonstrated year-long intensive program at Teachers school age children relocating to New outstanding potential for leadership. The

48 R ESEARCH AND S ERVICE A CTIVITIES

For further information contact the Klingenstein Center, Teachers College, Columbia University, Box 125, 525 W. 120th St., New York, NY 10027; tele- phone: (212) 678-3156; or visit the Center’s Web site at http://www.klingenstein.org The National Center for Restructuring Education, Schools, and Teaching (NCREST), established at Teachers College in 1990, supports restructuring efforts by documenting successful school improve- ment initiatives, creating reform networks to share new research findings with practi- tioners, and linking policy to practice. NCREST works to develop understand- ings that help schools become: learner- centered by focusing on the needs of learners in decisions about school organi- zation, governance, and pedagogy; knowledge-based, by restructuring teacher learning and professional devel- opment that are supported by disciplined Institute is geared toward increasing meals. Sponsoring schools are asked to inquiry; and responsible and responsive, classroom effectiveness and strengthening provide round-trip travel expenses. by refocusing and re-inventing account- commitment to teaching as a career. The The Master’s Degree with a concen- ability and assessment practices. Institute program encompasses a variety tration in Private School Leadership is of activities that are designed to: provide Currently, NCREST is involved in a vari- co-sponsored by the Department of Edu- a forum for collegial sharing, explore ety of projects including aligning curricu- cational Administration and the Esther advanced methodologies in a particular lum and educational technology, A. and Joseph Klingenstein Center for subject area, stimulate fresh thinking Professional Development Schools, teacher Independent School Education. The and introduce new ideas in curriculum, learning, student assessment, the docu- degree concentration is designed to methodology, and technique, and mentation of successful school reform enhance the professional careers of depart- increase insight into the nature of educa- efforts in elementary and secondary ment heads, deans, division directors, and tional practice. schools, and the development of local, school heads or to prepare independent state, and national policies that reflect the Each participant has an opportunity to school educators for such positions. relationship of research and practice. earn three graduate credits applicable The curriculum focusing on private toward a Master’s degree at Teachers Col- Betty Lou Whitford is the director of schools includes courses in the adminis- lege or elsewhere. Teachers with more NCREST. For further information con- trative leadership of private schools, legal than one and a maximum of five years of tact NCREST, Teachers College, Colum- aspects of private school administration, experience are eligible to apply. Their bia University, 525 W. 120th St., Box financial management and marketing, and school must have a nondiscriminatory 110, New York, NY 10027; telephone: optional participation in an administra- admissions policy with regard to race, (212) 678-3432. tive practicum or consulting project. The color, religion, or national origin. Candi- special features of the program include dates are judged on the basis of a per- site visits to private schools and a connec- sonal essay, evidence of successful tion with a network of cooperating academic performance, and a letter of schools. The program may be completed endorsement from the school head or in one year of intensive study or on a part- principal. The award includes full time basis. Candidates should have at tuition and fees, housing, and weekday least three years of teaching experience.

49 C URRICULUM M AKERS “In preparing our graduate students to teach reading and writing, I urge them to think for themselves in the classroom, avoid orthodoxy, ask questions, be flexible, and don’t take everything for granted. I want them to become researchers in the classrooms, documenting what they observe children doing, linking that to educational theories, and become curriculum makers themselves.”

M ARJORIE S IEGEL, Associate Professor of Education

The National Center for the Study of distribution of broadsheets to interested Privatization in Education (NCSPE) audiences. serves as a non-partisan venue to analyze For information contact: Professor and disseminate information about the Henry M. Levin, NCSPE, contentious private initiatives in educa- Teachers College, Columbia tion that include vouchers, charter University, 525 W. 120th St., Box 181, schools and educational contracting. New York, NY 10027; telephone: (212) Proponents of privatization view the 678-3259; Web site: www.tc.edu/ncspe movement as improving school choice, The Rita Gold Early Childhood Center student outcomes and innovation serves to support and promote the growth through competition in the marketplace. and development of infants, toddlers, They point to the poor performance of Professor Marjorie Siegel preschoolers and their families through urban schools and how competition con- four inter-related practices: supportive verts failure into success. Opponents ing claims of proponents and opponents, early care and education for very young argue that the movement undermines now centering debate on ideological children; transdisciplinary professional already flagging urban public schools, grounds rather than empirical data. preparation for students; ongoing research depriving the system of motivated stu- Housed within the Center for Educa- to improve practice and inform theory in dents and scarce resources to bring about tional Outreach and Innovation early development, care and education for reform and runs counter to the establish- (CEO&I), the Privatization Center is young children and families; and outreach ment clause embodied in the First Amend- staffed by highly regarded authorities in within and beyond the Teachers College ment of the United States Constitution. the fields of school choice and indepen- community. Located at the College, the dent schooling, including Professor Currently there is no disinterested Center provides inclusive and culturally Henry M. Levin, the project director. authority to test and verify the conflict- responsive care within mixed-age groups Dr. Levin, William Heard Kilpatrick for children ages 6 weeks through 5 years Professor of Economics and Education, and their families who are affiliated with bases the bonafides of the Center on the Columbia University. Founded in 1982 as study and evaluation of four criteria in the Center for Infants and Parents, the educational policy: the freedom for Center’s growth and development has parents to choose schools that mirrors been supported over the years through their values and religious beliefs; produc- the gifts of many kind and generous tive efficiency that maximizes school donors. We are grateful to Rita and Her- results; equity that provides access for all bert Gold for their support of our most to the range of educational opportuni- recent expansion. ties, and social cohesion that prepares The Rita Gold Center is a resource for youngsters for democratic and civic students across the College who are participation. engaged in observation, teaching, and The Center plans to dissemination the research with young children and fami- results of its research on the World Wide lies. Supervised practica focusing on edu- Professor Henry M. Levin Web, through the media, and with the cational and developmental issues for

50 T ECHNOLOGICALLY T RANSFORMED L IBRARY “Our library both houses and connects to a vast repository of information that is easily accessible to members of our Teachers College community wherever they are and whatever they are doing. Technology has transformed the library from a manually managed center to a computer-oriented environment with information immediately available at the touch of fingertips on a keyboard. And, to help our library patrons, we offer a range of services, including instruction on the ability to use the new technology, maneuver among the various pages of the World Wide Web to connect to remote libraries with primary materials, cultural depositories and museums, evaluate vast amounts of information, and seek insights into various educational questions. We used to speak of sources as multidisciplinary. Now, we refer to them as megadisciplinary.”

J ANE P. F RANCK, Director of Milbank Memorial Library

infants, toddlers and preschoolers are T HE M ILBANK M EMORIAL offered on site at the Center. L IBRARY For further information contact: Dr. The Milbank Memorial Library of Teach- Sonja de Groot Kim, On-Site Coordinator, ers College is one of the nation’s largest Rita Gold Early Childhood Center, and most comprehensive research Teachers College, Columbia University, libraries in education. The library’s col- 525 W. 120th St., Box 98, New York, lection provides a wealth of source mate- NY, 10027; telephone: (212) 678-3082. rials for advanced study and research in The Teachers College Reading and education, psychology, and the health Writing Project is a staff development professions. organization that works in intimate and The library collection is comprehensive long-lasting ways with communities of in American elementary and secondary educators in the New York City metro- Jane P. Franck education, and in such subject areas as politan area and also provides more lim- The Project’s school-based consulting, psychology, particularly applied psychol- ited assistance to educators in schools study groups, and think-tanks are com- ogy, educational administration, the his- from all over the United States. Currently plemented by an array of other profes- tory and philosophy of education, the Project serves over 100 schools. sional education opportunities at the guidance, special education, higher and For two decades, the Project has supported College. Throughout the year, thousands adult education, speech and language educators establishing reading and writing of teachers attend sixty full-day Project- pathology and audiology, health and workshops in which teachers act as mentors run conferences providing information nursing education, nutrition, curriculum and coaches to children. Project staff and and insight about how to structure and and teaching, communications and com- teachers become co-researchers, observing sustain high quality literacy education. puting technology, recreation, and inter- what children do in writing and reading, Every summer, three thousand teachers national and comparative education. theorizing about what their behaviors attend one of several week-long Project mean, and planning teaching moves to Institutes which include keynote Distinctive Collections help them learn. To nurture this school- addresses, small groups study, and inter- The library is noted for the variety and based work, Project staff meet at the Col- active discussion groups. depth of its distinctive collections of lege with educators from Project-schools: The Project was founded and is directed materials documenting education in its Each week over 100 teachers gather in by Lucy McCormick Calkins, Professor local, national and international dimen- study groups focusing on becoming of Education. For further information sions. These include: the Rare Books in teacher-leaders in workshop teaching, and contact the Teachers College Reading Education Collection, classic works on each month over 100 principals gather and Writing Project, 525 W. 120th St., education dating from the 15th through focusing on the problems, challenges, and Box 77, New York, NY 10027; tele- the 19th centuries; the Darton Collec- opportunities of being a school leader in phone: (212) 678-3104. tion of British children’s literature of the literacy education. 17th through 19th centuries; the Histor-

51 ical Collection of American and British Academic Information Resources and The Columbia Connection children’s books of the 19th century; the Services Access to CLIO via EDUCAT is the Annie Moore Collection of illustrated MilbankWeb, the library’s World Wide means for our students to connect to the children’s literature; the American nine- Web home page located at URL: collection of the Columbia University teenth century textbook collection; and http://lweb.tc.columbia.edu/, is the focal library system, the national seventh the International Textbook Collection, point for a growing array of library ser- largest academic library housing more comprising elementary and secondary vices that support instruction and than six million volumes, four million school texts from throughout the world. research at the College. MilbankWeb units of microfilm, 2,500 separate collec- combines news and information, access to tions, important maps, phonograph The Adelaide Nutting Collection of local and remote databases, and exhibits records, pamphlets and CD-ROMs. books, pamphlets, and manuscripts on that showcase the accomplishments and the history of nursing and the David E. contributions of notable Teachers College To facilitate access to scholarly materials, Smith Collection of writings on mathe- persons and programs, particularly as they the libraries have developed CLIO Plus, matics education provide unusual depth relate to or are reflected in library collec- a powerful integrated library computer of coverage in their fields. Other notable tions and archives. Through advances in system and Library Web, its WWW- holdings include the International Col- electronic information resources and based counterpart. These resources link lection of works on education abroad, global networks, library users increasingly users to library catalogs, electronic refer- extensive collections of 20th century have access to the ‘virtual library,’ provid- ence tools and indexes, digital collections textbooks and courses of study, and a ing the means to search and retrieve a (including numerous electronic journals), regularly updated collection of 20th cen- growing percentage of the universe of subject guides and bibliographies, search tury fiction and nonfiction for children. documents and files. The home page is engines, and extensive information on individual libraries, services, and events. Manuscripts and archival collections accessible during regular library hours cover a wide range of educational topics from workstations in the library, and at and include the records of such major all times from any computer with a Milbank Services organizations as the National Council for World Wide Web browser and access to The Research Services Department pro- the Social Studies, the Board of Educa- the Internet. vides reference, research support, and library instruction services, including tion of the City of New York, the Bank EDUCAT, the online public access cata- instruction in the use of online and card Street College of Education, the William log, integrates the library’s catalog infor- catalogs, assistance with reference mate- T. Grant Foundation, the National mation with up-to-the-minute rials, referral to other libraries, biblio- Kindergarten Association, and the Amer- circulation, reserve, acquisitions, and ser- graphic instruction, online database ican Montessori Society. ial control information. The EDUCAT search services, research consultation, and database currently includes over 316,000 The Teachers College Archives holdings course-specific instructional support. include the records of college offices and volumes and plans are under way to add the papers of individual faculty mem- all of the library’s print and non-print Research Services offers access to ERIC, bers. Major collections include the collections by the year 2000. It remains the major education database and LLBA, papers of Dean James Earl Russell, Dean necessary to consult the public card cata- the linguistic and language behavior William Russell, and President Hollis L. log for full coverage of pre-1975 materi- resource, in CD ROM format. Other Caswell, the historical records of the als. EDUCAT is available during regular research-oriented databases include and Nursing Education program, the Guid- library hours from workstations in the 13 online FirstSearch databases available ance Laboratory Test Collection, the library, and at all times through the through MilbankWeb: WorldCat, Arti- records of the Peace Corps Training Pro- library’s home page; through telnet to: cle First, Contents First, FastDoc, GPO, gram and of international education pro- 128.59.88.2; and through dial-up to: ERIC, Medline, Papers First, Proceed- grams in Asia, Africa, and Latin America. (212) 678-4118. WebPac, the web ver- ings First, ECO, NetFirst, Union Lists, Notable faculty papers include those of sion of EDUCAT is available from the and WilsonSelect. Reference queries, William H. Kilpatrick, Paul Monroe, A. library’s home page at URL: suggestions and recommendations, and Harry Passow, and others leaders in edu- http://lweb.tc.columbia.edu/. WebPac requests for services may be submitted in cation throughout the twentieth century. includes over 250 records with direct person or by e-mail via the library’s links to full-text journals on the World home page. Wide Web.

52 C OMPUTING AND I NFORMATION S ERVICES

Computing and Information Services (CIS) is responsible for academic and administrative computing, media ser- vices, the campus data, voice and video network, and telecommunications. These services include desktop computers, student laboratories and multi-media classrooms, audio-visual services, management infor- mation systems, telephone and satellite and video-conferencing connections, and cable television in Whittier and Lowell Halls. More extensive information may be found at the Computing and Email link on the main TC homepage at www.tc.edu.

Public Computing Facilities The Microcomputer Center in 242 Horace Mann, with over 60 PC and Macintosh computers, provides students with an extensive array of software and the ability to share disk, files, and Interlibrary Loan provides Teachers Col- and workshops in the use of K–12 printer resources among the PCs and lege students, faculty, and staff with printed collections, multimedia and Macs. Black and white and color laser access to books and periodical literature Internet resources. Also hosted are printers are available for letter quality not owned by Milbank Memorial Library demonstrations of new educational soft- and near photo quality printing. This or Columbia University Libraries. By use ware for acquisition. Cooperative outreach laboratory is open daily, for a total of of national and world-wide catalogs and efforts include a weekly story hour for more than 90 hours per week. Students through cooperative agreements with local school children. The Center’s tech- can access the Internet as well as their libraries around the world, the Library nology offers full Internet capability, a electronic mail accounts at Columbia can provide a book, dissertation, or pho- multi-laser disc player, video cassette University from these machines. The tocopy of an article. recorders, an 8mm video viewer, fiche Microcomputer Center also provides CD- reader, and other instructional equipment Services for Student with Disabilities ROMs, zip drives, and a color scanner. for onsite use. provide a variety of special equipment The Center’s software library includes PC and services for differently abled users. The Access Services department provides and Mac programs for word processing, library patrons prompt access to all cir- Web development, graphics, data graph- The Periodicals, Microforms, and Copy culating and non-circulating items. Ser- ing, spreadsheets, qualitative analysis Services (PMC) manages 3,000 currently vices include processing course reserve and databases. There are also several lan- received serial titles, including journals, and “rush” catalog requests; placing guage interpreters and compilers, includ- newspapers, and other serials in hard holds and recalls; collection maintenance; ing FORTRAN, Visual BASIC, C++, copy and microform as well as disserta- and electronic renewal for users via the Turbo Pascal, Perl and Java. One room is tions on microform, college catalogs, and World Wide Web. dedicated to statistical data analysis, the complete ERIC Document Collection with SPSS, SAS and Systat on high-end on microfiche. For further information contact Milbank machines. Memorial Library, Teachers College, In its development as a model school Columbia University, 525 W. 120th St., Email and TC, Columbia and local web- library, the Resource Center supports Box 307, New York, NY 10027; tele- sites are also accessible from 19 worksta- instructional programs of Teachers Col- phone: (212) 678-3494. tions which are located in corridors on the lege and provides curriculum orientations first and ground floors of campus build-

53 ings and the Student Lounge. Milbank over the Internet and space for personal upon request, in support of the Intel Library has more than 50 public worksta- home pages. This email can be accessed Teamstation from the Center for Educa- tions connected to the Internet, including from the Internet. Columbia maintains a tional Outreach and Innovation. some which are specially equipped for dis- modem pool and software for dial-up abled users. access from home is distributed for a Administrative Systems Students are able to register, drop and nominal fee for the media. For those for Computer Classrooms add classes, check grades and pay by whom this is not a local call, Columbia Computer classrooms for hands-on credit card using Touchtone and World- has an arrangement with an Internet Ser- instruction include both a PC and a Mac- Wide Web access. vice Provider. More information can be intosh room in 345 Macy, each for 18 found on the Columbia Academic Infor- students. Workstations allow for com- Microcomputer/LAN Services mation Services page: http://www.colum- puter-based full motion video from cam- All faculty and staff have workstations bia.edu/acis/. EDUCAT (from Teachers era, VCR, or videodisk to be integrated appropriate to their work, with budgeted College) and CLIO Plus (from Columbia) with animation and digitized voice and replacement at 25% per year. Windows provide access to library catalogs, period- music and to be written to CD, Jaz or NT fileservers provide file and print ser- ical indexes, encyclopedias, CD-ROM Zip disks. The Goodman Family Com- vices as well as Microsoft Exchange, MS materials, and National Bibliographic puter Classroom suite, opened in 1999, Schedule+ and other shared applications. databases. Faculty and staff also have MS includes a classroom equipped with 32 The CIS Help Desk provides problem Exchange e-mail accounts hosted at notebook computers on tables that can be resolution via telephone and office visits. Teachers College to foster workgroup reconfigured to accommodate full class or computing. Residential Telecommunications Services small workgroup activity for exceptional Telephone, voicemail and cable television flexibility and power. Located in 234 TC ClassWeb services are provided in student and fac- Horace Mann, it also has a seminar room Web pages are generated for all credit ulty residences. Those living in Whittier for 10 people. All four classrooms are courses prior to each semester with basic and Lowell Halls have direct connections equipped with projection equipment. schedule information. A friendly facility to the campus data network. The Macy rooms are available for use by provides a discussion group and allows students and faculty when not scheduled instructors to add syllabi and email stu- Computing and Telecommunications Help for instruction. dents individually or by class. Both PC/Mac Help for Students workshops and individual support in x 3304 or visit 242 Horace Mann Multi-media Classrooms using this facility are provided. Multi-media display classrooms provide Dial-up software for use from home equipment such as Macs, PCs, VCRs Training pick up at 242 Horace Mann, or call audio-tape players, and document cam- Training workshops are scheduled x3304 eras. There are currently 6 rooms with throughout the year on how to use elec- PC Users’ Help Desk for faculty and staff dedicated quipment, with plans for addi- tronic mail, word processing, spread- x 3300 tional ones to be added each year. sheets, the Internet, statistical analysis, photo and video manipulation and multi- Telephone service requests Media Services media authoring. In addition to work- x 3456 or visit 54 Thorndike Hall Interactive Media Services provides audio shops, individualized training is also Audio-visual / Classroom Equipment and video equipment, and training and available. Academic Computing Services x 3822 or visit 3rd floor of Russell Hall support for their use. Services include also provides auto-tutorial materials on lending of video cameras, audiotape CD-ROMs. Video editing, downlink, studio recorders, as well as video playback, x 3359 computer, slide, and overhead projectors. Campus Network IMS also provides satellite downlink, a A full campus cabling project in 1998 Cable Television for campus residents video studio, and video editing stations. brought data, voice, and video outlets to x 3456 or visit 54 Thorndike Hall every classroom, office, and residence on Electronic Mail Accounts the main portion of the campus. Internet In an arrangement with Academic Infor- and Internet-2 access are provided by mation Systems at Columbia University, Columbia University. Teachers College students, faculty, and staff are entitled to electronic mail Video-conferencing connections are pro- accounts that provide communications vided for special events at any location

54 A DDRESSING C OMMUNICATIONS D ISORDERS “Speech pathology is a profession that focuses on preventing and rehabilitating a wide variety of communications disorders and difficulties. They include articulation disorders, language delay, accent problems, stuttering, swallowing problems, and deficits from strokes. In addressing these concerns, our graduate students work with clients in clinic settings on campus and in field placements off campus. One of the reasons our graduates are so much in demand as professionals is the wealth of practical experience they have. That, combined with the physiological and neurological aspects of speech, leads them to career positions in schools, geriatric clinics, hospitals, rehabilitation units, speech clinics, and private practice. Our students need not have undergraduate training in the field, but we attract the best and most interesting candidates because of the rigorous and rewarding program we offer.”

PATRICIA S WEETING, Director, Edward D. Mysak Speech-Language and Hearing Center

I NSTRUCTION AND R ESEARCH work is supervised by full-time or Assistant Director of Audiology Services: S UPPORT S ERVICES adjunct faculty of the College’s pro- Teresa Boemio, M.S., CCC-A grams. Fees are set on a sliding scale that Assistant Director of Speech and Language is designed to meet all budgets. Services: Center for Educational and Psychological Laura Fitzpatrick, M.S., CCC-SLP Services Further information and applications for Director: Dinelia Rosa, Ph.D. service may be obtained by calling (212) The Edward D. Mysak Speech-Language 678-3262; by writing to Center for Edu- and Hearing Center provides advanced The Center for Educational and Psycho- cational and Psychological Services, students in Speech and Language Pathol- logical Services is both a training and Teachers College, Columbia University, ogy and Audiology master’s program with research center for the College and a com- Box 91, 525 West 120th Street, New additional practical experience in a profes- munity resource that provides help to York, NY 10027-6696; or by coming to sional setting. The Center offers evaluation people of all ages with educational and the Center on the sixth floor of and therapy services to individuals in the personal problems. The services offered Thorndike Hall. College, University, and community who include full psycho-educational evalua- may have speech, voice, language, or hear- tions and educational evaluations focusing ing problems. on a specific learning issues coupled with Edward D. Mysak Speech-Language and Hearing Center appropriate remediation, instructional A complete speech and language and/or Director: Patricia M. Sweeting, Ph.D., planning and instruction for students hearing evaluation is given initially; CCC-SLC with disabilities, adult and child psy- speech and language therapy sessions, a chotherapy, personal and vocational coun- seling and psychological diagnostic evaluation. Several hundred psycho-educa- tional assessment and evaluation instru- ments, as well as a growing library of materials for reading and mathematics remediation are available for use by the students attending practica affiliated with the Center. Services are provided by advanced gradu- ate students in Applied Educational Psy- chology, Clinical Psychology, Counseling Psychology and Special Education. All

Patricia Sweeting

55 C ONTENT AND C REATIVITY “Having earned a bachelor’s degree in English from the University of Notre Dame, I was attracted to Teachers College for its emphasis on content in the master’s program Teaching of English and English Education. This approach was borne out in my student teaching at an alternative middle school where I taught a novel about Egypt that corre- sponded to a social studies unit on Egypt. I introduced creative writing in the Humanities course when I assigned the students to write their own endings to the action adventure novel. With the support of my cooperating teacher, also a Teachers College graduate, I worked on involving kids in their own education to keep them interested in learning. In turn, I’ve learned to be myself because the class can see through anyone putting on airs. I feel I can be a catalyst to turn students on to reading and writing that sets the stage for lifelong learning.”

D AVID M. ROBINSON, M.A. ’99, Teaching of English and English Education

minimum of two half-hour sessions a T EACHER E DUCATION week, are conducted on an individual P ROGRAMS AND I NTERNSHIPS and/or small group basis. In addition, spe- cial clinics are available for infant evalua- tion stuttering treatment and Teacher Education Programs for care and development of the Teachers College offers a wide variety of speaking voice. educational experiences for students at the preservice and in-service levels. The Aural rehabilitation services, including Office of Teacher Education coordinates hearing aid dispensings, counseling about the many teacher education programs effective use of amplification, assistive lis- located in various departments at the tening devices and communication strate- College. Programs are field-based, offer- gies, and speechreading therapy, are ing up to two semesters of observations, available for both children and adults. internships, and student teaching. David Robinson Initial contacts with the Center may be Departments offer, for qualified holders made in person, by letter, by telephone, or United States. Since 1965, when the of a Bachelor’s degree, programs that by referrals from professionals and agen- Bureau of Publications became Teachers lead simultaneously to a Master of Arts cies. A sliding fee scale is available. Diag- College Press, its primary purpose has degree and to New York State certifica- nostic fees are waived for Teachers College been to publish works that respond to, tion for teaching in elementary or sec- students, faculty, and staff. Further infor- examine, and confront issues and change ondary schools. Many of these mation may be obtained by calling (212) pertaining to education and the educa- departments also offer New York State 678-3409 (speech and language services) tional process. Over the years the publi- Teacher Certification with a bilingual or (212) 678-3408 (audiology services) or cation program has included scholarly extension. Except for candidates who writing the Center at Teachers College, and professional works in the humani- have completed student teaching before Columbia University, Box 191, 525 W. ties, the sciences, psychology, philosophy, admission to Teachers College, the pro- 120th St., New York, NY 10027. women’s studies, nursing, and health- grams require an academic year and a related fields. The Press also produces summer term (see both the statements in Teachers College Press various kinds of classroom materials and this catalog and the supplementary Director: Carole Pogrebin Saltz assessment instruments. It now publishes requirements bulletins of the depart- about 55–60 books a year and has over ments listed below.) Applicants need not Established in 1904 as the Bureau of 500 titles in print. The Press’s authors have included courses in education in Publications, Teachers College Press is include many members of the Teachers their undergraduate programs, but inad- one of the oldest and most distinguished College faculty, as well as distinguished equate preparation in the proposed publishers of educational materials in the educators from throughout the world. teaching field may necessitate specific

56 T EACHER E DUCATION P ROGRAMS AND I NTERNSHIPS

A SOUTH A SIAN C URRICULUM One of the major advantages of a Teachers College education is the availability of numerous research opportunities. After taking a course on East Asia that introduced the class to curriculum resources at Columbia University’s School of International and Public Affairs (SIPA), I became interested in discovering whether a comparable history curriculum on South Asia existed. Recognizing a void, I contacted the Southern Asian Institute at SIPA and managed to join an exciting initiative to create curriculum resources on South Asia for global history teachers. I hope to apply the knowl- edge and skills I gained at Teachers College to produce a Web-based curriculum with diverse teaching methods that also have application for the diverse student populations in our nation’s schools.

N ADIA M. PERVEZ, Master of Arts Candidate in Social Studies Education

course work to fulfill the usual require- detection and reporting of child and ments for the Master’s degree. substance abuse. In addition, applicants for New York State Teacher Certifica- Application for admission to all pro- tion must satisfy qualitative and per- grams should be made to the Office of sonal requirements. For permanent Admission, Teachers College. In some certification, applicants must receive a programs enrollment is limited; thus Master’s degree in the field, or a related early application for admission is advis- field in which he or she received a pro- able. Some programs offer partial tuition visional license and complete two years grants to qualified applicants. Persons of full time teaching experience on the interested in learning more about the provisional license. Students desiring to College’s preservice and in-service pro- fulfill requirements for teacher certifica- grams in teacher education should con- tion in states other than New York tact Dr. Joann Jacullo-Noto, Director, should confer, at an early stage of their Office of Teacher Education. study, with the Registrar. Basic infor- New York State and New York City Certifi- mation regarding certification in other cation of Teachers and Administrators states is also available in the Office of Requirements for teaching and adminis- Teacher Education. tration and supervisory positions vary Nadia M. Pervez throughout the country. The completion For New York State certification, the of a degree does not automatically mean student obtains from and returns to the schools (ages 2 to 14) through the pro- fulfillment of state/city certification Registrar the appropriate New York grams in Curriculum and Teaching requirements in states other than New State Teacher Certification Application • Art, music, and dance through the York. Such requirements are to be taken form. Students desiring New York City programs in the Arts and Humanities into consideration during program com- licensure as a teacher or administrator in Education pletion. Test requirements also vary from should inquire at the New York City • Teaching of remedial reading and state to state. Board of Education, Division of Person- nel, 65 Court Street, Brooklyn, NY teaching the mentally retarded, physi- A passing score on the New York State 11201, to ascertain specific require- cally handicapped, hearing impaired, Teacher Certification Examinations ments. visually impaired, emotionally dis- (NYSTCE) is required for those wishing turbed, neurologically impaired through the programs in the Depart- New York State Certification in sec- New York State approved teacher ondary academic subjects and in elemen- education programs are available in: ment of Health and Behavior Studies tary education. All persons applying for Elementary Education Nursery through Intermediate or Middle Schools and Junior New York State Certification must have Grade 6 and Senior High Schools proof of completion of a two-session • Nursery schools, day-care centers, • Elementary education for intermediate course providing instruction in the kindergartens, elementary, and middle or middle schools through the pro-

57 secondary level must as a rule have been which lists contact people in individual enrolled at Teachers College for a speci- programs. fied period of time to be determined by the department. Summer attendance may Internships in Elementary Education be applied toward this requirement. In the programs in Curriculum and Because of new New York State require- Teaching, assistant teachers employed in ments, many students must have student day-care centers, nursery schools, ele- teaching experience at both the junior mentary schools, or middle schools may high (grades 7–9) and high school enter an internship program, substitut- (grades 10–12) levels. Some departments ing their current classroom teaching for require students to complete both place- supervised student teaching. Interns reg- ments in the course of one semester, oth- ister for the Preservice Program in Ele- ers require two semesters of student mentary Education, participate in grams in Curriculum and Teaching teaching, either in the regular terms. In preservice seminars and receive supervi- • Remedial reading through the pro- planning programs, students must be sion in their present settings. Openings grams in the Department of Health prepared to meet the heavy time for assistant teachers are occasionally and Behavior Studies demands of student teaching in the coop- available through the preservice pro- • English, social studies, TESOL, bilin- erating schools and in the student teach- grams. Interested students should apply gual education, art and music through ing seminars. Programs usually require to the Director of the Preservice Program the programs in the Department of student teachers in Elementary Education. Arts and Humanities • Physical education through the pro- (1) to have all mornings (or in some cases Post-M.A. Supervision Internships grams in the Department of Biobehav- all afternoons) free for student teaching The departments that provide student ioral Studies throughout the entire Autumn or Spring teaching or internship experience for • Mathematics, general science, biology, term, or both terms of the cooperating Master’s degree candidates often employ chemistry, earth science, and physics school and (2) to carry a reduced pro- students who are experienced teachers to through the programs in the Depart- gram (including the credit for the stu- assist the departmental coordinator of ment of Mathematics, Science and dent teaching course) while doing student teaching and internships. Technology student teaching. More specific informa- tion is available from each department. Appointees hold the rank of part-time instructor. Salary and degree-credit vary Student Teaching and Prerequisites with the extent of responsibilities; in The student must satisfy certain require- Special Education Students enrolled in pre-service Special some cases the appointment, in addition ments set by the department in the areas to salary, entitles the recipient to some of specialization. Education programs must take student teaching courses. The programs usually tuition exemption during each term of include all-day or part-day student teach- employment. Elementary Childhood Education ing for one or two terms. More specific Students enrolled in pre-service programs information is available in the areas of Internships for Prospective College in Early Childhood or Elementary Educa- specialization in the department. Teachers tion (preparing for certification in Ele- Most of the departments that offer the mentary Education) must take student degree of Doctor of Education in the Col- teaching courses. The program includes Procedures for Student Teaching and Field- Based Teaching lege Teaching of an Academic Subject, for all-day and part day student teaching for Since early arrangements must be made which either salaried full-time teaching one or two terms. State regulations for placing prospective candidates in experience or an internship is required, can require students teach at the lower ele- cooperating schools, students interested arrange for internships in colleges, includ- mentary grade levels (K–3) and at upper in student teaching courses should secure ing junior and community colleges, elementary grade levels (4–6). the student teaching application form within the New York metropolitan area. from the Office of Teacher Education Candidates, who must have completed Junior High School and Senior (Box 97) well in advance of the term in master’s degree requirements and in some High School Teaching which they wish to enroll in student cases a second year of relevant graduate Before beginning student teaching, stu- teaching and should request a copy of study, should apply to the appropriate pro- dents preparing for teaching fields at the “Student Teaching Procedures Manual” gram coordinators before April 1.

58 Teacher Opportunity Corps R ESEARCH F ELLOWSHIPS S TUDENT L IFE AND S TUDENT The Teacher Opportunity Corps has been S ERVICES established to encourage individuals to The Office of Teacher Education offers a prepare to teach in urban settings and to limited number of research fellowships Teachers College participates in the serve the needs of students at risk of each year to qualified doctoral students. Inter-University Doctoral Consortium dropping out of school. The program Apply directly to the Office of Teacher which provides for cross-registration emphasizes knowledge of urban schools, Education, 413 Main Hall. among member institutions. Fully effective teaching strategies, and reflec- admitted doctoral candidates in Teachers tion on teaching. Students who are N.Y. Visiting Scholars College may register for courses at the State residents, who are not permanently The privilege of auditing courses, with Graduate School and University Center certified to teach in N.Y. State, and are permission of the instructor, attending of the City University of New York, African-American, Hispanic, Native open lectures, and on-premise use of the Fordham University, the New School for American or Alaskan-American are eligi- Milbank Memorial Library resources is Social Research, and New York Univer- ble for this program. Those selected for extended to Teachers College doctoral sity. Ordinarily, such courses must not be this program are awarded a stipend each alumni, to faculty from other colleges available within Columbia University. semester and are eligible for a variety of and universities, and to other persons Applications are available in the Office academic supports. For more information with appropriate qualifications. To be eli- of the Associate Dean, 113 Main Hall. and application materials contact The gible for visiting scholar privileges, an Students taking cross-listed courses at Office of Teacher Education, Teacher applicant must (1) hold an earned doctor- another university are subject to the aca- Opportunity Corps, Teachers College, ate and (2) be on leave from the employ- demic regulations of the host university, Columbia University, Box 97, New ing institution, as attested to by a including the grading system, calendar, York, NY 10027; telephone: (212) 678- written statement from an official of that and academic honor system. It is the 3466. institution. responsibility of the students to familiar- No official records are maintained and no ize themselves with the pertinent regula- Peace Corps Fellows Program statement of activities is issued. For the tions of the host university. Teachers Returned Peace Corps volunteers with a Summer, Fall, and Spring terms, or any College students pay tuition to Teachers strong commitment to teach in the portion thereof of these terms, the fee is College for any such courses they take. demanding urban environment of New equivalent to three points of tuition. The Teachers College combines a large num- York City are placed in full-time, fee is waived for Teachers College doc- ber of part-time students who are very salaried positions in the public schools toral alumni. and attend Teachers College part-time. much involved in professional education The Program, the first of its kind in the circles with full-time students preparing Inter-University Doctoral Consortium United States and now in its second for careers in education. Part-time stu- Fully admitted doctoral candidates who decade, carries a two-year commitment dents are largely commuters, while full- find they must supplement remaining with at least an additional two years of time students usually reside on or nearby course requirements for the degree with teaching in the city strongly encouraged. the campus. Student life and student ser- up to a maximum of two or three gradu- The Program is for Master’s Degree vices are organized to meet the some- ate courses offered at another institution (only) candidates in the following teacher times separate and different interests of which participates in the Inter-University shortage areas: Bilingual (English/Span- both full-time and part-time students. Consortium may do so with the prior ish) Education (pre-K–6), Math or Sci- written permission of the department and Depending on their availability and ence (grades 7–12), Special Education the Associate Dean of the College. schedules, Teachers College students can (please call for specifics) and ESOL (pre- take advantage of an array of activities K–12). Anticipated scholarships (partial and services. They include career ser- tuition remission) are competitive. For vices, student organizations, student more information please contact The government, fitness and recreation, Peace Corps Fellows Program, Box 90, health services and insurance, and social Teachers College, Columbia University, and cultural activities. 525 West 120th Street, New York, NY 10027, telephone 212-678-4080. The Program’s Web site can be accessed at www.tc.columbia.edu/pcfellows.

59 A HIGHLY D IVERSE S TUDENT P OPULATION “The campus comes alive in late afternoon when most classes are scheduled to begin and remains well populated with students and faculty until nine o’clock in the evening. Even though we have a sizable residential population, the College is organized to accommodate a majority of our students who work in full-time positions during the day. More than anything, our student body is highly diverse. There is a generous mix of experienced professionals and recent college graduates, a large contingent of foreign students, people of all racial and ethnic backgrounds, some returning after raising a family and others interested in pursuing new careers and stepping up in the ones they have. Here, differences are what make a difference.”

Y VONNE K. DESTIN, Associate Director of Student Life

major. Career Services Connection, the programs, the center seeks to build com- bi-weekly job newsletter, lists openings munity, celebrate diversity, develop lead- for K–12 administrative and teaching ership, and foster healthy living. positions as well as positions in higher education administration, college teach- Student Organizations ing, business and human services. Student organizations enrich campus life Employers can interview students and with a focus on social, cultural, acade- alumni for both internship and full-time mic, and professional areas and network- positions on-campus at the Center. Cor- ing among students with common porate recruiting is scheduled in the Fall interests. Among them are: and late Winter. School district recruit- • Black Student Network ing starts with the annual K–12 Educa- • Diversity Task Force • Green Education Organization Yvonne K. Destin tor’s Job Fair in late February and continues through March and April. • Kappa Delta Phi, a national honor society Career Services Center Recruiting for positions in human ser- • Korean Graduate Student Association The Career Services Center provides vices occurs at the Resume and Informa- • Lesbian, Bisexual, Gay and Transgen- matriculants and alumni with the career tion Exchange each February. der Community planning resources requisite to the devel- Not-for-profit organizations visit the • Professional Counseling Association opment and refinement of their job campus in April for the Columbia Uni- • Society for Human Resource search skills. The resources and services versity sponsored Not-for-Profit Job Fair. Management offered by the Center are many and varied. Additionally, students can visit the Career Services Centers of Columbia • Society for International Education Individual consultations and group University and other peer institutions to • Soka Gakkai International-USA workshops on career planning and job broaden their job searches. The Center • Student Dance Education Organization development equip participants with the also publishes resume books to market • Voice Off skill sets necessary for a successful job the capabilities of the Teachers College The Teachers College Student Senate rep- search. Career reference files contain student population to prospective resents the student body with elected rep- information relevant to the all important employers. resentatives of the various departments. research phase of the job search. The Serving as the advocate for students on Alumni Mentoring Initiative matches Student Life Center campus, the Senate responsibilities matriculants and alumni for networking The Student Life Center includes four include engaging in and influencing Col- and information sharing. major areas: Disability Services, Health lege-wide decision-making, facilitating Career Services Corner, the Center’s and Recreation, International Student and College-wide communications with stu- quarterly newsletter, is devoted to in- Scholar Services, and Student Activities. dents, and identifying common problems depth analyses of job search resources Through the promotion of social, cultural, that students may encounter and working available to students in each academic co-curricular, recreational and professional on practical solutions.

60 S TUDENT L IFE AND S TUDENT S ERVICES

E QUAL A CCESS FOR S TUDENTS WITH D ISABILITIES “ Teachers College strives to be responsive to both the letter and spirit of the Americans with Disabilities Act and provide a wide range of individual services for students with different disabilities. Services that deaf students request include sign language interpretation and notetaking. Blind students may be assisted by readers and research assistants and a variety of alternative formats to access the printed word. Students with physical disabilities have access to campus facilities along with a variety of low-tech and high-tech support services. We support students with learning disabilities with strategies to manage reading and writing tasks along with individualized testing accommodations. Our aim is to ensure equal access for students with disabilities to all Teachers College academic programs and events. As a colleague with a disability, I hope that students find our office empowering yet sensitive.”

R ICHARD K ELLER, Director, Office of Access and Services for Individuals with Disabilities

International Student and Scholar Services students with disabilities. For more Teachers College has a long history of information call 212-678-3744. welcoming international students to our academic and social community. Cur- Recreation and Fitness rently, about 400 students from 70 Teachers College has a gymnasium countries are enrolled at all degree levels equipped for basketball, indoor soccer, and in every department. International and jogging; a fitness center equipped Student & Scholar Services (ISS) provides with Nautilus machines, life steppers, orientation and intercultural programs; free weights, and cycles; and a swim- advice on responsibilities, benefits and ming pool. alternatives under Immigration laws and Directly across the street from Teachers regulations; and counsel on personal, Richard Keller financial, cultural, academic and other College is the Marcellus Hartley Dodge Physical Fitness Center, an indoor sports concerns. The International Student Advi- program available through Teachers Col- and exercise facility open to our stu- sor also assists students in contacting lege. Information in available from the dents. The center features two full-size campus and community resources when it Student Life Center. is appropriate. The office is located in 5L gymnasiums, a swimming pool, 16 Whittier Hall; telephone (212) 678-3406. squash and handball courts, fully equipped exercise and weight rooms, a Immunization judo-karate room, fencing room, New York State requires that all stu- Individuals with Disabilities wrestling room, indoor track, and two dents born on or after January 1, 1957 Programs and services have been devel- saunas. In addition, there are three tennis provide proof of immunity to measles, oped to ensure that the higher education courts located on the Morningside mumps, and rubella. Hepatitis B and environments at Teachers College are Heights campus. DPT are strongly recommended, as well physically, programmatically, and attitu- as results of a current PPD test for dinally accessible to individuals with tuberculosis. The PPD is required for Health Service and Student Medical such disabilities as vision, hearing, or practice teachers. mobility impairments, medical condi- Insurance tions such as diabetes, cancer, or heart Primary care, women’s health, counsel- Other Services disease, or a learning disability that ing, travel, health education and wellness Other services available to students affects one or more academic activities. services are offered free or at a nominal include the Teachers College Bookstore, Limited parking is available for individ- charge to students who have paid the Teachers College Cafeteria, Information uals with disabilities. A full-time Direc- Health Service fee. The fee is mandatory Desk, Psychological Counseling Services, tor of Access and Services for Individuals for all full-time students and all students Center for Infants and Parents, Office of with Disabilities and assistants are avail- living in college residence halls. When Ombudsman, ATM and postage able to counsel students, arrange accom- hospital care is necessary, most costs are machines. modations, and advocate on behalf of defrayed by a student medical insurance

61 Faculty Members and College Officials

64 Faculty 84 Special Term Faculty 94 Officers Not In Active Service 96 Trustees and Officers F ACULTY

Current as of June 2, 2000 University; Ph.D., The Penn- O. Roger Anderson sylvania State University Professor of Natural Sciences and Harold F. Abeles Chair of the Department of Math- SCHOLARLY INTERESTS: Professor of Music Education Rethinking English as literacy ematics, Science and Technology Department of Arts and education, researching literate A.B., M.Ed., Ed.D., Washing- Humanities identities from critical and ton University B.S., M.S., University of Con- cultural studies perspectives, SCHOLARLY INTERESTS: necticut; Ph.D., University of the reflexive sociology of Neurocognitive theory applied Maryland Pierre Bourdieu. to science learning. Electron microscopic and physiological SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: Assessment in arts pedagogy. “Backing Out of the Room” ecological studies of eukaryotic Assessment of arts-in-educa- (English Quarterly). “Disrupting microbiota. tion programs. Technology in Stephen King” (Reading Stephen SELECTED PUBLICATIONS: music education. Research King). “Oracy, Critical Theory, Comparative Protozoology: Ecol- strategies in arts pedagogy. and Secondary English Educa- ogy, Physiology, Life History SELECTED PUBLICATIONS: tion” (Contemporary Issues in (Springer-Verlag). Teaching and Foundations of Music Education Canadian Secondary English). Learning of Biology in the United (Schirmer Books). “The sex- “Bearing Witness: A discussion States (National Science Teach- Gregory M. Anderson stereotyping of music instru- of texts, lies, and videotape” ers Association). “Neurocogni- ments” (Journal of Research in (Educational Researcher). Assistant Professor of Education tive models of information pro- Music Education). “Different cessing and knowledge criteria for evaluating applied John P. Allegrante acquisition” (Progress in Sensory Professor of Health Education Physiology). “A neurocognitive music instruction” (The Quar- Gregory M. Anderson Department of Health and and philosophical perspective terly Journal of Music Teaching Assistant Professor of Education Behavior Studies on current learning theory and and Learning). “Assessing arts Department of Organization B.S., State University of New science instructional strategies” programs and learning in and and Leadership York at Cortland; M.S., Ph.D., (Science Education). through the arts: A question B.A., M.A., University of University of Illinois of transfer?” (Handbook of Toronto; Ph.D., City Univer- René V. Arcilla Research on Music Teaching and SCHOLARLY INTERESTS: sity of New York; Minority Associate Professor of Philosophy Learning II). Health education in multiple Postdoctoral Fellow, Teachers and Education settings, interdisciplinary College, Columbia University James Albright research, health policy, interna- Department of Arts and SCHOLARLY INTERESTS: Assistant Professor of English tional health. Humanities Education US higher education policy and B.A., Ph.D., The University of SELECTED PUBLICATIONS: Department of Arts and reform. Higher education in Chicago Investing in Employee Health South Africa. Remediation and Humanities SCHOLARLY INTERESTS: (Jossey-Bass). “When health academic development. B.A., Trent University; B.Ed., policy becomes victim blam- Ethics and education. The role SELECTED PUBLICATIONS: Dalhousie University; ing” (New England Journal of of philosophical study in Building a People’s University in M.A.Ed., Mount Saint Vincent Medicine). “The President’s teacher education. South Africa: Race, Compensatory Committee on Health Educa- Education and the Limits of tion: A 20-year retrospective Democratic Reform (in press, on its politics and policy Peter Lang). “A User’s Guide impact” (American Journal of to New York City Public Ele- Public Health). “Health Educa- mentary & Intermediate tion Intervention Strategies: Schools: Selected Statistics, Recommendations for Future 1992–1993” (Community Service Research” (Health Education Society of New York). “The Quarterly). “Can net-present Dialectic of Domination in value economic theory be used South Africa” (Found Object, Vol. to explain and change health- 1, No. 1). related behaviors” (Health Edu- cation Research).

René V. Arcilla James Albright Associate Professor of Philosophy Assistant Professor of English Education and Education

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SELECTED PUBLICATIONS: Leslie M. Beebe Caryn J. Block For the Love of Perfection: Richard Professor of Linguistics and Associate Professor of Psychology Rorty and Liberal Education Education and Education (Routledge, Chapman, Hall). Department of Arts and Department of Organization “Metaphysics in Education Humanities and Leadership After Hutchins and Dewey” B.A., Colorado College; B.S., University of Illinois; (Teachers College Record). “Tragic M.A.T., Reed College; M.A., M.A., Ph.D., New York Absolutism in Education” Ph.D., University of Michigan University (Educational Theory). “For the SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: Stranger in My Home: Self- Applied Linguistics. Sociolin- Gender and racial issues in the knowledge, Cultural Recogni- guistics and second language workplace. Motivation and per- tion, and Philosophy of Educa- acquisition. Rude speech and formance. tion” (Critical Conversations in social rules of speaking. Philosophy of Education). SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: “White racial identity and the- Thomas R. Bailey Issues in Second Language Acqui- ory: A framework for under- Professor of Economics and sition: Multiple Perspectives standing reactions toward Education (Harper and Row). English in interracial situations in organi- Department of International the Cross-Cultural Era: Social zations” (Journal of Vocational Charles E. Basch and Transcultural Studies Rules of Speaking and TESOL Behavior). “Presumed incompe- A.B., Harvard University; Professor of Health Education (Simul Press). “Risk-taking tent? Stigmatization and affir- Ph.D., Massachusetts Institute and the language learner” mative action efforts” (Journal of Technology (Classroom Oriented Research in of Applied Psychology). “White Charles E. Basch Second Language Acquisition). racial identity attitude theo- SCHOLARLY INTERESTS: Professor of Health Education and “Sociolinguistic variation and ries: A rose by any other name Labor and education policy. Chair of the Department of Health style shifting: Chastisement is still a rose” (The Counseling SELECTED PUBLICATIONS: and Behavior Studies and disagreement” (Language Psychologist). “The affirmative The Double Helix of Education B.S., M.S., State University of Learning). action stigma of incompetence: and the Economy (Institute for New York at Brockport; Ph.D., Effects of performance informa- Education and the Economy, Southern Illinois University John B. Black tion ambiguity” (Academy of Teachers College). Employee SCHOLARLY INTERESTS: Professor of Computing and Management Journal). Training and US Competitiveness: Behavioral epidemiology. Education Lessons for the 1990’s (West- Health education program Department of Human George A. Bonanno view). Changes in the Nature and planning and evaluation. Urban Development Assistant Professor of Psychology Structure of Work: Implications for and minority populations. B.S., Massachusetts Institute of and Education Skills and Skill Formation Technology; Ph.D., Stanford Department of Counseling and SELECTED PUBLICATIONS: (National Center for Education University Clinical Psychology and Employment, Teachers “The effect of health education B.A., Hampshire College; SCHOLARLY INTERESTS: College). Learning to Work: on the rate of ophthalmic Ph.D., Yale University Cognition and neural network Employer Involvement in School-to- examinations among African models of understanding, Work Transition Progress (Brook- Americans with diabetes melli- learning and memory. Using ings Institution). tus” (American Journal of Public Health). “Using the telephone cognitive and neural net mod- els to design learning environ- William J. Baldwin as a medium for health educa- ments. Effects of using various Associate Dean of Teachers College tion” (Health Education Quar- technologies on cognition. and Associate Professor of terly). “Promoting the selection of low-fat milk in elementary Education SELECTED PUBLICATIONS: A.B., Villanova University; school cafeterias in an inner- Cognition, Computing and Cooper- M.A., University of Toledo; city Latino community: Evalu- ation (Ablex). Knowledge Struc- Ed.M., Ed.D., Teachers Col- ation of an intervention” tures (Ablex). “Analog imagery lege, Columbia University (American Journal of Public in mental reasoning; depictive Health). “The Washington models” (Cognitive Science). SCHOLARLY INTERESTS: Heights-Inwood Healthy “Shuttling between depictive College and university admin- Heart Program: A 6-year models and abstract rules” istration. Financing higher report from a disadvantaged (Cognitive Science). education. Technology in urban setting” (American Jour- higher education. Institutional nal of Public Health). “Prevent- research and planning. ing AIDS through education: concepts, strategies and research priorities” (Journal of School Health). George A. Bonanno Assistant Professor of Psychology and Education

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SCHOLARLY INTERESTS: James H. Borland SCHOLARLY INTERESTS: Coping with grief and trauma. Associate Professor of Education Early development and educa- Emotion and emotion regula- and Chair of the Department of tion of young children and tion. The adaptive conse- Curriculum and Teaching their families. Children and quences of self-deception. B.A., Johns Hopkins Univer- family policy and programs. SELECTED PUBLICATIONS: sity; M.S., Clarion State Col- Growing up female. “When avoiding unpleasant lege; Ph.D., Teachers College, SELECTED PUBLICATIONS: emotions might not be such a Columbia University Conflict and cohesion in families bad thing: Verbal-autonomic SCHOLARLY INTERESTS: (ed. with M. Cox, 1998). response dissociation and Education of gifted students. Neighborhood Poverty: Context midlife conjugal bereavement” Economically disadvantaged and Consequences for Children. (Journal of Personality and Social gifted students. Conceptions of Six Studies of Children in Fami- Psychology, vol 69). “Facial giftedness. lies in Neighborhoods, (Volume 1). expressions of emotion and the Conceptual, Methodological, and course of conjugal bereave- SELECTED PUBLICATIONS: Policy Approaches to Studying ment” (Journal of Abnormal Psy- Planning and Implementing Pro- Neighborhoods, (Volume 2) (Rus- chology, vol 106). “Toward an grams for the Gifted (Teachers sell Sage Foundation Press, College Press). “Gifted educa- integrative perspective on Marla R. Brassard 1997). Consequences of Growing tion and the threat of irrele- bereavement” (Psychological Associate Professor of Psychology Up Poor. (Russell Sage Founda- Bulletin, vol 125). “When chil- vance” (Journal for the Education tion Press, 1997). Adolescent and Education dren tell their friends they have of the Gifted). “Identifying Mothers in Later Life (Cam- AIDS: Possible consequences young, potentially gifted, eco- bridge University Press, 1987). for psychological well-being nomically disadvantaged stu- Escape from Poverty: What Makes and disease progression” (Psy- dents” (Gifted Child Quarterly). Marla R. Brassard a Difference for Children (Cam- chosomatic Medicine, in press). “The construct of giftedness” Associate Professor of Psychology bridge University Press, 1995). (Peabody Journal of Education). and Education Encyclopedia of Adolescence (Three George C. Bond Department of Health and volumes) (Garland, 1991). Professor of Anthropology and Judith Berman Brandenburg Behavior Studies Professor of Psychology and Education B.A., Whitworth College; John M. Broughton Department of Mathematics, Education Ph.D., Teachers College, Associate Professor of Psychology Science and Technology Department of Counseling and Columbia University and Education Clinical Psychology Department of Arts and B.A., Boston University; M.A., SCHOLARLY INTERESTS: Ph.D., London School of B.S., Cornell University; M.A.T., Humanities Harvard University; Ph.D. (hon- Parent-child relations. Crime Economics and violence in schools. Psy- B.A., M.A., Cambridge ors), New York University University; Ph.D., Harvard CHOLARLY INTERESTS: chological maltreatment of S University Education and elite formation SCHOLARLY INTERESTS: children. in the United States and Gender issues in education, SCHOLARLY INTERESTS: workplace, and psychology. Psy- SELECTED PUBLICATIONS: Africa. African studies. African “Psychological Maltreatment” Cultural studies. Education religions and politics. Agrarian chology of the undergraduate. and violence. Masculinity and Academic administration. Pro- (APSAC Handbook on Child transformations. Cultural Maltreatment). “The Psycholog- war. Unconscious fantasies dimensions of urban and fessional and ethical issues for about technology. Youth sub- counselors. Sexual harassment. ical Maltreatment Rating minority populations. Scales” (Child Abuse and cultures. Cinema as educator. SELECTED PUBLICATIONS: Social theory and ideology. SELECTED PUBLICATIONS: Neglect). “What can children The Politics of Change in a Zam- Confronting Sexual Harassment: expect? Protecting and nurtur- SELECTED PUBLICATIONS: bian Community (Chicago Uni- What Schools and Colleges Can ing children in school and Critical Theories of Psychological versity Press, 1976). African Do (Teachers College Press). community contexts” (School Development (Plenum Press). Christianity (Academic Press, Women and Men in Yale College: Psychology Review). “Smart weapons and military 1979). The Social Construction of Majors and Educational Aspira- TV” (Technoscience and Cybercul- the Past (Routledge, 1994). tions (Yale University). “Sexual Jeanne Brooks-Gunn ture). “The experience of the AIDS in Africa and the harassment: A challenge to Virginia and Leonard Marx father” (Insights). “Hollywood Caribbean (Westview, 1997). schools of education” (American Professor of Child and Parent ultraviolence as educator” (Psy- Association of Colleges for Teacher Development and Education choanalysis and Education). Education). “The needs of Department of Human women returning to school” Development (Personal and Guidance Journal). B.A., Connecticut College; M.Ed., Harvard University; Ph.D., University of Pennsylvania

66 F ACULTY

Lucy McCormick Calkins SELECTED PUBLICATIONS: Professor of English Education The Influence of Race and Racial Department of Curriculum and Identity in Psychotherapy: Toward Teaching a racially inclusive model (Wiley, B.A., Williams College; M.A., 1995). Racial Identity Theory: University of Hartford; Ph.D., Applications to individuals, groups New York University and organizations (Earlbaum, SCHOLARLY INTERESTS: 1997). Addressing cultural issues Teaching of reading and writ- in organizations: Beyond the corpo- ing. Reforming schools. rate context (Sage, 1999). Multi- cultural Counseling Competencies SELECTED PUBLICATIONS: (Sage, 1998). “Racial identity The Art of Teaching Writing and education” (Review of (Heinemann). Lessons From a Research in Education). Child (Heinemann). A Teacher’s Guide to Standardized Reading Madhabi Chatterji Tests: Knowledge is Power Associate Professor of Measure- (Heinemann, 1998). Raising W. Warner Burke ment, Evaluation, and Education SCHOLARLY INTERESTS: Lifelong Learners: A Parent’s Department of Human Professor of Psychology and Education Artistic-aesthetic develop- Guide (Addison-Wesley, 1997). Development ment in children and adoles- B.Sc., Lady Brabourne College, cents. Gender bias in repre- Robert T. Carter University of Calcutta; B.Ed. W. Warner Burke sentation of subject matter. Professor of Psychology and Professor of Psychology and (India), University of Bombay; Aesthetic responses of adoles- Education and Chair of the M.Ed. (India), Christopher’s Education cents to mature works of art. Department of Organization Department of Counseling and College, University of Madras; Role of artists in the educa- Clinical Psychology (India), Ph.D., University of and Leadership tion of children. B.A., Furman University; M.A., B.A., Columbia University; South Florida Ph.D., University of Texas SELECTED PUBLICATIONS: Ed.M., Teachers College, SCHOLARLY INTERESTS: “Natural allies: Children, Columbia University; Ph.D., SCHOLARLY INTERESTS: Program evaluation design. teachers and artists” (Beyond University of Maryland Survey methodology. Instru- Organizational change. Leader Enrichment, ACA). “The arts in SCHOLARLY INTERESTS: ment design and validation and manager competencies. school reform: Other conversa- Self-awareness and performance. Multicultural education. Race using classical and Rasch mea- tions” (Teachers College Record). and racial identity. Cross-cul- surement. Classroom assess- SELECTED PUBLICATIONS: “Trends and issues in visual art tural psychology. Career devel- ment (traditional and perfor- Organization Development: A education curriculum” (Visual opment. Gender issues. Psy- mance assessments). Process of Learning and Change Arts Resource Handbook). “Art chotherapy process, race and (Addison-Wesley). Organization SELECTED PUBLICATIONS: education and the plight of the legal issues. Development: Principles and Prac- culture” (Art Education in the “Construct validity of mea- tices (Harper Collins). “Leader- United States of America, sures/scores of mathematics ship Development” (What Hochscule Der Kuenste). assessment using classical and Works: Training and Development many-facet Rasch measure- Practices). “Organization ment” (Journal of Applied Mea- change: What we know, what surement). “Hepatitis B virus we need to know” (Journal of Judith M. Burton infection and vaccine accep- Management Inquiry). Professor of Art Education tance among university stu- dents” (American Journal of Judith M. Burton Health and Behavior). “Valida- Professor of Art Education tion of scores/measures from a Department of Arts and K-2 developmental assessment Humanities in mathematics” (Educational Academic Diploma, University and Psychological Measurement). of London; M.Ed., University “A Study of the effects of an of Manchester; Ed.D., Harvard inclusion program of elemen- University tary students with specific learning disabilities” (Journal of Learning Disabilities).

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Peter T. Coleman SCHOLARLY INTERESTS: Research Assistant Professor and Psychosocial factors influencing Director of International Center food choice, particularly among for Cooperation and Conflict Reso- children and adolescents. lution (ICCCR) Nutrition education guidelines Department of Organization and curriculum development. and Leadership Behavioral aspects of dietary B.A., University of Iowa; assessments. Ph.D., Teachers College SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: “Cognitive, motivational, social Individual and social factors and environmental influences on that facilitate or inhibit power- children’s food choices” (Health sharing in organizations and Psychology). “Food choice criteria other systems. Conflict resolu- of adolescents: Role of weight tion and change processes. Dis- and dieting status” (Appetite). crimination and social justice. “Effectiveness of nutrition edu- SELECTED PUBLICATIONS: cation and implications for nutrition education policy, pro- “The Mediation of Inter-ethnic Madonna G. Constantine Conflict in Schools” (Toward a 1998). “Post-notification day grams and research: A review of Common Destiny: Improving Race Associate Professor of Psychology and perceptions of unplaced intern- research” (Journal of Nutrition and Ethnic Relations in America, Education ship applicants and their acade- Education). “Adolescents’ per- Jossey-Bass). “Redefining mic training directors: Recom- spectives and food choice behav- Ripeness: A Social-Psychologi- mendations for improving iors in relation to the environ- cal Perspective” (Peace and Con- future internship selection mental impacts of food flict: Journal of Peace Psychology, processes” (Professional Psychol- production practices” (Journal of Madonna G. Constantine Lawrence Erlbaum Associates). ogy: Research and Practice, 1997). Nutrition Education). Associate Professor of Psychology “Power and Influence in Con- flict Resolution” (to be pub- and Education Isobel Contento James E. Corter Department of Counseling and lished in Conflict Resolution: Mary Swartz Rose Professor of Associate Professor of Statistics Clinical Psychology and Education and Chair of Theory and Practice, edited by Nutrition and Education Morton Deutsch). B.S., Xavier University of the Department of Human Louisiana; M.A., Xavier Uni- Department of Health and Development versity of Louisiana; Ph.D., Behavior Studies B.A., University of North Lambros Comitas B.Sc., University of Edinburgh; Gardner Cowles Professor of University of Memphis Carolina; Ph.D., Stanford M.A., Ph.D., University of University Anthropology and Education SCHOLARLY INTERESTS: California at Berkeley Department of Mathematics, Multicultural issues in counsel- SCHOLARLY INTERESTS: Science and Technology ing, training, and supervision. Clustering and scaling methods A.B., Ph.D., Columbia Professional development issues, for multivariate data. Human University particularly issues concerning learning, categorization, and predoctoral internship training problem-solving. CHOLARLY INTERESTS: S and people of color. Vocational Sociocultural change. Educa- SELECTED PUBLICATIONS: and psychological issues of tion in the developing world. “An efficient metric combina- underserved populations. Drugs and society. Migration torial algorithm for fitting studies. SELECTED PUBLICATIONS: additive trees” (Multivariate “Developing competence in Behavioral Research, 1998). Tree SELECTED PUBLICATIONS: multicultural assessment: Models of Similarity and Associa- The Complete Caribbeana Implications for counseling tion (Sage, 1996). “Using clus- 1900–1975: A Bibliographic psychology training and prac- tering methods to explore the Guide to the Scholarly Literature tice” (The Counseling Psycholo- structure of diagnostic tests” (4 vols., Kraus Thomson). gist, 1998). “Examining social (Cognitively Diagnostic Assess- Ganja in Jamaica: A Medical constructions in vocational ment, 1995). “Explaining basic Anthropological Study of Chronic counseling: Implications for categories: Feature predictabil- Marihuana Use (Mouton). West multicultural counseling com- ity and information” (Psycholog- Indian Perspectives (4 vols., petency” (Counseling Psychology ical Bulletin, 1992). Inter- Anchor Press/Doubleday). Quarterly, 1998). “The impact disciplinary Research and Doctoral of managed health care on pre- Training: A Study of the Linköping doctoral internship sites: A University (Sweden) Tema Depart- national survey” (Professional ments (Swedish National Board Psychology: Research and Practice, of Universities and Colleges). Isobel Contento Mary Swartz Rose Professor of Nutrition and Education

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Margaret Smith Crocco Physiology). “Deriving respira- Barry A. Farber Associate Professor of Social tion from Pulse Wave: A new Professor of Psychology and Studies and Education signal-processing technique” Education Department of Arts and (American Journal of Physiology). Department of Counseling and Humanities “Effect of Provocative Maneu- Clinical Psychology B.A., Georgetown University; vers on heart rate variability in B.A., Queens College of the Ph.D., University of subjects with paraplegia” (Amer- City University of New York; Pennsylvania ican Journal of Physiology). M.A., Teachers College, SCHOLARLY INTERESTS : “Estrogen and vascular stiffness” Columbia University; Ph.D., Diversity issues in social stud- (American Journal of Physiology). Yale University ies education. The effects of SCHOLARLY INTERESTS: school restructuring on tradi- Kevin J. Dougherty Psychotherapy research. Self- tional school subjects. Associate Professor of Higher disclosure. Burn-out in teach- Women’s history. Education ing and the helping professions. Department of Organization SELECTED PUBLICATIONS : and Leadership SELECTED PUBLICATIONS: “Bending the Future to Their B.A., Washington University; The Psychotherapy of Carl Rogers Will”: Civic Women, Social Edu- M.A., Harvard University; (Guilford). Crisis in American cation, and Democracy (Rowman Lawrence T. DeCarlo Ph.D., Harvard University Education: Stress and Burnout and Littlefield). Pedagogies of Assistant Professor of Psychology in the American Teacher (Jossey- Resistance: Women Educator SCHOLARLY INTERESTS: Bass). “Gender and repre- and Education Activists 1880–1960 (Teachers The community college. The sentation in psychotherapy” College Press). “Mary Ritter economic development role of (Psychotherapy). “The therapist higher education. Higher edu- Beard and Marion Thompson SCHOLARLY INTERESTS: as attachment figure” cation policymaking. K-12 Wright: Shaping inclusive Psychological measurement (Psychotherapy). educational reform. Sociology social education” (Theory and and scaling, statistical method- of education. Research in Social Education). ology, repeated measures, and Clea Fernandez Reclaiming Lost Ground: The categorical data analysis. SELECTED PUBLICATIONS: Assistant Professor of Psychology Struggle for Woman Suffrage in “Educational organization” (co- and Education New Jersey (The New Jersey SELECTED PUBLICATIONS: authored with Floyd Hammack. Department of Human Devel- “Signal detection theory and Historical Commission). The Encyclopedia of Sociology). opment generalized linear models” “Community colleges and con- B.A., Barnard College; Ph.D., (Psychological Methods). “On the Lori A. Custodero tract training” (Teachers College University of Chicago meaning of use and kurtosis” Assistant Professor of Music Record). “The contradictory col- (Psychological Methods). “A SCHOLARLY INTERESTS: lege: The conflicting origins, Education dynamic theory of proportional The analysis of classroom Impacts and futures of commu- Department of Arts and judgment: Context and judg- processes with a special empha- nity college” (State University of Humanities ment of length, heaviness, and sis on cross-cultural compar- New York Press). “Mass higher Bachelor of Music, University roughness” (Journal of Experi- isons. The psychology of learn- education: What is its impetus? of Redlands; M.A., California mental Psychology: Human Percep- ing from instruction and What is its impact?” (Teachers State University; D.M.A., Uni- tion & Performance). Teachers’ theories of instruc- versity of Southern California College Record). “Opportunity to tion and teacher development. learn standards: A sociological SCHOLARLY INTERESTS: Ronald E. DeMeersman critique” (Sociology of Education). SELECTED PUBLICATIONS: Music learning in early child- Professor of Applied Physiology “Japanese and American teach- hood, the incipient nature of and Education ers’ evaluations of mathematics musical experience, and musical Department of Biobehavioral lessons: A new technique for creativity across the lifespan. Studies exploring beliefs” (Journal of B.S., M.S., University of Utah; Mathematical Behavior). “Cul- SELECTED PUBLICATIONS: Clea Fernandez “Observing Flow in Young Peo- Ph.D., Indiana University tures of mathematics instruc- Assistant Professor of Psychology and tion in Japanese and American ple’s Music Learning” (General SCHOLARLY INTERESTS: Education Music Today). “Context and Dis- Modulators of autonomic out- covery: Rethinking the Nature flow. Frequency domain analyses. of Creativity” (The Orff Echo). Non-invasive assessment of physiologic data. Lawrence T. DeCarlo Assistant Professor of Psychology SELECTED PUBLICATIONS: and Education “Influence of respiration on Department of Human metabolic, hemodynamic, psy- Development chometric, and R-R Interval B.A., SUNY at Stony Brook; Spectral Parameters” (American M.A., Boston University; M.S., Journal of Physiology). “Vagal Columbia University; Ph.D., Withdrawal as a function of SUNY at Stony Brook audience” (American Journal of

69 F ACULTY elementary classrooms” in SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: Teaching and Learning in Japan Early childhood education. Assessment for Equality and (Cambridge University Press). Language in the classroom. Inclusion: Embracing All Our “Traditions of school mathe- Qualitative research. Child- Children (Routledge). “Multi- matics in Japanese and Ameri- hood bilingualism. cultural stories: Preservice can elementary classrooms” in SELECTED PUBLICATIONS: teachers’ conceptions of and Theories of Mathematical Learn- Ways of Assessing Children and response to issues of diversity” ing (Hillsdale, NJ: Lawrence Curriculum: Stories of Early (Urban Education). “Voices from Erlbaum Associates). “Learning Childhood Practice (Teachers the margins: Asian American mathematics from classroom College Press). The Need for teachers’ experiences in the instruction: On relating lessons Story: Cultural Diversity in profession” (Teacher Education to pupils’ interpretations” Classroom and Community Yearbook V: Research on the Edu- (Journal of the Learning Sciences). (National Council of Teachers cation of Our Nation’s Teachers). of English). “Visions of chil- “Racial identity and education” Beth A. Ferri dren as language users: (Review of Research in Education). Assistant Professor of Education Research on language and lan- Department of Curriculum and guage education in early child- Andrew Gordon Teaching Herbert P. Ginsburg Associate Professor of Movement hood” (Handbook of Research on Jacob H. Schiff Foundations Professor B.S., Edinboro University of Young Children). “Teaching in Sciences and Education Pennsylvania; M.Ed., Slippery early childhood education: of Psychology and Education Department of Biobehavioral Rock University of Pennsyl- Understanding practices Studies vania; Ph.D., University of through research and theory” B.A., Hampshire College; Georgia (Handbook of Research on Teach- Herbert P. Ginsburg M.S., Pennsylvania State SCHOLARLY INTERESTS: ing, 4th ed.). Jacob H. Schiff Foundations Pro- University; Ph.D., Karolinska Disability studies. Learning fessor of Psychology and Education Institute; Postdoctoral Fellow, disabilities. Social foundations Antoinette M. Gentile Department of Human University of Minnesota of education. Constructivist Professor of Psychology and Development SCHOLARLY INTERESTS: methods. Inclusive education. Education B.A., Harvard University; Neural control of movement. Women with disabilities. Fem- Department of Biobehavioral M.S., Ph.D., University of Motor learning and develop- inist and critical pedagogies. Studies North Carolina ment. Movement disorders. Qualitative, participatory, and B.S., Brooklyn College of the SCHOLARLY INTERESTS: Brain processes. Professional interdisciplinary research City University of New York; Intellectual development. development and research methods. Narrative. M.S., P.E.D., Indiana Univer- Mathematics education. Test- training of therapists and clini- SELECTED PUBLICATIONS: sity; Ph.D., State University of ing and assessment. cal educators. New York at Stony Brook “Paradigms: A need for radical SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: reform” (in Adults with Learn- SCHOLARLY INTERESTS: Children’s Arithmetic (Pro-Ed). “Impaired force coordination ing Disabilities: Theoretical and Motor learning and develop- Piaget’s Theory of Intellectual during object release in chil- Practical Perspectives). “Women ment. Neuromotor control Development (Prentice-Hall). dren with hemiplegic cerebral with disabilities: Missing processes. Rehabilitative Entering the Child’s Mind (Cam- palsy” (Developmental Medicine voices” (Women’s Studies Interna- strategies. bridge). The Teacher’s Guide to and Child Neurology) “Fingertip tional Forum) . “The hidden cost SELECTED PUBLICATIONS: Flexible Interviewing in the forces during object manipula- of difference: Women with “Skill acquisition: action, Classroom: Learning What Chil- tion in children with hemi- learning disabilities” (Learning movement and neuromotor dren Know About Math (Allyn plegic cerebral palsy. II: Bilat- Disabilities: A Multidisciplinary processes” (Movement Sciences: Bacon). eral coordination” Journal). “Profiles of college Foundation for Rehabilitation in (Developmental Medicine and students demonstrating learn- Physical Therapy, 2nd Ed.) “The A. Lin Goodwin Child Neurology). “Development ing disabilities with and with- reaching movements of Associate Professor of Education of neural mechanisms underly- out giftedness” (Journal of patients with Parkinson’s dis- Department of Curriculum and ing grasping in children” (Neu- Learning Disabilities). ease under self-directed maxi- Teaching rophysiology and Psychology of mal speed and visually-cued B.S., Central Connecticut State Motor Development). “Functional Celia Genishi conditions” (Brain). “Implicit University; M.A., Ed.M., magnetic resonance imaging of Professor of Education and explicit processes during Ed.D., Teachers College, motor, sensory and posterior Department of Curriculum and acquisition of functional Columbia University parietal cortical areas during Teaching performance of sequential typ- skills” (Scand. J. Occupational SCHOLARLY INTERESTS: B.A., Barnard College; M.A.T., Therapy). ing movements” (Experimental Harvard University; Ph.D., Teacher education for urban and Brain Research). “Task-depen- University of California at multicultural contexts. Teacher dent deficits during object Berkeley beliefs. Equity education. Asian release in Parkinson’s Disease” American educational experi- (Experimental Neurology). ences and identity development.

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Merrilyn L. Gow Focus on Measurably Superior Charles C. Harrington Harvard Graduate School of Assistant Professor of Speech and Instruction). “Contingencies of Professor of Anthropology, Psychol- Education ogy and Education and Chair of Language Pathology the science and technology of SCHOLARLY INTERESTS: Department of Biobehavioral teaching and prebehavioristic the Department of Organization Legal issues in education. Studies research practices in education” and Leadership Equal educational opportunity. B.App.Sc., University of Syd- (Educational Researcher). A.B., Syracuse University; High-stakes testing. Law and ney (Australia); M.A., Ph.D., Ph.D., Harvard University school reform. Interprofessional Gregory W. Hamilton University of California, Santa SCHOLARLY INTERESTS: collaboration. Barbara Assistant Professor of English Human development in social Education SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: and cultural contexts. The Department of Arts and High Stakes: Testing for Tracking, Speech movement control, study of resiliency, resistance, Humanities Promotion, and Graduation speech fluency and stuttering, invulnerability and success in B.A., Lewis and Clark College; (National Academy Press). Law, neurogenic and developmental at-risk populations. Psycholog- M.A., Ed.D., Teachers College Lawyers and School Reform (Yale speech disorders. ical anthropology and educa- University Press). “Schools SCHOLARLY INTERESTS: tion. Individuals in organiza- SELECTED PUBLICATIONS: Without Rules? Charter Middle school readers and tions. Ethnographic design. “Perceptual evaluation of the Schools, Federal Disability Law, young adult literature. Class- naturalness of synthetic speech” SELECTED PUBLICATIONS: and the Paradoxes of Deregula- room discourse. Curriculum (Speech Technology Laboratory Paths to Success: Beating the Odds tion” (Harvard Civil Rights-Civil and staff development. School Research Reports). “Stuttering in American Society (Harvard Liberties Law Review). “The More reform. Teaching for diversity modification and changes in University Press). Educational We Get Together: Improving and social justice. phonation: Observations on Policy in an Era of Conservative Collaboration Between Educa- findings from recent reports” SELECTED PUBLICATIONS: Reform (AMS Press). Race, Sex, tors and Their Lawyers” (Har- (Journal of Speech and Hearing “Listening, Learning, and Talk- and National Origin: Public Atti- vard Educational Review). Research). “Stuttering and speech ing It Through” (in Becoming tudes of Desegregation (AMS naturalness: Some additional (Other)wise, in press). “Jack” (in Press). Psychological Anthropology Linda Hickson data” (Journal of Speech and Hear- Rationales for Young Adult Liter- and Education (AMS Press). Professor of Education ing Disorders). “Sentence final ature). “Reading Jack” (English Department of Health and accents in synthesized American Education). “Making connec- Jay P. Heubert Behavior Studies English speech” (Journal of the tions” (English Education). Associate Professor of Education B.A., College of New Rochelle; Acoustical Society of Japan). “Lessons from our past: History Department of Organization M.A., Ph.D., George Peabody of English education” (New and Leadership College, Vanderbilt University York City Association of Assistant Adjunct Professor of Law R. Douglas Greer SCHOLARLY INTERESTS: Professor of Education and Principals Supervision, English Columbia Law School Education of children and Psychology IV). “Professional educators” B.A., Swarthmore College; adults with disabilities/mental Department of Health and (Yahoo! Internet Life). M.A.T., Duke University; J.D., retardation. Cognitive, motiva- Behavior Studies Harvard Law School; Ed.D., tional, and emotional aspects of B.M.E., M.M.E., Florida State Zhao Hong Han decision-making. Cognition University; Ph.D., University Assistant Professor of Language Zhao Hong Han and comprehension. Substance of Michigan and Education Assistant Professor of Language abuse prevention. Department of Arts and and Education SCHOLARLY INTERESTS: Humanities Comprehensive Application of B.A., Central China Normal Behavior Analysis to Schooling University; M.A., Moray (CABAS®). Teaching operations House Institute of Education, for the acquisition of verbal Edinburgh; Ph.D., University behavior by students with lan- of London guage deficits. Research in the learn-unit as a natural fracture SCHOLARLY INTERESTS: of teaching. Second language acquisition theory and processes. Second SELECTED PUBLICATIONS: language pedagogy. “The educational crisis” (Social Problems in American Society and SELECTED PUBLICATIONS: Solutions). “Collateral gains and “The Persistence of the short term maintenance in Implicit Influence of NL: The reading and on task by inner- Case of the Pseudo-passive” city adolescents as a function of (Applied Linguistics). “Error per- their use of social reinforce- sistence: An empirical peda- ment while tutoring” (Journal gogy” (Language Teaching of Applied Behavior Analysis). Research). “Fossilization: The “The measure of a teacher” status of the concept” (Experi- (Behavior Analysis in Education: menting with Uncertainty).

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SELECTED PUBLICATIONS: Connecting activism, teaching B.A., M.Ed., Westminister “Decision-Making and Mental and research” (Journal of College; Ph.D., Ohio State Retardation” (in International Research in Science Teaching). University Review of Research in Mental SCHOLARLY INTERESTS: Retardation). “A Closer Look at Pearl Rock Kane Children’s literature, especially Interpersonal Decision-Making Associate Professor of Education the use of picture-books in read- in Adults With and Without Department of Organization ing education. Reading lan- Mental Retardation” (American and Leadership guage arts. Literacy education. Journal on Mental Retardation). B.A., City College of New “Comprehension and Mental York; M.A., Smith College; SELECTED PUBLICATIONS: Retardation” (in International Ed.D., Teachers College, Children’s Literature in the Ele- Review of Research in Mental Columbia University mentary School, 7th Ed. (McGraw Retardation). Mental Retardation: Hill). The Potential of Picture- SCHOLARLY INTERESTS: books: From Visual Literacy to Foundations of Educational Pro- Independent schools. Private gramming (Allyn & Bacon). Aesthetic Understanding (Prentice school governance. The privati- Hall). An Integrated Language zation movement. Professional Christopher R. Higgins Perspective in the Elementary Clifford A. Hill development of teachers and School: Theory into Action, 3rd. Assistant Professor of Philosophy administrators. and Education Arthur I. Gates Professor of Language Edition (Longman). “Picture- Department of Arts and and Education SELECTED PUBLICATIONS: books as contexts for literary, Humanities Independent Schools, Independent aesthetic and real world under- Thinkers (Jossey-Bass). The standings” (Language Arts). B.A., Yale University; Ph.D., For- policy for the year 2000” ( First Year of Teaching: Real Teachers College, Columbia eign Languages and Translation). World Stories from America’s Ursula Kirk University “From testing to assessment: Teachers (Walker). The Chal- Associate Professor of Neuroscience English as an international lan- SCHOLARLY INTERESTS: lenge in Trusteeship (Association guage” (Longman). “Recherches and Education The role of the liberal arts in of Governing Boards). “Lead- Interlinguistiques en Orienta- Department of Health and teacher education. The nature ership at the Millennium” tion Spatiale” (Communications). Behavior Studies of the teacher-student relation- (Independent Schools). ship. Educational ethics. B.A., M.A., Manhattanville Elaine Virginia Howes College; M.S. in Counseling, Hermeneutics. Psychoanalytic Barbara Kiefer Assistant Professor of Science Iona College; M.S. in Guid- perspectives on educational Associate Professor of Education Education ance, State University of New practice. Dialogue. Department of Curriculum and Department of Mathematics, York at Albany; Ed.M., Ed.D., SELECTED PUBLICATIONS: Teaching Science and Technology Teachers College, Columbia “Transference love from the B.A., Oakland University University; Certificate in couch to the classroom: A psy- Honors College; Ph.D., Michi- Pediatric Neuropsychology, choanalytic perspective on the gan State University New England Medical Center, ethics of teacher-student Barbara Kiefer Tufts University romance” (Philosophy of SCHOLARLY INTERESTS: Education), “Socrates’ Feminist and culturally rele- Associate Professor of Education effect/Meno’s affect: Socratic vant pedagogy in science, envi- elenchus as kathartic therapy” ronmental education, and (Philosophy of Education). teacher education. Qualitative research and teacher research. Clifford A. Hill SELECTED PUBLICATIONS: Arthur I. Gates Professor of “Visions of ‘Science for All’ in Language and Education the Elementary Classroom”. (In Department of International Teaching for empowerment in sci- and Transcultural Studies ence and technology, Teachers B.A., Wheaton College; M.A., College Press, in press). “A Columbia University; Ph.D., feminist revisioning of infinity: University of Wisconsin Small speculations on a big SCHOLARLY INTERESTS: subject”. ((Post)Modern Science Language and literacy assess- (Education): Frustrations, Propo- ment. African languages and sitions, and Alternative Paths, in literature. English language press). “Connecting girls and teaching in China. science: A feminist teacher- researcher study of a high- SELECTED PUBLICATIONS: school prenatal testing unit” Children and Reading Tests (Journal of Research in Science (Ablex Press). “English lan- Teaching). “Response to Guest guage teaching in China: A Editorial: The WISE Group:

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SCHOLARLY INTERESTS: ment. The design of effective teaching practices with diverse tion, Metalinguistics and Inter- Developmental neuropsychol- learning communities. populations. vention” (Applied Psycholinguis- tics ogy. Assessing neuropsycho- Women in higher education. SELECTED PUBLICATIONS: ). “The psycho-educational logical development in chil- Feminist pedagogy, theory, “Ethics in Qualitative assessment of hearing impaired dren. Learning as a and research. Intellectual and Research: Multicultural Femi- children” (Auditory Disorders in multifactorial process. ethical development. Diversity nist Activist Research” (Theory School Children, third edition, SELECTED PUBLICATIONS: in higher education. into Practice). “Finding Our Theime and Stratton). “Educa- NEPSY: A Developmental Assess- SELECTED PUBLICATIONS: Way: Challenging Oppressive tional consideration of at-risk ment of Neuropsychological Func- Workbook for the Practice-to-The- Educational and Societal Prac- hearing impaired children” tions (The Psychological Corpo- ory Model (American College tices” in The Thought and Prac- (Speech, Language and Hearing ration). “The development and Personnel Association). New tice of Anti-Racist Teaching Services in the Schools). “Teach- use of rules in the acquisition Directions in Higher Education: (Routledge). “The Role of Eng- ers-as-researchers: Supporting of perceptual-motor skills” Applying New Developmental lish in Anglophone Africa” professional development” (Child Development). “Learning Findings (Jossey-Bass). “Higher (Monterey Review). (Volta Review). “Multihandi- to copy letters: A cognitive, education and the consumer capped, hearing impaired stu- rule-governed task” (Elementary society”, “Seasons of academic Susan Koff dents as thinkers and ‘feelers’” School Journal). “Confrontation life: Honoring our collective Assistant Professor of Dance (Volta Review). “Developing a naming in normally developing autobiography”, “The multi- Education functional encoding screening children: Word-retrieval or cultural curriculum and com- Department of Arts and program: Implications and word knowledge” (The Clinical munities of peace” (Liberal Humanities relationship to action based Psychologist). Education). “Education for a B.F.A., University of Arizona; research” (Volta Review). world lived in common with M.A., Teachers College, JoAnne Kleifgen others” (Education and Democ- Columbia University; Ed.D., Deanna Kuhn Associate Professor of Linguistics racy, College Board). Temple University Professor of Psychology and Education and Education SCHOLARLY INTERESTS: Department of Human Department of International Michelle G. Knight Dance education: urban set- Assistant Professor of Education Development and Transcultural Studies tings, teaching and curriculum. B.S., University of Illinois; B.A., Our Lady of the Lake of Department of Curriculum and SELECTED PUBLICATIONS: Ph.D., University of California San Antonio; M.A., The Uni- Teaching “The influence of dance train- at Berkeley versity of Alabama; Ph.D., B.A., Franklin and Marshall ing and foot position on land- University of Illinois College; M.A., Monterey Insti- SCHOLARLY INTERESTS: tute of International Studies; ing mechanics” (Medical Prob- Cognitive development across CHOLARLY INTERESTS: S Ph.D., University of California, lems of Performing Artists). the life span and implications Discourse analysis. Children’s Los Angeles “Experiment in education: for educational theory and second language and literacy Description of an urban high practice. development. Computers and SCHOLARLY INTERESTS: school’s arts-based program” communication in school and Equity issues in urban educa- (Impulse). “Dance science con- SELECTED PUBLICATIONS: at work. tion. Teacher education. Multi- siderations of dance educators” “A developmental model of cultural feminisms and feminist critical thinking” (Educational ELECTED PUBLICATIONS: (JOPERD). “The role of the S pedagogies. African-American Researcher). The Skills of Argu- “Assembling Knowledge” arts in the undergraduate cur- ment (Cambridge University (Research on Language and Social riculum” (Journal of General Press). “Children and adults as Interaction). “Problem-solving Education). intuitive scientists” (Psychologi- at a circuit board assembly cal Review). “Education for machine: A micro-analysis” Robert E. Kretschmer thinking: What can psychology (NCRVE). “Kreyol Ekri, Kreyol Associate Professor of Education contribute?” (Promoting Cogni- Li: Haitian children and com- and Psychology tive Growth Over the Life Span). puters” (Educational Horizons). Department of Health and “Achieving coherence in multi- Behavior Studies Lawrence Haruo Kushi Discourse B.S., M.A., Northwestern Uni- lingual interaction” ( Ella McCollum Vahlteich Profes- Processes). versity; Ph.D., University of Kansas sor of Human Nutrition Department of Health and L. Lee Knefelkamp SCHOLARLY INTERESTS: Behavior Studies Professor of Higher Education Teaching of the deaf and hard of A.B., Amherst College; Sc.D., Department of Organization hearing. Linguistics of English Harvard School of Public and Leadership and ASL. Literacy development. Health B.A., Macalester College; M.A., Text structure. School psychol- Ph.D., University of Minnesota ogy. Auditory streaming. SCHOLARLY INTERESTS: Nutritional epidemiology. Diet SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: and chronic disease risk. Nutri- Undergraduate curriculum. Reading and Hearing Impaired tion interventions to promote Curriculum transformation. Individuals (Alexander Graham Michelle G. Knight health. Complementary and Theories of student develop- Bell Association). “Metacogni- alternative health practices. Assistant Professor of Education

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SELECTED PUBLICATIONS: Hope Jensen Leichter “Prospective Study of Diet and Elbenwood Professor of Education Ovarian Cancer” (American Jour- and Director of the Elbenwood nal of Epidemiology). “Physical Center for the Study of the Family Activity and Mortality in Post- as Educator menopausal Women” (Journal of Department of International the American Medical Associa- and Transcultural Studies tion). “Healthy Implications of A.B., Oberlin College; Ph.D., Mediterranean Diets in Light of Harvard University Contemporary Knowledge” SCHOLARLY INTERESTS: (American Journal of Clinical Families and communities as Nutrition). “Dietary Antioxi- educators. Family memories and dant Vitamins and Death from narratives. Kinship networks Coronary Heart Disease in and grandparents as educators. Postmenopausal Women” (New The mediation of television by England Journal of Medicine). the family. Museum education Henry M. Levin for families. Families and school William Heard Kilpatrick Professor of SCHOLARLY INTERESTS: Leah B. Lapidus reform. Immigration, migration Economics and Education and Director, College students and multicul- Professor of Psychology and and family education. National Center for the Study of Privati- turalism. College and univer- Education sity leadership. Curriculum. SELECTED PUBLICATIONS: zation in Education (NCSPE) Department of Counseling and History of higher education. Kinship and Casework: Family Clinical Psychology Networks and Social Intervention SELECTED PUBLICATIONS: B.A., Ph.D., New York Uni- (Russell Sage Foundation). Henry M. Levin When Hope and Fear Collide: A versity; M.A., Teachers Col- Families and Communities as Edu- William Heard Kilpatrick Profes- Portrait of Today’s College Student lege, Columbia University cators (Teachers College Press). sor of Economics and Education (Jossey-Bass, 1998). Beating the SCHOLARLY INTERESTS: “The school and parents” (The and Director, National Center for Odds: How the Poor Get to College Stress and coping. Trauma Teachers Handbook). “The con- the Study of Privatization in Edu- (Jossey-Bass). “How the Acade- reduction. Child abuse identifi- cept of educative style” (Teachers cation (NCSPE) mic Profession is Changing” cation, intervention, and pre- College Record). “Family contexts Department of International (Daedalus, Fall 1997). When vention. Psychopathology and of television” (Educational Com- and Transcultural Studies Dreams and Heroes Died: A Por- schizophrenia. Legal issues in munication and Technology). B.S., New York University; trait of Today’s College Students diagnosis and treatment. Cross- “Families and museum” (Mar- M.A., Ph.D (Economics), Rut- (Jossey-Bass). cultural mastery of parent- riage and Family Review). gers University child intervention. Psychologi- Suniya S. Luthar SCHOLARLY INTERESTS: Associate Professor of Psychology cal differentiation and Nancy Lesko Economics of education. Cost- and Education reduction of violence in fami- Associate Professor of Education effectiveness analysis. School Department of Human lies, schools, and the commu- Department of Curriculum and reform. Educational vouchers. nity. Impact of early social Teaching Development SELECTED PUBLICATIONS: experience on brain function B.S., Georgetown University; B.Sc., M.Sc., Delhi University “Educational Vouchers: Effec- and psychophysiology in facili- M.S., University of Wisconsin- (India); Ph.D., Yale University tiveness, Choice, and Costs” tation of adaptive coping. Madison; Ph.D., University of SCHOLARLY INTERESTS: (Journal of Policy Analysis and Wisconsin-Madison Developmental psychopathol- SELECTED PUBLICATIONS: Management). “Educational Per- ogy and resilience among chil- “Cognitive control and reac- SCHOLARLY INTERESTS: formance Standards and the dren and families at risk. tions to stress: Conditions for Curriculum theory and history. Economy,” (Educational mastery in the anticipatory Conceptions of children and Researcher). “Accelerated SELECTED PUBLICATIONS: phase” (Proceedings of the Ameri- youth in theory and practice. Schools: A Decade of Evolu- Poverty and children’s adjustment. can Psychological Association). Gender issues in education. tion,” in International Handbook (Sage, 1999). “The construct of “Anxiety, Arousal, and Schizo- Service-learning curricula. of Educational Change (Kluwer resilience: A critical evaluation phrenia: A theoretical integra- Academic Publishers). “Raising and guidelines for future work” tion” (Psychological Bulletin). SELECTED PUBLICATIONS: “Denaturalizing adolescence: School Productivity: An X- (Child Development., in press). “Cross-cultural consistencies in Efficiency Approach” (Economics Developmental Psychopathology: prenatal perceptual patterns The politics of contemporary representations” (Youth & Soci- of Education). Perspectives on adjustment, risk, and prenatal practices” (Interna- and disorder. (Cambridge Uni- tional Journal of Prenatal and ety). “Past, present, and future Arthur E. Levine versity Press, 1997). “Rela- Prenatal Studies). conceptions of adolescence” (Educational Theory). “The President of Teachers College and tional Psychotherapy Mothers’ ‘leaky needs’ of school-aged Professor of Education Group: A developmentally mothers: An examination of B.A., Brandeis University; informed intervention for at- U.S. programs and policies” Ph.D., State University of New risk mothers” (Development and (Curriculum Inquiry). Reducing York at Buffalo Psychopathology, in press). the Risk: Schools as Communities of Support (Falmer Press).

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Dale Mann SCHOLARLY INTERESTS: Professor of Education Religion & spirituality, depres- Department of Organization sion and substance abuse, and Leadership related risk factors and protec- A.B., University of California tive factors. at Berkeley; Ph.D., Teachers SELECTED PUBLICATIONS: College, Columbia University “Intergenerational transmission SCHOLARLY INTERESTS: of parental bonding among Learning technology. Entertain- women” (Journal of the American ment and telecommunications Academy of Child & Adolescent contributions to educational Psychiatry). “Religion and improvement. International depression; Ten year follow-up school reform. The politics of of depressed mothers and off- schools and education. spring” (Journal of the American ELECTED UBLICATIONS Academy of Child & Adolescent S P : Jason H. Mateika “Home Again: Private and Pub- Psychiatry). “A case study of Assistant Professor of Movement tract with posterity” (U.S. lic Prospects for Internet Deliv- religious ceremony on a psychi- Department of Education Whitepa- ered Learning @ Home”. “Seri- Sciences and Education atric inpatient unit” in Bergin, per on Technology and Learning). ous Play” (Teachers College Record, A. & Richards, P.S. (Eds.) Spring 1996). “Technology and (APA Books). “Self-esteem and SELECTED PUBLICATIONS: Elizabeth Midlarsky depression; Ten year follow-up Achievement” (The American “Spontaneous baroreflex analy- School Board Journal, July 1997). Professor of Psychology and of depressed mothers and off- sis in non-apneic snoring indi- Education spring”, (Journal of Affective Making Change Happen? (Teach- viduals during NREM sleep” ers College Press). Department of Counseling and Disorders), (in press). (Journal of Sleep and Sleep Disor- Clinical Psychology ders Research). “Response of B.A., Brooklyn College of the Dennis E. Mithaug Victoria J. Marsick human tongue protrudor and Professor of Education and Co- City University of New York; Professor of Education retractors to hypoxia and M.A., Ph.D., Northwestern Department of Health and director, The J.M. Huber Institute hypercapnia” (American Journal University Behavior Studies for Learning in Organizations of Respiratory and Critical Care B.A., Dartmouth College; Department of Organization Medicine). “Long-term facilita- SCHOLARLY INTERESTS: Psychoeducational approaches M.A., M.Ed., Ph.D., Univer- and Leadership tion of upper airway respira- sity of Washington B.A., Notre Dame University; tory muscle activity in the cat” to mental and physical health M.I.P.A., Maxwell School; (Journal of Applied Physiology). in siblings of children with dis- SCHOLARLY INTERESTS: Ph.D., University of California “Co-activation of tongue pro- abilities, older adults, and Equal opportunity. Disabilities at Berkeley trudor and retractor muscle women. Altruism, helping and studies. Moral and political volunteerism. Life span and theory. Self-determination. SCHOLARLY INTERESTS: during chemoreceptor stimula- tion in the rat” (Journal of aging issues. Sex roles. Socioe- Self-regulation. Social Policy. Workplace learning. Learning motional facets of development. Special education leadership. organizations. International Physiology). models of management. SELECTED PUBLICATIONS: Robert O. McClintock “Competence and adjustment SELECTED PUBLICATIONS: Professor of History and Education among siblings of children Informal and Incidental Learning Department of Mathematics, with mental retardation” in the Workplace (Routledge). Science and Technology (American Journal of Mental Sculpting the Learning Organiza- A.B., Princeton University; Retardation). Altruism in Later tion (Jossey-Bass). Team Learn- M.A., Columbia University; Life (Sage). “Altruism through ing Survey (Organization Ph.D., Teachers College, the life course” (Family Caregiv- Design and Development). Columbia University ing Across the Lifespan). “The SCHOLARLY INTERESTS: generous elderly” (Psychology Jason H. Mateika and Aging). “Competence, reti- Assistant Professor of Movement Applications of digital technol- ogy to educational reform. Inter- cence and helping” (Developmen- Sciences and Education tal Psychology). Department of Biobehavioral action of political and educa- tional theory. Urban education. Studies Lisa Miller B.Sc., University of Guelph SELECTED PUBLICATIONS: Assistant Professor of Psychology (Canada); M.Sc., Ph.D., Uni- Power and Pedagogy: Transforming and Education versity of Toronto (Canada) Education Through Information Department of Counseling and SCHOLARLY INTERESTS: Technology (Institute for Learn- Clinical Psychology Exercise and breathing. Sleep ing Technologies). Man and His B.A., Yale College; Ph.D., disordered breathing and its Circumstances: Ortega as Educator University of Pennsylvania effect on cardio-respiratory (Teachers College Press). Dennis E. Mithaug function. “Renewing the progressive con- Professor of Education

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SELECTED PUBLICATIONS: Anna Neumann B.S., Boston University; SELECTED PUBLICATIONS: Learning to Theorize: A Four-Step Professor of Higher Education Ed.M., Ed.D., Teachers Col- “Highly tempting situations Strategy (Sage). Inclusive School- Department of Organization lege, Columbia University associated with abstinence, ing: National and International and Leadership SCHOLARLY INTERESTS: temporary lapse, and relapse Perspectives (Earlbaum). Equal B.A., University of Texas-Pan Power and authority relations. among participants in smoking Opportunity Theory (Sage). Self- American; M.A., Pan American Influence of diversity, authority cessation programs” (Journal of Regulation Theory: How Optimal Universiy; Ph.D., University of and identity on relationships at Consulting and Clinical Psychol- Adjustment Maximizes Gain Michigan work. Gender issues. ogy, 1987). “Reversal theory (Praeger). and smoking: a state-based SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: approach to ex-smokers’ highly Scholarly learning in lifespan “Clarence Thomas, Anita Hill Jane A. Monroe perspective. Professors and their tempting situations” (Journal of Associate Professor of Statistics and and us: A group relations per- Consulting and Clinical Psychol- intellectual careers. Learning spective” (Journal of Applied Education and teaching in higher educa- ogy, 1990). “Why rational peo- Department of Human Behavior Science). “The tiller of ple do irrational things: The tion. Women’s scholarly devel- authority in a sea of diversity: Development opment. Academic cultures. theory of psychological rever- B.A., Midwestern University; Empowerment, and disempow- sals” (Journal of Psychosocial Educational inquiry. The learn- erment, and the politics of M.S., University Wisconsin at ing of research. Nursing, 1991). “Coping in real Madison; Ed.D., Teachers Col- identity” (New Paradigms of time: Using ecological momen- lege, Columbia University SELECTED PUBLICATIONS: Leadership in the 21st Century: tary assessment techniques to “Learning the practice of edu- Diversity and Consultation). “Self assess coping with the urge to SCHOLARLY INTERESTS: cational research” (in Issues in and identity in career develop- Probability. Statistical infer- smoke” (Research in Nursing and Education Research: Problems and ment: Implication for theory Health, 1998). ence. Multivariate techniques. Possibilities) “On experience, and practice” (Journal of Coun- Psychological factors that relate memory and knowing: A Post- seling and Development). Honor O’Malley to performance in statistics, Holocaust (auto)biography” cognitive abilities and attitudes. Associate Professor of Audiology (Curriculum Inquiry). Learning Kathleen A. O’Connell Department of Biobehavioral SELECTED PUBLICATIONS: from our lives: Women, research, Isabel Maitland Stewart Chair of Studies Introductory Statistics (Scott and Autobiography in education Nursing Education B.A., Marymount Manhattan Foresman). (Teachers College Press). “Col- Department of Health and College; M.S., Ph.D., Purdue lege planning: A cultural per- Behavior Studies University Gary Natriello spective” (in Journal for Higher B.S.N., College of Mount Professor of Sociology and Education Management). St.Joseph-on-the-Ohio SCHOLARLY INTERESTS: Education M.A., Ph.D., University of Function of the normal ear. Department of Human Nel Noddings Kansas Psychoacoustics and auditory Development Professor of Philosophy and physiology. Intraoperative SCHOLARLY INTERESTS: monitoring of hearing during A.B. Princeton University; Education Behavior change. Smoking ces- neurotologic surgery. A.M., Ph.D. Stanford Department of Arts and sation and relapse. Reversal University Humanities theory. SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: B.A., Montclair State College; “Influence of Temporal Mask- Social organization of online M.A., Rutgers University; ing on Click-Pair Discrim- learning. Social dimensions of Ph.D., Stanford University inability” (Perception and Psy- chophysics). “Two-Tone Auditory performance assessment. School SCHOLARLY INTERESTS: Spectral Resolution” (Journal of and classroom organization. Philosophy of education with the Acoustical Society of America). Schooling for at risk-youth. special interest in feminist “Relationship Between Psy- ethics, moral education and SELECTED PUBLICATIONS: chophysical Tuning Curves and mathematics education. From Cashbox to Classroom: The Suppression” (Journal of the Impact of the Quality Education SELECTED PUBLICATIONS: Acoustical Society of America). Act in New Jersey. (Teachers The Challenge to Care in Schools “The Relationship Between College Press). “The impact of (Teachers College Press). Car- Loudness-Intensity Functions evaluation processes on stu- ing: A Feminine Approach to and the Click-ABR Wave V dents” (Educational Psychologist). Ethics and Moral Education (U. Latency Functions” (Ear and “The Effectiveness of the Title I California). Educating for Intelli- Hearing). “Cross-modality Compensatory Education Pro- gent Belief or Unbelief (Teachers Matching and the Loudness gram: 1965–1997” (Journal of College Press). Philosophy of Growth Function for Click Education for Students Placed At Education (Westview). Stimuli” (Journal of the Acousti- Risk). The Development and cal Society of America). Impact of High Stakes Testing Debra A. Noumair (Harvard Civil Rights Project). Associate Professor of Psychology and Education Kathleen A. O’Connell Department of Organization Isabel Maitland Stewart Chair of and Leadership Nursing Education

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Margaret Terry Orr influences on individual behav- ogy of Education and Socializa- place Basic Education Pro- Associate Professor of Education ior and attitudes in organiza- tion, vol. 12 (JAI Press). “The grams?” (Adult Learning). Department of Organization tions” (Organizational Behavior effects of schooling on individ- “Understanding dropout in an and Leadership and Human Decision Processes). ual lives” (in Handbook of Sociol- urban worker education pro- B.A., Denison College; M.A., “The relationship between sat- ogy and Education). gram: Retention patterns, Ed.M., Ph.D., Teachers Col- isfaction, attitudes and perfor- demographics, student percep- lege, Columbia University mance: An organizational level Rupal Patel tions, and reason given for early analysis” (Journal of Applied Assistant Professor of Speech departure” (Urban Education). SCHOLARLY INTERESTS: School restructuring and Psychology). and Language reform. Problem solving and Department of Biobehavioral Elissa L. Perry organizational change. School- Celia Oyler Studies Assistant Professor of Psychology to-work transition for sec- Assistant Professor of Education B.Sc., University of Calgary; and Education ondary and post-secondary edu- Department of Curriculum and M.H.Sc., Ph.D., Universiy of Department of Organization cation. Dropout prevention. Teaching Toronto and Leadership B.S., Southern Connecticut B.S., Trinity College; M.S., Evaluation and action research. SCHOLARLY INTERESTS: State College; M.Ed., Univer- Alternative and augmentative Ph.D., Carnegie Mellon SELECTED PUBLICATIONS: sity of Vermont; Ph.D., Uni- communication. Motor speech University Opportunities and Choices: Lessons versity of Illinois at Chicago Learned From a Community Youth disorders. Information transmis- SCHOLARLY INTERESTS: Services Effort (Peter Lang Pub- SCHOLARLY INTERESTS: sion using assistive technology. Social cognition and human Issues of power. Equity and resource decision making. The lishing, Inc., in press). Keeping SELECTED PUBLICATIONS: Students in School (Jossey-Bass). social justice. Inclusion of stu- “Prosody conveys information effects of demographic charac- Evaluating School-to-Work Tran- dents with disabilities in gen- in severely impaired speech” teristics on human resource sitions (National Institute on eral education. (Proceedings of the European Speech judgments and organizational behavior. Diversity training and Work and Learning). “Linking SELECTED PUBLICATIONS: Community Association Workshop secondary schools and commu- Making Room For Students: Shar- on Dialogue and Prosody). sexual harassment awareness nity colleges for school-to-work ing Teacher Authority in Room “Teachable interfaces for indi- training effectiveness. The role transition” (Journal of Research 104 (Teachers College Press). viduals with severe physical and of national culture and technol- Vocational Education, in press). “Teaching beyond the progres- speech disabilities” (with D. ogy in the performance feed- sive-traditional dichotomy: Roy in American Association for back process. Cheri Ostroff Sharing authority and sharing Artificial Intelligence Workshop on SELECTED PUBLICATIONS: Associate Professor of Psychology vulnerability” (Curriculum Assistive Technology). “Identify- “A closer look at the effects of and Education Inquiry). “Sharing authority: ing salient prosodic aspects of subordinate-supervisor age dif- Department of Organization Student initiations during dysarthric vocalizations” (Pro- ferences” (Journal of Organiza- and Leadership teacher-led read-alouds of ceeding of the International Society tional Behavior). “A cognitive B.A., University of Texas- information books” (Teacher and for Alternative and Augmentative approach to understanding dis- Austin; M.A., Ph.D., Michigan Teacher Education). “Them and Communication). crimination: A closer look at State University us: Finding irony in our teach- applicant gender and age” ing methods” (Journal of Cur- Dolores Perin (Research in Personnel and Human SCHOLARLY INTERESTS: Human resource management riculum Studies) Associate Professor of Psychology Resources Management). “Moderat- systems and firm performance. and Education ing effects of personal and con- Levels of analysis issues. Per- Aaron Pallas Department of Health and textual factors in age discrimi- son-organization fit. Socializa- Professor of Sociology and Behavior Studies nation” (Journal of Applied tion of newcomers. Selection. Education B.A., Ph.D., University of Psychology). “Explaining gender- Training. Department of Human Sussex based selection decisions: A syn- Development SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: B.A., University of Virginia; “Moving HR to a higher level: Reading and writing disabili- Ph.D., Johns Hopkins ties in children and adults. Human resource practices and University organizational effectiveness” (in Curriculum and pedagogy in Multilevel Theory, Research, and SCHOLARLY INTERESTS: community colleges. Adult and Methods in Organization, Jossey- Educational stratification, soci- workplace literacy. ology of the life course, Bass). “Meta-analysis, level of SELECTED PUBLICATIONS: analysis, and best estimates of research methodology, school “Professionalizing adult liter- population correlations: Cau- effects and effectiveness, and acy: Would a credential help?” tions for interpreting meta- social organization of schools. (Journal of Adolescent and Adult analytic results in organiza- SELECTED PUBLICATIONS: Literacy). “Workplace literacy tional behavior” (Journal of “Rites and wrongs: Institu- assessment” (Dyslexia). “Assess- Applied Psychology). “Self-other tional explanation for the ing the reading-writing relation agreement: Does it really mat- course scheduling in urban in adult literacy students” ter?” (Personal Psychology). “The high schools” (American Journal (Reading Psychology). “What Elissa L. Perry effects of climate and personal of Education). Research in Sociol- should workers learn in work- Assistant Professor of Psychology and Education

77 F ACULTY thesis of contextual and cogni- Lenore Pogonowski (Lawrence Erlbaum Associates). tive approaches” (Academy of Associate Professor of Music “A Review of Bialystok’s Com- Management Review). Education munication Strategies” (Issues in Department of Arts and Applied Linguistics). Lisa Ann Petrides Humanities Assistant Professor of Education B.S., Western Connecticut Patricia M. Raskin Department of Organization State University; M.A., Uni- Associate Professor of Psychology and Leadership versity of Connecticut; and Education B.S., University of California; D.M.A., Temple University Department of Counseling and M.B.A., Sonoma State Univer- Clinical Psychology SCHOLARLY INTERESTS: sity; Ph.D., Stanford University B.S., M.Ed., Pennsylvania State Development of musicality. University; Ph.D., New York SCHOLARLY INTERESTS: Musical creativity and problem University Management systems and infor- solving. Metacognition. Inter- mation technology. Higher disciplinary arts education. SCHOLARLY INTERESTS: education and workforce prepa- Career development of women. SELECTED PUBLICATIONS: ration. Access and equity in Identity. Work/family issues. “Critical thinking and music math and science education. SELECTED PUBLICATIONS: listening” (Music Educators Jour- Linda C. Powell SELECTED PUBLICATIONS: nal). “Metacognition: A dimen- Vocational Counseling (Farber, Associate Professor of Psychology Case Studies On Information Tech- sion of musical thinking” B.A., Brink, D.C., & Raskin, nology in Education. “Higher (Dimensions of Musical Think- and Education P.M., 1996). The Psychotherapy Education and Professional ing). “Attitudinal assessment of of Carl Rogers: Cases and Com- Preparation” (The Encyclopedia upper elementary students in a mentary (Guilford) “The rela- of Third World Women). A Gen- process-oriented music curricu- tionship between coping styles, dered Construction of Engineering lum” (Journal of Research in (Transformations). “Interpreting attachments and career salience in the Academic Context in Science Music Education). “Creative Arts social defenses: Family group in in partnered working women Coeducation: Viewpoint from Gen- Laboratory” (Final Report-U.S. Philadelphia public schools” with children” (Journal of der, Race and Ethnic Perspectives Department of Education, (Chartering Urban School Reform: Career Assessment). “Career (National Association of Fund for Innovative Education). Reflecting on Urban High Schools maturity: The construct’s Research in Science Teaching). “Arts curricula in transition” in the Midst of Change, Teachers validity, vitality, and viability” (Journal of Aesthetic Education). College Press). (Career Development Quarterly). Stephen T. Peverly “Experience, critical thinking Associate Professor of Psychology and problem solving in music James E. Purpura Susan L. Recchia and Education teacher preparation” (Music Assistant Professor of Linguistics Associate Professor of Education Department of Health and Educators Journal). and Education Department of Curriculum and Behavior Studies Department of Arts and Teaching B.A., Manhattan College; M.S., Linda C. Powell Humanities B.A., University of California Ed.S., State University of New Associate Professor of Psychology B.A., Marietta College; M.A., at Santa Cruz; M.A., California York of Albany; Ph.D., Penn- and Education University of Colorado; Ph.D., State University at Northridge; sylvania State University Department of Organization University of California, Los Ph.D., University of California SCHOLARLY INTERESTS: and Leadership Angeles at Los Angeles Cognition and instruction, B.S., Northwestern University; SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: studying, memory. M.Phil., George Washington Second language assessment; Social and emotional develop- University; Ph.D. George SELECTED PUBLICATIONS: SL acquisition theory; and Syn- ment of young children. Adult- “The effect of adjunct ques- Washington University tactic and Conversational child relationships across con- tions and feedback on improv- SCHOLARLY INTERESTS: analysis. Effects of socio-psy- texts. Infants and preschoolers ing the reading comprehension Group relations theory. Urban chological background charac- with special needs. of learning disabled adoles- school reform efforts. Profes- teristics on SL performance. SELECTED PUBLICATIONS: cents” (Contemporary Educational sional development/graduate SELECTED PUBLICATIONS: “Social Communication and Psychology). “Curriculum based education for educators. Strategy Use and Second Language Response to Ambiguous Stim- assessment of reading skills” SELECTED PUBLICATIONS: Test Performance. (Cambridge uli in Toddlers with Visual (Psychology in the Schools). “An Off-White: Essays on Society, Race University Press). “An Analysis Impairments” (Journal of overview of the potential and Culture (Routledge Press). of the Relationships between Applied Developmental Psychol- impact of cognitive psychology “Facing reality: Using Racial Test Takers’ Cognitive and ogy). “Establishing Intersubjec- on school psychology” (School Identity Theory with urban Metacognitive Strategy Use tive Experience: Developmental Psychology Review). “Problems of public schools” (Racial Identity and Second Language Test Per- Challenges for Young Children knowledge-based explanations Development Theory: Applications formance” (Language Learning). with Congenital Blindness and of memory and development” to Individual, Group, and Organi- The development and construct val- Autism and their Caregivers” (Review of Educational Research). zational Interventions, Lawrence idation of an instrument designed (Blindness and Psychological Erlbaum Associates). “In our to investigate the cognitive back- Development in Young Children). own hands: Diversity literacy.” ground characteristics of test takers “The issue of Multiple Path-

78 F ACULTY ways in the development of SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: handicapped children” (Issues in Health care administration. Differential item functioning. the Developmental Approach to Health care law. Nursing Estimation and modeling Mental Retardation). “Self-evalu- administration and education. issues in item response theory. Mono- ation in young children” ( Consumer satisfaction with SELECTED PUBLICATIONS: graphs of the Society for Research in health care. Humanistic appli- Fundamentals of Item Response Child Development). cations in health care delivery. Theory (with R. K Hambleton SELECTED PUBLICATIONS: & H. Swaminathan; Sage); “A D. Kim Reid The Empathy Construct Rating comparison of the logistic Professor of Education Scale (Consulting Psychology regression and Mantel-Haen- Department of Curriculum and Press). The LaMonica Empathy szel procedures for detecting Teaching Profile (Consulting Psychology differential item functioning” B.A., Montclair State Univer- Press). Management in Health (with H. Swaminathan, Applied sity; M. Ed., Temple Univer- Care: A Theoretical and Experien- Psychological Measurement); sity; Ph.D., Temple University tial Approach (Macmillan). “Detecting differential item SCHOLARLY INTERESTS: Management in Nursing: An functioning using logistic Social and individual forces in Experiential Approach that Makes regression procedures” (with learning. Cognitive approaches Craig E. Richards Theory Work for You (Springer). H. Swaminathan, Journal of to learning disabilities. Professor of Education Educational Measurement). Francisco L. Rivera-Batiz SELECTED PUBLICATIONS: “Scaffolding: A broader view” Associate Professor of Economics Ernst Z. Rothkopf (Journal of Learning Disabilities, Craig E. Richards and Education Cleveland E. Dodge Professor of 1999). “Narrative knowing: Professor of Education Department of International Telecommunications and Education Basis for a school-university Department of Organization and Transcultural Studies Department of Human Devel- partnership” (Learning Disabili- and Leadership A.B., Cornell University; opment and Department of ties Quarterly, 1997). Language B.S., University of Wisconsin at Ph.D., Massachusetts Institute Mathematics, Science and development, differences, and disor- Green Bay; M.S., University of of Technology Technology Wisconsin at Milwaukee; M.A., ders: A perspective for general and SCHOLARLY INTERESTS: A.B., Syracuse University; special education teachers and Ph.D., Stanford University Education and economic devel- M.A., Ph.D., University of classroom-based speech language SCHOLARLY INTERESTS: opment. Ethnicity and gender Connecticut pathologists (Austin, TX: PRO- School finance. Institutional in the labor market. Immigrants SCHOLARLY INTERESTS: ED, 2000). La colaboración en incentives. Market approaches and education. The Latino pop- Psychology of human learning el aula como medio dy ayuda a to education. Performance ulation of the United States. and instruction. Information accountability systems. Strate- los alumnos con dificultades de SELECTED PUBLICATIONS: technology in education. Man- apredizaje del languaje (Edi- gic management and organiza- Tigers in Distress: The Political agement of training. ciones Pirámide, Madrid, tional learning concepts. Economy of the East Asian Crisis Spain, 2000). SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: (Edward Elgar Publishers). “Adjunct aids and the control Risky Business: Private Manage- Island Paradox: Puerto Rico in of Mathemagenic Activities ment of Public Schools (Economic the 1990s (Russell Sage Foun- during purposeful reading” Policy Institute). Rethinking dation). Reinventing Urban Edu- (Reading Expository Materials). Effective Schools (Prentice-Hall). cation: Multiculturalism and the “Statistical inference of individ- Microcomputer Applications for Social Context of Schooling ual styles in purposeful read- Strategic Management in Educa- (IUME Press). “Undocumented ing” (Mathematical and Statisti- tion: A Case Study Approach Workers in the Labor Market: cal Models in Behavioral (Longman). Illegal Mexican Immigrants in Research). “Persistence in mem- the United States” (Journal of ory of the surface organization Elaine L. Rigolosi Population Economics). of simple maps as performance Professor of Nursing Education aids” (Information Design Department of Organization H. Jane Rogers Journal). “Particularization: and Leadership Associate Professor of Psychology Inductive [Speeding] of Rule- B.S., Columbia Union College; and Education Governed Decisions by Narrow M.N., University of Florida; Department of Human Application Experience” (Jour- Ed.D., University of Massachu- Development nal of Experimental Psychology: setts; J.D., Benjamin N. Car- B.A., University of New Eng- Learning, Memory and Cognition). dozo School of Law, land (Australia); M.Ed., Ph.D., Yeshiva University University of Massachusetts

D. Kim Reid Professor of Education

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Mordecai Rubin SCHOLARLY INTERESTS: School Reform: Legitimacy, Professor of Spanish Curriculum and teaching his- City Growth and School Department of Arts and tory, theory and practice. Improvement in Chicago” Humanities Teacher preparation. Caring (Educational Policy) “Corporate A.B., Rutgers University; and values education. Religious Involvement in School Reform” Ph.D., University of Maryland education. in Clarence Stone (Ed.) Chang- ing Urban Education SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: (University Applied and historical linguis- Growing Up Caring: Exploring Press of Kansas). “The Invisible tics in the teaching of Spanish. Values and Decision-Making Hand: Big Business and Distance learning. Poetry in (McGraw Hill). “Supervision in Chicago School Reform” Spanish. historical perspective” (1992 (Teachers College Record ). ASCD Yearbook: Supervision). SELECTED PUBLICATIONS: Marjorie Siegel Una Poetica Moderna (Univer- “Curriculum implementation” (AERA Handbook on Research on Associate Professor of Education sity of Alabama Press and Department of Curriculum and National University of Mexico Curriculum). “Promise and Pos- sibility: Learning to Teach” Teaching Press). “The image of the lan- B.S., University of Wisconsin guage teacher” (Journal of Eng- (Teachers College Record, 1998). (Madison); M.S., Ed.D., Indi- Stephen J. Silverman lish as a Second Language). “A ana University modern methodology for teach- Keith Sheppard Professor of Education ing Chinese” (Journal of the Assistant Professor of Science SCHOLARLY INTERESTS: American Association of Teachers Education Reading in mathematics class- of Chinese). Department of Mathematics, rooms. Cultural and critical SELECTED PUBLICATIONS: Science and Technology perspectives on literacy educa- “Task structures, student prac- John Saxman B.Sc., Liverpool University; tion. Literacy and the arts. tice, and student skill level in P.G.C.E., Christ’s College, Liv- Professor of Speech Pathology and SELECTED PUBLICATIONS: physical education” (Journal of erpool University; Ed.D., Chair of the Department of Biobe- Reading Counts: Expanding the Education Research). “The unit of Teachers College analysis in field research: Issues havioral Studies Role of Reading in Mathematics and approaches to design and B.A., San Diego State Univer- SCHOLARLY INTERESTS: Classrooms (Teachers College data analysis” (Journal of Teach- sity; M.S., Ph.D., Purdue Student scientific understand- Press). “Critical approaches” ing in Physical Education). University ing and conceptual change (Handbook of Research on learning. The role of computers Reading, Vol. 3). “Supporting “Teacher feedback and achieve- SCHOLARLY INTERESTS: and technology in science and students’ mathematical ment in physical education: Communication disorders. science teacher education. inquiries through reading” Interaction with student prac- Phonatory behaviors across Journal for Research in Mathe- tice” (Teaching and Teacher Edu- SELECTED PUBLICATIONS: ( the life-span. Experimental matics Education). “More than cation). Proposals that work: A Phonetics. “Index of Refraction: Teacher guide for planning dissertations and Kit” (Scientific American). words: The generative power of SELECTED PUBLICATIONS: transmediation for learning” grant proposals (4th ed.) (Sage). Introduction to Communication Dorothy Shipps (Canadian Journal of Education). Frank L. Smith, Jr. Disorders (Prentice-Hall). Assistant Professor of Education Associate Professor of Education “Acoustic observations in Department of Organization Stephen J. Silverman Department of Organization young children’s non-cry vocal- and Leadership Professor of Education and Leadership ization” (Journal of the Acoustical B.A., University of California; Department of Health and B.A., Yale University; M.S., Society of America). “A compari- M.A., University of California; Behavior Studies Memphis State University; son of selected phonatory Ph.D., Stanford University B.S., Temple University; M.S., behaviors of healthy aged and Washington State University; Ed.D., Teachers College, young adults” (Journal of Speech SCHOLARLY INTERESTS: Ed.D., University of Massachu- Columbia University History and politics of urban and Hearing Research). setts at Amherst SCHOLARLY INTERESTS: school reform. Private interests Organizational theory. Urban in school governance. Organiza- SCHOLARLY INTERESTS: Frances Schoonmaker Physical education. Research high schools. School assessment. Associate Professor of Education tional and institutional analysis. on teaching. Research method- SELECTED PUBLICATIONS: Department of Curriculum and SELECTED PUBLICATIONS: ology. Language in the Classroom Teaching Reconstructing the Common Good (Teachers College Press). “The B.A., University of Washing- in Education: Coping with large city high school” (NASSP ton; M.A., George Peabody Intractable American Dilemmas Bulletin). “Admissions policy” College for Teachers, (co-author, Stanford University (New York City High Schools). Vanderbilt University; Ed.D., Press) “The Politics of Urban Teachers College, Columbia University

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Thomas Sobol SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: Christian A. Johnson Professor of The Computer in the School: Tutor, Cross-cultural communication Outstanding Educational Practice Tool, Tutee (Teachers College and classroom interaction. Department of Organization Press). “Communicative Tech- Diversity and teacher educa- and Leadership nology and the Emerging tion. Bicultural/bilingual cur- A.B., Harvard College; A.M. in Global Curriculum” (ACM Sic- riculum. Parental involvement Teaching, Harvard Graduate cue Outlook). “The use of the in bilingual/bicultural educa- School of Education; Ed.D., computer in teaching mathe- tion. Spanish language arts. Journal of Technology and Teachers College, Columbia matics” ( SELECTED PUBLICATIONS: University Teacher Education). “Educational “Stories about differences in a problems and solutions incorpo- SCHOLARLY INTERESTS: collaborative with middle rating technology” (in Spanish, Education policy. Elementary school students” (Theory into Memorias: Il Congresso Colobiano and secondary education Practice). “Language, culture de Informatica Educativa). reform. Public school gover- and literacy in Puerto Rican nance and finance. The devel- communities” (Literacy in Stephen J. Thornton opment of reflective education Diverse Communities). “Recast- Associate Professor of Social practitioners. ing frames: Latino parent Graeme L. Sullivan Studies and Education involvement” (Policy and Prac- SELECTED PUBLICATIONS: Department of Arts and tice in Bilingual Education: Your Child in School (Arbor Associate Professor of Art Education Humanities Extending the Foundations). House). “Revising the New B.A., M.A., University of “Language minorities: Moving York State Social Studies Cur- Newcastle (Australia); Diploma from the periphery to the cen- riculum” (Teachers College Graeme L. Sullivan of Education, Mitchell College ter?” (Educational Forum). Record). Teaching in Cities (Whit- Associate Professor of Art Education (Australia); A.M., Ph.D., Stan- bread PLC). “Beyond standards: Department of Arts and ford University Mun C. Tsang The rest of the agenda” (Teachers Humanities SCHOLARLY INTERESTS: Professor of Education College Record). SCHOLARLY INTERESTS: Social studies education. Cur- Department of International Cognition and artistic practice riculum studies. Teaching poli- and Transcultural Studies Gita Steiner-Khamsi and research methods for arts cies and educational practice. B.S., M.S., Massachusetts Insti- Associate Professor of Education disciplines. Teaching of history. tute of Technology; M.A., Department of International Ph.D., Stanford University and Transcultural Studies SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: B.A., M.A., Ph.D., University Seeing Australia: Views of Artists “Teacher as a curricular- SCHOLARLY INTERESTS: of Zurich and Artwriters (Piper Press). instructional gatekeeper in Costs and financing of educa- “Critical Interpretive Inquiry: social studies” (Handbook of tion. Chinese education policy. SCHOLARLY INTERESTS: A Qualitative Study of Five Research on Social Studies Teach- Education and economic devel- Educational transfer and glob- Contemporary Artists’ Ways of ing and Learning). “Toward the opment. alization from an international Seeing” (Studies in Art desirable in social studies SELECTED PUBLICATIONS: comparative perspective. Civic Education). “Beyond the Quan- teaching” (Advances in Research “Financial reform of basic edu- literacy and political socializa- titative and Qualitative Divide: on Teaching, Vol. 4: Case Studies cation in China” (Economics of tion. Forced and voluntary Research in Art Education as of Teaching and Learning in Education Review). “Cost analy- migration, multiculturalism Border Skirmish” (Australian Social Studies). “The social stud- sis of educational inclusion of and educational policy studies. Art Education). Critical Influence: ies near century’s end: Recon- marginalized population” Colonial and postcolonial stud- Interactive CD-ROM (University sidering patterns of curriculum (UNESCO). “The impact of ies in education. of New South Wales). and instruction” (Review of surplus schooling on worker SELECTED PUBLICATIONS: Research in Education, Vol. 20). productivity” (Industrial Rela- Multicultural Educational Poli- Robert P. Taylor The Curriculum Studies Reader tions). “The development of cies in Postmodern Societies (Leske Associate Professor of Computing (editor with David Flinders, human capital in an emerging & Budrich, Germany). “Trans- and Education Routledge Press). economic: The case of Shen- ferring Education, Displacing Department of Mathematics, zhen China” (China Quarterly). Reform” (Comparative Studies Science and Technology Maria Emilia Torres-Guzman Series). “Minority-Inclusive B.A., Denison University; Associate Professor of Bilingual Hervé Varenne History Curricula in Secondary B.D., M.A., University of Education Professor of Education and Chair Schools: Adopting Methods of Chicago; Ed.D., Teachers Col- Department of International of the Department of International Comparison and Multiperspec- lege, Columbia University and Transcultural Studies tivity” (European Journal of B.A., Universidad de Puerto and Transcultural Studies SCHOLARLY INTERESTS: Intercultural Studies License-ès-Lettres, Université ). Computer-based technology in Rico; M.A., University of Michigan; M.A., d’Aix-Marseille; M.A., Ph.D., education, across the curricu- University of Chicago lum, and around the world, Ph.D., Stanford University including its utility for human survival in a balanced ecosystem.

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SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: Barbara C. Wallace Culture and communication Composing A Teaching Life Associate Professor of Health theory. Comparative study of (Heinemann, Boynton/Cook). Education education in and out of school. On Writing Qualitative Research: Department of Health and Family structure. Living by Words (Falmer). “Hor- Behavior Studies A.B., Princeton University; SELECTED PUBLICATIONS: rorscapes: (In)Forming adoles- Ambiguous Harmony (Ablex). cent identity and desire” (Jour- M.A., Ph.D., City University American School Language (Irv- nal of Curriculum Theorizing). of New York ington). Americans Together “Opening moves: Conversa- SCHOLARLY INTERESTS: (Teachers College Press). Suc- tions on the first year of teach- Primary, secondary and tertiary cessful Failure (Westview). Sym- ing” (English Education). violence prevention in school- bolizing America (Nebraska). and community-based settings. Bruce R. Vogeli Domestic violence. Addictions Frances K. Vavrus Clifford Brewster Upton Professor and dependencies, especially to Assistant Professor of Education of Mathematics crack and cocaine. Drug abuse Betty Lou Whitford Department of Mathematics, Department of International and HIV/AIDS. Health promo- Professor of Education and Science and Technology and Transcultural Studies tion in multicultural settings. Director, NCREST B.A., Purdue University; M.A., B.S., Mount Union College; Diversity training for multicul- University of Illinois at Urbana- A.M., Kent Sate University; tural competence. Champaign; Ph.D., University Ph.D., University of Michigan SELECTED PUBLICATIONS: Betty Lou Whitford of Wisconsin-Madison SCHOLARLY INTERESTS: Ending Violence in the Lives of Professor of Education and SCHOLARLY INTERESTS: International and comparative The Chemically Dependent: A mathematics education. Educa- Director, NCREST Development theory and his- Clinician’s Guide (in press, Department of Curriculum and tory. Gender issues in tion of the mathematically Jason Aronson). Adult Children gifted. Teaching education. Education and of Dysfunctional Families: Preven- A.B., M.A.T., Ph.D., Univer- demographic change. Educa- SELECTED PUBLICATIONS: tion, Intervention and Treatment sity of North Carolina at tional reform in Africa. SBG Mathematics (six-book for Community Health Promotion Chapel Hill (Praeger). Crack Cocaine: A SELECTED PUBLICATIONS: series, Silver Burdett and Ginn.) Special Schools for the Practical Treatment Approach for SCHOLARLY INTERESTS: “Governmentality in an era of Education reform, school-uni- ‘empowerment’: The case of Mathematically Talented — an the Chemically Dependent (Brun- International Pandrama (Lampa- ner/Mazel). The Chemically versity partnerships, Profes- Tanzania” (Educational Knowl- sional Development Schools. edge: Changing Relationships dia Foundation.) Houghton Mif- Dependent: Phases of Treatment between the State, Civil Society, flin Mathematics (seven-book and Recovery (Brunner/Mazel). SELECTED PUBLICATIONS: and the Educational Community). series; Senior Author). “Assessment and accountability “Gender and educational James D. Westaby in Kentucky: How high stakes research, policy, and practice in Cally L. Waite Assistant Professor of Psychology affect teaching and learning” Sub-Saharan Africa: Theoretical Assistant Professor of History and and Education (International Handbook of Educa- and empirical problems” Education Department of Organization tional Change, 1998); “Of (Women and Education in Sub- Department of Arts and and Leadership promises and unresolved puz- Saharan Africa: Power, Opportu- Humanities B.A., University of Wisconsin; zles: Reforming teacher educa- nities, and Constraints). B.A., New College; M.A., Ph.D., University of Illinois tion through Professional Devel- Stanford University; Ed.D., opment Schools” (NSSE SCHOLARLY INTERESTS: Ruth Vinz Harvard University Yearbook, 1999); Accountability, Work attitudes and motiva- Assessment, and Teacher Commit- Associate Professor of English SCHOLARLY INTERESTS: tion. Organizational change ment: Lessons from Kentucky’s reform Education and Chair of the The transformation of higher and development. Customer education in the late 19th cen- efforts (SUNY Press, 2000); Knit- Department of Arts and satisfaction. Job search and ting It All Together: Collaborative Humanities tury; education for African reemployment. Americans in the north during teacher education in Southern Maine B.S., Montana State University; SELECTED PUBLICATIONS: the 19th century; the history of (AACTE, in press). M.A., Boise State University; “Factors Underlying Behavioral teacher training. Ph.D., New York University Choice: Testing a New Reasons ELECTED UBLICATIONS SCHOLARLY INTERESTS: S P : Theory Approach” (Journal of Changes in the nature and “The Invisible ‘Talented Applied Social Psychology). “Pres- structure of English class- Tenth’, Women and Dubois,” ence of Others and Task Perfor- rooms. Research on teaching in Feminist Engagements, (Rout- mance in Japan and the United English. Representation in ledge Press, in Press). States: A Laboratory Investiga- research. Multicultural and tion” (International Journal of Interdisciplinary education. Psychology). “Self-Reported Rea- Adolescent readers and writers. sons: A Test and Application of Reasons Theory of Occupa- tional Behavior” (Basic and Applied Social Psychology).

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Joanna P. Williams Bilingual Approach to Teaching Professor of Psychology and Young Children (Addison-Wes- Education ley). “Does practice lead the- Department of Human ory? Teachers’ constructs Development about teaching: Bottom-up A.B., Brown University; perspectives” (Advances in Ed.M., Harvard University; Early Education and Day Care, M.S., Ph.D., Yale University vol. 8, Jai Press). SCHOLARLY INTERESTS: Text comprehension. Begin- Christine J. Yeh ning reading. Students with Assistant Professor of Psychology learning disabilities and other and Education at-risk students. Department of Counseling and Clinical Psychology SELECTED PUBLICATIONS: B.A., Swarthmore College; “Improving the comprehension Ed.M., Harvard University; of disabled readers” (Annals of Ph.D., Stanford University Lyle Yorks Dyslexia). “Teaching decoding Karen Kepler Zumwalt with an emphasis on Phoneme SCHOLARLY INTERESTS: Associate Professor of Adult and Professor of Education on the Analysis and Phoneme Blend- Cultural conceptualizations of Continuing Education Evenden Foundation ing” (Journal of Educational self, coping, and mental Department of Curriculum and Psychology). “Learning-disabled health. Cross-cultural school Teaching adolescents’ difficulties in solv- counseling. B.A., Mount Holyoke College; M.A.T., Harvard University; ing personal/social problems” SELECTED PUBLICATIONS: Lyle Yorks (Teaching Decision-Making to “Interdependence in ethnic Associate Professor of Adult and Ph.D., University of Chicago Adolescents). “Comprehension of identity and self: Implications Continuing Education SCHOLARLY INTERESTS: students with and without for theory and practice” (Jour- Department of Organization Curriculum. Teaching. Teacher learning disabilities: Identifi- nal of Counseling and Develop- and Leadership education. Alternative routes cation of Narrative Themes ment). “Asian American coping B.A. Tusculum College, M.A. to certification. and Idiosyncratic Text Repre- Vanderbilt University, M.A., styles and help seeking atti- SELECTED PUBLICATIONS: sentations” (Journal of Educa- tudes: A comparison of within Ed.D. Columbia University “Research on teaching: Policy tional Psychology). group differences” (Journal of SCHOLARLY INTERESTS: implications for teacher educa- College Student Development). Action Learning. Collaborative tion” (NSSE Yearbook). Improv- Leslie R. Williams “The collectivistic nature of Inquiry. Qualitative Research ing Teaching (ASCD Yearbook). Professor of Education ethnic identity development Methods. Strategic “Curriculum implementation” Department of Curriculum and among Asian-American college Approaches to Human (AERA Handbook of Research on Teaching students” (Adolescence). Resource Development. Curriculum). “Beginning profes- B.A., Wellesley College; sional teachers: The need for a M.A.T., Harvard University; SELECTED PUBLICATIONS: curricular vision of teaching” Ed.D., Teachers College, Collaborative Inquiry in Practice: (AACTE Knowledge Base for Columbia University Action Reflection and Meaning Making (Sage). “Action Learn- Beginning Teachers). SCHOLARLY INTERESTS: ing: Successful Strategies for Early childhood education. Individual, Team, and Organi- Multicultural education. Cur- zational Development” riculum/program development (Advances in Developing Human and implementation. History Resources, Berrett Koehler). of early childhood education. “Hawthorne, Topeka, and the SELECTED PUBLICATIONS: Issue of Science Versus Advo- Kaleidoscope: A Multicultural cacy in Organizational Behav- Approach for the Primary School ior” (Academy of Management Classroom (co-authored, Pren- Review). “Boundary Manage- tice-Hall). Encyclopedia of Early ment in Action Reflection Childhood Education (Garland). Learning Research: Taking the ALERTA: A Multicultural, Role of a Sophisticated Barbar- ian” (Academy of Human Resource Development Quarterly). Christine J. Yeh Assistant Professor of Psychology and Education

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A RTS AND H UMANITIES Janice L. Dowd Jeanne C. Goffi Chin Kim Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Philip E. Aarons Linguistics and Education Music Education Music Education Adjunct Assistant Professor of B.A., Marietta College, 1969; B.A., Boston University, 1984; D.M., The Julliard School, 1989 Arts Administration M.A., Columbia University, M.A., Boulder, 1988; Ph.D., B.A., Columbia University, 1971; M.Ed., 1979; Ed.D., Teachers College, 1996 I. Fred Koenigsberg 1973; J.D., 1976 1984 Adjunct Assistant Professor of Stanford T. Goto Arts Administration Joseph Amorino Eugenia Earle Adjunct Assistant Professor of B.A., Cornell University; Adjunct Assistant Professor of Art Adjunct Associate Professor of English Education M.A., University of Pennsylva- Education Music Education B.A., University of California- nia; J.D., Columbia University B.A., New Jersey City Univer- B.A., Birmingham Southern Berkley, 1988; M.A., 1994; sity, 1976; M.A., 1980; College, 1943; A.M., Colum- Ph.D., 1999 Bert Konowitz Ed.D.C.T., Teachers College, bia University, 1952; Ed.D., Adjunct Professor of Music 1999 1979 Janine Graziano-King Education Lecturer in Languages and B.A., Queens College, 1953; Dino Anagnost Martha Eddy Education A.M., Columbia University, Adjunct Professor of Music Adjunct Assistant Professor of B.A., Hunter College, 1981; 1954; Ed.D., 1969 Education Dance Education M.A., 1990; Ph.D., CUNY, B.A., Boston University, 1966; B.A., Hampshire, 1979; M.A., 1999 Leonard Leibowitz M.S., The Julliard School, Teachers College, 1985; Ed.D., Adjunct Assistant Professor of 1969; A.M., Columbia Univer- 1998 Robert Greenblat Arts Administration sity, 1973 Adjunct Assistant Professor of Art B.A., Bucknell University, Leonard Fleischer Administration and Education 1960; J.D., Brooklyn College, Paul J. Arcario Adjunct Assistant Professor of B.S., Brooklyn College, 1959; 1965 Adjunct Assistant Professor of Arts Administration M.A., Yale University, 1962, Language and Education B.A., NYU, 1954; J.D., Ph.D., 1963 Linda New Levine B.A., New York University, Brooklyn Law School, 1954; Adjunct Assistant Professor of 1975; M.A., 1977; M.Ed., M.A., Columbia, 1961; Ph.D., Franklin E. Horowitz Linguistics and Education Columbia University, 1990; NYU, 1971 Adjunct Associate Professor of B.A., Seton Hill College, 1965; Ed.D., 1994 Linguistics and Education M.A., New York University, Alvin Fossner A.B., Columbia University, 1980; Ph.D., 1981 Gay Brookes Adjunct Associate Professor of 1953, Ph.D., 1971 Adjunct Professor of Education Music Education Joseph Sander Lukinsky B.A., New Hampshire College; B.A., New England Conserva- Robert A. Horowitz Adjunct Professor of Religion and A.M., Columbia University, tory of Music, 1947; A.M., Adjunct Assistant Professor of Education 1962; Ed.M., 1984; Ed.D., Columbia University, 1949; Music Education A.B., Roosevelt University, 1987 Ed.D., 1969 B.A., Rutgers University, 1951; M.H.S., Jewish Theolog- 1986; M.A., Columbia Univer- ical Seminary, 1956; Ed.D., Lan-Ku Chen Wendy A. Gavis sity, 1991; Ed.M., 1993; Harvard University, 1968 Adjunct Associate Professor of Adjunct Assistant Professor of Ed.D., 1994 Music Education Language and Education Helaine W. Marshall B.A., Chinese Culture Univer- M.A., Middlebury College, Thomas H. Hoyt Adjunct Assistant Professor of sity, 1973; M.A., Yale Univer- 1979; M.Ed., Teachers College, Adjunct Assistant Professor of Language and Education sity, 1977; Ed.D., 1983 1982; Ed.D., 1998 Music and Education B.A., Tufts University, 1968; B.A., SUNY Purchase, 1987; M.A., Boston University, 1971; Angiola Churchill Susan J. Glaser M.M., Yale University, 1989; Ph.D., Teachers College, 1979 Adjunct Professor of Art and Adjunct Assistant Professor of Doctor of Musical Arts, SUNY Education Music and Education Stony Brook, 1992 Pamela Martin B.S., Teachers College, Colum- B.S., Indiana University, 1980; Lecturer bia Unviersity, 1944; M.A., M.M., Northwestern Univer- Joan Jeffri A.B., Vassar College, 1977; 1958; Ed.D., 1967 sity, 1981; Doctor of Musical Adjunct Professor of Arts A.M., Columbia University, Arts, The Juilliard School, Administration 1982; Ed.M., 1983; Ed.D., Alice H. Deakins 1995 B.F.A., Boston University, 1990 Adjunct Assistant Professor of 1967 Education B.A., Whitworth College, 1959; M.A., University of Washington, 1962; Ph.D., Columbia University, 1975

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Solomon Mikowsky Estrella Pujadas Marilyn Shaw Susan Goldfein Adjunct Associate Porfessor of Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Music Education Teaching of Spanish English Education Speech Pathology B.S., Juilliard School of Music, B.A., NY School of Interior B.A., SUNY, New Paltz, 1970; B.B.A., Baruch College, 1961; 1960; M.S., 1961; Ed.D., Design, 1955; M.A., Pedro M.S., 1980; Ed.D., Teachers M.A., Hunter College, 1972; Columbia University, 1973 Henriquez Ureña Univ.; 1978; College, 1999 Ed.M., Teachers College, 1983; M.Ed., Teachers College, 1990; Ed.D., 1991 Timothy Miller Ed.D., 1991 Barbara L. Tischler Adjunct Assistant Professor of Adjunct Assistant Professor of Terry Kaminski History and Education Jennybelle Rardin History and Education Adjunct Associate Professor of B.A., State University of New Adjunct Assistant Professor of B.A., Douglass College, 1971; Movement Sciences York (Binghampton), 1971; Language and Education A.M., Columbia University, B.S., State University of New M.A., University of Vermont, B.S., Loyola University, 1964; 1978; M.Phil., 1980; Ph.D., York (Syracuse), 1976; Ed.D., 1975; Ph.D., University of M.Ed., 1967; Ph.D., 1971 1983 Teachers College, 1986 Rochester, 1984 Nathalie Gail Robinson Howard A. Williams Jack Light Joy Moser Adjunct Assistant Professor of Lecturer in Applied Linguistics Adjunct Associate Professor Adjunct Associate Professor of Art Music Education (Honorary) B.A., Boston University, 1973; B.S., Indiana University, 1969; Education B.S., Western Connecticut M.A., University of Washing- M.S.D., New York University, B.A., Sarah Lawrence College, University, 1976; M.M.Ed., ton, 1979; M.A.T.E.S.L., 1986; 1974; M.P.H., Johns Hopkins 1954; M.A., New York Uni- Temple University, 1980; Ph.D., UCLA, 1996 University, 1978; D.D.S., Col- versity, 1963; Ph.D., 1981 Ed.D., Teachers College, 1995 lege of Dentistry, Indiana, Haruko Yoshizawa 1950 Michael B. Nord Prabha Sahasrabudhe Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Music Education Roger Muzii Music Education Art Education B.M., Manhattan School of Adjunct Assistant Professor of B.A., SUNY Buffalo, 1981; B.S., Agra (India), 1947, Music, 1984; M.A., Teachers Movement Sciences M.M., Manhattan School of B.A., 1951; M.A., New York College, 1992; M.Ed., 1993; B.A., New York University, Music, 1986; Ed.M. Teachers University, 1955; Ed.D., 1961 Ed.D., 1999. 1974; M.A., Teachers College, College, 1995; Ed.D., 1998 1980; Ph.D., Columbia Uni- Hadassah Sahr B IOBEHAVIORAL versity, 1988 Alison Nowak Adjunct Associate Professor of Adjunct Assistant Professor of Music Education S TUDIES Lorraine Ramig Music Education Artist Diploma, The Julliard Sergei Aleshinsky Adjunct Professor of Speech B.A., Bennington College, School, 1944; B.S., Columbia Adjunct Associate Professor Language Pathology 1970; A.M., Columbia Univer- University, 1954; A.M., M.S. Moscow State University, B.S., Univesity of Wisconsin, sity, 1972, D.M.A., 1980 Charles 1955; Ed.D., 1969 1968; Ph.D., 1977 1972; M.S., University of Wis- consin, 1975; Ph.D., Purdue Deirdre O’Donohue Richard Sang Mark Budde University, 1980 Adjunct Assistant Professor of Visiting Associate Professor of Adjunct Assistant Professor of Music and Education Music Education Speech and Language Pathology Justine Sheppard B.A., Mount Holyoke, 1965; B.M., Michigan State Univer- B.S., Moorhead State Univer- Adjunct Associate Professor of Diploma in Piano, Akedemie sity, 1970; M.M., University of sity, 1974; M.S.U., University Speech Pathology fur Musik and Darstellende Michigan, 1973; Ed.S., 1979; of Wisconsin, 1975; Ed.M., B.A., New York University, Kunst, Austria, 1973; Ph.D., Ph.D., 1982 Teachers College, 1990; Ed.D., 1959; M.A., Teachers College, New York University, 1987 1992 1964; Ph.D., Columbia Uni- John F. Schuder versity, 1979 Gerardo Piña Rosales Adjunct Assistant Professor of Dympna Gallagher Adjunct Associate Professor of Music Education Adjunct Assistant Professor of Patricia Sweeting Language and Education B.M., Wittenberg University, Applied Physiology Adjunct Associate Professor of B.A., Queens College, 1977; 1970; M.S.M., Union Theolog- B.A., St. Patrick’s College, Speech Pathology M.Phil., CUNY, 1982; Ph.D., ical Seminary, 1972; D.M.A., 1985; M.A., St. Mary’s Col- B.A., College of New Rochelle, 1985 The Julliard School, 1978 lege, 1987; M.A., Teachers 1956; M.A., Teachers College, College, 1990; Ed.D., 1992 1971; Ph.D., Columbia Uni- Susan L. Price J. Mark Schuster versity, 1979 Adjunct Assistant Professor of Adjunct Associate Professor of Arts Linguistics and Education Administration B.A., Purdue, 1972; M.A., A.B., Harvard College, 1972; 1978; Ed.D. Teachers College, Ph.D., Massachusetts Institute 1989 of Technology, 1979

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Karen Wexler Brenda Berger Sarah Curtis James Fosshage Adjunct Associate Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Professor of Psychology Speech Pathology (Honorary) Psychology and Education Psychology and Education and Education F.M., Uppsala (Sweden), 1968; B.S., Columbia University, B.A., Windham College, 1975; B.A., University of Colorado, M.A., Columbia University, 1982; M.S., Teachers College, M.A., New York University, 1962; Ph.D., Columbia Uni- 1971; Ph.D., 1978 1985; Ph.D., 1987 1979; Ph.D., 1987 versity, 1968

C OUNSELING A ND Bruce Berman Karen Derby Kevin Fried Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of C LINICAL P SYCHOLOGY Psychology and Education Psychology and Education Psychology and Education Xavier F. Amador B.A., University of Wisconsin, B.A., Keene State University, B.A., New York University, Adjunct Associate Professor of Psy- 1970; M.A., Adelphi Univer- 1981; M.S., Columbia Univer- 1986; M.A., Long Island Uni- chology and Education sity, 1976; Ph.D., 1983 sity, 1985; Ph.D., 1989 versity, 1988; Ph.D., 1993 B.A., SUNY Purchase, 1982; M.A., New York University, David Beyda Sally Donaldson Robert Gaines 1982; Ph.D., 1989 Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Psychology and Education Psychology and Education Psychology and Education Jill Backfield B.S., City College of New (Honorary) B.A., Colgate University, Adjunct Assistant Professor of York, 1965; Ph.D., Columbia B.A., Bennington College; 1971; Ph.D., New York Uni- Psychology and Education University, 1983 M.A., Columbia University, versity, 1979 B.S., Brooklyn College, 1986; 1973; Ph.D., New York Uni- M.S., Teachers College, 1988; Susan Bognar versity, 1984 Richard B. Gartner Ph.D., 1996 Adjunct Assistant Professor of Adjunct Associate Professor of Psy- Psychology and Education Penny Donnenfeld chology and Education Ron Balamuth B.A., Wesleyan University, Adjunct Assistant Professor of B.A., Haverford University, Adjunct Assistant Professor of 1982; Ph.D., New York Uni- Psychology and Education 1967; M.S., Columbia Univer- Psychology and Education versity, 1986; Ph.D., City Uni- B.A., Barnard College, 1978; sity, 1971; Ph.D., 1972 B.A., Tel-Aviv University, versity of New York, 1992 M.A., Yeshiva University, 1981; M.A., New York Uni- 1981; Ph.D., 1994 Abigail Gewirtz versity, 1986; Ph.D., 1990 Eve Brody Adjunct Assistant Professor of Adjunct Assistant Professor of William Dubin Psychology and Education Michele M. Bartnett Psychology and Education Adjunct Professor of Psychology B.Sc., University of London, Adjunct Assistant Professor of B.A., University of Michigan and Education 1987; M.S., Teachers College, Psychology and Education (Ann Arbor), 1983; M.A., B.A., New York University, 1997; Ph.D., Columbia Uni- B.A., City University of New Teachers College, 1988; Ph.D., 1950; M.A., Columbia Univer- versity, 1997 York, 1971; M.A., Teachers 1990 sity, 1953; Ph.D., 1958 College, 1979; M.A., New York Geoffrey David Goodman University, 1986; Ph.D., 1992 Peter C. Cairo Morris Eagle Adjunct Assistant Professor of Adjunct Associate Professor of Psy- Adjunct Assistant Professor of Psychology and Education Anita Bohensky chology and Education Psychology and Education B.S., Massachusetts Institute of Adjunct Assistant Professor of B.A., Harvard University, B.A., City College, 1949; Technology, 1983; M.A., Psychology and Education 1971; Ph.D., Columbia Uni- Ph.D., New York University, Columbia University, 1986; B.A., New York University, versity, 1977 1958 Ph.D., Northwest University, 1967; M.A., 1969; Ph.D., 1981 1991 Alec Cecil Ann Fenichel Ghislaine Boulanger Adjunct Assistant Professor of Adjunct Assistant Professor of Jacqueline J. Gotthold Adjunct Associate Professor of Psy- Psychology and Education Psychology and Education Adjunct Assistant Professor of chology and Education B.A., Yale University, 1978; B.A., Barnard College, 1976; Education B.A., Hunter College, 1975; Ed.M., Teachers College, 1986; M.A., Teachers College, 1988; B.A., Case Western Reserve M.S., Teachers College, 1979; Ed.D., 1991 Ed.M., 1988; Ph.D., Columbia University, 1975; M.A., 1975; Ph.D., Columbia University, University, 1998 Psy.D., Yeshiva University, 1984 1981 Johnathan Cohen Adjunct Associate Professor of Psy- Eileen F. Fitzgerald Carmen Grau Jill Bellinson chology and Education Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of B.A., Antioch University, Psychology and Education Psychology and Education Psychology and Education 1975; Ph.D., City University B.A., Sarah Lawrence College, License degree in Philosophy B.A., Columbia University, of New York, 1979 1971; M.S., Bank Street Col- and Education Sciences, Uni- 1972; M.A., City University of lege, 1974; M.A., New York versidad Central de Barcelona, New York, 1976; Ph.D., 1982 University; 1983; Ph.D., 1990 1982; Ph.D., Long Island Uni- versity, 1991

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Steven R. Guggenheim Samuel D. Johnson, Jr. Jerome Kosseff Judith Lukoff Adjunct Assistant Professor of Adjunct Professor of Psychology Adjunct Professor of Psychology Adjunct Assistant Professor of Psychology and Education and Education and Education Psychology and Education A.B., Cornell University, 1966; B.A., Ripon College, 1969; B.A., City University of New B.A., University of California M.B.A., Columbia University, M.A., Colgate University, York, 1939; M.A., Columbia (LA), 1977; M.A., Teachers 1968; Ph.D., Teachers College, 1970; Ph.D., University of University, 1941; Ph.D., New College, 1948; Ph.D., 1977 1993 Minnesota, 1982 York University, 1951 Carola H. Mann George Gushue Maryann Diviney Juska Nanette A. Kramer Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Associate Professor of Psy- Psychology and Education Psychology and Education Psychology and Education chology and Education B.A., Hunter College, 1951; B.A., Fordham University, B.A., Saint Joseph’s College, B.A., Rochester University, M.A., The New School for 1978, M.A., Teachers College, 1970; M.A., New School for 1974; M.A., University of Social Research, 1953; Ph.D., 1991; Ph.D., 1996 Social Research, 1980; M.A., Southern California, 1977; New York University, 1957 Long Island University, 1987; Ph.D., 1981 Valentina Fischer Harrell Ph.D., 1992 John Mathews Adjunct Assistant Professor of Elizabeth Krimendahl Adjunct Assistant Professor of Psychology and Education Stuart Kantor Adjunct Assistant Professor of Psychology and Education B.S., Ohio State University, Adjunct Assistant Professor of Psychology and Education A.B., Harvard University, 1965; M.Sc., 1966; M.Sc., Psychology and Education B.A., Duke University, 1982; 1980; Ph.D., New York Uni- Teachers College, 1975; Ph.D., B.A., University of Michigan, M.A., New York University, versity, 1991 1979 1972; Ph.D., Case Western 1989; Psy.D., 1992 Reserve University, 1977 Neal Kathleen May Anton H. Hart Emily Kuriloff Adjunct Assistant Professor of Visiting Assistant Professor of Psy- Graham G. Kavanagh Adjunct Assistant Professor of Psychology and Education chology and Education Adjunct Associate Professor of Psy- Psychology and Education B.A., University of Colorado, B.A., Vassar College, 1983; chology and Education B.A., Vassar College, 1980; 1975; Psy.D., University of Ph.D., University of Massachu- B.A., St. Catherine’s College, Psy.D., Yeshiva University, Denver, 1980 setts (Amherst), 1989 1969; B.A., Worchester Col- 1985 lege, 1973; M.A., St. Cather- Linda A. Mayers Arthur Heiserman ine’s College, 1973; M.A., Robert Langan Adjunct Assistant Professor of Adjunct Assistant Professor of Worchester College, 1978; Adjunct Assistant Professor of Psychology and Education Psychology and Education M.A., Adelphi University, Psychology and Education B.A., McGill University, 1967; B.A., Bennington College, 1981; Ph.D., 1983 B.A., Harvard University, M.A., Teachers College, 1968; 1979; M.A., City University of 1969; M.A., Columbia Univer- Ph.D., Yeshiva University, New York, 1987; M.S., Teach- Richard Kestenbaum sity, 1973; Ph.D., New York 1975 ers College, 1990, M.Phil., Adjunct Assistant Professor of University, 1984 1990; Ph.D., 1993 Psychology and Education Rita W. McCleary B.A., New York University, Wilma Lewis Adjunct Assistant Professor of Charles Fernandez Herr 1963; Ph.D., 1968 Adjunct Assistant Professor of Psychology and Education Adjunct Assistant Professor of Psychology and Education B.A., University of Chicago, Psychology and Education Beth E. King B.S., New York University, 1974; M.A., York University B.A., Hunter College, 1978; Adjunct Assistant Professor of 1963; M.A., 1968; Ph.D., Uni- (Toronto), 1978; M.A., Univer- M.S., Teachers College, 1986; Psychology and Education versity of Pennsylvania, 1974 sity of Chicago, 1988; Psy.D., Columbia University, 1992 B.A., Mount Holyoke College, Chicago School of Professional 1977; M.S., Bank Street Col- Lisa Litt Psychology, 1988 Nurit Israeli lege, 1980; Ph.D., Columbia Adjunct Assistant Professor of Adjunct Associate Professor of Psy- University, 1990 Psychology and Education Wilson E. Meaders chology and Education B.A., B.S. (economics), Univer- Adjunct Associate Professor of Psy- B.A., Hebrew, Jerusalem Uni- Michael J. Koski sity of Pennsylvania, 1987; chology and Education versity, 1966; M.S., Long Adjunct Assistant Professor of M.A., Adelphi University, B.A., Southern Methodist Uni- Island University, 1974; Psychology and Education 1990; Ph.D., 1996 versity, 1953; M.A., University Ed.M., Columbia University, B.S., New York University, of North Carolina, 1955; 1982; Ed.D., 1982 1969; M.S., Hunter College, Wendy Lubin Ph.D., 1957 1973; Ed.M., Teachers College, Adjunct Assistant Professor of 1990; Ph.D., Columbia Uni- Psychology and Education versity, 1998 B.A., Boston University, 1971; M.A., New York University, 1975; Ph.D., 1985

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Alan Melowsky Dale H. Ortmeyer Susan Rose Michael Schwartzman Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Psychology and Education Psychology and Education Psychology and Education Psychology and Education B.A., Queens College, 1963; B.S., Iowa State University, B.A., Barnard College, 1977; B.A., George Washington Uni- M.A., New York University, 1949; M.S., 1951; Ph.D., M.S., Ohio University, 1980; versity, 1975; M.S., City Col- 1966; Ph.D., Columbia Uni- Teachers College, 1955 PhD., 1983 lege of New York, 1977; versity, 1975 Ph.D., Yeshiva, 1983 Eva Dubska Papiasvili John Rosegrant Samuel E. Menahem Adjunct Associate Professor of Psy- Adjunct Assistant Professor of Susan Shachner Adjunct Assistant Professor of chology and Education Psychology and Education Adjunct Assistant Professor of Psychology and Education Ph.D., Charles (Prague), 1976 B.A., University of Chicago, Psychology and Education B.A., Queens College, 1968; 1972; M.S., Yale University, B.A., Hamilton College, 1976; M.S., Teachers College, 1972; Lynn Pearl 1975; Ph.D., 1978 M.S., Teachers College, 1989; Ph.D., United States Interna- Adjunct Assistant Professor of Ph.D., Columbia University, tional University, 1976 Psychology and Edcuation Lori A. Rosenberg 1995 B.A., University of Miami, Adjunct Assistant Professor of Juliette Meyer 1964; M.S., 1967; Ph.D., 1970 Psychology and Education Richard Shadick Adjunct Assistant Professor of B.A., University of Rochester, Adjunct Assistant Professor of Psychology and Education Arecelia Pearson-Brok 1981; Psy.D., Rutgers Univer- Psychology and Education B.A., Oberlin College, 1984; Adjunct Associate Professor of Psy- sity, 1986 B.A., State University of New M.A., Yeshiva University, chology and Education York at Albany, 1987; M.S., 1988; Ph.D., 1991 B.A., Lehman College, 1977; Sherry Ross Pennsylvania State University, Ph.D., Columbia University, Adjunct Associate Professor of Psy- 1990, Ph.D., 1992 Ira Moses 1985 chology and Education Adjunct Assistant Professor of B.A., New York University, Mark Barry Siegert Psychology and Education Kristin Perry 1976; Ph.D., 1982 Adjunct Assistant Professor of B.A., Washington University, Adjunct Assistant Professor of Psychology and Education 1970; Ph.D., Michigan State Psychology and Education Arden Aibel Rothstein B.A., Colorado University, University, 1975 B.A., Colby College, 1988; Adjunct Assistant Professor of 1977; Ph.D., Tennessee Uni- Psy.D., Pace University, 1996 Psychology and Education versity, 1984 Ernesto Mujica B.A., Harvard University, Adjunct Assistant Professor of Leanard Pilaro 1969; Ph.D., Teachers College, Norma Plavnick Simon Psychology and Education Adjunct Assistant Professor of 1974 Adjunct Associate Professor of Psy- B.A., Bennington University, Psychology and Education chology and Education 1979; M.A., New York Uni- B.A., University of Virginia, June Rousso B.A., New York University, versity, 1986; Ph.D., 1991 1966; M.A., New York Uni- Adjunct Associate Professor of Psy- 1962; M.A., Columbia Univer- versity, 1973; Ph.D., 1977 chology and Education sity, 1953; Ed.D., 1968 Debra Nevas B.A., Hofstra University, 1971; Adjunct Assistant Professor of Billie Ann Pivnick M.A., New School for Social Walter E. Spear Psychology and Education Visiting Associate Professor of Psy- Research, 1973; Ph.D., 1977 Visiting Associate Professor of Psy- B.A., Trinity College, 1986; chology and Education chology and Education M.A., Teachers College, B.A., Oberlin College, 1971; Richard Rubens B.A., Fordham University, Columbia University, 1991; M.Ed., New England College, Adjunct Professor of Psychology 1973; M.A., Columbia Univer- M.Phil., 1993; Ph.D., 1997 1974; M.S., Columbia Univer- and Education sity, 1975; Ph.D., 1978 sity, 1987; Ph. D., 1990 B.A., Yale University, 1968; John V. O’Leary B.H.L., Hebrew Union Col- Maxine Spector Adjunct Associate Professor of Psy- David Pollens lege, 1971; Ph.D., Columbia Adjunct Assistant Professor of chology and Education Adjunct Assistant Professor of University, 1976 Psychology and Education B.A., St. John’s University, Psychology and Education B.A., Dickinson University, 1964; Ph.D., 1976 B.A., Yale University, 1974; Marcelo Rubin 1967; M.A., New School for M.Phil., Teachers College, Adjunct Assistant Professor of Social Research, 1976; Ph.D., Maureen O’Reilly-Landry Columbia University, 1983; Psychology and Education 1983 Adjunct Assistant Professor of Ph.D., 1985 B.S., Hunter College, 1984; Psychology and Education Ph.D., Teachers College, 1990 Arlene Steinberg B.A., Harvard-Radcliffe Col- Steven Reisner Adjunct Assistant Professor of lege, 1978; Ph.D., New York Adjunct Associate Professor of Psy- Psychology and Education University, 1985 chology and Education B.A., New York University, B.A., Princeton University 1979; M.A., Yeshiva Univer- 1976; M.S., Columbia Univer- sity, 1983; Psy.D., 1986 sity, 1986; Ph.D., 1989

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Michael Stern Robert I. Watson, Jr. Judith Birsh Joann Jacullo-Noto Adjunct Associate Professor of Psy- Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Associate Professor of chology and Education Psychology and Education Education Education B.A., Tel Aviv University, B.A., Weslyan University, B.A., Vassar College, 1957; B.A., Douglass College, 1968; 1969; M.A., Michigan State, 1969; Ph.D., Harvard Univer- M.A., Columbia University, M.A., New York University, 1971; Ph.D., 1975 sity, 1974 1969; Ed.D., 1980 1970; Ed.M., Columbia Uni- versity, 1978; Ed.D., 1980 Jeffrey Michael Stone Sara L. Weber Nancy Dubetz Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Brian Kaplan Psychology and Education Psychology and Education Education Adjunct Assistant Professor of B.A., The City College of New B.S., Boston University, 1969; B.A., Kent State University, Education York, 1972; M.A., University M.A., New York University, 1979; M.A., Ohio State Uni- A.B., Boston University, 1974; of Michigan, 1976; Ph.D., 1977; Ph.D., 1983 versity, 1989; Ed.D., Teachers M.Ed., Pace University, 1980; 1978 College, 1993 Ph.D., University of Kansas, M. Margit Winckler 1987 Aaron M. Thaler Adjunct Assistant Professor of Gloria Farber Adjunct Assistant Professor of Psychology and Education Adjunct Assistant Professor of Nancy Kunz Psychology and Education B.A., City College of New Education Adjunct Assistant Professor of B.A., State University of New York, 1972; M.A., New York B.A., Douglass College, 1957; Education York (Binghampton), 1974; University, 1976; Ph.D., 1981 M.S., Bank Street College, B.A., SUNY, Albany, 1990; M.A., New School For Social 1974; Ed.M., 1987; Ed.D., DAAD Scholar, University of Research, 1982; Ph.D., Colum- Arnold Wolf 1993 Regensburg, Germany, 1991; bia University, 1989 Adjunct Professor of Psychology M.S Ed., University of Penn- and Education Stephen J. Farenga sylvania, 1992; M.S., Columbia William M. Tortorella B.A., New York University, Adjunct Assistant Professor of University, 1996; Ph.D., Visiting Associate Professor of Psy- 1966; M.A., 1968; Ph.D., 1977 Education Columbia University, 1998 chology and Education B.S., St. Johns University, B.A., Fordham University, Lawrence M. Zelnick 1981, M.S., 1985; Ed.D., Lori Langer de Ramirez 1959; M.A., 1963; Ph.D., Adjunct Assistant Professor of Teachers College, 1995 Adjunct Assistant Professor of 1967 Psychology and Education Education B.A., Brandeis University, Beatrice Fennimore B.A., SUNY, The College at Joseph Turkel 1973; M.A., Jewish Theologi- Adjunct Professor of Education New Paltz, 1990; M.S., Adjunct Assistant Professor of cal Seminary of America, 1976; B.A., St. Josephs College, CUNY, Queens College, 1994; Psychology and Education M.A., New York University, 1970; M.S., Brooklyn College, Ed.D., Teachers College, 1998 B.A., City College of New 1984, Psy.D., 1988 1977; Ed.M., Teachers College, York, 1967; Ph.D., McMaster, 1982; Ed.D., 1986 Jed Luchow 1974 C URRICULUM AND Adjunct Assistant Professor of Valerie Henning-Piedmonte Education Michael Wald TEACHING Adjunct Assistant Professor of B.A., Johns Hopkins, 1968; Adjunct Assistant Professor of James A. Banks Education M.A., Teachers College, 1970; Psychology and Education Visiting Professor of Education B.A., Mount Mary College, Ed.D., 1978 B.A., George Washington Uni- A.A., Chicago City College, 1985; M.A., Teachers College, versity, 1972; Ph.D., St. John’s 1963; B.E., Chicago State Uni- 1991; Ed.M., 1993; Ed.D., Maris Manheimer University, 1981 versity, 1964; M.A., Michigan 1996 Adjunct Assistant Professor of State University, 1967; Ph.D., Education Susan S. Walker 1969 Janet Hoffman B.S., University of Maryland, Adjunct Assistant Professor of Adjunct Assistant Professor of 1981; Ed.M., 1991; Ed.D., Psychology and Education Valerie Bang-Jensen Education Teachers College, 1997 B.A., Tufts University, 1977; Lecturer of Education B.A., Boston University, 1975; M.S., Yeshiva University, 1983; A.B., Smith College, 1977; M.S.W., Columbia School of Eileen Marzola Psy.D., 1986 M.A., Teachers College, 1983; Social Work, 1977; Ed.D., Adjunct Assistant Professor of Ed.M., 1992; Ed.D., 1996 Teachers College, 1993 Education Vivian Ota Wang B.A., Barnard College, 1979; Adjunct Assistant Professor of Toni Ann Bernard Heidi Hayes Jacobs M.A., Teachers College, 1972; Psychology and Education Adjunct Assistant Professor of Adjunct Associate Professor of Ed.M., 1979; Ed.D., 1985 B.A., Colorado College, 1983; Education Education M.S., University of Colorado, B.A., University of Bridgeport, B.A., University of Utah, 1988; Ph.D., Teachers College, 1968; M.A., Teachers College, 1970; Ed.M., University of 1995 1973; M.A., 1980; Ed.D., 1988 Massachusetts, 1976; Ed.D., Teachers College, 1981

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Karen Megay-Nespoli H EALTH AND BEHAVIOR Diane Dillon Ishita Khemka Adjunct Assistant Professor of STUDIES Adjunct Assistant Professor of Adjunct Assistant Professor of Education School Psychology Education B.A., Queens College, 1972, Sharon Akabas B.A., Hamilton College, 1987; B.A., University of Delhi, M.S., 1978; Ed.D., Teachers Adjunct Assistant Professor of Ed.M., University of Massa- India, 1989; M.A., Teachers College, 1998 Nutrition and Education chusetts at Amherst, 1993, College, 1992; Ph.D., Teachers A.M., Columbia University, Ph.D., 1996 College, 1997 Judy Randi 1980; M.S., 1983; Ph.D., 1988 Adjunct Assistant Professor of David Erlanger Michael Koski Education Lynne Bejoian Adjunct Assistant Professor of Adjunct Assistant Professor of M.A., Wesleyan University, Adjunct Assistant Professor of Education and Psychology Psychology and Education 1972; M.L.S., Southern Con- Education B.M., The Julliard School, B.S., New York University, necticut State University, B.A., Smith College, 1977; 1980; Ph.D., Teachers College, 1969; M.A., Hunter College, 1980; C.A.S., Fairfield State M.S.Ed., University of Southern 1996 1973; Ed.M., Teachers College, University, 1988; Ed.D., California, 1981; Ph.D., 1989 1990; Ph.D., Teachers College, Teachers College, 1996 Robert E. Fullilove III 1998 Janice Berchin-Weiss Adjunct Associate Professor of Alison Rutter Adjunct Assistant Professor of Health Education Barbara Krainovich-Miller Lecturer of Education Education B.A., Colgate University, Adjunct Professor of Nursing B.A., Vassar College, 1978; M.S., Adelphi University, 1966; M.S., Syracuse Univer- Education M.A./M.Ed., Teachers College, 1977; Ed.M., Columbia Uni- sity, 1972; Ed.D., Columbia R.N., St. Vincent’s Hospital Columbia University, 1994; versity, 1984; Ph.D., 1988 University, 1984 School of Nursing, 1963; B.S., Ed.D., Teachers College, 1999 Hunter College, 1971; M.S., Bonnie Bernstein Terry T. Fulmer 1972; Ed.D., Teachers College, Anne A. Sabatini Adjunct Assistant Professor of Adjunct Professor of Nursing 1988 Lecturer of Education Nutrition and Education Education B.A., College of Mount St. B.A., Brooklyn College, 1970; B.S., Skidmore College, 1975; Anne Larson Vincent, 1958; M.S., Hunter M.A., New York University, M.S., Boston College, 1977; Adjunct Assistant Professor of College, 1967; M.A., Pace 1979; Ph.D., 1985 Ph.D., 1983 Education University, 1974; Ed.D, Teach- B.A., Jamestown College, ers College, 1996 Caroline Camunas Roseanne C. Gotterbarn 1984; M.A., University of Adjunct Associate Professor of Adjunct Assistant Professor of Florida, 1985; Ed.D., Teachers Kathryn Sood Nursing Education School Psychology College, 1999 Adjunct Assistant Professor of B.S., Long Island University, B.A., Fordham University, Education 1975; Ed.M., Teachers College, 1983; M.A., Hofstra Univer- Toni Liquori B.S., Wheelock College, 1981; Ed.D., 1991 sity, 1985; Ph.D., 1989 Adjunct Associate Professor of Boston, 1980; Ed.D., Teachers Nutrition College, 1998 Giannina Convertino Thomas M. Kelly B.A., Emmanuel College, Adjunct Assistant Professor of Adjunct Assistant Professor in 1972; M.P.H., Columbia Uni- Robert Southworth Education Education versity, 1979; Ed.D., Teachers Adjunct Assistant Professor of B.S., College of Charleston, M.A., Teachers College, 1989; College, 1995 Education 1976; M.Ed., Citadel, 1979; M.Ed., 1990; M.Phil., Colum- A.B., Dartmouth College, Ed.D., Teachers College, bia University, 1994; Ph.D., C. Ronald MacKenzie 1981; M.Ed., Tufts University, Columbia University, 1999 1995 Visiting Associate Professor of 1983; C.A.S., Harvard Gradu- Health Education ate School of Education, 1990; Gay Culverhouse Dolleen-Day Keohan B.Sc., Western Ontario, 1974; Ed.D., Teachers College, 1999 Adjunct Assistant Professor of Adjunct Assistant Professor of M.D., Calgary, 1977 Education and Psychology Education Lisa Ruth Wright B.A.E., University of Florida, B.A., Pace University, 1974; Eugene McMahon Adjunct Associate Professor of 1969; M.A., Teachers College, M.A., New York University, Adjunct Assistant Professor of Education 1970; Ed.D., 1982 1976; M.A. Teachers College, Education and Psychology B.A., Mount Saint Mary, 1980; 1993; M.Phil., Columbia Uni- B.S., City College of New M.A., New York University, Craig Demmer versity, 1996; M.Ed., Teachers York, 1972; M.S., Hunter Col- 1981; Ed.D., Columbia Uni- Adjunct Assistant Professor of College, 1997; Ph.D., Colum- lege, 1976; Ed.D., Columbia versity, 1987 Health Education bia University, 1997 University, 1985 B.S., University of Natal (South Africa), 1983; M.S., University of Natal, 1984- 1985; M.A., Brooklyn College, City University of New York, 1994; Ed.D., Teachers College, Columbia University, 1998

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Sheila O’Shea Melli Christine E. Pawelski Sandra Sherman Elizabeth A. Walker Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Professor of Nutrition Visiting Associate Professor of Nursing Education Special Education Education Health Education B.S., Boston College, 1967; B.M., Alverno College, 1972; B.S., Cornell University, 1972; B.S., Chestnut Hill College, M.S., Seton Hall University, M.A., Teachers College, 1976, M.S., Cornell University, 1981; 1968; M.A., Notre Dame Col- 1981; Ed.D., Columbia Uni- Ed.D., 1985 Ed.M., Teachers College, 1989; lege, 1969; B.S., Creighton versity, 1987 Ed.D., Teachers College, 1999 University, 1976; D.N.Sc., Clarence E. Pearson Catholic State University, 1988 Laura Menikoff Adjunct Professor of Health Merrill Simpson Adjunct Assistant Professor of Education Adjunct Assistant Professor of Steven Wernick Psychology and Education B.S., Northern Illinois Univer- Nutrition and Education Adjunct Assistant Professor of B.A., Hamilton (Kirkland Col- sity, 1950; M.P.H., North Car- B.S., University of Puget Health Education lege), 1973; M.S., Bank Street olina University, 1952 Sound, Tacoma, WA, 1990; B.A., California State Univer- College, 1981; M.S., Queens M.Phil. and M.S., Columbia sity (Northridge), 1984; College, 1992; Ph.D., The Margaret G.E. Peterson University, 1991–94; Ph.D., Ed.M., Columbia University, Graduate Center of the City of Adjunct Associate Professor of Columbia University, 1997 1988, Ed.D., 1995 New York, 1999 Health Education B.S., Durham University, Lora A. Sporny Shannon Whalen Howard Meyer 1960; Ph.D., 1967 Adjunct Associate Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Nutrition and Education Health Education Education John T. Pinto B.S., University of Pittsburgh, B.S., University of Delaware, B.S., New York University, Adjunct Associate Professor of 1985; M.A., New York Uni- 1992; M.A., New York Uni- 1964; M.A., 1968; Ph.D., Nutrition and Education versity, 1987; M.Ed., Teachers versity, 1995; M.S., Teachers Walden University, 1972 B.S., St. John Fisher College, College, 1988; Ed.D., 1992 College, 1999; Ed.D., Teachers 1968; Ph.D., University of College, 1999 Nicholas H.E. Mezitis Medicine and Dentistry of Virginia S. Stolarski Adjunct Associate Professor of New Jersey, 1973 Adjunct Assistant Professor of Lillian Yung Nutrition and Education Education Adjunct Associate Professor of B.A., Athens College, 1969; Russell Rosen Coordinator of the Program for Nutrition and Education M.D., Heidelberg, 1976 Adjunct Assistant Professor of Learners with Blindness and (Honorary) Special Education Visual Impairment B.S., Simmons College, 1963; Stephen Morganstern Co-coordinator of the Program in Co-Director of the Program for M.A., New York University, Adjunct Assistant Professor of Teaching American Sign Language Learners with Blindness and 1971; Ed.D., Columbia Uni- Education in a Foreign Language Visual Impairment versity, 1982 B.S., Brooklyn College, 1961; A.B., University of Chicago, B.A., State University of New B.S., Pennsylvania College, 1978; A.M., Columbia Univer- York (Buffalo), 1986; A.M., Patricia A. Zybert 1969; Ph.D., Pennsylvania sity, 1983; Ph.D., 1996 Columbia University, 1987; Adjunct Associate Professor of College, 1970 Ed.M., 1989; Ed.D., 1991 Health Education Nicole Schaffer B.A., Barnard College, 1973; Patricia Munhall Adjunct Assistant Professor of Janet Twyman M.P.H., Columbia University, Adjunct Associate Professor of Health Education Adjunct Assistant Professor of 1980; M.Phil., 1986, Ph.D., Education B.A., University of Pennsylva- Special Education 1986 B.S.N., Farleigh Dickinson nia, 1989; M.A., M.Ed., Teach- B.A., University of Kentucky, University (New Jersey), 1967; ers College, 1992; M.A., 1984; M.S., 1992; M.Phil., H UMAN D EVELOPMENT M.A., New York University, Ph.D., Albert Einstein College Columbia University, 1996; 1971; Ed.D., Teachers College, of Medicine and the Ferkauf Ph.D., 1996 Ivo Antoniazzi 1979 Graduate School of Psychology, Adjunct Assistant Professor of Yeshiva University, 1999 Connie N. Vance Statistics and Education Marie T. O’Toole Visiting Associate Professor of B.Sc., Universidade de Caxias Adjunct Associate Professor of Mitchell Schorow Nursing Education do Sul, RS (Brazil), 1970; Nursing Education Adjunct Associate Professor of B.S.N., Washington Univer- M.A., State University of New B.S.N., University of Pennsyl- Nutrition and Education sity, 1966; M.S.N., 1968; York (Buffalo), 1974; Ed.D., vania, 1974, M.S.N., 1977; B.A., Roosevelt University, Ed.D., Teachers College, 1977 Teachers College, 1982 Ed.D., Rutgers, 1992 1950; M.A., Northwestern University, 1961; Ph.D., Uni- versity of Utah, 1972

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Hugh F. Cline Dale T. Snauwaert MATHEMATICS, SCIENCE David Bloomfield Adjunct Professor of Psychology Visiting Assistant Professor of AND TECHNOLOGY Lecturer and Education Politics and Education B.A., Brandeis University, B.A., Pennsylvania State Uni- B.A., University of Illinois Jamsheed Akrami 1975; J.D., Columbia Univer- versity, 1956, M.S.S., Stock- (Urbana-Champaign), 1983; Visiting Assistant Professor of sity, 1984; M.P.A., Princeton holms Universitetet (Sweden), M.A., 1988; Ph.D., 1990 Communication and Education University, 1984 1961; Ph.D., Harvard Univer- M.A., Columbia University, sity, 1966 Elizabeth C. Vozzola 1979; Ed.D., 1986 Stephen David Brookfield Adjunct Assistant Professor of Adjunct Professor of Adult and Julia A. Graber Psychology and Education Howard Budin Continuing Education Adjunct Associate Professor of B.S., Marion College, 1980; Adjunct Assistant Professor of B.A., Lanchester Polytechnic Psychology and Education M.S., Winona State University, Computing and Education Institute, 1970; M.A., Read- B.S., Michigan State Univer- 1984; M.A., Fordham Univer- B.A., Columbia University, ing, 1974; Ph.D., Leicester, sity, 1984; M.S., Pennsylvania sity, 1992; Ph.D., 1994 1968; M.S., City College of 1980 State University, 1988; Ph.D., New York, 1975; Ed.D., 1991 Bruce L. Wilson Teachers College, 1996 Patrick P. Chang Adjunct Associate Professor of Adjunct Assistant Professor of Howard E. Gruber Sociology and Education Mark David Keegan Higher Education Adjunct Professor of Psychology B.A., Stanford University, Adjunct Assistant Professor of B.A., SUNY (Stony Brook), and Education 1972; M.A., 1978; Ph.D., Computing and Education 1980; M.A., Teachers College, B.A., Brooklyn College, 1943; 1979 B.A., University of Washing- 1981; M.Ed., 1982; Ed.D., Ph.D., Cornell University, ton, 1980; M.A., Columbia 1989 1950 I NTERNATIONAL AND University, 1988, Ed.D., 1992 Allan Church T RANSCULTURAL Meryle M. Kaplan Henry O. Pollak Adjunct Assistant Professor of Adjunct Assistant Professor of S TUDIES Visiting Professor of Mathematics Psychology and Education Psychology and Education B.A., Connecticut College, Robert W. Bailey Education B.A., Douglass College, 1968; 1988; M.A., Teachers College, Adjunct Associate Professor of B.A., Yale University, 1947; M.A., University of Connecti- 1991; Ph.D., 1994 Politics and Education M.A., Harvard University, cut (Storrs), 1971; Ph.D., Ph.D., Graduate Center, City 1948; Ph.D., 1951 Teachers College, 1988 Tara A. Cortes University of New York, 1982; Adjunct Associate Professor of A.B., Fordham University, Philip Smith John N. Larson Nursing Education 1974 Visiting Professor of Mathematics Adjunct Assistant Professor of Education B.S.N., Villanova University, Computing and Education 1967; M.A., New York Uni- Joseph Paul Martin B.A., Dartmouth College, B.A., Florida State University, versity, 1971; Ph.D., Adjunct Professor of Education 1962; M.S., Stanford Univer- 1970, M.S., 1976; Ph.D., 1986 New York University, 1976 Ph.L., Angelicum, 1960; sity, 1964; Ph.D., Columbia S.T.L., 1964; A.M., Columbia University, 1973 Laurie Miller-McNeill Christine Coughlin Adjunct Assistant Professor of University, 1968; Ph.D., 1973 Adjunct Assistant Professor of O RGANIZATION AND Politics and Education Nursing Education Betty Reardon B.S., Boston University, 1980; L EADERSHIP B.S.N., Adelphi University, Adjunct Associate Professor of M.A., Teachers College, 1983; 1978; M.A., New York Uni- Education Dallas Bauman III Ph.D., Columbia University, versity, 1984; Ed.D., Teachers B.A., Wheaton College, 1951; Adjunct Assistant Professor of 1989 College, 1998 M.A., New York University, Higher Education 1957; Ed.D., Columbia Uni- B.A., Towson State University, Alan R. Sadovnik Paul Edelson versity, 1986 1967; M.S., Indiana University, Visiting Associate Professor of 1969; Ph.D., Illinois State Adjunct Professor of Adult and Education Continuing Education Dale Snauwaert University, 1981 B.A., Queens, 1975; M.A., B.A., Brooklyn College, 1966; Visiting Assistant Professor of New York University, 1979; M.A., New York University, Politics and Education Jeanne E. Bitterman Ph.D., 1983 1970; Ed.D., 1973 B.A., University of Illinois Adjunct Assistant Professor of Adult and Continuing Education (Urbana-Champaign), 1983; Philip E. Fey M.A., 1988; Ph.D., 1990 B.A., City College of New York, 1973; M.A., New York Adjunct Associate Professor of University, 1977; M.A., Adult and Continuing Education Columbia University, 1980; B.A., Fordham University, Ed.D., 1983 1958, J.D., 1961; M.A., Columbia University, 1967; Ed.D., 1976

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Keville C. Frederickson Georgene G. Lasko-Weisenfeld Richard E. Segal Rita Reis Wieczorek Adjunct Professor of Nursing Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Professor of Nursing Education Education Education Education B.S., Columbia University, B.S., New York University, B.A., Indiana University, 1967; B.S., College of Mount St. 1964; Ed.M., 1971; Ed.D., 1975 1988; M.S., Bank Street Col- M.A., University of Connecti- Joseph, 1964; M.A., New York lege, 1990; Ed.M., Teachers cut, 1971, M.B.A., 1983; University, 1966; Ed.D., Phillip Geiger College, 1994; Ed.D., 1995 Ed.D., Teachers College, 1994 Teachers College, 1975 Adjunct Assistant Professor of Education Barbara Macauley Franceska B. Smith Benjamin Williams B.A., Trenton State College, Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of 1970; M.A., Teachers College, Adult and Continuing Education Adult and Continuing Education Education 1972; M.Ed., 1978; Ed.D., B.S., Springfield College, B.A., Radcliffe College, 1967; B.S., Cheyney State University, 1980; M.B.A., The Wharton 1971; M.Ed., Worcester State M.A., Teachers College, 1973; 1966; M.Ed., Rhode Island School of Finance, 1987 College, 1977; M.A., Teachers Ed.D., 1983 College, 1972; Ed.D., Boston College, 1993; Ed.D., 1995 University, 1979 Virginia G. Gonzalez Barbara V. Strobert Adjunct Assistant Professor of Gibran Majdalany Adjunct Assistant Professor of Adult and Continuing Education Adjunct Assistant Professor of Education B.A., Moravian College, 1972; Education B.A., Montclair State College, Ed.M., Boston University, B.A., University of Kansas, 1959; M.A., Jersey City State 1973; M.A., Teachers College, 1979; M.A., Teachers College, College, 1969; Ed.D., Teachers 1992; Ed.D., 1995 1981; Ed.M., 1982; Ed.D., College,1990 1995 Joseph Hankin Ross Tartell Adjunct Professor of Higher Joseph Moses Adjunct Assistant Professor of Education Adjunct Professor of Psychology Psychology and Education B.A., City College of New and Education B.A., Hofstra University, 1974; York, 1961; M.A., Columbia B.S., City University of New M.A., Teachers College, 1976; University, 1962; Ed.D., 1967 York, 1961; Ph.D., Baylor M.B.A., 1981; Ph.D., 1984 University, 1967 Wendy L. Heckelman Elizabeth H. Tucker Adjunct Assistant Professor of Lucienne Muller Adjunct Assistant Professor of Psychology and Education Adjunct Assistant Professor of Nursing Education B.A., University of Miami, Adult and Continuing Education B.S.N., Pace University, 1977; 1983; M.A., Teachers College, Licence, University of Gen- Ed.M., Columbia University, 1986; Ph.D., 1992 eve,1973, M.A., Teachers Col- 1979; Ed.D., 1983 lege, 1983; Ed.D., 1992 Miriam W. Javitch Ruud van der Veen Adjunct Assistant Professor of Maria George Nicolaidis Adjunct Associate Professor Psychology and Education Adjunct Assistant Professor of of Adult and Continuing B.A., McGill University, 1979; Psychology and Education Education M.B.A., Columbia University, B.A., Deree College (Athens), B.S., Katholieke Universiteit 1988; Ph.D., Teachers College, 1976; M.A., Teachers College, Nijmegen, The Netherlands, 1997 1980; Ed.M., 1981; Ed.D., 1966; M.S., 1969; Ph.D., 1982 1989 Harvey Kaye Marie P. Volpe Adjunct Associate Professor of Vincent T. Rudan Adjunct Assistant Professor of Higher Education Adjunct Assistant Professor of Adult and Continuing Education B.A., City University of New Nursing Education A.A., Elizabeth Seton College, York, 1976; M.A., Columbia B.S.N., State University of 1979; B.S., Iona College, 1981; University, 1983; M.Ed., 1992; New York, 1977; M.A., New M.A., Columbia University, Ed.D., 1992 York University, 1979; Ed.D., 1983; Ed.D., 1992 Teachers College, 1998 Arthur M. Langer Janine Waclawski Adjunct Assistant Professor of Adjunct Assistant Professor of Higher Education Psychology and Education BA, Queens College, CUNY, B.A., SUNY, Stony Brook, 1979; MBA, Iona, 1987; 1987; Ph.D., Teachers College, Ed.D., Teachers College, 1996 Columbia University, 1999

93 O FFICERS N OT IN A CTIVE S ERVICE

William G. Anderson. Professor Norman Dale Bryant. Professor John H. Fischer. Professor Emer- Bernard Gutin. Professor Emeri- Emeritus of Education Emeritus of Psychology and itus of Education and President tus of Applied Physiology and B.S., Brooklyn College, 1955; Education Emeritus Education M.A., Ohio State University, A.B., North Texas State, 1945, B.S., Johns Hopkins, 1940; A.B., Hunter, 1960; A.M., 1957; Ed.D., Teachers College, A.M., 1951; Ph.D., Texas, A.M., Columbia, 1949, Ed.D., New York University, 1961, Columbia University, 1961 1955 1951; L.H.D., Columbia, Ph.D., 1965 1964, Cleveland State, 1968, Thurston A. Atkins. Associate R. Freeman Butts. William F. Towson State, 1973; LL.D., Elizabeth P. Hagen. Edward Lee Professor of Education Russell Professor Emeritus in the Morgan State, 1955, Goucher, Thorndike Professor Emeritus of B.S., Towson State, 1952; Foundations of Education 1959, Akron, 1963; Litt.D., Psychology and Education M.A., Teachers College, 1962, A.B., Wisconsin, 1931, A.M., Jewish Theological Seminary of A.B., Western Maryland, 1936; Ed.D., 1968 1932, Ph.D., 1935 America, 1968, Muskingum, A.M., Columbia, 1948, Ph.D., 1969 1952 Winthrop R. Adkins. Professor Harold Cook. Professor Emeritus Emeritus of Psychology and of Psychology and Education Daniel P. Girard. Professor Kenneth Frederick Herrold. Education B.A., California State Univer- Emeritus of French Professor Emeritus of Psychology A.B., Princeton, 1955; M.A., sity at Los Angeles, 1959; A.B., Columbia, 1926, A.M., and Education Columbia, Ph.D., 1963 Ph.D., University of California, 1929; Diplome de la Sorbonne, A.B., Bucknell, 1936; Los Angeles, 1967 1928 M.S.P.H., Michigan, 1940; Ronald J. Baken. Professor Ed.D., Columbia, 1948 Emeritus of Speech Science Frances Partridge Connor. Ruth Z. Gold. Associate A.B., Columbia College, 1963; Richard March Hoe Professor Professor of Statistics and Joseph R. Higgins. Professor M.S., Municipal University Emeritus of Education Education Emeritus of Education of Omaha, 1965; Ph.D., A.B., St. Joseph’s, 1940; A.M., A.B., Hunter, 1941; A.M., A.B., San Fernando Valley Columbia, 1969 Columbia, 1948, Ed.D., 1953; Columbia, 1943, Ph.D., 1960 State, 1960; M.S., Utah State, L.H.D., New Rochelle, 1974 1962; Ed.D., Stanford, 1970 Arno A. Bellack. Professor I. Ignacy Goldberg. Professor Emeritus of Education Joel R. Davitz. Professor Emeri- Emeritus of Education Harvey A. Hornstein. Professor B.S., Wisconsin, 1940; A.M., tus of Psychology and Education Mag. Phil., Warsaw, 1938; Emeritus of Psychology and Columbia, 1946, Ed.D., 1952; B.S., Illinois, 1947; A.M., A.M., Columbia, 1949, Ed.D., Education Ph.D., h.c., Helsinki, 1977; Columbia, 1949, Ph.D., 1951 1952; L.H.D., Colorado, 1982 B.B.A., Baruch College of the Ph.D., h.c., Uppsala, 1977 City University of New York; Morton Deutsch. Edward Lee Joseph C. Grannis. Professor M.A., Teachers College, Leonard S. Blackman. Professor Thorndike Professor Emeritus of Emeritus of Education Columbia University, 1962, Emeritus of Education and Psychology and Education A.B., Harvard, 1954, M.A.T., Ph.D., 1964 Psychology B.S., City College of New 1955; Ph.D., Washington, A.B., Syracuse, 1950, M.S. York, 1939; M.S.(hon.), Penn- 1965 Chang-Tu Hu. Professor Emeri- (Ed.), 1951; Ph.D., Illinois, sylvania, 1940; Ph.D., Massa- tus of History and Education 1954 chusetts Institute of Technol- Maxine Greene. William F. A.B., Fu-Tan (China), 1942; ogy, 1948; L.H.D., City Russell Professor Emeritus in the Ph.D., Washington, 1953 Ann E. Boehm. Professor Emeri- College of New York, 1990 Foundations of Education tus of Psychology and Education A.B., Barnard, 1938; A.M., Dwayne E. Huebner. Professor B.A., Wheaton College, 1960; John Fanselow. Professor Emeri- New York University, 1949; Emeritus of Education M.A., Teachers College, tus of Language and Education Ph.D., 1955; L.H.D., Lehigh, A.M., Chicago, 1949; Ph.D., Columbia University, 1963; B.A., Northern Illinois, 1960, 1975; Hofstra, 1985; Bank Wisconsin, 1959 Ph.D., Columbia University, M.A., 1961; Ph.D., Teachers Street, 1987; Colorado, 1990; 1966 College, 1971 Goddard, 1991; Indiana, 1993 Francis A. J. Ianni. Professor Emeritus of Education Lois Bloom. Edward Lee Ralph R. Fields. Professor Emer- Gary A. Griffin. Professor B.S., Pennsylvania State, 1949, Thorndike Professor Emeritus of itus of Higher Education Emeritus of Education A.M., 1950, Ph.D., 1952 Psychology and Education A.B., Arizona, 1929; A.M., B.A., M.Ed., Ed.D., University B.A., Pennsylvania State Uni- Stanford, 1934, Ed.D., 1940 of California at Los Angeles Willard J. Jacobson. Professor versity, 1956; M.A., University Emeritus of Natural Sciences of Maryland, 1958; Ph.D., Joan Dye Gussow. Mary Swartz B.S., Wisconsin (River Falls), Columbia University, 1968 Rose Professor Emeritus of Nutri- 1946; A.M., Columbia, 1948, tion and Education Ed.D., 1951 Robert A. Bone. Professor A.B., Pomona, 1950; Ed.M., Emeritus of English Education Columbia, 1974, Ed.D., 1975 A.B., Yale, 1945, A.M., 1949, Ph.D., 1955

94 O FFICERS N OT IN A CTIVE S ERVICE

Carroll F. Johnson. Professor Gordon N. Mackenzie. Professor Robert Pace. Professor Emeritus Margaret Jo Shepherd. Professor Emeritus of Education Emeritus of Education of Music Education Emeritus of Education A.B., Chattanooga, 1935; M.S., B.S., Minnesota, 1929, A.M., B.S., Juilliard College, 1948; B.S., University of Illinois, Georgia, 1940; A.M., Colum- 1929; Ed.D., Stanford, 1940 A.M., Columbia, 1949, Ed.D., Urbana 1955; Ed.M., Univer- bia, 1945, Ed.D., 1950 1951 sity of Illinois, 1958; Ed.D., William J. Mahoney. Professor Teachers College, Columbia Milton A. Kaplan. Professor Emeritus of Art and Education Philip H. Phenix. Arthur I. University, 1968 Emeritus of English B.S., Columbia, 1948, A.M., Gates Professor Emeritus of B.S.S., City College, 1929, 1949, Ed.D., 1957 Philosophy and Education Francis Shoemaker. Professor M.S., 1934; A.M., Columbia, A.B., Princeton, 1934; M.Div., Emeritus of English 1937, Ph.D., 1946 James L. Malfetti. Professor Union Theological Seminary, A.B., Lehigh, 1931; A.M., Emeritus of Education 1942; Ph.D., Columbia, 1950; Colorado State, 1937; Ph.D., Henry Kavkewitz. Professor B.S., Columbia, 1947, A.M., L.H.D., Alderson-Broaddus, Columbia, 1942 Emeritus of Psychology and 1948, Ed.D., 1951 1970 Education Jonas F. Soltis. William Heard B.S.S., City College, 1934, Elizabeth M. Maloney. Associate E. Edmund Reutter, Jr. Kilpatrick Professor Emeritus of M.S., 1935; Ph.D., New York Professor of Nursing Education Professor Emeritus of Education Philosophy and Education University, 1954 B.S., Columbia, 1951, A.M., A.B., Johns Hopkins, 1944; A.B., Connecticut, 1956; 1952, Ed.D., 1966 A.M., Teachers College, 1948, M.A.T., Wesleyan, 1958; Frederick D. Kershner, Jr. Ph.D., 1950 Ed.D., Harvard, 1964 Professor Emeritus of History Eugene V. Martin. Associate A.B., Butler, 1937; A.M., Professor of Nursing Education Seymour Rigrodsky. Professor Marvin Sontag. Associate Profes- Wisconsin, 1939, Ph.D., 1950 B.A., Brooklyn College, 1937; Emeritus of Speech Pathology sor of Psychology and Education M.A., New York University, A.B., Brooklyn, 1952; A.M., B.A., Brooklyn College of the Phil C. Lange. Professor Emeritus 1947; Ph.D., California 1955, Ph.D., Purdue, 1959 City University of New York, of Education (Berkeley), 1965 1954; Ph.D., New York Uni- B.S., Wisconsin, 1934, A.M., Henry J. Rissetto. Professor versity, 1967 1936, Ph.D., 1941 Jack David Mezirow. Professor Emeritus of Education Emeritus of Adult and Continuing B.S., New Jersey State William Summerscales. Director Thomas A. Leemon. Associate Education (Trenton), 1949; A.M., of Development and Associate Professor of Higher Education B.S., Minnesota, 1945, A.M., Columbia, 1953, Ed.D., 1957 Professor of Education A.B., Stanford, 1956; A.M., 1946; Ed.D., California A.B., Eastern Nazarene, 1957; Ed.D., Columbia, 1968 (Los Angeles), 1955 Paul C. Rosenbloom. Professor 1944; M.Div., San Francisco Emeritus of Mathematics Theological Seminary, 1956; Ann Lieberman. Professor Mildred L. Montag. Professor B.S., Pennsylvania, 1941; A.M., Toronto, 1966; Ph.D., Emeritus of Education Emeritus of Nursing Education Ph.D., Stanford, 1944 Columbia, 1969 B.A., University of California, A.B., Hamline, 1930; B.S., Los Angeles, 1957; M.A., Minnesota, 1933; A.M., Robert J. Schaefer. Professor Abraham J. Tannenbaum. California State University at Columbia, 1938, Ed.D., 1950; Emeritus of Education Professor Emeritus of Education Northridge, 1966; Ed.D., LL.D., Bridgeport, 1967, State A.B., Columbia, 1939, A.M., and Psychology University of California, Los University of New York, 1981; 1946, Ph.D., 1950 A.B., Brooklyn, 1946; A.M., Angeles, 1969 L.H.D., Adelphi, 1968; D.Sc., Columbia, 1948, Ph.D., 1960 Eastern Kentucky, 1981 Rosalea A. Schonbar. Professor Richard H. Lindeman. Professor Emeritus of Psychology and Trygve R. Tholfsen. Professor Emeritus of Psychology and Roger A. Myers. Richard March Education Emeritus of History and Education Education Hoe Professor Emeritus of Psychol- A.B., Smith, 1940; A.M., A.B., Yale, 1948, Ph.D., 1952 B.S., Beloit, 1949; M.S., ogy and Education Columbia, 1942, Ph.D., 1945 Wisconsin, 1951, Ph.D., 1958 A.B., Bradley, 1952; A.M., Albert S. Thompson. Professor Ohio State, 1955, Ph.D., 1959 Justin Schorr. Professor Emeritus Emeritus of Psychology and Margaret Lindsey. Professor of Art and Education Education Emeritus of Education Harold J. Noah. Gardner Cowles B.S.S., City College, 1950; A.B., Ursinus, 1931; A.M., B.S., State Teachers College Professor Emeritus of Economics A.M., Columbia, 1951, Ed.D., Pennsylvania, 1934, Ph.D., (Shippensburg), 1934; M.Ed., and Education 1962 1943 Pennsylvania State, 1939; B.Sc. (Econ.), London, 1946, Ed.D., Columbia, 1946; Academic Diploma in Educa- Craig A. Timberlake. Associate Litt.D., Eastern Kentucky, tion, 1954; Ph.D., Columbia, Professor of Music Education 1976 1964 A.B., Southern Methodist, 1942; A.M., Columbia, 1963, Ed.D., 1966

95 O FFICERS N OT IN A CTIVE S ERVICE T RUSTEES AND O FFICERS

Kenneth H. Toepfer. Professor Trustees Emeritus of Higher Education Antonia M. Grumbach, A.B., Cornell (Iowa), 1951; Co-Chair M.I.A., Columbia, 1953, Enid W. Morse, Co-Chair Ph.D., 1966 John Klingenstein, Vice Chair

Paul Vahanian. Associate Profes- James W. B. Benkard sor of Psychology and Education Beverly Chell A.B., Florida Southern, 1949; Patricia M. Cloherty A.M., Columbia, 1952, Ed.D., James P. Comer, MD 1957 Joyce B. Cowin Gay Culverhouse Charles W. Walton. Professor Joseph Dionne Emeritus of Music Education Thomas W. Evans M.B., Oberlin, 1938; M.M., Barbara F. Goodman Cincinnati Conservatory, 1939; Ruth L. Gottesman A.M., Columbia, 1947, Ed.D., Antonia M. Grumbach 1951 John W. Hyland, Jr. Elliot S. Jaffe Sloan R. Wayland. Professor A. Clark Johnson, Jr. Emeritus of Sociology and John Klingenstein Education Arthur Levine A.B., Hendrix, 1940; A.M., Claude A. Mayberry, Jr. Louisiana State, 1941; Ph.D., Enid W. Morse Columbia, 1951 Ronald A. Nicholson Jeffrey Peek Mary Alice White. Professor William D. Rueckert Emeritus of Psychology and George Rupp Education H. Marshall Schwarz A.B., Vassar, 1941; A.M., Laurie Tisch Sussman Columbia, 1944, Ph.D., 1948 Sue Ann Weinberg Richard M. Wolf. Professor Officers Emeritus of Psychology and Education George Rupp, Ph.D. B.A., Antioch College, 1957; President of the University Ed.M., University of Buffalo, 1959; Ph.D., University of Arthur Levine, Ph.D. Chicago, 1964 President of the College

Warren Yasso. Professor Emeritus Scott Fahey, M.Ed. of Natural Sciences Secretary of the College and B.S., Brooklyn College; A.M., Assistant to the President Columbia, 1961, Ph.D., 1964 Fred A. Schnur, B.B.A., C.P.A. Vice President for Finance and Administration

Joseph S. Brosnan, Ed.D. Vice President of Development and External Affairs

Edmund Gordon Interim Dean of the College

96 Programs of Study

TABLE OF CONTENTS 173 Department of Health 233 Department of Mathematics, Science, and Behavior Studies and Technology 98 Course Numbering Applied Educational Psychology, 174 Communication and Education, 233 Neurosciences and Education, 174 Computing and Education, 233 99 Admissions Application Deadlines Reading and Learning Instructional Technology and Disabilities, 177 Media, 233 101 Department of Arts and Humanities Reading Specialist, 177 Mathematics Education, 239 Arts, 102 School Psychology, 178 Science Education, 244 Art and Art Education, 102 Arts Administration, 107 Health Studies, 182 251 Department of Organization and Dance and Dance Education, 109 Health Education, 182 Leadership Music and Music Education, 111 Nursing Education, 186 Educational Administration, 252 Nutrition and Education, 188 Educational Administration, 252 Humanities, 117 Applied Physiology and Inquiry in Educational Administra- History and Education, 119 Nutrition, 192 tive Practice, 256 Philosophy and Education, 120 Educational Leadership and Religion and Education, 122 Physical Education, 193 Management, 256 Social Studies, 123 Special Education, 194 Higher and Adult Education, 261 Languages and Literature Administration of Special Adult and Continuing Applied Linguistics, 117 Education, 194 Education, 261 Teaching of English and English Behavior Disorders, 194 Higher Education, 263 Education, 127 Blindness and Visual Student Personnel Administra- Teaching of English to Speakers of Impairment, 194 tion, 263 Other Languages (TESOL), 131 Cross Categorical Studies, 195 Teaching of Spanish, 134 Guidance and Habilitation, 195 Nurse Executives, 268 Hearing Impairment, 195 137 Department of Biobehavioral Studies Instructional Practice, 195 Social-Organizational Psychology, 272 Mental Retardation, 195 Applied Physiology, 138 Physical Disabilities, 195 278 Additional Programs/Options Motor Learning, 138 Supervision of Special Speech-Language Pathology and Education, 195 Audiology, 142 Teaching of American Sign Language as a Foreign 148 Department of Counseling and Clinical Language, 202 Psychology Psychological Counseling 204 Department of Human Development (master’s), 148 Cognitive Studies in Education, 204 Counseling Psychology (doctoral), 148 Developmental Psychology, 209, 210 Clinical Psychology (Ph.D. Measurement, Evaluation and program), 154 Statistics, 212 Clinical Psychology: Post-doctoral Politics and Education, 215 respecialization, 156 Sociology and Education, 218 Psychology in Education (master’s), 159 221 Department of International and Transcultural Studies 160 Department of Curriculum and Teaching Anthropology and Education, 225 Curriculum and Teaching, 161 Applied Anthropology, 225 Early Childhood Education, 163 Comparative and International Early Childhood Special Education/International Education, 163 Educational Development, 221 Elementary/Childhood Education, Bilingual/Bicultural Education, 228 Preservice, 164 Economics and Education, 231 Giftedness, 165 Learning Disabilities, 166 Reading and Learning Disabilities, 166 C OURSE N UMBERING

Beginning with the Autumn 1998 semester course designations for departments have changed to reflect the reorganization of the College into nine units. Formerly, all courses had a two place alpha- betical sequence that began with “T”. Under the new arrangement the “T” is replaced by:

A&H for Arts and Humanities BBS for Biobehavioral Studies CCP for Clinical and Counseling Psychology C&T for Curriculum and Teaching HBS for Health and Behavior Studies HUD for Human Development ITS for International and Transcultural Studies MST for Mathematics, Science and Technology ORL for Organization and Leadership IND for Interdepartmental Courses

The second alphabetical character under the old number system remains the same in most instances as does the four digit number; examples are:

TF4070 History of Education in the United States becomes A&HF 4070 TR4095 Applied Physiology I becomes BBSR 4095 TJ6362 Group Practicum becomes CCPJ 6362

Courses that cross disciplines within a department may use the three character departmental designation only, as do the interde- partmental and the curriculum and teaching courses.

98 A DMISSIONS A PPLICATION D EADLINES

Admissions Application Deadlines

For applicants wishing to start in the Summer or Fall Semesters

Ph.D. and all psychology doctoral programs—Final Deadline: December 15. Ed.D. programs: Priority Deadline: January 2. Final Deadline: April 1. Master’s programs: Priority Deadline: January 15. Final Deadline: April 15.

For applicants wishing to start in the Spring Semester All programs: Priority Deadline: November 1.

Students must meet the priority deadline to be considered for scholarships. Admissions applications received after the priority deadline are considered on a space available basis. Certain progams have special application deadlines. Please refer to “Special Application Requirements/Information” section in individual program descriptions.

Three lists follow: programs which start only in specific semesters, History and Education (TFH): Ph.D. and Ed.D: Fall only programs which do not accept applications after the priority dead- Inquiry in Educational Administrative Practice (TAI): Summer only line, and programs which review applications after the final dead- lines on a space available basis. Learning Disabilities (TYZ): Ed.D.: Fall only Motor Learning (TRM) Ed.M. & Ed.D.: Fall & Spring only Programs starting only in specific semesters Neurosciences and Education (TKN & TZL): Fall only Adult and Continuing Education (TDA): Fall only Nurse Executives (TNR & TNZ) M.A. & Ed.D.: Fall only Adult Education Guided Intensive Study (AEGIS) (TDS): Summer odd years only Politics and Education (TFG): Ed.D. & Ph.D.: Fall only Applied Linguistics (TLA) M.A., Ed.M., Ed.D.: Fall and Religion and Education (TFU): Ed.D: Fall only Spring only School Psychology (TKL & TKT): Fall only Arts Administration (TGC): Fall only Social Studies (TLW) M.A.: Fall or Summer only Clinical Neuropsychology (TSK): Fall only Social Studies (TLW) Ph.D.: Fall or Spring only Clinical Psychology (TXC): Fall only Social-Organizational Psychology (TJP, TJG) Ph.D. & Ed.D.: Clinical Psychology Post-doctoral Respecialization (TZH): Fall only Fall only Cognitive Studies in Education (TK) Ed.D. & Ph.D.: Fall; Sociology and Education (TFS) Ed.D. & Ph.D.: Fall only Spring only in extraordinary circumstances Speech and Language Pathology and Audiology (TQC) M.S.: Counseling Psychology (TJV) Ph.D. & Ed.D.: Fall only Fall only Curriculum and Teaching (TYZ) Ed.D.: Fall only Student Personnel Administration (TDH): Fall only Developmental Psychology (TKD): Fall only Programs not accepting applications after the Priority Deadline Early Childhood (TYZ) Ed.D.: Fall only Adult and Continuing Education (TDA) Ed.D. only. Early Childhood Special Education (TYZ) Ed.D.: Fall only Applied Linguistics (TLA) M.A., Ed.M., Ed.D. Educational Administration (TA) Ed.D. & Ph.D.: Fall only Clinical Psychology (TXC) Ph.D. Educational Leadership & Management (TAA): Ed.D./M.B.A.: Fall only Counseling Psychology (TJV) Ph.D. & Ed.D. Gifted Education (TYZ): Ed.D.: Fall only Curriculum and Teaching (TYZ) Ed.D. Higher Education (TDJ): Fall only Developmental Psychology (TKD) Early Childhood (TYZ) Ed.D.

99 A DMISSIONS A PPLICATION D EADLINES

Early Childhood Special Education (TYZ) Ed.D. Economics & Education (TFE) Educational Administration (TA) Ed.D. & Ph.D. Health Education (TSD) Educational Leadership & Management (TAA): Ed.D./M.B.A. Higher Education (TDJ) Gifted Education (TYZ): Ed.D. History and Education (TFH) M.A. History and Education (TFH) Ph.D. & Ed.D. Instructional Technology & Media (TUT) M.A. & Ed.M. Learning Disabilities (TYZ): Ed.D. Mathematics Education (TCA) Politics and Education (TFG) Ph.D. & Ed.D. Measurement, Evaluation, and Statistics (TMM & TMX) Religion & Education (TFU) Ed.D. Motor Learning (TRM) School Psychology (TKL & TKT) Ed.M., Ph.D. & Ed.D. Music and Music Education (TGM) Ed.D & Ed.D.C.T. Social-Organizational Psychology (TJP, TJG) Ph.D. & Ed.D. Nutrition and Education (TSA, TSB, TSC) Sociology and Education (TFS) Ph.D. & Ed.D. Philosophy and Education (TFP) Speech and Language Pathology and Audiology (TQC) M.S. Physical Education (TRC, TRP) Politics and Education (TFG) M.A. & Ed.M. Programs which review applications after the final deadlines on a space available basis Psychology and Education (TXA or TXG) M.A. Adult and Continuing Education (TDA) M.A. Reading and Learning Disabilities (TZB) Anthropology & Education (TFA) Reading Specialist (TKU) Applied Anthropology (TFO) Religion & Education (TFU) M.A. Applied Physiology & Nutrition (TZR) Science Education (TCB-X) Applied Physiology (TRA) Sociology and Education (TFS) M.A. & Ed.M. Art and Art Education (TGA) Special Education Programs in Department of Health and Behavior Studies Bilingual/Bicultural Education (TLB): Fall only Student Personnel Administration (TDH) Clinical Psychology Post-doctoral Respecialization (TZH) Teaching of American Sign Language as a Foreign Language (TEL) Cognitive Studies in Education (TKE) M.A. & Ed.M. Teaching of English (TLE) Communication & Education (TUC) M.A. & Ed.M. Teaching of English to Speakers of Other Languages (TESOL) (TLZ) Computing & Education (TUD) M.A. M.A., Ed.M., Ed.D. Dance Education (TGD) Teaching of Spanish (TLS) Developmental Psychology (TKA) M.A.

100 D EPARTMENT OF A RTS AND H UMANITIES

Chair: Professor Ruth Vinz Margaret Smith Crocco (Social Estrella Pujadas (Spanish) Sheldon Henry (French Horn) Location: 445A Macy Studies) Jennybelle Rardin (TESOL) A. C. Hickox (Dance) Telephone Number: Lenore M. Pogonowski (Music) Nathalie Robinson (Music) Sheila A. Hones (TESOL, (212) 678-3362 Graeme Sullivan (Art) Prabha Sahasrabudhe (Art) Tokyo) Fax: (212) 678-3376 Stephen J. Thornton (Social John Schuder (Organ) Susan Jolles (Harp) Studies) Barbara Tischler (Arts Admin- Caitlin Kirmser (English) Programs: Ruth Vinz (English) istration/Social Studies) Lisa Klein (English) Haruko Yoshizawa (Synthesizer, Ada Kopetz-Korf (Piano) Arts: Adjunct Associate Professors: Jazz Piano) Jeffrey Kraus (Percussion) Art and Art Education Lan-Ku Chen (Music) Lori Don Levan (Photography) Arts Administration Eugenia Earle (Harpsichord) Lecturers: Marijeanne Liederbach (Dance) Dance and Dance Education Alvin Fossner (Oboe, Saxo- Janine Graziano-King (Applied Thomas Lollar (Ceramics) Music and Music Education phone) Linguistics/TESOL) Linda Louis (Art Education) Franklin E. Horowitz (Applied Tatsuya Komatsu (TESOL, Michael Marino (Social Studies) Humanities: Linguistics) Tokyo) Stephen Maxym (Bassoon) Linda McKnight (String Bass) Applied Linguistics Solomon Mikowsky (Piano) Pamela Martin (TESOL/ Joy Moser (Painting) Applied Linguistics) Oneida Morrober-Tester History and Education (Spanish) Philosophy and Education Hadassah Sahr (Piano) Masumi Muramatsu (TESOL, Tokyo) Michael Pellettieri Religion and Education (Printmaking) Social Studies Assistant Professors: Terry Royce (TESOL, Tokyo) Marilyn Shaw (English) Claire Porter (Dance) Teaching of English and Eng- James Albright (English) James Preiss (Percussion) lish Education Lori Custodero (Music) Howard A. Williams (Applied Linguistics) Raymond S. Pultinas (English) Teaching of English to Speakers Gregory W. Hamilton (English) Alan Raph (Trombone, of Other Languages (TESOL) ZhaoHong Han (Applied Baritone) Instructors: Teaching of Spanish Linguistics/TESOL Mary Anne Rose (Drawing) Christopher Higgins Randall E. Allsup (Saxophone) René Schillinger (English) Faculty: (Philosophy) Ronald Anderson (Trumpet) Deborah Schwartz (Museum Susan Koff (Dance) Mary Barto (Flute) Studies) Professors: James E. Purpura (Applied Barbara Bashaw (Dance) Stephen Shapiro (English) Harold F. Abeles (Music) Linguistics/TESOL) Stanley Bednar (Violin) Susan Stempleski (TESOL) Leslie M. Beebe (Applied Lin- Elsa Bekkala (Painting) Alan Stepansky (Cello) guistics/TESOL) Adjunct Assistant Professors: Evangeline Benedetti (Cello) Mykola Suk (Piano) Mary C. Boys (Union Theolog- Philip Aarons (Arts Adminis- Martha Bixler (Recorder) Peter Swords (Arts ical Seminary) tration) Beth Brisbane (English) Administration) Judith M. Burton (Art) Joe Amorino (Art Education) Rika Burnham (Museum Gerard Vezzuso (Photography) Maxine Greene (Philosophy Jennifer Burns (Philosophy) Studies) Martin Vinik (Arts and Aesthetics)—Emeritus Alice H. Deakins (Applied Don Butterfield (Tuba) Administration) Joseph S. Lukinsky (Jewish Linguistics) Alexander K. Cates (TESOL, Lisa Vujovich Rigisich Theological Seminary) Janice Dowd (TESOL/Applied Tokyo) (English) Mordecai Rubin (Spanish) Linguistics) Carolyn Clark (Arts Brenda Wallace (English) Martha Eddy (Dance) Administration) Eric Weeks (photography) Adjunct Professors: Leonard Fleischer (Arts Julian Cohen (Social Studies) Judith Weller (Sculpture) Administration) Renee Darvin (Art Education, Jena Wellman-Smith (Voice) Dino Anagnost (Voice, Con- Museum Studies) Julian Williams (English) ducting) Susan Glaser (Music, Flute) Jeanne C. Goffi (Voice) Judith Davidoff (Renaissance Martha Williams (Cello) Gay Brookes (TESOL) Instruments) Angiola Churchill (Painting) Mari Haas (TESOL) Robert Horowitz (Music) Alan de Mause (Guitar) For information about faculty Robert Greenblatt (Arts Evelina Dimitrova (TESOL) and their scholarly and research Administration) Thomas Hoyt (Music) Chin Kim (Music) Megen Driscoll (English) interests, please refer to the Joan Jeffri (Arts Administration) Margaret Dwyer (TESOL) “Faculty” section of the Catalog. Bert Konowitz (Jazz) I. Fred Koenigsberg (Arts Administration) Laurance Fader (Viola) Bayard Faithful (Social Studies) Associate Professors: Leonard Leibowitz (Arts Administration) Ethan Feinsod (Photography) René V. Arcilla (Philosophy) Roberta Martin (Social Studies) Ellen Flanagan (English) John M. Broughton (Philoso- Michael B. Nord (Music Shakti Gattegno (TESOL) phy/Cultural Studies) Technology) Carolyn Graham (TESOL) Alison Nowak (Music Theory, Deborah Greh (Computer Composition) Graphics)

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Departmental Mission: learning, as well as research degrees an interview with the have five years of professional The Department of Arts and and practice in the students’ Program Coordinator is experience in arts/museum/stu- Humanities is dedicated to the chosen fields of study. required. dio education. For both degrees, study of a variety of academic applicants are accepted to the and professional disciplines in Faculty share the view that All applicants for whom Eng- program following faculty an educational context. The informed, imaginative and crit- lish is not their first language review of their artistic, profes- Department’s mission is two- ical thinking enables scholars are required to submit either a sional and scholarly materials. fold: To promote proficiency in and educators to actively shape 600 TOEFL (250 computer) or In some instances, applicants specific fields; and to explore cultural concepts of learning 10 English Language profi- may be requested to complete the purposes, practices and through education. With this ciency as well as scores for the prerequisites as a condition of processes of education , both in mind, the programs—both Test of Written English entry to the program. Similarly, within—and across—disci- separately and together—offer (TWE). An in-person writing applicants may be requested to plines. Individual fields of students the skills and knowl- sample may also be requested. complete the Ed.M. degree study include: philosophy, his- edge needed thrive and assume prior to acceptance to the Ed.D. tory, culture, criticism, reli- leadership in today’s swiftly The 32 point M.A. degree is gion, social studies, language changing cultural and educa- specially designed for individu- The 90 point Ed.D. in Art studies, as well as linguistics tional environment. als seeking in-service opportuni- Education is designed for those and the arts. ties, or who wish to complete a wishing to teach art education Arts: special curriculum project, or at the college/university level, Within the Department, indi- Art and Art Education who need the master’s degree to become arts supervisors in vidual programs preserve their Arts Administration complete state certification. The school systems, education cura- own disciplinary rigor, while Dance and Dance Education degree is flexibly structured to tors in museums, administra- expanding modes of inquiry, Music and Music Education accommodate various academic tors in arts agencies or enter discovery and creation into and professional needs. other arts education leadership positions. Applicants for this diverse societies and cultures. Art and Art Education The Department is committed The 38 point M.A. degree with degree are expected to exhibit (Code: TGA) to understanding culture as a teacher certification is a State- strong writing skills. Program Coordinator: Professor broad and varied process, a approved program for those Judith M. Burton fundamental human activity wishing to teach art K–12 in The 90 point Ed.D.C.T.A. is involving various modes of public schools. designed for those wishing to Degrees offered: thinking and expression teach studio art, history, or Master of Arts (M.A.) through which meaning is The 60 point Ed.M. degree is criticism in higher education: Master of Education (Ed.M.) constructed and historically designed for individuals seek- art school, college or university. Doctor of Education (Ed.D.) transmitted. ing the highest level of profes- Applicants for this degree pro- Doctor of Education in College sional achievement within the gram will be expected to have Teaching of Art (Ed.D.C.T.) The Department views the arts in education. The degree is an established, critically study of education as broad and also designed for students con- reviewed, exhibition record Special Application vital. Here, intellectual and cre- templating future doctoral either national or international. Requirements/Information: ative ideas and practices extend study. Applicants are required All applicants are required to beyond the traditional concerns to have a minimum three years Program Description: submit a portfolio (slides or of schooling to engage human of experience as an educator or In the Art and Art Education original works), examples of endeavor across the life span. practicing professional in the Program, the study of art scholarly writing (papers, the- Thus, each program shares a arts; 30 points of prior gradu- encompasses the traditions of sis, publications), and the Art concern with the learner’s con- ate study may be transferred fine art and the popular arts of and Art Education Application struction of knowledge, the art providing they meet the mass culture. A central tenet of Supplement directly to the Pro- and methods of teaching, the requirements for the degree. the program is the role of the gram. Please call 212-678- realities of the contemporary Applicants for the Administra- arts in nurturing human 3360 to request the Applica- classroom, the relationship of tive-Supervisory Certification growth and development tion Supplement. Applicants schools to their communities, option are expected to have at throughout the life span. must have completed an under- and the underlying philoso- least five years of teaching or Within this context, courses in graduate degree in studio art, phies of school reform. other professional experience in art education examine the dif- art education, art history or art education. ferent environments in which criticism, art or museum educa- In each of the seven programs the various art forms reach tion, or present other evidence that prepare teachers for posi- The 90 point Ed.D. and their audiences: private and of competence. tions in schools and universi- Ed.D.C.T.A. degrees are public schools, colleges, muse- ties, there is a commitment to designed for individuals inter- ums, arts centers, hospitals and For the M.A. degrees a personal the education of reflective prac- ested in serious research and other settings. interview with a faculty advisor titioners, the integration of who wish to contribute new is strongly advised. For the theory and improvement of scholarship and practice to the Ed.D. and the Ed.D.C.T.A. field. Applicants are required to

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Faculty prepare students to be Degree Requirements: • A&HG 4087, Processes and • A&HG 5581, Studio seminar well-informed, critical thinkers structures in the visual arts • A&HG 4079, America’s cul- so that students may enter lead- Master of Arts in Art Education • A&HG 5181, The arts in tures: implications for Art ership positions in their profes- (32 points) education Education sions. Faculty are not only sea- Required courses in Art Education • Studio (two sessions) • A&HG 5922, Master’s semi- soned practitioners who possess (14 points minimum): • A&HG 4079, America’s cul- nar tures: Implications for Art expertise in art, studio, • A&HG 4080, Artistic devel- Education Required courses outside the pro- museum and diversity educa- opment: Children • A&HG 4722, Supervised gram (6–9 points) Chosen with tion, they also are national lead- • A&HG 4088, Artistic devel- student teaching and semi- advisor approval. ers in arts education research. opment: Adolescence to nar: elementary Adulthood • A&HG 4702, Supervised Elective courses from: Art Educa- Each of the Department’s five • A&HG 4081, Curriculum student teaching and semi- tion, studio, and other programs of programs is built around a core design in Art Education nar: secondary the College (variable points) Cho- of courses considered to be • A&HG 4085, Historical • Plus: two weekend work- sen with advisor approval. essential to an exemplary arts foundations in Art Education shops, topics vary each year education. Beyond the core, • Studio: Two sessions • C&TY 4504, Child substance In addition: see expectations students along with their advi- • A&HG 5922, Masters abuse detection for the M.A. above. sors have the flexibility to Seminar design individual programs Required courses outside the pro- that meet particular needs and Required courses outside the pro- The Ed.M. degree offers two gram (6–9 points) Chosen with additional options: goals. In addition to courses in gram (6–9 points) Chosen with advisor approval. Art Administrative-Supervi- art education, students are advisor approval. expected to select from other sory Certification. Consistent Elective courses from: Art educa- offerings of Teachers College Elective courses from: Art educa- with New York State regula- tion, studio, other programs of the and Columbia University in tion, studio, other programs of the tions, the Certification option College (3–6 points) Chosen requires 18 points of course order to fulfill degree require- College (9–12 points) Chosen with advisor approval. work in museum studies, aes- ments. The 38-point M.A. with advisor approval. offers New York State- thetics, artistic development, In addition: Students in this research, arts administration approved teacher certification. In addition: Students in this program are required to com- and a supervised internship. Students in other M.A. degree M.A. program are required to plete an integrated written programs may opt for the state- complete an integrated written project on a theme or research Doctor of Education (90 points) approved Art Administration- project on a theme or research topic arising from their inter- Supervisory Certification, or topic arising from their inter- Required courses within the ests and mount a Macy Gallery the Museum Education concen- ests; students may offer a Macy specialization (16 points): exhibition combining their tration (see below.) Gallery exhibition in partial • A&HG 5001, Research in own art work with that of the fulfillment of their degree arts education pupils taught during their The vast cultural resources of requirements. All students are • A&HG 5581, Studio seminar practicums. Students are also New York City, along with a urged to attend the Program • A&H 5500, Pro-seminar expected to attend the Depart- host of other programs, offer and Department-wide work- • A&HG 6502, Doctoral semi- ment-wide series of workshops students myriad opportunities shops offered throughout the nar offered throughout the acade- to enrich their conceptions of academic year; topics vary. • A&HG 7502, Dissertation mic year; topics vary. art and its diverse practices. seminar (two sessions) There are weekend institutes, The Master of Arts in Art • A&HG 8900.02, Disserta- colloquia, mini-courses, oppor- Master of Education (60 points) Education with Teachers tion advisement tunities for involvement in Certification (38 points) Required courses in Art Education professional development Required courses in Art Education (27 points minimum): Suggested courses (15 points workshops and summer study. • A&HG 4080, Artistic devel- minimum): Suitably qualified students may (26 points minimum): • A&HG 4080, Artistic devel- opment: Children and/or • A&HG 4070, Artistic devel- also apply for apprenticeships • A&HG 4088, Artistic devel- opment: children in the Center for Arts Educa- opment: Children • A&HG 4088, Artistic devel- opment: Adolescence to • A&HG 4088, Artistic devel- tion Research where they may Adulthood opment: adolescent to adult assist on funded projects— opment: Adolescence to Adulthood • A&HG 4081, Curriculum • A&HG 5081, Advanced cur- studying artistic development, design in Art Education riculum design or assessing the relationships • A&HG 4281, Field observa- tion in Art Education (two • A&HG 5001, Research • A&HG 4085, Historical between schools and cultural methods in arts education foundations organizations. sessions) • A&HG 4081, Curriculum • A&HG 4087, Processes and • A&HG 4082, Arts in con- design in Art Education structures in the visual arts temporary life • A&HG 4085, Historical • A&HG 5181, The arts in • A&HG 4087, Processes and foundations in Art Education education structures • Studio (two sessions)

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• A&HG 6021, Arts adminis- • A&HG 7502, Dissertation trative settings through analysis of each term. For requirements, see tration and supervision seminar (two sessions) programs, projects, policy issues, section in catalog on Continuous • A&HG 6520, Clinical • A&HG 8900.02, Disserta- and political processes that involve Registration for Ed.D. degree. internship tion advisement the visual arts, dance, music, and theater. Special fee: $30. Art Education

Required courses outside the Suggested courses (10 points A&HG 5581. Art and contem- *A&HG 4078. Art for classroom Program (15 points minimum): minimum): porary culture (2) teachers: Teaching art to Chosen with advisor approval • A&HG 4088, Artistic devel- Dr. Moser and Guest Critics. Per- children (2) opment: adolescent to adult mission required. Required semi- Ms. Louis. Introduction to theories Elective courses from: Art educa- • HUDK 5021, Aesthetic nar for Ed.M. and Ed.D. An exam- of artistic development, uses of art tion, independent studio, studio, development ination of the role of artculture in materials and processes, and lesson other programs of the College • A&HG 5082, Philosophies of contemporary life, employing planning strategies for art experi- ences with children and young (points vary). Chosen with advi- art in education experiences from art works— museums, galleries and alternative adolescents. Designed for class- sor approval. • A&HG 4082, Arts in con- room teachers and in-service stu- temporary life spaces—readings and discussion. Special fee: $25. dents. Special fee $30. In addition: Students must • A&HG 5001, Research in complete between 50–60 arts education A&HG 6003. Critical perspec- *A&HG 4079. Exploring Amer- points in the program, includ- • A&HG 6002, Administra- tives and practices in the arts (2) ica’s cultures: Implications for ing those transferred, before tion and supervision at the Professor Sullivan. Students inves- arts education (Noncredit or 2–3) entering the first of the Disser- college level tigate their creative practice from Professor Sahasrabudhe. The tation seminars. The first semi- several critical perspectives and course will explore the arts and nar prepares students to write Required courses outside the produce personal profiles and arts aesthetics of various American sub-cultures, including cultures- the certification papers. To Program (15 points minimum): projects within educational and cultural contexts. of-origin, and will involve art complete certification, students Chosen with advisor approval. teachers, art educators and other are expected to offer a profes- A&HG 6502. Doctoral seminar: participants in a process of defin- sional presentation such as: a Suggested studio electives Arts in education (2) ing and articulating understand- public reading from a pub- (15 points minimum) Chosen Faculty. For doctoral candidates to ings of America’s emerging cul- lished work of their own, a with advisor approval. identify their area of research tures. Class lectures will focus on Macy Gallery art exhibition, a interest and to narrow their topic. critical issues, problematic curated exhibition in a public In addition: see Ed.D. above. domains in specific cultures, and or private gallery, an account of Requirements for the A&HG 6580. Problems in art will develop understandings, sen- a research or curriculum devel- dissertation for the Ed.D.C.T.A and education (2–4) sitivities and skills required for cross-cultural and intercultural opment project. Each level of may be met by combining Faculty. Specific problems of art and art education examined. Dif- dialogues and interactions. Also certification is accomplished studio work and a written discussed will be models for pro- through faculty review; stu- document. Candidates should ferent topics each semester. Per- mission required. Special fee $15. gram design, the identification of dents must complete each level be in touch with the Office of content (artists, artworks, aes- satisfactorily before they are Doctoral Studies to be certain A&HG 7502. Dissertation semi- thetic theories, philosophies, art- given permission to write the of complying with the latest nar in the arts in education (2) events, myths, folklore, rituals) dissertation. Candidates should procedures, deadlines and Professor Burton and faculty. Two and cultural conventions which be in touch with the Office of Doc- documents. required group tutorials for doc- must be considered when plan- toral Studies to be certain of com- toral students to help develop or ning for multicultural art educa- Courses: (* = course open to plying with the latest procedures, refine topics of inquiry for tion. Special fee: $25. non-majors) deadlines and documents. research. The teaching format is flexible and may include faculty/ *A&HG 4080. Artistic develop- Art Theory and Research student presentations, group dis- ment of children (2–3) Doctor of Education in the Professor Burton. Required of all *A&HG 5082. Philosophies of cussions and critiques. May be College Teaching of Art (90 repeated. Section 2 is required of candidates seeking New York State points) art in education (2–3) art teacher certification (K–12). Faculty. Examination of theories of all doctoral students in the depart- ment in the semester following Recommended for all degree can- Required courses within the the arts, including functions and didates in elementary education. specialization (16 points): aesthetic values which underlie successful completion of written certification examination and An examination of the role of the • A&HG 6002, Teaching art at arts education practice and criti- senses, emotions, and intellect in cism. Development of student’s involves preparation and presenta- the college level tions/dissertation proposal for artistic development and of the • A&HG 5081, Curriculum in own views and references for prac- layered integrations they form over tice. Special fee: $15. approval. Sections: (1) Certification higher education preparation (2) Dissertation pro- time. Discussion of ways in which • A&HG 6482, Internship or developmental insights are basic to A&HG 5181. The arts in educa- posal preparation. special project the design and implementation of tion (2–3) exemplary visual arts lessons and • A&HG 5581, Studio seminar Faculty. An examination of ideas A&HG 8900.02. Dissertation • A&H 5500, Pro-seminar advisement in art education (0) offer critical starting points for about the interdisciplinary role of research. Special fee: $10. • A&HG 6502, Doctoral the arts in traditional and nontra- Individual advisement on doctoral seminar ditional educational and adminis- dissertations. Fee: to equal 3 points at current tuition rate for

104 D EPARTMENT OF A RTS AND H UMANITIES

A&HG 4081. Curriculum design in which developmental insights evaluating. Required of those seek- work collaboratively with both in art education (2–3) are basic to designing challenging ing state certification in New York Museum and College faculty to Professor Sullivan. Introduction to lessons which enrich growth and State and other states. Prerequi- develop and carry out individual curriculum theory and design in learning as well as offering critical sites: A&HG 4080, A&HG 4081, projects, which may lead in the the larger context of education and starting points for research. A&HG 4087, and A&HG 4088. direction of research and inquiry or schooling. The course also explores Required of all candidates seeking M.A. candidates should plan to into the development of instruc- alternative conceptual models as State Art Certification K–12. Spe- take student teaching in their last tional materials for different levels reflected in different art curricula, cial fee: $10. semesters as final course work of schooling. and engages students in review of towards their degrees. curricular issues related to learning *A&HG 4090. Museum issues I: A&HG 5922. Master’s seminar outcomes, standards and assessment Art museums and their culture *A&HG 5064. Experiments in in art education (2) in art education. Lab fee: $30. (3) content (1–3) Professor Sullivan. Permission Ms. Burnham. An examination of Faculty. An examination of new required. Required for all M.A. A&HG 4085. Historical founda- the challenges facing art museums technologies, materials, concepts, and Ed.M. students in the last 10 tions of art education (2–3) in the twentieth century, with a attitudes, both in their current credits of their program. Guided Professor Sullivan. An introduc- focus on changing interpretations of forms as well as future application. independent work in the study of tion to major historical events and objects and how museums respond Participants will investigate a per- music, art, and dance, culminating underlying beliefs, values, and to public need. Special fee: $25. sonal topic through field experi- in the development of a master’s practices that have influenced con- ence, hands-on demonstration, project. Special fee: $30. temporary art and art education A&HG 4281. Field observations observation, readings and lectures. programs at all levels of instruc- in art education (1) The topic focuses for the course A&HG 6002. Teaching and tion in the U.S. as well as interna- Ms. Louis and Ms. Petrillo. will be drawn from art and administration of art education tionally. Special fee: $30. Required of M.A. students or art design/studio/research/psychol- in college (3) teacher certification majors. To be ogy/teaching. Special fee: TBA. Dr. Churchill. The role and status A&HG 4086. Current issues taken concurrently with A&HG of art in higher education, varying and practices in art and art 4080, Artistic development of A&HG 5081. Curriculum design programs and objectives, problems education (2–3) children, and A&HG 4088, Artis- in art education: Advanced (3) and approaches in teaching and Faculty. An analysis of current tic development: Adolescence to Professor Sullivan. An analysis of administration. Special fee: $15. philosophies, theories, and prac- adulthood. Involves observations curricular models at all levels of tices in art and art education at all in schools of various types; video- instruction. Emphasis on evalua- A&HG 6021. Supervision levels of instruction. Programs in taping of contrasting teaching tion techniques, subject matter, and administration in arts public schools, higher education, styles and curricular approaches; and implementation processes. education (3) museum education, and other non- analysis of perceptual, artistic, and Prerequisite: A&HG 4081 or con- Ms. Darvin. Permission required. traditional settings are examined, societal assumptions implicit sent of instructor. Special fee: $20. Prerequisite: substantial teaching along with advocacy initiatives and within programs observed. and/or arts administration experi- policy issues appropriate to the A&HG 5085. Varieties of visual ence. The function of supervision various issues discussed. Special A&HG 4702. Supervised experience: Museums and edu- and administration: effective pro- fee: $30. teaching in art education: cation (2) grams in city, county, and state secondary (3) Ms. Darvin. Participants will visit school systems; in-service educa- A&HG 4087. Processes and Ms. Darvin. For majors only. A New York City museums and use tion and workshop techniques; structures in the visual arts (2–3) variety of supervised teaching the multiple resources of the school and community relation- Dr. Amorino. Opportunity for in- experiences (7–12), supplemented museums to develop personalized ships; nontraditional settings such depth and sustained exploration of by conferences, evaluation, and curriculum materials. Enrollment as museums, arts councils, etc. the properties, structures and seminars. The student completes limited. Special fee: $30. Special fee: $25. expressive uses of selected art 200 hours in schools observing, materials. The course aims to assisting, teaching, and evaluating. *A&HG 5090. Museum Issues A&HG 6520. Seminar in clinical enrich and extend personal visual Required of those seeking state II: Missions and Standards (3) supervision in the arts: repertoires and, in parallel, pro- certification in Art in New York Ms. Schwartz. An examination of K through 12 (2) voke insights about the role of state and other states. Prerequi- the changing purposes of museums, Ms. Darvin. Permission required. materials in supporting, integrat- sites: A&HG 4080, A&HG 4081, both American and international, as Seminar in classroom supervision ing and challenging the artistic A&HG 4087 and A&HG 4088. they confront new technologies and and its application to student growth of young people in school. M.A. candidates should plan to expectations for greater participa- teaching and in-service training. Prerequisite: A&HG 4080, take student teaching in their last tion in education. Issues of ethics On-site field experience, analysis of A&HG 4088, or permission of semester of course work towards and standards for museum educa- observation and assessment, read- instructor. Required of all students their degree. tion will also be discussed. In the ings and discussion. Participants in all degree programs. Special fee: context of the section reform move- must have a minimum of 5 years $30. A&HG 4722. Supervised stu- ment. Special fee: $25 teaching. Special fee: $10. dent teaching in art education: *A&HG 4088. Artistic develop- elementary (3) *A&HG 5804. Museums as Studio Art ment: Adolescence to adult- Ms. Darvin. For majors only. A resource: Workshops at the hood (2–3) variety of supervised teaching Metropolitan Museum (1–4) *A&HG 4061. Printmaking I: Professor Burton. An examination experiences (K–6) supplemented Professor Burton or Ms. Darvin. Lithographic processes (Non- of sensory, biological, affective, by conferences, evaluation and Independent study at Teachers credit or 2–3) cognitive and cultural issues influ- seminars. The student completes College combined with workshops, Mr. Pellettieri. A basic course in encing continuing development in 200 hours in an elementary school lectures and seminars at the Met- lithography for the beginning the visual arts. Discussion of ways observing, assisting, teaching and ropolitan Museum of Art. Students student. Stones, metal plates,

105 D EPARTMENT OF A RTS AND H UMANITIES screens, photo-lithographic plates, *A&HG 4093. Sculpture I (Non- *A&HG 5063. Painting II (Non- majors only. Special fee: $100. Non- and silkscreen utilized. Group credit or 2–3) credit or 2–3) credit fee: TBA plus special fee. and individual instruction to Ms. Weller. An exploration into Ms. Bekkala. Artists capable of enhance the skills and aesthetic the world of the third dimension independent endeavor share their A&HG 6903. Studio work in perception of each student. Spe- through both figurative and ideas and work in critiques and art and education: Drawing cial fee: $100. Noncredit fee: abstract styles. There will be class- discussions and undertake (Noncredit or 1–4) TBA plus special fee. room discussions plus experimen- advanced artistic problems sug- Faculty. Permission required. tation in wood and stone carving, gested by the instructor or of their Enrollment limited. For advanced *A&HG 4062. Printmaking: clay, plaster, assemblage, and weld- own devising. Noncredit fee: TBA. independent study. Noncredit for Etching I (Noncredit or 2–3) ing. Special fee: $100. Noncredit Special fee: $30. majors only. Special fee: $30. Non- Mr. Pellettieri. Designed to intro- fee: TBA plus special fee. credit fee: TBA plus special fee. duce the beginner to the intaglio *A&HG 5092. Ceramics II process (hard and softground etch- *A&HG 4094. Photography I (Noncredit or 2–3) A&HG 6904. Studio work in ing, etc.). Group and individual (Noncredit or 2–3) Mr. Lollar. Further studies of art and education: Painting instruction to help students Mr. Vezzuso. An introductory ceramics with an emphasis on (Noncredit or 1–4) acquire printmaking skills and dis- course in black and white photog- individual projects on an advanced Faculty. Permission required. cover their artistic capabilities. raphy and darkroom techniques. level. Educational aspects of the Enrollment limited. For advanced Special fee: $100. Noncredit fee: Participants will study applica- medium will be discussed along independent study. Noncredit for TBA plus special fee. tions of the camera as an instru- with marketing opportunities for majors only. Special fee: $30. Non- ment for producing artistic the professional craftsperson. Spe- credit fee: TBA plus special fee. *A&HG 4063. Painting I (Non- images, and the darkroom as a set- cial fee: $100. Noncredit fee: TBA credit or 2–3) ting for reproducing those images, plus special fee. A&HG 6905. Studio work in art Ms. Bekkala. Development of fun- as well as the implications for and education: Printmaking damental painting skills and using these techniques within vari- *A&HG 5093. Sculpture II (Noncredit or 1–4) understandings within the quest ous educational settings and con- (Noncredit or 2–3) Faculty. Permission required. for individual expression and style. texts. Special fee: $100. Noncredit Ms. Weller. Further studies of Enrollment limited. For advanced Oils, acrylics, collage, and water- fee: TBA plus special fee. sculptural elements with an independent study. Noncredit for color employed. Noncredit fee: emphasis on content, craft, and majors only. Special fee: $100. Non- TBA. Special fee: $30. *A&HG 5060. Drawing from individual development. Special credit fee: TBA plus special fee. life (Noncredit or 2–3) fee: $100. Noncredit fee: TBA *A&HG 4084. Art and technol- Ms. Rose A critical examination of plus special fee. A&HG 6906. Studio work in art ogy (Noncredit or 2–3) the relationship among structure, and education: Ceramics (Non- Dr. Greh. Through class produc- form and surface in drawing from *A&HG 5094. Photography II credit or 1–4) tion utilizing electronic imagery life: objects, humans and land- (Noncredit or 2–3) Faculty. Permission required. systems (computer graphics, com- scape. Students will track the Mr. Feinsod. Advanced work con- Enrollment limited. For advanced puter animation, video synthesiz- emergence and development of centrating on the inherent prob- independent study. Noncredit for ing, digital video effects), the stu- expressive configurations in their lems, limits and possibilities of the majors only.Special fee: $100. Non- dent develops the ability to create own work from the vantage point medium. Critical evaluation of stu- credit fee: TBA plus special fee. artistic statements utilizing tech- of evolving aesthetic and critical dent’s own work and that of profes- nological means. Offered summers. responses. Special fee: $60. Non- sionals through group discussion; A&HG 6907. Studio work in art Special fee: $25. credit fee: TBA plus special fee. attention given to different forms and education: Photography of presentation such as exhibitions, (Noncredit or 1–4) A&HG 4089. New media, new *A&HG 5061. Printmaking: magazines, books, and slides. Spe- Faculty. Permission required. forms: Technological trends in Lithography II (Noncredit or cial fee: $100. Noncredit fee: TBA Enrollment limited. Prerequisites: art education (2–3) 2–3) plus special fee. Prerequisite: A&HG 4094, A&HG 5094 or Dr. Greh. Examines new techno- Mr. Pellettieri. Designed to A&HG 4094 or equivalent. extensive experience in photogra- logical tools and new media in art explore and develop the lithogra- phy and darkroom techniques. education: the impact of technol- phy printing process, including *A&HG 5095. Color photogra- For advanced independent study. ogy in the art room, the changing the use of color and photolithogra- phy (2–3) Noncredit for majors only. Special role of the art educator, and the phy. Group and individual instruc- Mr. Vezzuso. Course addresses fee: $100. Noncredit fee: TBA convergence of visual technologies. tion to promote the artistic and both the aesthetic and technical plus special fee. Offered summers. Enrollment lim- technical potential and capacities aspects of color photography ited. Special fee: $25. of each participant. Special fee: including theory, lighting, use of A&HG 6999. Exhibition rating $100. Noncredit fee: TBA plus positive and negative films, prints, (0) *A&HG 4092. Ceramics I (Non- special fee. exposure to a professional lab. Pre- Rating of certification Ed.M. and credit or 2–3) requisite: A&HG 4094 or equiva- Ed.D. exhibitions: offered in fulfill- Mr. Lollar. Enrollment limited. For *A&HG 5062. Printmaking: lent. Special fee: $100. ment of degree requirements. To be beginners only. Introduction to the Etching II (Noncredit or 2–3) taken during the semester in which basic techniques of hand building, Mr. Pellettieri. Designed to Independent Studio Work work is presented in the Macy Art the potters wheel and slab construc- expand the printmaking compe- Gallery. Special fee: $120. tion. Surface decoration and three- tencies and aesthetic development A&HG 6902. Studio work in dimensional design. Stoneware and of the artist-teacher. Group and art and education: Sculpture earthenware clay bodies and firing individual instruction. Special fee: (Noncredit or 1–4) procedures will be addressed. Spe- $100. Noncredit fee: TBA plus Faculty. Permission required. cial fee: $100. Noncredit fee: TBA special fee. Enrollment limited. For advanced plus special fee. independent study. Noncredit for

106 D EPARTMENT OF A RTS AND H UMANITIES

Independent studies and See also: artistic life. Arts Administra- The objectives of the program research A&H 5500. Pro-seminar in arts tion is organized in conjunc- are to: and humanities (2) tion with the programs in arts • Train new leaders to manage A&HG 4202. Fieldwork in art Faculty. Arts and humanities fac- education (1–4) and humanities education, fur- and administer arts and cul- ulty present their recent research or ther reflecting the importance tural venues Permission required. Professional debate contemporary issues to illu- activities in the field under faculty minate critical issues in the field, of the basic educational role, • Raise standards of arts supervision. current challenges to education, mission, and activities of the administration to a new level innovative methods of inquiry and arts in both profit and non- of social responsibility A&HG 4902. Research and contemporary cultural issues. profit sectors. • Broaden the horizons of arts independent study in art educa- educators, facilitating their tion (1–4) Arts Administration In order to respond to the chal- interactions with the arts Permission required. Research and lenge and responsibility of the community independent study under the (Code: TGC) arts at the start of the twenty- • Give arts educators new man- direction of a faculty member. Program Coordinator: first century, the arts manager agement and administrative Professor Joan Jeffri A&HG 5202. Fieldwork in art must have an amalgam of man- tools agerial and financial skills, a • Strengthen advocacy roles for education (1–4) Degree offered: Permission required. Professional knowledge of pertinent artistic artists, and Master of Arts (M.A.) activities in the field under the disciplines, an awareness of • Provide theoretical and prac- supervision of a member of the arts community dynamics, a com- tical preparation for students Special Application faculty. mitment to education in its whose professional objective Requirements/Information: broadest sense, and a sensitivity is a career in arts administra- In addition to the general A&HG 5902. Research and to the artist and the artistic tion, arts education, or a independent study in art educa- Teachers College admission process. The essence of the pro- combination of the two. tion (1–4) requirements, applicants to the gram lies in its effort to provide Permission required. Research and program must submit a third a carefully constructed core cur- The Research Center for Arts independent study under the letter of reference and scores on riculum while making available and Culture acts as a comple- direction of a faculty member. the GRE General Test. Personal the extraordinary range of intel- ment and a resource for the statements of 750–1000 words A&HG 6202. Fieldwork in the lectual and cultural resources of Program, offering opportunities should indicate why applicants art education (1–4) the College, the University, and each year to Arts Administra- wish to pursue careers in arts Permission required. Professional New York City. tion students with a special administration, what led them activities in the field under the interest in research and public to this point and what they feel supervision of a member of the arts Established at Columbia Uni- policy. The Center is commit- faculty. makes them good candidates versity’s School of the Arts in ted to applied research in the for admission to the program 1980, the program moved to relatively new disciplines of arts A&HG 6422. Internship in the and to the field. An interview is Teachers College in 1991, management and arts law, pro- supervision and administration required for finalists and will be expanding its curriculum and viding the academic auspices of the art education (1–4) arranged at any time in the Qualified students work as interns student body and maintaining for exploration, education, pol- application process by the Pro- with supervisors or administrators its interdisciplinary curriculum icy-making, and action. gram Coordinator. Students in selected sites. Satisfies the intern- with Columbia’s Graduate usually begin the program in ship requirement for administrative Schools of Business and Law. A Degree requirements: the fall semester only. and supervisory certification. Provi- special area of study has been The M.A. degree requires a sion is made for assessment of field- created with the Program in minimum of 60 points of course based competencies in fulfillment of Program Description: Art Education which focuses work, with 24 points from the program requirements. The program in Arts Adminis- on Museum Education. Similar program offerings listed below, tration encourages integration collaborations are being devel- 12 points through the Graduate A&HG 6482. Internship in the of all the arts and education, oped with music, dance and School of Business, 15 points in teaching of college and museum while focusing on the educa- programs (3) other disciplines. Teachers College courses, 9 elec- tional role of the artist and the Permission required. Guided expe- tive points, an internship, and a missions and activities of arts riences in the teaching of the arts From its inception, faculty and master’s thesis. and cultural agencies, collec- in departments of metropolitan staff have consisted of persons tives, and institutions. area colleges. Sections: (1) Teach- actively involved in the field as The core curriculum represents ing art programs: college (2) managers, board members, an unusual alliance among the Teaching art programs: museum. The program reflects the con- consultants, authors, and faculties of Teachers College, viction that the management of artists. In addition, the pro- the Graduate School of Busi- A&HG 6972. Research and cultural institutions and enter- gram draws on a vast pool of ness, and the School of Law. independent study in art educa- prises is a profession that artists, arts managers, and per- Included in the core require- tion (1–4) requires both creativity and Permission required. Research and sons in related professions to ments are principles of arts commitment and that, at its independent study under the deliver and take part in guest administration, cultural policy, best, the profession has a posi- direction of a faculty member. lectures, seminars, and infor- fundraising, historical founda- tive impact on the quality of mal discussions. tions and problem-solving in

107 D EPARTMENT OF A RTS AND H UMANITIES arts education, accounting, A&HG 4176. Support Struc- A&HG 5174. Principles and needs, interests and capacities, and financial planning, marketing, tures: Development and fund practice in arts administration: the host’s abilities to integrate business policy, labor relations, raising in the arts and humani- Visual arts (3) those with its operation in an edu- and copyright law. Students ties (3) Ms. Jeffri. Permission required. cationally useful manner. Twenty and applicants should refer to Dr. Fleischer. Permission required. Prerequisite: A&HG 4170. A con- hours per week over four months A practical exploration of fundrais- tinuation of A&HG 4170 with or the equivalent. additional information on ing research and proposal writing special reference to the application requirements available at the methods. Proposals are developed of management principles and Independent Research program office. Tuition rates for private and public agencies and skills to the visual arts, including may vary for certain elective foundations. Course incorporates museums, commercial and cooper- A&HG 4970. Supervised indi- courses, depending on the aspects of support for the arts, arts ative galleries, artists’ spaces, pub- vidual research in arts adminis- offering school. Each student is education, the humanities, educa- lic art, corporate and individual tration and arts education (3) evaluated in the first year to tion and artists. collectors. Ms. Jeffri and staff. Permission required. Independent research in ensure that satisfactory arts administration. progress is maintained. A&HG 4180. Labor relations in A&HG 5175. Business policy the arts (3) and planning for the arts Mr. Leibowitz. Permission manager (3) Residency Courses: required. Theory and practice. Spe- Mr. Vinik. Permission required. A&HG 4100. Master’s essay resi- cial emphasis on employers, Designed to integrate arts admin- dency (0) A&HG 4170. Principles and unions, contracts, grievance proce- istration course-work from busi- practice in arts administration (3) Ms. Jeffri. Permission required. To dures in the arts. Simulated bar- ness, law, and the arts. Moves from maintain residency and receive Ms. Jeffri. Permission required. gaining sessions, evaluation and the financial, cultural, political Basic overview in arts administra- advisement on the Master’s essay, discussion of dispute resolution, environment to strategic planning students who have registered for tion covering major areas of con- arbitration, contract results. Nego- tools to specific arts situations in cern to small, medium, and large the 60 required points of course- tiation by student teams. the creation and implementation work and have not completed the institutions. Specific aspects of arts of policy and planning objectives. management, planning, program master’s essay, must register for A&HG 4575. Master’s seminar this course after six terms. Special development, artist relations, mar- in Arts Administration (3) A&HG 5178. Special topics: keting, and fundraising. tuition: the equivalent of 1 point Mr. Vinik. Permission required. Critical issues in arts manage- of credit. Full-time degree candidates only. ment (3) A&HG 4173. Arts in context (3) Required for all master’s students Permission required. A course in Dr. Tischler. Permission required. See also: in the last 10 credits of their pro- conceptualizing problems. Use of A&HG 4048. Creative comput- A seminar and lecture-style course gram. Guided independent work existing documents, studies, data- designed to provide a cultural con- ing applications in education culminating in the development of bases to support investigations and the arts (3) text for discussions of aesthetic, a master’s essay. into critical issues, while identify- ethical, and political questions that A&HG 4079. Exploring Amer- ing how these documents have ica’s cultures: Implications for define and challenge the responsi- A&HG 4576. Master’s seminar been constructed, their hidden and ble arts administrator’s role. arts education (Noncredit or 2–3) in Arts Administration B: political agendas, and suggestions A&HG 4090. Museum issues I: Research Apprenticeship (3) for improvement and integration A&HG 4174. Law and the Art museums and theircul- Ms. Jeffri/Mr. Vinik. Interview into existing systems. ture (3) arts I (3) required. Supervised individual Mr. Koenigsberg. Permission A&HG 5090. Museum issues II: apprenticeship to ongoing projects Practicum and Internship required. Principal artistic applica- missions and standards (3) in arts management, arts law, and A&HG 5001. Research in arts tions of U.S. law in areas drawn data and information gathering on A&HG 4370. Practicum in arts from copyright law, unfair competi- administration and arts educa- education (3) living artists in the Research Cen- A&HG 5002. Assessment strate- tion and trademark law, misappro- ter for Arts and Culture. tion (1) priation, First Amendment ques- Ms. Jeffri. Permission required. gies for the arts (Noncredit or 3) tions, miscellaneous torts including Supplement to the required intern- A&HG 5019. Dance in cultural A&HG 5173. Principles and contexts (2–3) rights of privacy and publicity, practice in arts administration: ship. Work with organizations or defamation, interference with con- on projects on or off-campus; work A&HG 5082. Philosophies of art Performing arts (3) in education (2–3) tract, other problems relating to Mr. Vinik. Permission required. must meet test of relevance to stu- authenticity of art works. dent’s program of study, supervisor A&HG 5181. The arts in educa- Prerequisite: A&HG 4170. A con- tion (2–3) tinuation of A&HG 4170 with approval, and judgment of satisfac- A&HG 4175. Law and the tory performance. At least 30 A&HG 5804. Museums as special reference to the manage- resource: Workshops at the arts II (3) ment principles and skills of the hours during the term; no more Mr. Aarons, Ms. Clark, and Mr. than 1 point per term; no more Metropolitan Museum (1–4) performing arts, including music, A&HG 6021. Supervision and Swords. Permission required. Lec- dance, and theater; audience devel- than 3 points during course of pro- tures and seminars on not-for- gram for practicum. administration in arts opment; unions; and the study of education (3) profit corporations, alternative physical facilities. forms of organization and tax A&HG 4470. Internship in arts exemption; the role and problems administration and arts educa- of trustees, directors, and officers; tion (0 or 3) commercial and political activity, Ms. Jeffri. Permission required. administrative regulations con- Internship arranged with host cerning arts organizations, and institutions on an individual basis, arts-specific contracts. taking into account the student’s

108 D EPARTMENT OF A RTS AND H UMANITIES

Dance and Dance place in multiple settings and Within the program there are towards the goals of the indi- pursued by a variety of people. two tracks leading to the Mas- vidual student. Education Courses in dance education ter of Arts degree. The first is (Code: TGD) examine the different settings flexible, allowing the student Degree Requirements: Program Coordinator: Professor in which the various dance to shape an individual program Required courses for both tracks are: Susan Koff forms reach their audience: in consultation with a faculty • BBSR 4005, Applied public and private schools, advisor (minimum of 36 Anatomy and Biomechanics Degree offered: higher education, arts centers, points). The second track offers (if not studied in the under- Master of Arts (M.A.) cultural institutions, video, experiences and study that lead graduate degree) television and film, and other to an M.A. plus a K–12 Dance • A&HG 5012, Kinesiology Special Application special settings. Teacher Special Certification in for dance Requirements/Information: the State of New York (36 • A&HG 5017, Movement Acceptance into the program is Central to the program is a con- points). In order to meet cer- retraining by audition, interview, and a cern for the role of dance as it tain state and degree require- • A&HG 4018, Laban Move- review of past dance-related supports and promotes human ments, students work closely ment Analysis I experiences and educational growth and development with their advisors to select • A&HG 5013, Choreography I background. While it is sug- through studio practice and cul- appropriate courses and evalu- • A&HG 5018, Dance Produc- gested that a candidate have an tural appreciation. The program ate abilities. tion undergraduate degree in dance, is built around a core of courses • A&HG 5019, Dance in cul- an undergraduate degree in any considered essential to exem- Completion of the K–12 Certi- tural contexts: theory and field and other appropriate plary dance education. fication track qualifies the application dance experiences will be con- graduate (upon successful com- • A&HG 5120, Introduction sidered for admission. The curriculum offers courses pletion of state tests) to teach to dance research within four major areas: the in public education, K–12, in • A&HG 5007, Curriculum Auditions are held twice a year: body sciences, performance the state of New York. Recip- design in dance education January and April. Details con- practice and analysis, dance ped- rocal arrangements with other • A&HG 5016, Teaching cerning the audition and spe- agogy, and theory, research and states can qualify the graduate dance: adolescence through cial application forms for the implementation. Dance courses to teach in other states, as well. adulthood OR program in Dance and Dance are offered in anatomy and kine- Students completing the • A&HG 5110, Teaching chil- Education are available along siology, composition, technique, degree (with or without certifi- dren’s dance with program information body work, Laban Movement cation) have continued to doc- from the Dance Education Analysis, cultural, historical and toral study in dance or related The K–12 certification track office. Candidates for admis- social contexts, production, fields; have worked in educa- will complete both A&HG sion from foreign countries or teaching and curriculum. tion departments of cultural 5016 and A&HG 5110, a from the western United States institutions; and have taught in teaching practicum (A&HG may audition via videotape. Utilizing the vast resources of private education, colleges and 4203 Fieldwork) and Super- Information concerning format the New York City metropoli- universities. Other graduates vised Student Teaching and specific requirements will tan area, professional studio have continued to perform and (A&HG 4703) as well as sev- be sent on request. technique classes and other choreograph in New York and eral education courses. related courses may be taken for other areas. Students desiring scholarships, academic credit, provided that Courses: (* = course open to grants, fellowships, or financial appropriate arrangements can Student work may be shown as non-majors) aid are urged to audition in Jan- be established with that school, part of our Graduate Student uary and to submit all required program or organization. Dance Concert Series. Some Body Sciences forms by the January 15th students choreograph, perform A&HG 5012. Kinesiology for scholarship deadline. Program In addition to courses taken in and self-produce professionally assistantships are available, as dance (Noncredit or 3) arts education, students are while pursuing a graduate Ms. Liederbach. Prerequisite: BBSR are limited merit scholarships. expected to select courses from degree from Teachers College. 4005. Dance movements are ana- other offerings at Teachers Col- Teaching, performance, lyzed and understood through Program Description: lege and Columbia University research and administrative application of anatomical principles. The Dance and Dance Educa- in order to fulfill degree internships offer students “real Special consideration is given to tion program encompasses a requirements. Weekend work- world” experience. The Dance body alignment, range of motion, broad conception of dance shops, master classes, colloquia, and Dance Education program and identification and remediation ranging from the traditions of of poor movement habits. Special research/independent studies, maintains professional partner- fee: $25. Noncredit fee: $200. dance as ritual and fine art to fieldwork, and student teach- ships with many of the major the popular view of dance in ing provide additional richness dance institutions and artist/ mass culture. Dance education *A&HG 5017. Movement re- to diverse teaching, research educator/scholar arts organiza- training (Noncredit or 2) is emphasized throughout the and performing opportunities. tions in New York City, Dr. Eddy. Provides an experimen- curriculum and is approached nationally and internationally. tal framework for movement learn- as a life-long activity, taking Each internship is tailored ing for dancer/choreographers, spe-

109 D EPARTMENT OF A RTS AND H UMANITIES cial educators, dance and arts edu- body, space, dynamic qualities and Theory: Research and teaching, and evaluating. Required cators and school psychologists. movement relationships to self and Implementation for those interested in dance certi- Based on the systems of Bartenieff others. Special fee: $25. Noncredit fication in New York City and Fundamentals and Body-Mind fee: $200. A&HG 4903. Research and other states. M.A. candidates Centering both teaching experien- independent study in dance should plan to take student teach- tially the observable features of *A&HG 4019. Laban movement education (1–4) ing in their last semester of course motor development and their rela- analysis II (Noncredit or 2–3) Faculty. Permission required. work towards their degree. tionship to child and adult move- Dr. Eddy. Prerequisite: A&HG Research and independent study ment habits. Special fee: $25. 4018 or equivalent. Continuation of under the direction of a member A&HG 5007. Curriculum design Noncredit fee: $200. Laban movement analysis I. An of the dance education program in dance education examination of the principles of faculty. (Noncredit or 3) Performance Practice and human movement as developed by Professor Koff. Introduction to *A&HG 5019. Dance in cultural Analysis movement theorist Rudolf von principle models of dance education Laban. Continued analysis of the contexts: Theory and applica- curricula and supporting literature *A&HG 4010. Modern dance I principles of Effort and Shape tion (Noncredit or 3) embedded within historical con- (Noncredit or 2) (Choreutics/space harmony) as Professor Koff. Enrollment lim- text. Analysis of curriculum organi- Faculty. Develops an understand- guided through movement experi- ited. A view of dance focusing on zation, discipline content, desired ing of the basic principles of mod- ences. Dynamic qualities and spa- historical, sociological, religious, learning outcomes, human develop- ern dance technique through a cial potentials are analyzed, anthropological, cultural and ment in relation to dance study and sequence of movement experiences, explored and synthesized through political perspectives. This course assessment models as highlighted exploration or improvisational spontaneously invented or repro- includes individual and group by current research. Special fee: structures, and discussions of duced dance/movement material in learning of a selected culture’s $25. Noncredit fee: $200. dance performance viewing. Non- relation to self and others. Special dance(s) and practical, develop- credit fee: $200. fee: $25. Noncredit fee: $200. mentally appropriate methodolo- *A&HG 5016. Teaching dance: gies for the teaching/learning Adolescence through adulthood *A&HG 4011. Modern dance II A&HG 5013. Choreography I process in various contexts. Special (Noncredit or 3) (Noncredit or 2) (Noncredit or 2–3) fee: $25. Noncredit fee: $200. Professor Koff. Prerequisites: Faculty. Permission required. Pre- Ms. Porter. Development of strate- A&HG 4018, A&HG 5110, or requisite: A&HG 4010 or equiva- gies and understandings concern- A&HG 5120. Introduction to equivalent. Enrollment limited. lent. Continuation of Modern ing the nature of the dance-mak- dance research (2) Theory, practice, history and phi- Dance I. Designed to expand on ing process through improvisation, Professor Koff. This course pro- losophy of goals, concepts, meth- the basic principles of modern creation of short movement studies vides a forum for preparing the ods and strategies for teaching dance technique through the and complete dances, and view- master’s project proposal. This dance in various settings of adoles- exploration of learned dance ing/perceiving the processes and course includes an introduction cents and adults of all ages. Special phrases, improvisational structures results. Special fee: $25. Noncredit to qualitative inquiry in dance and fee: $25. Non credit fee: $200. and/or selected choreography and fee: $200. dance education. Special discussions of dance performance fee: $25. *A&HG 5110. Teaching chil- viewing. Noncredit fee: $200. A&HG 5014. Choreographic dren’s dance (Noncredit or 3) problems (2–3) A&HG 5903. Research and Ms. Bashaw. Permission required. *A&HG 4014. Ballet I (Non- Ms. Porter. Permission required. independent study in dance Enrollment limited. An explo- credit or 2) Prerequisites: A&HG 5013 or education (1–4) ration of the materials and meth- Faculty. Practice and examination equivalent. An in-depth explo- Permission required. Research and ods of children’s dance as an art of the fundamentals of classical ration of creative process and independent study under the form and as an educational tool to ballet, including elements of tech- teacher/learner interactions as direction of a dance education fac- enhance learning in the classroom nique, theory, and historical back- applied to the teaching of choreog- ulty member. or studio setting. Includes theory ground. Noncredit fee: $200. raphy. Special fee: $25. and practice in planning, imple- Dance Pedagogy menting, and evaluating children’s *A&HG 4015. International A&HG 5018. Dance production A&HG 4203. Fieldwork in dance. Special fee: $25. Noncredit dance forms (Noncredit or 2) (0–2) fee: $200. Faculty. Theoretical and experien- dance education (1–4) Ms. Hickox. A lecture/laboratory Professor Koff. Permission tial exploration of one or more class focusing on theory and prac- A&HG 5203. Fieldwork in dance forms from other cultures required. Professional activities in tice of production of dance con- the field under the supervision of a dance education (1–4) enabling entry into the contexts of certs and events. Special fee: $25. Faculty. Permission required. Pro- other cultures. Noncredit fee: $200. member of the dance education Tuition for zero (0) points: $200. program faculty. fessional activities in the field under the supervision of a member of the *A&HG 4018. Laban movement A&HG 5111. Dance technique dance education program faculty. analysis I (Noncredit or 3) A&HG 4703. Supervised teach- (Noncredit or 1) ing in dance education (4) Ms. Porter. A course in the princi- Faculty. Permission required. A&HG 5519. Current topics and ples of human movement as devel- Professor Koff. Permission Enrollment limited. Studio course required. Prerequisites: A&HG issues in dance education (1–3) oped by Rudolf von Laban, and to study techniques in selected Professor Koff. Permission further applied in such areas as 5016 and A&HG 5110. A variety professional dance schools/studios of supervised teaching experiences required. Enrollment limited. dance, acting, sports, work pat- in New York City. Spring and Focus on topics and issues in dance terns, gesture, physical and dance (K–12), supplemented by confer- summer semesters meet on cam- ences, evaluation, and seminars. education (i.e., curriculum design, therapy, psychology, and anthro- pus. Course meets two days per assessment, advocacy) as high- pology. Movement experience and The student completes 200 hours week. Special fee: $50. Noncredit in schools observing, assisting, lighted by current research or con- analysis on four integrated levels: fee: $200. ferences. Special fee: $25.

110 D EPARTMENT OF A RTS AND H UMANITIES

See also: Teachers College Master of The four degree programs in The traditional M.A. program is • BBSK 4005. Applied anatomy Education students wishing to Music and Music Education are a post-bachelor’s degree program and biomechanics (3) apply to the Doctor of Educa- each built around a core of that provides graduate studies • A&HG 4020. Music for the tion Program are required to courses considered central to with a balance of work in perfor- world’s children (2–3) submit a scholarly paper along exemplary music education. mance, comprehensive musician- • A&HG 4048. Creative com- puting applications in educa- with their application for Beyond the core, students have ship, pedagogy, and research. tion and the arts (3) change of degree status. It is flexibility to plan with their The degree program is designed • A&HG 4079. Exploring Amer- expected that most students advisor individual programs to allow flexibility in course ica’s cultures: Implications for will also use this scholarly designed to meet particular selection, so that each student arts education (3) paper as the final project for needs and goals. may prepare for his or her profes- • A&HG 4082. The arts in con- their Ed.M. degree. sional career in music education. temporary life (2–3) In addition to courses in music • A&HG 4084. Art and technol- Applicants for the Ed.D. nor- and music education, students The Master of Education degree ogy (Noncredit or 2–3) mally have previously received are expected to select courses (Ed.M.) in Music Education is • A&HG 4089. New media, new a Master of Arts or Master of from other offerings of Teachers an advanced professional degree forms: Technological trends in art education (2–3) Music degree. Applicants for College and Columbia Univer- for practitioners in music educa- • A&HG 4090. Museum issues the Ed.D. or the Ed.D.C.T. are sity in order to fulfill degree tion that is designed to prepare I: Art museums and their cul- encouraged to have several requirements. The 36 point students for a career in elemen- ture (3) years of professional experience Master of Arts offers New York tary schools, secondary schools, • A&HG 5001. Research in arts as an educator or performing State approved Teacher Certifi- and colleges. It is awarded upon education (3) musician prior to beginning cation; students in this M.A. satisfactory completion of sixty • A&HG 5002. Assessment the doctoral program. Both program take course work and points of graduate study. Major strategies for the arts (Non- doctoral programs are very then a semester of carefully emphasis is placed on the credit or 3) selective with only a few stu- guided student teaching in a improvement of instruction and • A&HG 5025. Creativity and dents being admitted each year. school that reflects the Music curriculum. problem solving in music education (Noncredit or 2–3) Program’s philosophy. • A&HG 5082. Philosophies of Applicants for the Ed.D.C.T. The program for the degree may art in education (2–3) must submit a recent audiotape Students in the remaining also be designed to include New • A&HG 5181. The arts in edu- of their performance or arrange degree programs can prepare York State Certification as a cation (2–3) for an audition. for the following positions: School Administrator and • A&HG 5804. Museums as • Teaching and supervision of Supervisor. Candidates who resource: Workshops at the Applications for the Ed.D. and music in elementary and show clear promise of success in Metropolitan Museum (1–4) the Ed.D.C.T. are reviewed secondary schools further graduate study may • A&H 5500. Pro-seminar in once each year, in the spring. • Teaching and administration apply the completed course arts and humanities (2) The deadline for applications is of music in colleges and work toward the doctorate. January 2nd. universities Music and Music • Teacher of music in private The Ed.D. and the Ed.D. in Col- Education: Program Description: school and studios lege Teaching offer preparation (Code: TGM) The Program in Music and • Research and practice of for professional careers in a vari- Program Coordinator: Music Education embraces music in institutions of ety of settings. The Ed.D. pre- Professor Harold Abeles humanistic values as they relate higher learning, and pares students for positions in to contemporary musical and • Interdisciplinary areas of arts the Teaching and Supervision of Degrees offered: educational life while respect- and humanities, music and Music in Elementary and Sec- Master of Arts (M.A) ing the musical traditions of special education, new tech- ondary Schools, the Teaching and Master of Education (Ed.M.) the past. The faculty in Music nology in music education, Administration of Music in Doctor of Education (Ed.D.) and Music Education recognize and adult education. Early Childhood Settings, the Doctor of Education in College the importance and uniqueness Teaching of Music in Private Teaching of Music (Ed.D.C.T.) of the arts in our society and Programs of study for all School and Private Studios, the strive to offer flexible and indi- degrees include five major cate- Teaching and Administration of Special Application vidualized programs for the gories: pedagogy of music, Music in Colleges and Universi- Requirements/Information: preparation of musician-educa- research, comprehensive musi- ties, and careers in Music and Applicants for the M.A. must tors. They are seasoned practi- cianship, performance, and Interdisciplinary Areas, such as have an undergraduate degree tioners, who reflect a wide non-major requirements. The the Arts and Humanities, Special with a major in music or music range of expertise in compre- music courses are divided into and Adult Education. The Ed.D. education; or an undergraduate hensive musicianship, early four general areas: in College Teaching is designed degree with evidence of suffi- childhood music, the full spec- • Pedagogy primarily for students with a cient musical training and expe- trum of public and private • Comprehensive Musicianship high level of performance skills rience to qualify the student for school music through graduate • Music Performance whose goal or present position is graduate work in this field. school and research practices. • Research focused on the teaching of per- formance in higher education.

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Degree Requirements: (3) At least one course from Required Non-Departmental gram at Teachers College may Comprehensive Musicianship Courses (6–9 points): Three choose to write a scholarly Master of Arts Area. Teachers College courses, each paper demonstrating their abil- A minimum of 32 points is a minimum of 2 points, ity to research a topic approved required. Some programs may (4) At least one course from the selected from outside of the by their advisor. exceed the minimum number Music Performance Area. Program in Music Education due to professional goals, spe- (courses other than “A&HG”). New York State Approved cial interests, or deficiencies in (5) The remaining courses in Program for Music Administra- undergraduate. No more than music can be selected from any Other Music Courses (9–12 tive-Supervisory Certification 12 points of graduate credit of the four areas, in consulta- points): Elective courses to fulfill Institutional recommendation from other faculties of the Uni- tion with your advisor. state certification requirements for the certificate is based upon versity may be applied to the the completion of the require- minimum point requirement, In order to graduate at student In order to graduate students ments for the Ed.M. degree in and no points will be accepted must complete the necessary must complete the necessary Music Education (refer to from other institutions. course work, complete a sum- course work, complete student Ed.M. degree statement) which mative project, and demon- teaching (the summative shall include 18 points in A student enrolled in the strate competent musicianship project), and demonstrate course work dealing with pub- 32-point master’s degree is in performance. competent musicianship in lic school administration and expected to plan a program of performance. supervision and an internship. study with an advisor that Master of Arts with K–12 Points related to the internship reflects a balance of work in Certification Master of Education are not to be included in the 18 each of four areas of music points of school administration The M.A. degree with Teacher The general course requirement study, based upon the training, and supervision courses. Certification is a program is a minimum of 60 graduate experience and specific needs of designed for students with an semester hours, 30 points of the student. The four areas of I. Fundamentals of Administra- undergraduate degree in music which must be completed music study are: 1) Pedagogy, tion (6 points) who wish to prepare for teaching under the auspices of Columbia 2) Research, 3) Comprehensive Courses chosen in consultation music in the public schools. The University, with at least 18 Musicianship, and 4) Music with Certification Coordinator. 36-point degree program leads points in Teachers College Performance. In order to Suggested courses: to both the M.A. degree and course work. Candidates who broaden the student’s back- • ORLA 4001, Overview of New York State Teacher of have earned a Master of Arts ground, in addition to the Administration Music, K–12 Certification. Stu- degree from Teachers College course work in music, three • ORLA 4031, Leadership & dents desiring state certification must complete at least 45 of Teachers College courses (a Institutional Analysis: early should identify themselves at the 60 graduate points at course is defined as one for childhood education admin- their first registration, and be Teachers College. which at least two points are istration assigned to the certification advi- earned) outside of the Program • ORLA 4033, Leadership & sor for guidance in this process. Programs of study and courses (A&HG) are required. Specifi- Institutional Analysis: All requirements for certification for the degree are divided into cally, students are expected to administration of secondary can be completed in the M.A. four general areas: 1) pedagogy, enroll in: schools program if the candidate is iden- 2) research, 3) comprehensive • ORLA 4038, Leadership & tified at the first registration. musicianship, and 4) music (1) At least two courses from Institutional Analysis: performance. A program of the Pedagogy area, one of reforming elementary schools Teachers College courses required to study should reflect a balance which must be selected from • ORLA 6018, Staff personnel fulfill state certification require- of courses in these areas. In the following: administration ments (10 points): addition to the music program • A&HG 5020, Foundations of • A&HG 5025, Creativity and courses, each candidate is music education II. Curriculum and Teaching: Problem Solving in Music expected to complete four • A&HG 5025, Creativity and (6 points) Education courses of at least 2 credits each problem solving in music Courses chosen in consultation • A&HG 5026, Music Skills from outside the Programs in education with Certification Coordinator. and the Creative Strategy Music Education (A&HG). • A&HG 5026, Music skills Suggested courses: • A&HG 4701, Supervised These electives are to be and the creative strategy • C&TY 4004, Basic course in Teaching of Music Section 1 selected from areas deemed • A&HG 6001, Teaching and School Improvement • C&TY 4504, Child appropriate in consultation administration of the arts in • C&TY 4008, Creativity, crit- Abuse/Alcohol and Drug with the faculty advisor. college music ical thinking, and curriculum Abuse Detection design Candidates for the Ed.M. (2) At least one course from the • C&TY 4051, Supervision for Pedagogy Requirements degree must complete a sum- Research Area (A&HG 5023, elementary and secondary (8 points): Students may choose mative project. However, stu- Vocal Pedagogy, may be used schools courses from the Teachers Col- dents planning to apply for to fulfill this requirement). • C&TY 4052, Designing cur- lege Catalog with the assis- admission to the doctoral pro- riculum and instruction tance of the faculty advisor.

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• C&TY 4145, The education hensive Musicianship, and 4) ing through active participation in connections and conceptualize of youth and adolescents Music Performance. Refer to the classroom strategies. A broad mul- points of view from a variety of • C&TY 4160, Supervision in catalog for course listings under ticultural repertoire serves to stim- perspectives. Materials fee: $30. pre-service teacher education these general headings. ulate children’s creative musical programs responses through movement, and *A&HG 4048. Creative comput- exploration of sound and imagery. ing applications in education • C&TY 5053, Staff develop- Initially the student is admit- Includes integrated creative activi- and the arts (3) ment processes and procedures ted to a program of study lead- ties involving the combination of Professor Abeles. This course will • C&TY 6152, Changes in role ing toward becoming a certified movement, vocal and instrumental examine strategies for developing and organization of instruc- doctoral candidate when the performance, and listening. Mate- creativity and problem-solving tional leaders following has been achieved: rials fee: $30. behaviors employing arts and 1) successful completion of at other educational software. Peda- III. Music Education: (6 points) least 15 points of course work *A&HG 4021. Designing musi- gogical principles underlying the • A&HG 5020, Foundations of and 2) passing the departmen- cal experiences for young chil- design of the software and instruc- Music Education tal certification examination. dren (2–3) tional applications will be • A&HG 6021, Supervision Professor Custodero. Enrollment reviewed. Special fee: $75. limited to 25. Overview of appro- and administration in arts The preparation and the defense priate interactive practices, envi- A&HG 4051. Musical theater in education of a dissertation is required for ronmental design, and curriculum education (2–3) the doctoral degree. When planning for young children from Faculty. A study of the process of IV. Internship: (1–4 points) writing the dissertation, each birth through age 7. Includes producing a musical in educational • A&HG 6421, Internship in candidate has a sponsor and an observations of exemplary teaching theater. A brief survey of the history the supervision & adminis- additional committee member. as well as practicum experience. of the American musical. Special tration of the arts-Music edu- Most often the sponsor is a fac- Special fee: $20. emphasis given to the functions of cation ulty member of the Program in the director and musical director at Music and Music Education. A&HG 4023. Choral methods, all phases of the production process. procedures, and materials (3) Students acquire skills as directors Doctor of Education and Doctor Committee members may be Dr. Anagnost. Recommended for and singer-actors through scene of Education in College Teaching chosen from among the profes- vocal-choral majors. A study of the study. Materials fee: $30. of an Academic Subject sorial faculty elsewhere at choir as a performing medium. Teachers College or the Univer- Basic requirements include: Rehearsal techniques and proce- A&HG 4701. Supervised teach- sity. Topics are selected from a 1) satisfactory completion of a dures as they apply to the develop- ing in music education (4) variety of areas to meet profes- program of 90 points beyond ment of artistic choral perfor- Professor Pogonowski. Permission sional needs and interests. For mance. Choral literature available required. A variety of supervised the baccalaureate degree, more details, consult the disser- for school, community, and church teaching experiences (K–12), sup- 2) successful performance on a tation proposal bulletins. groups at all levels of proficiency. plemented by conferences, evalua- departmental certification Materials fee: $50. tion, and seminars. The student examination, and 3) preparation Students should consult the completes 200 hours in schools and defense of a dissertation. A&HG 4028. Practices and observing, assisting, teaching, and appropriate bulletins of the materials of teaching piano evaluating. Required of those seek- Office of Doctoral Studies and At least 54 points of work must (Noncredit or 3–4) ing state certification in Music in the current Catalog for more be completed at Teachers Col- Faculty. The presentation and New York City and other states. specific information. lege. A maximum of 36 gradu- analysis of procedures for group and Prerequisites: A&HG 5025. M.A. ate points may be accepted individual piano instruction. Mod- candidates who are student teach- Courses: (* = course open to ern texts, supplementary materials, ing must complete a minimum of from other recognized graduate non-majors) and general piano repertory are dis- 36 points. schools. Transfer credits are cussed with relation to their use in evaluated and allocated by the Pedagogy private studios and public schools. A&HG 5020. Foundations of Admissions Office for consider- music education (3) ation by the Music Program. A&HG 5141-A&HG 5143. Spe- A&HG 4029. Introduction to Professor Abeles. An examination cial topics in music new technologies in music of the historical, philosophical, Doctoral students must com- Faculty. Selected topics of interest education (2–3) psychological and sociological plete a minimum of 15 points in music examined in depth. Topic Dr. Nord. Enrollment limited to bases of music education, empha- of course work in areas other announced each semester. 12. Understanding the principles of sizing the implications for the A&HG 5141. Research (Non- than those in the Music Pro- creating and teaching with synthe- development of curriculum, policy, credit or 1–4) sizers, MIDI, computers, emphasiz- and administrative leadership. gram. For the Ed.D. in College A&HG 5142. Pedagogy (Non- ing the application to music educa- Teaching program, two of these credit or 1–4) tion. Materials fee: $50. A&HG 5021. Piano instruction courses must be in the area of A&HG 5143. Comprehensive for children (Noncredit or 1–3) higher education. Musicianship (Noncredit or *A&HG 4030. Integrating Professor Custodero. For private 1–4) music in the classroom (2–3) and group music teachers. Develop- To insure breadth in professional Professor Pogonowski. Primarily mentally appropriate strategies and background, course work should *A&HG 4020. Music for the for non-majors. Focuses on music materials for keyboard instruction result in competency in the fol- world’s children (2–3) and its relationship to other cur- integrating improvisation, compo- lowing four broad areas: 1) Ped- Mr. Allsup. Focuses on the devel- riculum areas as a means to facili- sition, movement, singing, and opment of student’s musical think- agogy, 2) Research, 3) Compre- tate students’ abilities to make ensemble playing. Special fee $25.

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A&HG 5023. Vocal pedagogy I for teaching and enhancing the Research A&HG 5030. Music analysis (3) (3) learning of music literature at all Dr. Nowak. For Music majors only. Dr. Goffi. Permission required. levels, including college teaching. A&HG 5001. Research in arts Designed for doctoral students Investigation and application of Materials fee: $30. education (3) whose dissertations relate to musical recent research in voice production Professor Abeles. An examination analysis. Techniques and approaches and pedagogy. Phonetic approach A&HG 5921. Master’s seminar of research studies and strategies to analysis based upon representa- to singers’ diction; consideration of in music education (2) for conducting research in the arts. tive literature of all periods. style and interpretation in the per- Professor Custodero. Permission Special fee: $25. formance of assigned solo and con- required. Required for all M.A. A&HG 5031. Counterpoint (2) cert literature. and Ed.M. students in the last 10 A&HG 5002. Assessment strate- Faculty. The study of counterpoint credits of their program. Guided gies for the arts (Noncredit or 3) techniques in a wide range of A&HG 5024. Vocal pedagogy II independent work in the study of Professor Abeles. An examination Baroque, classical, and romantic (3) music culminating in the develop- of traditional and alternative settings with analysis and related Dr Goffi. Permission required. ment of a master’s project. Special strategies for assessing art objects writing assignments. Prerequisite: A&HG 5023. Con- fee: $25. and artistic performance, knowl- tinuation of background studies edge of the arts, and attitudes A&HG 5032. Comprehensive begun in A&HG 5023, Vocal Ped- A&HG 6001. Teaching and toward the arts. musicianship I (3) agogy I. Directed teaching of voice administration of music Professor Pogonowski. Through comprised of student assignments, in college (3) A&HG 5003. Introduction to analysis, composition, critical lis- observed lessons, and lesson evalu- Professor Abeles. Major issues music perception and cognition tening, improvisation, and perfor- ation. Diagnosis of vocal condition relating to the curriculum, (3) mance, l7th and l8th century theo- and the design of lesson plans to instruction, and administration of Professor Abeles. An examination retical constructs are explored, affect change and growth will be programs of music and music edu- of acoustic and psychological foun- including an overview of the emphasized. Special fee: $50. cation in colleges and universities. dations of music. development of harmony and polyphony leading up to these A&HG 5025. Creativity and A&HG 6022. Piano teaching in A&HG 5022. Young children’s eras. Materials fee: $30. problem-solving in music edu- college (Noncredit or 1–3) musical development (2–3) cation (Noncredit or 3) Faculty. Procedures and materials Professor Custodero. Overview of A&HG 5033. Comprehensive Professor Pogonowski. Designed for for piano and electronic keyboard significant issues and current musicianship II (3) pre-service and in-service majors to instruction at college level, includ- research regarding the develop- Professor Pogonowski. Maximum experience and explore critical ing non-music beginners, music ment of musical skills and under- enrollment: 25. An examination of thinking as a means for establishing education majors and professional standings in children through age 19th century theoretical constructs a framework for music learning at pianists. 7. Includes observations of chil- through analysis, composition, crit- all levels. Materials fee: $30. dren’s spontaneous music-making. ical listening, improvisation, and A&HG 6023. The teaching of Special fee: $20. performance. Materials fee: $30. A&HG 5026. Music skills and applied music in college (2–3) the creative strategy (Noncredit Dr. Glaser. Music majors only. Comprehensive Musicianship A&HG 5040-A&HG 5041. Inter- or 3) Theory and practice of applied *A&HG 4043. Contemporary pretation of piano literature Professor Pogonowski. Enrollment music instruction in college for music (3) (Noncredit or 3) limited to 25. Prerequisite: both major and non-major stu- Permission required for non- Faculty. Prerequisite: A&HG 5350 A&HG 5025. Designed for pre- dents. Emphasis on developing majors. The changing role of or equivalent. The study and per- service and in-service majors to individual competence and musi- music in the 20th century; evolu- formance of representative piano examine and experience problem- cal understanding.Required for tion of new social functions of compositions from the Baroque solving techniques for developing TGM students who wish to be music and musical institutions; through contemporary periods, musical skills within the frame- Graduate Assistants in the applied the contemporary composer and with appropriate harmonic, stylis- work of the creative strategy. music program. development of new musical lan- tic, and technical analysis. Materials fee: $30. guages. Special fee: $25. A&HG 6024. Piano teaching: A&HG 5042. Choral literature A&HG 5029. Intermediate and Intermediate and advanced *A&HG 4044. Interpretation of survey (2–3) advanced applications of new (Noncredit or 1–3) Baroque music (Noncredit or 2) Dr. Anagnost. Recommended for technologies in music education Faculty. Procedures and materials Dr. Earle. Permission required for vocal-choral majors. A comprehen- (Noncredit or 2–3) for piano instruction from the inter- non-majors. Laboratory courses in sive survey of representative choral Dr. Nord. Enrollment limited to mediate to college levels, including ornamentation improvisation and music, from the early Renaissance 12. Specific demonstrations with problems of the adolescent student. idiomatic conventions of-notation period to the present. Examination new music technology emphasiz- and rhythm in Baroque keyboard of the development of choral ing the development of creative A&HG 6421. Internship in the solo and ensemble music. forms, stylistic features, and per- strategies for music education at supervision and administration formance practice of the periods. various levels. Special fee: $75. of music (1–4) A&HG 4045. Popular and youth Materials fee: $50. Noncredit fee: TBA. Qualified students work as interns music in the curriculum (Non- with supervisors or administrators credit or 2) A&HG 6030. Composition and A&HG 5047. Creative strategies in selected sites. Satisfies the intern- Faculty. A comprehensive study of analysis (3) for teaching music literature (3) ship requirement for administrative the components of jazz, folk, rock, Dr. Nowak. Prequisite: A&HG Professor Pogonowski. Selected and supervisory certification. Provi- country, and other popular idioms 5032 and 5033. For music majors works from the repertoire serve as sion is made for assessment of field- through analysis and performance only. Recommended for doctoral the basis for demonstrating how to based competencies in fulfillment of with application to school music students whose dissertations involve develop creative music strategies program requirements. curricula. Special fee: $25. composition or musical analysis.

114 D EPARTMENT OF A RTS AND H UMANITIES

Music Performance-Conducting through the advanced repertory. designed especially for keyboard securing a date, designing pro- Special emphasis on teaching pro- students with no previous harpsi- grams and flyers, advertising, The non-credit fee for conducting cedures and ensemble rehearsal chord experience. Emphasis on ele- arranging for personnel, rehears- courses is equal to 2 points at the techniques. ments of style and special tech- ing, and finally performing. If s/he current tuition rate. niques of performance of chooses to perform in a group with A&HG 4059-A&HG 4060. Jazz representative early keyboard classmates, then s/he should regis- A&HG 4050. Conducting and improvisation (Noncredit or 2) music. With the permission of the ter for 0 points. If the student score reading (Noncredit or 2–3) Dr. Konowitz. A sequentially advisor, a student may register wishes to give a full, solo recital, Dr. Anagnost. Principles of con- developed performance experience continuously for the above course then s/he has the option of regis- ducting as a performing medium; focusing on the basic skills and number. Special fee: $35. tering for 1 point to receive addi- emphasis on technique develop- concepts of jazz performance and tional coaching from the applied ment for effective artistic visual improvisation for keyboard, instru- *A&HG 4352. Voice instruction music instructor. portrayal of music; reading and mental and vocal musicians. Stu- for non-majors (Noncredit or 2) A&HG 5058. Recital I (0–1) memorization of scores. Classes dents will learn how to improvise Faculty. Written permission from Open only to music education videotaped for viewing. Special from the beginning, performing the Music Education Program, program majors at the M.A. fee: $50. and listening to standard jazz and Room 520A Horace Mann, level. blues repertoire. required. Beginning voice instruc- A&HG 6058. Recital II (0–1) A&HG 5050. Advanced con- tion: technical and musical growth Open only to music education ducting and interpretation *A&HG 4150. Instrumental through examination of teaching program majors at either the (Noncredit or 2–3) music instruction I (Noncredit strategies and repertoire. With the Ed.M. or Ed.D. level. Dr. Anagnost. Prerequisite: or 2) permission of the advisor, a student A&HG 4050 or equivalent. For Faculty. Written permission from may register continuously for the A&HG 5150-A&HG 5171. students experienced in conduct- the Music Education Program, above number. Special fee: $35. Instrumental music instruction ing. Reading and memorization of Room 520A Horace Mann, II (Noncredit or 2) scores involving clefs and transpo- required. Primarily for beginning A&HG 4355-A&HG 4356. Key- Faculty. Written permission from sitions. Videotapes made and stud- students. With permission of the board musicianship for instru- the Music Education Program, ied. Special fee: $50. advisor, students may register con- mentalists and vocalists (Non- Room 520A Horace Mann, tinuously for the above number. credit or 2) required. For intermediate and Music Performance- Special fee: $35. Faculty. The development of basic advanced music majors only. With Instrumental/Vocal skills in sight-reading, transposing, permission of advisor, students The non-credit fee for instrumen- *A&HG 4343. Organ instruc- improvising, and melody harmo- may register continuously for the tal instruction is equal to 2 points tion for non-majors (Noncredit nization in traditional and contem- above number. at the current tuition rate. or 2) porary idioms. Focus on profes- Special fee: $35. Dr. Schuder. Written permission sional needs of music educators. A&HG 5150. Violin *A&HG 4055. Class instruction from the Music Education Pro- A&HG 5151. Trumpet in piano for non-music majors gram, Room 520A Horace Mann, A&HG 4357-A&HG 4358. A&HG 5152. Harp (Noncredit or 2) required. Class and individual Ensemble performance: Music A&HG 5153. Cello Faculty. Class instruction in piano instruction focusing on the rudi- For music majors only. For instru- A&HG 5154. Viola for students with little or no musi- ments of organ technique, leading mental and vocal majors, a course A&HG 5155. String Bass cal background. How to read and to the playing of four-part chorales designed for performance by cham- A&HG 5156. Percussion create music at the piano; ways to and simple trios. Piano proficiency ber ensembles. Repertoire deter- A&HG 5157. French Horn use music in relation to major required. With permission of the mined by registration. Public con- A&HG 5158. Trombone, study or personal enrichment. advisor, students may register con- cert performances each semester. Baritone tinuously for the above number A&HG 4357. Instrumental A&HG 5159. Tuba A&HG 4056. Chamber music Special fee: $35. (Noncredit or 1) A&HG 5160. Oboe (Noncredit or 2) A&HG 4358. Vocal (Noncredit A&HG 5161. Saxophone Dr. Earle. For music majors only. *A&HG 4350. Piano instruction or 1) A&HG 5162. Flute The study and performance of for non-majors (Noncredit or 2) A&HG 5163. Clarinet chamber works from the Baroque Faculty. Written permission from A&HG 5052. Vocal literature A&HG 5164. Bassoon through contemporary periods. the Music Education Program, and interpretation (Noncredit A&HG 5165. Recorder Special fee: $35. Room 520A Horace Mann, or 3) A&HG 5166. Guitar required. Individual instruction Faculty. For students of singing, A&HG 5167. Synthesizer A&HG 4057. Sight-reading at includes repertory, technical, and accompanying, and coaching. Offers A&HG 5168. Strings the piano (Noncredit or 2) musical problems, performing performing and teaching command A&HG 5169. Woodwinds Faculty. Practicum for keyboard experience, and understanding of of representative literature, tech- A&HG 5170. Brass majors on the development of sight- teaching strategies. With permis- niques of interpretation and presen- A&HG 5171. Renaissance reading techniques. To improve sion of the advisor, students may tation; German, Italian, and French Instruments skills and gain a conceptual under- register continuously for the above diction for singers. Course may be standing of the reading process. number Special fee: $35. repeated. Materials fee: $40. A&HG 5350. Piano instruction for music majors (Noncredit or 2) A&HG 4058. Piano ensemble *A&HG 4351. Harpsichord A&HG 5058-A&HG 6058. Faculty. Written permission from (Noncredit or 2) instruction I (Noncredit or 2) Recital the Music Education Program, Faculty. Survey and performance of Dr. Earle. Written permission For music majors only. Co-requi- Room 520A Horace Mann, original works for duet and two from the Music Education Pro- site: simultaneous registration for required. Individual instruction pianos from the easier grades gram, Room 520A Horace Mann, applied music instruction. The includes repertory, technical and required. Harpsichord lessons student will mount a recital by musical problems, performing expe-

115 D EPARTMENT OF A RTS AND H UMANITIES rience, and intensive understanding Fieldwork, Internships and A&HG 6481. Internship in the A&HG 6901 011. Advanced of teaching strategies. With the per- Research/Independent Study teaching of college music (3) Study in Organ Pedagogy mission of the advisor, students may Dr. Glaser. Guided experiences in register continuously for the above Permission required. the teaching of music in depart- A&HG 6901 012. Advanced number. Special fee: $35. ments of metropolitan-area colleges. Study in Piano Pedagogy A&HG 4201. Fieldwork in A&HG 5351. Harpsichord music education (1–4) A&HG 6501. Doctoral seminar A&HG 6901 013. Advanced instruction II (Noncredit or 2) For music majors only. Professional in music education (1–3) Study in Voice Pedagogy Dr. Earle. For music majors only. activities in the field under the For music majors only. For music Written permission from the Music supervision of a member of the doctoral candidates to identify A&HG 6971. Research and Education Program, Room 520A music education program faculty. their area of research interest and independent study in music Horace Mann, required. Advanced to narrow their dissertation topic. education (1–4) harpsichord instruction: emphasis A&HG 4901. Research and Permission required. Research and on elements of style and special independent study in music A&HG 6901. Advanced study independent study under the techniques of performance of early education (1–4) (1–4) direction of a faculty member in keyboard music. Discussion of For music majors only. Research Permission required. For music music education. teaching material from beginning and independent study under the majors only. Research and inde- to advanced repertory. With per- direction of a member of the music pendent study under the direction A&HG 7501. Dissertation semi- mission of the advisor, a student education program faculty. of a member of the music educa- nar in music education (1–3) may register continuously for the tion program faculty. For music majors only. A required above number. Special fee: $35. A&HG 5201. Fieldwork in group tutorial for music doctoral music education (1–4) A&HG 6901 001. Advanced students to help develop or refine A&HG 5352. Voice instruction For music majors only. Professional Study in Music Education topics of inquiry for research. The for music majors (Noncredit or 2) activities in the field under the teaching format is flexible and may Faculty. For music majors only. supervision of a member of the A&HG 6901 002. Advanced include faculty/student presenta- Written permission from the Music music education program faculty. Study in Composition tions, group discussions and cri- Education Program, Room 520A Prerequisites: A&HG 5032 and tiques. Preparation and presenta- Horace Mann, required. Advanced A&HG 5901. Research and A&HG 5033 or equivalent tion of dissertation proposal for individual voice instruction independent study in music approval. May be repeated. includes repertory, technical, and education (1–4) A&HG 6901 003. Advanced musical problems, performing expe- For music majors only. Research Study in Conducting A&HG 8900. Dissertation rience, and intensive understanding and independent study under the Prerequisites: A&HG 4050 and advisement in music education of teaching strategies. With the per- direction of a member of the music A&HG 5050. (0) Section: 01. mission of the advisor, a student education program faculty. Permission required. Individual may register continuously for the A&HG 6901 004. Advanced advisement on doctoral disserta- above number. Special fee: $35. A&HG 6201, Section 001. Field- Study in Early Childhood tions for music majors only. Fee: to work in music education (1–4) Music equal 3 points at current tuition A&HG 5353. Organ instruction For music majors only. Professional Prerequisities: A&HG 4021 rate for each term. For require- for music majors (Noncredit or 2) activities in the field under the ments, see section in catalog on Dr. Schuder. Written permission supervision of a member of the A&HG 6901 005. Advanced Continuous Registration for Ed.D. from the Music Education Pro- music education program faculty. Study in Jazz degree. gram, Room 520A Horace Mann Prerequisites: A&HG 4059 and required. For experienced organists A&HG 6201. Section 002. Field- A&HG 4060. See also: and music majors. Individual work in music education: early A&HG 4048. Creative comput- instruction on technical problems, childhood music (1–4) A&HG 6901 006. Advanced ing applications in education repertory and performance prac- Professor Custodero. Permission Study in Music Analysis and the arts (3) tice. With the permission of the required. For music majors only. Prerequisites: A&HG 5032 and A&HG 4079. Exploring Amer- advisor, a student may register Professional activities in the field A&HG 5033 or equivalent ica’s cultures: implications for continuously for the above num- under the supervision of a member arts education (Noncredit or 2–3) ber. Special fee: $35. of the music education program A&HG 6901 007. Advanced A&HG 5002. Assessment strate- faculty. Study in Music Technology gies for the arts (Noncredit or 3) A&HG 5355. Art and technique Prerequisites: A&HG 4029 and A&HG 5082. Philosophies of art of keyboard accompaniment A&HG 6421. Internship in the A&HG 5029 or equivalent in education (2–3) (2–3) supervision and administration A&HG 5181. The arts in educa- Faculty. For music majors and of music education (1–4) A&HG 6901 008. Advanced tion (2–3) music education majors whose Professor Abeles. For music majors Study in Repertoire A&HG 6021. Supervision and main performing medium is piano. only. Qualified students work as administration in arts education Provides practical experience with interns with supervisors or admin- A&HG 6901 009. Advanced (3) the varieties of music the accompa- istrators in selected sites. Satisfies Study in Applied Music Peda- A&H 5500. Pro-seminar in arts nist needs to know and attention the internship requirement for gogy and humanities (2) to accompanying skills. administrative and supervisory cer- Concentration on the ethics of tification. Provision is made for A&HG 6901 010. Advanced social research, examining special assessment of field-based compe- Study in Harpsichord Peda- problems that arise in both quanti- tencies in fulfillment of program gogy tative and qualitative research. requirements.

116 D EPARTMENT OF A RTS AND H UMANITIES

Humanities appropriate to their professional • A&HL 4001, Sociolinguistics • A&HL 4008, Interlanguage Applied Linguistics responsibilities. Students hav- and education (3) analysis History and Education ing difficulty in achieving these • A&HL 4104, Discourse • A&HL 4014, Gender, lan- Philosophy and Education standards will be required to analysis (3) guage & education Religion and Education take additional course work. • A&HL 4088, Second lan- • A&HL 4005, Semantic sys- Social Studies guage assessment (3) tems and the lexicon Teaching of English and Applications received after the • Teaching practicum along • A&HL 5515, Advanced top- English Education priority deadline will not be with an elective (3) ics in applied linguistics I Teaching of English to reviewed. • A&HL 5516, Advanced top- Speakers of Other Languages Required courses out of program ics in applied linguistics II (TESOL) Ed.M./Ed.D. applicants must (3 courses of at least two points • Teaching English in diverse Teaching of Spanish have a degree in Applied Lin- each: 6 points minimum) Chosen social/cultural contexts guistics or TESOL; a writing with advisor’s approval. • A&HL 5581, Psycholinguis- sample is required. tic dimensions of SLA Applied Linguistics Elective courses in Applied Lin- • A&HL 5582, Sociolinguistic (Code: TLA) Program Description: guistics (or TESOL) (3–4) dimensions of SLA Program Coordinator: Professor The program in Applied Lin- • A&HL 5583, The social psy- Leslie M. Beebe guistics will provide students In addition, students must chology of SLA with a solid foundation for complete a master’s project • A&HL 5586, Interlanguage Degrees offered: defining and resolving ques- written on a theme or research phonology Master of Arts (M.A.) tions related to the nature of topic arising from their inter- • A&HL 5587, Interlanguage Master of Education (Ed.M.) language, how it is used in ests and subject to approval by syntax Doctor of Education (Ed.D.) educational and naturalistic their advisor. • A&HL 5588, Trends in SLA contexts, how it is taught, Research Special Application learned and evaluated. The pro- Master of Education • A&HL 5589, Language Requirements/Information: gram emphasizes study in the The Applied Linguistics Pro- transfer in SLA All non-native speakers of Eng- following: • Second language literacy lish, including those who have gram offers an Ed.M. that • Syntax requires 60 credits beyond the an undergraduate degree from a Required courses out of program • Phonetics/phonology bachelor’s degree. The program university in the United States, (3 courses of at least two points each, • Semantics involves in-depth study in one must either: • Discourse 6 points minimum): • submit a minimum score of 5 or more of the language-related • Cross-cultural pragmatics areas. The Ed.M. may serve as on the Test of Written Eng- Choose one from the following • Sociolinguistics continued professional develop- lish (TWE) in additional to courses in statistics, measurement or • Language acquisition ment or as groundwork for the college-wide requirement • Second language literacy research design: of a minimum score of 600 future doctoral studies in • Language pedagogy Applied Linguistics. • Introduction to measurement on the TOEFL or a com- • Testing and assessment • Basic concepts in statistics puter-based score of 250 or Students who did not receive • Methods of empirical • submit a score of B or better Degree Requirements: their M.A. from Teachers Col- research I on the Cambridge Certificate • Qualitative research methods Master of Arts lege will be expected to have of Proficiency in English for educators (CPE) or The Applied Linguistics Pro- completed all the required courses from the M.A. in • submit a score of 7.0 or bet- gram offers a 36-credit Master Choose the other two in consultation Applied Linguistics above. ter on the Cambridge Inter- of Arts degree. Students will an advisor. national English Language take a wide range of courses Required Courses in Applied Testing System (IELTS) or offered in Applied Linguistics Linguistics (or TESOL) (9): In addition, students must • successfully complete level 10, and related areas that will pro- complete an Ed.M. project including the essay portion, of vide breadth in the field of • A&HL 5085, Advanced syn- tax (3) written on a theme or research the English Placement Test Applied Linguistics. topic arising from their inter- (EPT) administered by the • A&HL 5575, Critical review of readings in ESOL/ applied ests and subject to approval by Columbia University Ameri- Courses in Applied Linguistics (or their advisor. can Language Program. TESOL) (24–25): linguistics (3) • A&HL 6587, Seminar in sec- • A&HL 4085, Pedagogical Doctor of Education Non-native speakers of English English grammar (3) ond language acquisition (3) must also submit either a Test • A&HL 4101, Phonetics and The Applied Linguistics Pro- Electives in Applied Linguistics (or of Spoken English (TSE) score Phonology (3) gram offers a 90-credit Ed.D. TESOL) (3 from the following): of 50 or a SPEAK score of 50. • One other elective in linguis- beyond the B.A. for students tic analysis (3) • A&HL 4003, Schools of lin- wishing to pursue empirical Students are expected to write • Second language acquisition guistics research in linguistic analysis, and speak in a way that is (3) discourse analysis, sociolinguis-

117 D EPARTMENT OF A RTS AND H UMANITIES tics, cross-cultural pragmatics, Other courses in consultation with *A&HL 4001. Sociolinguistics lar reference to problems of learn- language acquisition, language an advisor and education (3) ing and teaching. Lab fee: $25. pedagogy and language testing Professor Beebe. Language varia- and assessment. Doctoral Preparation tion based on social class, race, eth- A&HL 4104. Discourse analysis Requirements: nicity, age, and gender; cross-cul- (3) tural pragmatics, interactional Dr. Williams or Professor Purpura. Students who did not receive Students must also pass a doc- sociolinguistics, conversational Overview of diverse approaches to their M.A. or Ed.M. from toral research paper, a certifica- analysis. Pedagogical implications. analyzing discourse: pragmatics, Teachers College will be tion exam and a certification conversational analysis, interac- expected to have completed all paper. They must also write a A&HL 4003. Schools of Linguis- tional sociolinguistics, the required courses from these dissertation prospectus and a tics (3) cohesion/coherence with reference programs. doctoral dissertation as evi- Dr. Horowitz/Dr. Williams. A to native and nonnative language dence that they are able to comparative examination of major acquisition and teaching. Materials Doctoral students have three carry out original research approaches to linguistic analysis, fee: $15. types of requirements: concen- under the guidance of their specifically systemic and transfor- tration requirements, research doctoral committee. mational, with particular reference A&HL 5085. Advanced syntax (3) to pedagogical applications. Spe- Dr. Williams. Prerequisite: A&HL methods requirements, and doc- cial fee: $10. 4085. Analysis of the more com- toral preparation requirements. To prepare for these requirements, plex syntactic structures and students will need to take the A&HL 4005. Semantic systems semantic categories of English or Concentration Requirements: following seminars: and the lexicon (3) other languages. Materials fee: $10. Students are required to take a • A&HL 5501, Research paper: Dr. Horowitz/Dr. Williams. A minimum number of points in Applied Linguistics (1–3) comparative examination of the A&HL 5152. Academic writing their concentrations. The exact OR semantic systems of English and I (3) courses should be decided in • A&HL 5507, Research paper: other languages, with particular Faculty. Permission required. An consultation with their advisor. TESOL/Applied reference to the teaching and learn- introduction to the theory and linguistics/SLA (1–3) ing of vocabulary. Special fee: $10. teaching of various genres of acad- emic writing for native and non- Research Requirements (15 points) • A&HL 6501, Doctoral semi- A&HL 4008. Interlanguage native writers. Teachers are given To ensure that students have nar: Applied Linguistics analysis (3) opportunities to develop their aca- the skills to do scholarly (1–3) OR Faculty. Analysis of the processes of demic writing skills. research in an area of concen- • A&HL 6507, Doctoral semi- rule formation in second language tration, they are required to nar: TESOL/Applied linguis- acquisition, with focus on the clas- A&HL 5153. Academic writing take a minimum of 15 points tics/SLA (1–3) sification and interpretation of II (3) in research methods, statistics • A&HL 7501,Dissertation learners’ errors. Special fee: $10. Faculty. Permission required. An and measurement. Depending seminar: Applied Linguistics advanced course in the theory and on the type of dissertation, (1–2) OR *A&HL 4014. Gender, language teaching of expository writing. they may be asked to take • A&HL 7507, Dissertation and education (3) Students will work systematically Dr. Deakins. An exploration of on a major writing project. additional courses in statistics seminar: TESOL/Applied lin- gender-based differences in both or measurement. guistics/SLA (1–2) the structure and use of the Eng- Research Seminars • A&HL 8900, Dissertation lish language. (Summers only) Required Courses: advisement in language and A&HL 5515. Advanced topics in • HUDM 5021, Methods of literature (0) A&HL 4085. Pedagogical Eng- applied linguistics I (3) empirical research I (3): Candidates should be in touch lish grammar (3) Faculty. Permission required. One of the following: with the Office of Doctoral Studies Faculty. A systematic, in-depth Research in such areas as sociolin- guistics, second language acquisi- • MSTF 5000, Methods of to be certain of complying with the examination of English grammar with particular reference to the tion, assessment and literacy skills. inquiry: Ethnography & par- latest procedures, deadlines and Materials fee: $20. ticipant observation (3) documents. teaching and learning of grammar. • MSTF 5001, Ethnography & A&HL 4087. Introduction to A&HL 5516. Advanced topics in participant observation: Courses: (* = course open to second language acquisition (3) applied linguistics II (3) Structural & interpretative non-majors) Faculty. Prerequisite: A&HL 4085. Faculty. Permission required. analysis (3) Survey of models and basic princi- Research in various methods of • C&T 5502, Introduction to General ples of second language acquisition discourse analysis of talk or text in and examination of how language selected formal and informal con- qualitative research in cur- *A&HL 4000. The study of lan- acquisition research can inform texts. Materials fee: $20. riculum & teaching (2–3) guage (3) language teaching, learning and • MSTF 5059, Qualitative Faculty. Survey of cognitive and policy. Special fee: $20. A&HL 5581-A&HL 5589. Topics research methods for educa- social approaches to the study of in second language acquisition tors (3) language, language acquisition, A&HL 4101. Phonetics and (Noncredit or 1–3 each course) language systems, 20th century • HUDM 4120, Basic concepts phonology (3) Professor Beebe and staff. Prereq- movements in linguistics, lan- in statistics (3) Dr. Martin. A comparative exami- uisite: A&HL 4087 or permission guage varieties and attitudes, • HUDM 4122, Probability nation of the sound system and of instructor. An in-depth exami- forms and functions of language in and statistical inference (3) orthographic system of English nation of various perspectives on the classroom. and other languages, with particu-

118 D EPARTMENT OF A RTS AND H UMANITIES second-language acquisition. • A&HL 8901. Dissertation History and Education The program is open to stu- Materials fee: $5 each course. advisement in Applied Lin- (Code: TFH) dents of broad and diverse back- • A&HL 5581. Psycholinguis- guistics (0) Program Coordinator: Professor grounds who can give evidence tic dimensions of SLA • A&HL 8907. Dissertation Cally Waite of academic competence and • A&HL 5582. Sociolinguistic advisement in Applied Lin- personal qualities suggesting dimensions of SLA guistics/TESOL (0) • A&HL 5583. The social psy- Degrees offered: high probability of professional chology of SLA These seminars are ordinarily Master of Arts (M.A.) success. Each student in the • A&HL 5585. Discourse undertaken as soon as possible Master of Education (Ed.M.) program is expected to take analysis and SLA after completing the M.A. degree. Doctor of Education (Ed.D.) courses in the history of educa- • A&HL 5586. Interlanguage Consult advisor as to which course Doctor of Philosophy (Ph.D.) tion, as well as in the more gen- phonology or courses you should enroll in eralized fields of social, political, • A&HL 5587. Interlanguage during any particular semester. Special Application and cultural history. Students syntax Requirements/Information: can also take subject matter • A&HL 5588. Trends in SLA Independent Research, Educational Policy option courses in cognate areas aimed research Fieldwork and Internships at complementing and support- • A&HL 5589. Language available. Sample of historical transfer in SLA • A&HL 4901. Research and writing required for Ed.M., ing their special concerns independent study in Applied Ed.D., Ph.D. Students cannot within the history of education. A&HL 6587. Seminar in second Linguistics (1–6); begin in the summer. In addition, most students language acquisition (3) • A&HL 4907. Research and engage in continuous indepen- Professor Beebe. Permission independent study in Applied Program Description: dent research under the supervi- required. Pre-requisite: A&HL Linguistics/TESOL (1–6) The Program in History and sion of a faculty member. 4087 or permission of instructor. Permission required. To be taken under the direction of a faculty Education is one of the oldest at An in-depth analysis of research on Teachers College, the history of Students in the program are second language acquisition, focus- member. Students work individ- ually or with others. education having been one of encouraged, with their advi- ing on topics such as cross-cultural sor’s guidance, to make full use pragmatics, pragmatic develop- • A&HL 5201. Fieldwork in the first components of the uni- ment, accommodation, stylistic Applied Linguistics (1–6); versity study of education. Many of resources offered by other variations, and language transfer. • A&HL 5207. Fieldwork in of the earliest doctoral disserta- programs at Teachers College, Applied Linguistics/TESOL tions at Teachers College dealt Columbia University, the Jew- Doctoral preparation (1–6) with historical subjects, even in ish Theological Seminary, and Permission required. Opportu- the case of students aspiring to Union Theological Seminary. Doctoral preparation involves nity for qualified students, indi- careers in curriculum, guidance, three successive stages; vidually or in small groups, to Degree Requirements: 1. Exposure to basic research and administration. develop and pursue projects, in All courses should be deter- methods, consultation with an advisor, in 2. Identification of dissertation schools, communities, and other The Program in History and mined with the advice and topic, field settings. Education prepares persons to approval of the student’s advisor. 3. Presentation of a prospectus, In • A&HL 6201. Advanced field- teach in graduate schools of order to encourage doctoral stu- work in Applied Linguistics education, undergraduate Master of Arts dents to progress through these (1–6); departments of education, The Master of Arts offers two stages, a sequence of seminars is • A&HL 6207. Advanced field- departments of history, theo- approaches: 1) 30 points and a customarily offered. Progress work in Applied logical seminaries, or other aca- through these stages usually formal master’s thesis, or 2) 32 Linguistics/TESOL (1–6) demic institutions; and to work involves enrollment in the fol- Permission required. See descrip- points and a special project. lowing sequence of seminars: tion for A&HL 5201/A&HL as research scholars in insti- Topics and preparation of the • A&HL 5501. Research 5207. tutes, government bureaus, or thesis or the special project are paper in Applied Linguis- social service agencies where a to be determined in consulta- tics (1–3) See also: deep understanding of educa- tion with the student’s advisor. • A&HL 5507. Research • A&H 5500. Pro-seminar in tion in historical perspective is At least 12 of the points taken paper in Applied Linguis- arts and humanities (2) essential. for the degree must be in the tics/ TESOL (1–3) Professor Noddings. Concentra- field of history and education, • A&HL 6501. Doctoral semi- tion on the ethics of social The program addresses impor- and at least three Teachers Col- nar in Applied Linguistics research, examining special tant educational questions, (1–3) lege courses must be taken out- problems that arise in both first, by examining the ideas, • A&HL 6507. Doctoral semi- quantitative and qualitative side the program. nar in Applied Linguistics/ research. individuals, and institutions of TESOL (1–3) the past to determine their Master of Education • A&HL 7501. Dissertation influence on their own times; seminar in Applied Linguis- and, second, by bringing his- The Master of Education tics (1–2) torical knowledge and perspec- requires 60 points, at least 30 • A&HL 7507. Dissertation tive to bear on current educa- of which must be completed seminar in Applied Linguis- tional issues. The program under the auspices of Teachers tics/TESOL (1–2) offers courses in American and College. Students must take at European educational history. least 30 points in history and

119 D EPARTMENT OF A RTS AND H UMANITIES education and at least three knowing, modes of consciousness, A&HF 7500. Dissertation semi- Degrees offered: Teachers College courses out- and educational aims in 19th and nar in philosophy and the social Master of Arts (M.A.) side the program. 20th century American thought. sciences (0–3) Master of Education (Ed.M.) Permission required. Required of Doctor of Education (Ed.D. *A&HF 6041. Historical method doctoral students in the semester Doctor of Education Doctor of Philosophy (Ph.D.), (3) following successful completion of (Educational Policy option The Doctor of Education Professor Waite. Permission certification examinations. requires 90 points with empha- required. Methods, principles, and available) sis on broad preparation for a problems of historical research and A&HF 8900. Dissertation Special Application variety of teaching, research interpretation. Designed for stu- advisement in philosophy and Requirements/Information: and administrative responsibil- dents throughout the College the social sciences (0) undertaking systematic inquires Individual advisement on doctoral ities informed by an under- Background in philosophy on historical topics. dissertations. Fee: to equal 3 points required for M.A., Ed.M., and standing of historical develop- at current tuition rate for each ment and context. Ed.D. Undergraduate major in A&HF 6042. Theories of history term. For requirements, see section philosophy required for the (3) in catalog on Continuous Registra- Ph.D. Sample of philosophical Doctor of Philosophy Faculty. Permission required. The- tion for Ed.D./Ph.D. degrees. ories of historical knowledge and writing required for Ed.M., The Doctor of Philosophy the historical process. A&HF 6970. Studies in history Ed.D., Ph.D. applicants. requires 75 points, including and education (1–6) demonstrated proficiency in Advanced Faculty. Advanced students may Program Description: two foreign languages. Program register for intensive individual This program has shaped the emphasis on historical research *A&HF 5670. Colloquium in study of some aspect of their spe- historical course of philosophy in education. Candidates should history and education (1–3) cialization. Registration is only by of education in America. From be in touch with the Office of Doc- Faculty. For majors only. Discus- permission of the professor under sion of research and teaching top- the groundbreaking work of toral Studies to be certain of com- whose guidance the work will be John Dewey and William Heard ics in history and education, pre- undertaken. Times for individual plying with the latest procedures, sentation of dissertation proposals Kilpatrick to the achievements deadlines and documents. conferences will be arranged. and drafts, explorations of the Enrollment may be for 1 or more of their most recent successors, employment prospects of special- points each term, and registration Jonas Soltis and Maxine Greene, Courses: (*= course open to ists in history and education. is not limited to one or two terms. the program’s philosopher– non-majors) scholars have been leaders in the A&HF 6574-A&HF 6575. Semi- See also: field. The Philosophy and Edu- Introductory nar in the history of American • A&HF 4603. Human and cation program offers students a education (3) social dimensions of peace *A&HF 4070. History of educa- unique opportunity to develop Faculty. Permission required. (1–2) tion in the United States (3) their humanistic, philosophical • A&HF 4611-A&HF 4614. Edu- Professor Waite. The development thinking about education. A&HF 6577. Topics in the his- cation for peace, disarma- of American education in the con- tory of American educational ment, and the control of text of American social and intel- thought (3) nuclear weapon Central questions guiding this lectual history. Faculty. Permission required. Pre- • A&HF 4611. Security issues in philosophical exploration requisite: A&HF 4070 or equiva- the nuclear age (1–3) include: *A&HF 4078. Technology and lent. Readings, discussions, and • A&HF 4613. Fundamental • What are the ultimate pur- education in Western history (3) research in the intellectual history concepts of peace education poses of an education? Professor McClintock. An historical of American education. (1–2) inquiry into the educational impli- • What ideals inform the edu- • A&HF 4614. The United cations of technological change, cated person and society? Individualized Studies Nations as peace educator particularly as it has affected cul- • How is the developing sense (2–3) tural values and the capacities to A&HF 4901. Research and Inde- of selfhood connected to • A&HL 4042. The History of organize action and to communi- pendent Study (1–8) Permission the ideals that orient one’s American social thought (3) cate ideas. Special fee: $30. required. • A&H5500. Pro-seminar in arts conduct? • What is the role of aesthetic A&HF 6200. Field research out- and humanities (2) Intermediate Faculty. Concentration on the experience in education— side the United States (0) from art, literature and *A&HF 5070. History and the- Faculty. Permission required. ethics of social research, examin- ory of higher education (3) Required of doctoral students ing special problems that arise in music to the experience of Faculty. Fundamental ideas that when choice of doctoral research both quantitative and qualitative beauty in everyday life? have shaped liberal education in the necessitates data generation in research. • How can education be a force United States and basic issues that other countries. One year of field for social reform? arise in the formulation of purposes, experience under supervision in Philosophy and policies, and educational programs approved geographical and institu- Such philosophical study can in colleges and universities. tional site. Students secure Education illuminate a wide range of edu- approval of department chair and (Code: TFP) cational practices and issues. *A&HF 5075. Knowledge and principal advisor in advance, and Program Coordinator: Professor For example: human values (2–3) render periodic reports. Christopher Higgins Faculty. Historical and philosophi- • The education of democratic cal perspectives on conceptions of citizens

120 D EPARTMENT OF A RTS AND H UMANITIES

• The role of critical thinking Doctoral Programs *A&HF 4084. Social philosophy A&HF 5082. The philosophy of and education (3) John Dewey (3) skills The doctoral program in phi- • Multicultural and gender Faculty. Major concepts in social Faculty. An analysis of the principal losophy and education is flexi- philosophy and their application to works of John Dewey on education. issues ble and responsive to individual • New roles for educational educational issues. student backgrounds, needs, *A&HF 5086. Changing styles: technology interests, and career goals. Each *A&HF 4085. The arts and philosophy, art and literature (3) • The professional ethics of student takes responsibility, in American education (3) Professor Broughton. An explo- teaching consultation with his or her Faculty. A comparative study of ration of Western traditions of • Moral and aesthetic education adviser, for designing a course responses by educators, literary thought and practice with relation of study that will meet the gen- artists, and painters to the Ameri- to the general problems of contem- can experience in the 19th and porary culture and the emerging The philosophy program pro- eral program requirements as vides an opportunity for educa- 20th centuries. demands of “cultural literacy” in a well as the individual’s profes- fragmented society. tors to broaden and deepen sional goals. their understanding of the *A&HF 4086. Aesthetics and processes and aims of education education (3) A&HF 5680. Colloquium in phi- At the center of that course of Faculty. The relation of art and losophy and education (1–3) by mastering a spectrum of study are classes in philosophy education, with attention to theo- Professors Arcilla, Broughton and philosophical approaches, and education. In addition to ries of the creative act, aesthetic Higgins. For majors only. A disser- including those in the fields of those major courses, some stu- experience, and the criteria gov- tation seminar and treatment of moral philosophy and ethics, dents use their electives to erning criticism. topics related to the development social and political philosophy, develop an expertise or “minor” of competence in research and epistemology, aesthetics, and *A&HF 4180. Education and the teaching philosophy of education. in foundations of education, making of the modern self (3) the philosophy of science. Study including history, psychology, of a variety of historical and Professor Arcilla. A critical study A&HF 5681. Colloquium in sociology, or politics. Others of modern philosophical and liter- existentialism and education (3) conceptual frameworks enables may wish to develop a minor in students to develop theoretical ary works on self-cultivation, and Professor Arcilla. Permission educational studies related to of their implications for education. required. A study of selected writ- perspectives on education, and their philosophical interests, ings in existentialism and their to effectively analyze and cri- such as curriculum develop- *A&HF 4181. Critical theory implications for education. tique arguments in contempo- ment, approaches to teaching, and education (3) rary educational debates. or educational policy. Professor Arcilla. An examination *A&HF 6580. Seminar in phi- of key ideas and texts in the criti- losophy and education (3) Recent dissertations have cal theory tradition of social phi- Faculty. An advanced seminar. Per- The Philosophy and Education losophy, using them to illuminate mission required included discussions of feminist program offers both the Doctor theory and moral education, humanistic issues in contemporary of Education (Ed.D.) and Doc- education. Individualized Studies narrative and dialogical reason- tor of Philosophy (Ph.D.) ing in education, democratic degrees. The Ed.D. requires a *A&HF 4183. Philosophies of A&HF 4901. Research and inde- education from a Habermasian minimum of 90 points of credit, multiculturalism and pluralism pendent study (1–8) perspective, and African-Amer- and offers a broad preparation (2–3) Permission only. ican philosophies of education. for professional and academic Professor Higgins. An examination of the major historical and current A&HF 7500. Dissertation semi- responsibilities with emphasis nar in philosophy and education Degree requirements: on a particular area of educa- American views of the nature and value of multiculturalism and of (0–3) Master of Arts tion. The Ph.D. requires a mini- cultural pluralism, in education Faculty. Permission required. mum of 75 points, and empha- The Master of Arts program is and in society more generally. Required of doctoral students in the sizes research and intensive semester following successful com- designed to introduce educa- Some attention to criticisms of specialization in a particular pletion of certification examination. tors and professionals with a multiculturalism. area of philosophy. Candidates wide variety of interests to the should be in touch with the Office of *A&HF 4680. Ethical issues in A&HF 8900. Dissertation study of philosophy and educa- Doctoral Studies to be certain of educational practice (3) advisement in philosophy and tion. In addition to major education (0) complying with the latest procedures, Faculty. A study of how modern courses in philosophy and edu- Individual advisement on doctoral deadlines and documents. ethical theories illuminate ethical cation, students may use their predicaments in education. dissertations. Fee: to equal 3 points electives to develop an area of at current tuition rate for each Courses: (* = course open to philosophical interest (e.g., A&HF 5080. Advanced topics in term. For requirements, see section non-majors) ethics, social philosophy, epis- social and moral education and in catalog on Continuous Registra- tion for Ed.D./Ph.D. degrees. temology, etc.), to develop and philosophy (3) *A&HF 4081. Philosophies of Faculty. Close reading of impor- area of educational interest education (3) A&HF 6980. Studies in philoso- (e.g., educational foundations, tant (mostly contemporary) philo- Professor Arcilla. An introduction sophical texts on several topics rel- phy and education (1–6) curriculum studies, theories of to philosophies of education from evant to education. Topics will Faculty. Advanced students may teaching and learning, etc.), or Plato to Dewey. vary and can include racism, cul- register for intensive individual to generally broaden their pro- tural and moral relativism, moral- study of some aspect of their spe- fessional education. ity, multiculturalism, and religion.

121 D EPARTMENT OF A RTS AND H UMANITIES cialization. Registration is only by homophobia, child-abuse, date- cational knowledge and skills Doctor of Education permission of a faculty member, rape, demonism, guns and bombs, needed to complement their The Doctor of Education is a under whose guidance the work in reality, art, and fiction. Special previous theological study. will be undertaken. Times for indi- fee: $40. 90 point program. All students Each student’s program is must take a minimum of 6 vidual conferences will be arranged. worked out to meet his or her Enrollment may be for 1 or more See also: points of A&HF6581, Studies particular objectives, using the points each term, and registration A&H 5500. Pro-seminar in arts in Religion and Education. The is not limited to one or two terms. and humanities (2) combined resources of Teachers full program of other courses is Faculty. Concentration on the ethics College and the other institu- developed on an individual Cultural Studies of social research, examining special tions mentioned above. basis for each student in con- problems that arise in both quanti- sultation with the advisors of *A&HF 4060. Youth cultures tative and qualitative research. The program prepares its grad- the program. (2–3) uates to teach in colleges, uni- Professor Broughton. Issues in versities, and theological adolescent/early adult subculture Religion and Education In developing the full course formation. Effects on learning, (Code: TFU) schools, with special concern for program, every effort is made to school, college, employment. Program Coordinator: Dr. John the religious dimensions in ensure that students receive a Alienation, resistance, creativity. Kuentzel education. Such persons would solid grounding in the nature of Literary-aesthetic approaches to Program Advisors: Professor also be prepared to teach religion (with courses in fields symbolic styles, fashions, move- Douglas Sloan, Teachers Col- courses in religion or to serve pertaining to literature of reli- ments, and cults. Multicultural/ lege; Professor Mary Boys, with various religious organiza- class/gender differences. gion, history of religions, phi- Union Theology Seminary; tions in positions of leadership losophy of religion and theol- in matters of educational policy. *A&HF4061. Introduction to Professor Joseph Lukinsky, The ogy, social science and religion, cultural studies (2–3) Jewish theological Seminary and psychology of religion). Theory, method and research in For information about the joint the emerging field of cultural Degrees offered: Ed.D. program and the related Students also receive a solid studies in education. Mass culture Master of Arts (M.A.) Master of Arts in Education grounding in the nature of and school culture as learning Master of Education (Ed.M.) and Theological Studies at education (with courses per- environments interpreted from arts Doctor of Education (Ed.D.) Union Theological Seminary, taining to history and educa- and humanities perspectives: struc- consult the Seminary’s catalog. turalism/post-structuralism, semi- tion, philosophy and education, Special Application anthropology and sociology of otics, discourse and film analysis, Degree Requirements: psycholanalysis, ideology-critique, Requirements/Information: education, international educa- Students may not begin pro- The program of courses in tion, curriculum and teaching identity politics, feminism, queer Religion and Education is theory. gram in the summer. and adult education). worked out with one of the *A&HF 4088. Popular culture Program Description: advisors from the three cooper- Other courses deemed impor- Professor Broughton. Critical For three quarters of a century ating institutions. Drawing on tant for the student’s particular examination of mass communica- Teachers College has offered these combined resources each goals in the study of religion tion as an informal medium of advanced studies of various student’s program is designed and education also become part education: film, TV, comic books, fields related to religion and to meet his or her own particu- music, dance, advertising. “Low” of the course program. Further education. Today, the program lar objectives. All courses detailed requirements for the vs. “high” culture and hybrid should be determined with the forms. Enrollees learn to create and in religion and education, lead- Ed.D. are available from the ing to the M.A., Ed.M., and advice and approval of the stu- Office of Doctoral Studies. promote their own pop-cultural dent’s advisor. commodity. Special fee: $40. Ed.D. degrees, offers the Candidates should be in touch opportunity for combining with the Office of Doctoral Studies *A&HF 4089. Aesthetics of religious studies at Union The- Master of Arts to be certain of complying with the technology (2–3) ological Seminary, the Jewish The degree requirements can be latest procedures, deadlines and Professor Broughton. Technology Theological Seminary of Amer- met in one of two ways: 1) com- documents. as a cultural form regulating the ica, and the Columbia Univer- pleting 30 points and a formal development of the human self. sity Graduate School of Arts master’s thesis, or, 2) complet- Courses: (* = course open to Metaphysical, symbolic and fan- and Sciences with studies in tasy components in computing, ing 32 points and a special pro- non-majors) space travel, medicine, reproduc- education at Teachers College. ject. The topics and preparation tion, and children’s toys. Literary of the thesis and the special pro- A&HF 6581. Seminar: Studies in and artistic representations. Special Many students in the program, ject are to be determined in religion and education (1–3) fee: $40. particularly at the doctoral consultation with the student’s Professors Boys and Lukinsky. level, transfer substantial cred- advisor. At least 12 of the Required for all Ed.D. candidates in religion and education at the *A&HF 4130. Gender and vio- its in graduate or professional points taken for the degree lence (2–3) Jewish Theological Seminary, religious studies from other must be in the field of religion Teachers College, and Union Theo- Professor Broughton. How literal institutions and devote the and education, and at least three and symbolic violence shape gen- logical Seminary. Introduces doc- major part of their effort in the Teachers College courses must toral students to the history, issues, der formation. Aggression in the program to acquiring the edu- lives of men and women. Racism, be taken outside the program. and research methods in the field

122 D EPARTMENT OF A RTS AND H UMANITIES of religion and education and pro- Social Studies An M.A. in appropriate con- ulty’s strengths in history and vides a collegium for developing (Code: TLW) tent field or Social Studies edu- social education are well suited proposals for dissertations. Cross Program Coordinator: Professor cation is required for applicants to that purpose. These listed at Union Seminary as RE Stephen J. Thornton to the Doctor of Education or strengths, along with the full 505-506 and at Jewish Theological Doctor of Philosophy degree resources of Teachers College Seminary as Ed. 9547. Degrees offered: programs. In addition to the and Columbia’s Graduate general Teachers College School of Arts and Sciences, Individualized Studies Master of Arts (M.A.) Master of Education (Ed.M.) admission requirements, doc- are, of course, available to every A&HF 4901. Research and inde- Doctor of Education (Ed.D.) toral applicants must submit a student. pendent study (1–8) Doctor of Philosophy (Ph.D.) writing sample and recommen- Permission only. dations written by persons Degree Requirements: qualified to address the poten- A&HF 7500. Dissertation semi- Special Application Master of Arts nar in religion (0–3) Requirements/Information: tial for doctoral-level work. If Faculty. Permission required. Standardized tests are not the applicant will be in or near The Master of Arts offers the Required of doctoral students in required for social studies pro- New York City, an interview is following two tracks: the semester following successful grams. However, the GRE recommended. completion of certification exami- General Test is encouraged for Master of Arts in Social Studies nations. those with undergraduate Inquiries for the Ed.M., Ed.D. This program requires a mini- GPAs below 3.5. M.A. stu- and the Ph.D. degrees should mum of 32 points and an inte- A&HF 8900. Dissertation dents can begin in the fall or be directed to Professor advisement in religion (0) grative project. This degree summer only. Ed.M. students Stephen J. Thornton, Box 80, program focuses on social stud- Individual advisement on doctoral Teachers College; telephone: dissertations. Fee: to equal 3 points may begin in any term. ies teaching in middle and at current tuition rate for each (212) 678-3150. high schools, and is designed term. For requirements, see section Students should indicate on the primarily for in-service teach- in catalog on Continuous Registra- specialization section of appli- Program Description: ers. The 32 points should be tion for Ed.D./Ph.D. degrees. cation whether they wish to The Social Studies Program distributed as follows: pursue teacher certification. combines history and the social In each of the areas within the sciences for purposes of instruc- Methods and Materials (9 points department, advanced students Applicants to the Master of tion. To this end, social studies minimum) may register for intensive individ- Arts degree program must have must maintain a balance ual study of some aspect of their Required: taken at least 30 credits in his- between constancy to their par- • A&HL4030, The study of specialization. Registration is only ent disciplines and dedication by permission of the instructor tory or appropriate social sci- history* under whose guidance the work ence course work. For those to the oneness of learning. • A&HL4036, The teaching of will be undertaken. Times for indi- courses that are not listed under social studies** vidual conferences will be arranged. a history department, and The program particularly Enrollment may be for 1 or more which the applicant feels may emphasizes the historical Take at least one of the following: points each term, and registration be counted as part of the “his- development of the field, the • A&HL5030, Diversity and is not limited to one or two terms. tory” requirement, applicants selection and organization of the social studies curricu- must submit course descrip- subject matter, and analysis of lum*** A&HF 6981. Studies in religion tions in order for the social instructional materials for stu- and education (1–6) • A&HL5035, History of the studies faculty to determine the dents of diverse backgrounds social studies since 1880 in both urban and suburban See Also: content. M.A. inquiries should • A&HL5037, Alternative • A&HF 4603. Human and be directed to Mr. Michael school settings. models of social studies cur- social dimensions of peace Marino, Social Studies Program riculum (1–2) Office, Box 80, (212) 678- Social studies teachers must be • A&HF 4611-A&HF 4614. Edu- 3173. The program secretary schooled in subject matter, *Students who were under- cation for peace, disarma- for Social Studies can be practiced in the arts of peda- graduate history majors may ment, and the control of reached at (212) 678-4083. gogy, attuned to the needs of substitute A&HL5035 or nuclear weapons students, and alive to the inter- A&HL5530, History of Ameri- • A&HF 4611. Security issues in Applicants to the Master of play of theory and practice in the nuclear age (1–3) can social thought. Education degree should be everything they do. These are **Students who have taken an • A&HF 4614. The United the professionals who will lead Nations as peace educator aware that the Program admits equivalent course should sub- (2–3) students after several years of the way in formulating and stitute A&HL5037 • A&H5500. Pro-seminar in arts teaching or after completion of confronting the great educa- *** Students may substitute and humanities (2) an M.A. degree in Social Stud- tional questions of the day. another Teachers College ies education or in an appropri- course that satisfies the “diver- ate content field. Admission The program prepares students sity” requirement with the requirements in terms of for professional positions in consent of an advisor. undergraduate background are schools, colleges, universities, the same as the M.A. and allied institutions. Our fac-

123 D EPARTMENT OF A RTS AND H UMANITIES

Social Studies Content Courses Methods and Materials fall term in which student tailored to the student’s specific (14–17 points) (9–12 points) teaching begins. career goals. In consultation with an advisor, Required: students should select courses • A&HL4030, The study of Students who want to teach in Social Studies Foundations, Meth- to round out their knowledge history* the Social Studies program ods, and Professional Content of the subject matters taught in • A&HL4036, The teaching of must also meet these additional (30 points minimum) secondary schools. social studies requirements: first take A&HL The courses in this area are • A&HL5030, Diversity and 4036, The Teaching of Social intended to familiarize students Professional Development Courses the social studies curricu- Studies; possibly A&HL 4030, with the historical development (6–9 points) lum** The study of history, and and current state of social stud- Three 2–3 point Teachers Col- Elective: A&HL 5030, Diversity and the ies and to provide experience in lege courses outside the Social • A&HL5035, History of the social studies curriculum (or an research on educational prac- Studies Program, chosen with social studies since 1880 approved substitute); and then, tices. Students should consult advisor approval. • A&HL5037, Alternative enroll for A&HL 4530, the with an advisor to determine models of social studies cur- Seminar for student teachers in what additional research courses Further Requirements riculum social studies and A&HL 4730, outside the program will be Students must complete an Supervised student teaching in needed in their individual pro- integrative project, selected *Students who were under- social studies during both the grams of study; these out-of- with advisor approval. graduate history majors may fall and spring terms. program courses may be used to substitute A&HL5035 or satisfy points requirements in Master of Arts in Social Studies A&HL5530 Further Requirements this area. with Teacher Certification **Students may substitute Students must complete an Required: This program requires a mini- another Teachers College integrative project, satisfy the • A&HL4030, The study of mum of 38 points and an inte- course that satisfies the “diver- requirement for study of a lan- history grative project and is designed sity” requirement with the guage other than English, and • *A&HL4036, The teaching for pre-service teachers. Suc- consent of an advisor. register for and attend the of social studies cessful completion of this pro- teacher education lectures on Social Studies Content Courses • A&HL5035, History of the gram of study leads to the M.A. detection of child and sub- social studies since 1880 degree and recommendation for (11–14 points) stance abuse. • A&HL5030. Diversity and New York State teacher certifi- Same as 32 point M.A. pro- Master of Education the social studies curriculum cation (grades 7–12). Student gram. See above. teaching is undertaken in coop- The Master of Education in Student Teaching Suggested, consult an advisor: erating middle and high (10 points) Social Studies offers the follow- • A&HL5037, Alternative schools, both city and subur- • A&HL4530, Seminar for stu- ing three tracks: models of social studies cur- ban. A committee of social dent teachers in social stud- ies* riculum studies faculty and cooperating Master of Education in Social • A&HL4730, Supervised stu- • **A&HL5203, Fieldwork in professionals from the school to Studies social studies which the student is assigned dent teaching in social stud- This program requires a mini- • A&HL5223, Oral history as a supervises and evaluates the ies** mum of 60 points and an inte- multidisciplinary teaching student teacher’s work. This grative project. The degree is tool program is registered by New *Students enroll for 2 points intended for experienced edu- • A&HL 5232, Fieldwork in York State. both in the fall and in the spring. cators; it is aimed at develop- social studies teacher train- ing leaders in social studies ing. Although it is possible to com- ** Students enroll for 3 points education for settings such as • A*HL5530, The history of plete this program in one cal- in both the fall and the spring. middle and high schools, com- American social thought endar year of four terms, the Professional Development Courses munity colleges, curriculum • **A&HL5931, Guided faculty strongly advise students agencies and publishing, and investigations in the teaching to extend the program to (6–9 points) foundations and historical of social studies include two full summers as Same as 32 point M.A. pro- museums. • **A&HL6530, Curriculum well as one regular academic gram. See above. development, research, and year of two terms. Student teaching for non-Social Emphasis is on specialized supervision Studies majors: work in curriculum develop- The 38 points should be dis- ment and the subject matters, *Students who have taken an tributed as follows: Students registered in pro- grams at Teachers College methods, and materials of equivalent course should sub- other than the Social Studies instruction. This degree pro- stitute A&HL5037 program who wish to student gram is also suitable for stu- **May be taken more than teach must get written permis- dents contemplating future once sion from the program coordi- doctoral study. The program is nator by March 1 prior to the flexible in nature and can be

124 D EPARTMENT OF A RTS AND H UMANITIES

Social Studies Content Electives Guidance in development of inte- **Students who have taken an letin, obtainable from the (15 points minimum) grative project (3 points) equivalent course should sub- Office of Doctoral Studies. Same as for M.A. See above. • A&HL6030, Research in stitute A&HL5037. social studies education Doctor of Philosophy Professional Development Courses Research courses, seminars and The Doctor of Philosophy in Electives (9–11 points) individualized work (15 points (6–9 points minimum) Social Studies requires 75 Must include courses in both minimum) Same as for M.A. See above. points of graduate study and a social studies content and pro- Required: dissertation. The Ph.D. pro- Further Requirements fessional development. Chosen • A&HL5503, Research paper gram emphasizes research and with advisor approval. in social studies The integrative project will intensive specialization in • A&HL6503, Doctoral semi- develop out of the student’s social studies scholarship. particular program of study. Further requirements nar in social studies Students will register for Same as for Ed.M. above. • A&HL6530, Curriculum Courses in the major field development, research, and A&HL6030, Research in social (15 points minimum) studies education, with an The Master of Education in supervision Required: Social Studies and the Teaching • A&HL7503, Dissertation advisor to conceptualize and • A&HL4030, The study of of English to Speakers of other seminar in social studies begin to prepare this project. history* Languages (TESOL) • A&HL4036, The teaching of The Master of Education in Suggested: Consult an advisor Please write the program secre- social studies** Social Studies with New York tary at Box 80 for more infor- • A&HL5530, The history of State Certification in Broad and basic areas of profes- mation. American social thought Administration and Supervision sional scholarship (15 points • A&HL 5035, History of the minimum) This program requires a mini- Doctor of Education social studies since 1880 Required: mum of 60 points and an inte- • A&HL 6500, Seminar in the The Doctor of Education in In consultation with an advisor, grative project. history of the social studies Social Studies requires 90 points select at least one course in each of graduate study and a disserta- Social Studies Foundations, Meth- of the following three areas: the Suggested: tion. The Ed.D. degree program nature of education, the nature ods, and Professional Content (18 • A&HL5232, Fieldwork in emphasizes broad preparation of persons and the learning points minimum) for advanced professional social studies teacher training Required: process, and, methods of evalu- responsibilities in social studies. ation and research. Other course Same as Ed.M. above *Students who were history work in this area should be tai- Suggested: majors may substitute a more Courses in the major field lored to the individual student’s Consult an advisor: advanced course (15 points minimum) needs; consult an advisor. Except for A&HL6530, same Required: **Students who have taken an choices as Ed.M. above equivalent course should sub- • A&HL4030, The study of Electives in the major field history* stitute A&HL5037. Public School Administration (15 points minimum) • A&HL4036, The teaching of Soon after beginning this pro- (12 points required) Electives in the area of specializa- social studies (or equiva- gram, students should select Courses selected in consulta- tion (15 points minimum) lent)** an area of emphasis, either tion with an advisor. Soon after beginning the Pro- • A&HL4042, The history of American history or modern gram, students must select an American social thought history, broadly conceived. Public School Supervision area of specialization. Students • A&HL5035, History of the These courses should be (12 points required) may select either American his- social studies since 1880 selected for their applicability Required: tory or modern history. Students • A&HL6500, Seminar in the to the student’s area of disser- • C&TY4051, Supervision for should select courses with an history of the social studies tation research. Course work elementary and secondary advisor, taking care to include in the area of emphasis nor- schools courses relevant to the area of Suggested: mally includes both the sub- • A&HL6530, Curriculum dissertation research at both • A&HL5030, Diversity and ject matters themselves and development, research, and Teachers College and the Gradu- the social studies curriculum the design and evaluation of supervision ate School of Arts and Sciences. • A&HL5037, Alternative mod- educational programs in those els of social studies curriculum Suggested: subject matters. Research methods • A&HL5232, Fieldwork in (15 points Consult an advisor minimum) social studies teacher training Further requirements Required: • A&HL6500, Seminar in the In addition to the dissertation, Internship in supervision (4–6 • A&HF6041, Historical history of the social studies there are other requirements. points over two terms) method Students should consult an • C&T6542, Internship • A&HL6530, Curriculum *Students who were history advisor in the Program and program in supervision (in- development, research, and majors may substitute a more read the Requirements for the service) supervision advanced course. Degree of Doctor Education bul-

125 D EPARTMENT OF A RTS AND H UMANITIES

Altogether students must com- A&HL 4730. Supervised student Social Studies Content *A&HL 5530. The history of teaching in social studies (3) American social thought (3) plete a minimum of 12 points *A&HL 4032. Problems in in research methods course Professor Crocco and Faculty. Per- Professor Crocco. The history of mission required. Must be taken teaching world history (2–3) American social thought as it has work. The sequence of doctoral Faculty. Particular attention paid preparation seminars is the concurrently with A&HL 4530. influenced and been influenced by Special fee: $20. to problems of conceptualization theories of education and patterns same as for the Ed.D. and interpretation involved in of educational practice. A&HL 5030. Diversity and the organizing and teaching the course. Non-major foundations social studies curriculum (3) Doctoral preparation (15 points minimum) Professor Crocco and Faculty. Cur- *A&HL 4033. History of Europe Same as “Broad and basic areas riculum theory and instructional since 1914: Selected topics (3) Doctoral preparation involves of professional scholarship” in methods related to teaching sec- Professor Thornton. Main themes three successive stages: and problems in the teaching of Ed.D. ondary school social studies in the 1. Exposure to basic research diverse classroom. Particular atten- recent European history. Topics: methods, tion paid to gender and multicul- World War I, totalitarianism, 2. Identification of dissertation Further requirements World War II, the new Europe, topic, In addition to the dissertation, tural issues in urban settings. Spe- cial fee: $10. social and intellectual change. 3. Presentation of a prospectus. students must satisfy the for- In order to encourage doctoral stu- eign language requirements A&HL 5031. Teacher education *A&HL 4035. New York City as dents to progress through these equivalent to those of the in social studies (1–3) a learning laboratory (1–3) stages, a sequence of seminars is department of the Columbia Professor Thornton. Permission Faculty. New York City’s cultural, customarily offered. Progress University Graduate School of required. Problems, issues, and social, governmental, business, through these stages usually Arts and Sciences with which new directions in college teaching financial, medical institutions, involves enrollment in the follow- neighborhoods, green spaces stud- their work is most closely iden- of methods courses. Supervision of ing courses: ied through field experiences. • A&HL 5503, Research paper in tified. For Ph.D. students in practice teaching and other profes- sional programs. Social Studies (1–3) social studies, the usual cog- *A&HL 4037. East Asia: Survey • A&HL 6503, Doctoral seminar nate department in the Gradu- A&HL 5035. History of the of modern history and culture in Social Studies (1–3) ate School is History. Students social studies since 1880 (3) (2–3) • A&HL 6350, Curriculum devel- should read the Requirements for Professor Thornton. An historical Dr. Martin. An overview of central opment, research, and supervi- Doctor of Philosophy obtainable investigation of the development themes in the modern history and sion (3) from the Office of Doctoral of the secondary school culture of China, Japan and Korea. • A&HL 7503, Dissertation semi- Studies at Teachers College. history/social studies curriculum, nar in Social Studies (1–2) including questions related to *A&HL 4038. Problems in • A&HL 8903, Dissertation objectives, content, and methods teaching American history (2–3) advisement in Social Studies (0) Courses: (* = course open to Faculty. Main themes in American non-majors) of instruction. These seminars are ordinarily history, selection, and interpreta- undertaken as soon as possible A&HL 5037. Alternative models tion; past and future of the survey after completing the M.A. Methods and Materials course; its relation to textbooks, of social studies curriculum (3) degree. Consult program advi- *A&HL 4030. The study of his- Faculty. Examination of alterna- curriculum design, social science, and professional teaching. sor as to which course or tory (3) tives to dominant approaches to courses you should enroll in Professor Thornton. Methods of social studies. Suitable for experi- during any particular semester. historical analysis and interpreta- enced teachers interested in *A&HL 4039. The United States tion. The discipline of history and advanced methodology. Constitution (2–3) its relationship to the social sci- Dr. Tischler. Course includes major Independent Research, ences. Suggested for all social stud- A&HL 6500. Seminar in the his- philosophical foundations, prob- Fieldwork and Internships lems preceding and during the ies majors; required for those who tory of the social studies (3) A&HL 4903. Research and inde- were not history majors. Professor Thornton. Permission convention, the struggle for ratifi- cation, detailed examination of the pendent study in social studies required. Individual and group (1–6) A&HL 4036. The teaching of investigation and group discus- document, important court cases, non-written constitutional tradi- Faculty. Permission required. To social studies (3) sions of such topics as listed in be taken under the direction of a Faculty. Basic classroom methods A&HL5035, which is ordinarily a tions, and unresolved constitu- tional issues. faculty member. Students work for teaching social studies in sec- prerequisite. individually or with others. ondary schools; teaching resources *A&HL 4040. Women of the and aids; assessment and testing. A&HL 6530. Curriculum devel- A&HL 5203. Fieldwork in social Special fee: $10. opment, research, and supervi- world: Issues in teaching (2–3) Professor Crocco. Women’s lives studies (1–6) sion (3) Faculty. Permission required. A&HL 4530. Seminar for student Professor Thornton. Aspects of (e.g., Africa, China, Latin Amer- ica) past and present provide text Opportunity for qualified students, teachers in social studies (2) curriculum; teaching and learning individually or in small groups, to Faculty. Must be taken concurrently processes; attention to problems for the course. Students’ stories as told via oral/family history supple- develop and pursue projects, in with A&HL 4730. Special fee: $20. and techniques of supervision. For consultation with an advisor, in advanced students interested in the ment. Reconceptualizing the his- tory curriculum is a dominant schools, communities, and other analysis and evaluation of educa- field settings. tional programs and methods of theme. Special fee: $10. instruction.

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A&HL 5223. Oral history as a See also: eracies, and pedagogies for related field, and must have multidisciplinary teaching tool A&H 5500. Pro-seminar in arts increasingly diverse student classroom teaching experience. (0–2) and humanities (2) populations. Applicants are A personal interview with a Professor Crocco. Permission Faculty. Concentration on the required to submit official faculty advisor is strongly required. Students will learn the ethics of social research, examining transcripts from all undergrad- advised. steps of oral history design for the special problems that arise in both classroom, including research, selec- quantitative and qualitative uate institutions attended, two tion of interviewees, contact and research. letters of recommendation, and Program Description: context, conducting the interview, a personal statement. Appli- An English teacher creates con- transcribing, reviewing, editing Program in History and cants should complete at least texts for reading, writing, lis- and processing. Special fee: $30. Education: 24 undergraduate and/or grad- tening, and speaking. Class- uate credits in English, or rooms are transitory A&HL 5232. Fieldwork in social A&HF 4070. History of educa- equivalencies, prior to entering environments and demand studies teacher training (2–3) tion in the United States (3) the program. Applicants for teachers who are aware of Professor Crocco. Permission A&HF 6041. Historical method (3) certification will need, at the themselves as learners, capable required. For advanced students time of graduation, 6 points of of adapting to change, skilled engaged in supervision of student teachers. Supervised field work, Columbia University’s Graduate study at the undergraduate at negotiating multiple litera- individual conferences, and group School of Arts and Sciences, for level in a foreign language. cies, and respectful of diversity. seminar. example: (three thousand level Waivers for second language courses require approval of advisor fluency are available. Our program is committed to A&HL 5430. Internship in the and Registrar) the professional development of teaching of history and social • Hist. W4674. American urban The Ed.M. degree in English teachers as they pursue their sciences (1–3) history Education offers experienced teaching and scholarly lives. Faculty. Permission and advance • Hist. W3005. Main currents in teachers the opportunity to We recognize and value the application required. Ordinarily in African History continue their examination of variety of needs and experi- • Hist. W3121. America in the secondary schools, junior colleges, issues, pedagogy, policy, and ences of a diverse student body, teacher training programs or pub- era of slavery and Jackson lishing work. • Hist. W4010. Roman imperi- practice in the teaching of Eng- and we strive to provide our alism lish. Special emphasis is placed students with individualized A&HL 5931. Guided investiga- • Hist. W4779. Latin American on classroom based research programs. tions in the teaching of social civilization and an examination of leader- studies (1–3) • Hist. W4825. History of mod- ship roles in schools. Ed.M. Our program encourages stu- Faculty. Permission required. For ern South Asia applicants are required to sub- dents to seek a balance between advanced students. Individual • Pol. Sci. G4461. Latin Ameri- mit a writing sample, must breadth and specialization by fieldwork in secondary school or can politics. have earned an M.A. in Eng- offering a variety of pedagogi- introductory college social studies. lish, English Education, or in cal and content courses. Peda- an analogous field, and must gogical courses focus on ideo- A&HL 6030. Research in social Teaching of English studies education (1–3) (Code: TLE) have teaching experience at the logical and philosophical/ Faculty. Permission required. Program Coordinator: secondary classroom level. A theoretical principles that Professor Janet Miller personal interview with a fac- shape the design and imple- A&HL 6203. Advanced field- ulty advisor is strongly advised. mentation of curriculum, as work in social studies (1–6) Degrees offered: well as diverse strategies and Faculty. Permission required. See Master of Arts (M.A.) The Ed.D., Ed.D.C.T., and methods for the teaching of lit- description for A&HL 5203. Master of Education (Ed.M.) Ph.D. degrees in English Edu- erature, writing, language and Doctor of Education (Ed.D.) cation combine course and critical literacies. Content A&HL 6403. Internship in col- Doctor of Education fieldwork for teachers who: courses include literature and lege teaching in social studies (Ed.D.C.T.) in the College 1) have the desire to examine writing electives that model (1–6) Faculty. Permission required. Occa- Teaching of English theoretical, research, and peda- the various literacy practices sional opportunities in college pro- Doctor of Philosophy (Ph.D.) gogical principles as they apply useful in teaching secondary grams in areas represented by the in English Education to practice; 2) wish to prepare students in English classrooms. program. Students must inquire to prospective teachers or engage see if opportunities are available Special Application in professional development Two semesters of student during any given semester. Requirements/Information: work with in-service teachers; teaching, primarily in public The M.A. degree in English and 3) prepare themselves for urban sites, complement the A&HL 6935. Studies in history Education is designed for stu- leadership roles in the field of course work in the M.A. with and in the teaching of history dents who plan to teach or are teaching English or English certification degree and provide and social studies (1–3) currently teaching. This pro- Education. students with placements at Faculty. Permission required. Indi- vidual research and advanced his- gram offers new and experi- both the middle school and torical method ordinarily related enced educators opportunities Applicants are required to sub- high school levels where they to a doctoral dissertation. for intensive study in disci- mit a writing sample, must can apply what they are learn- plined-based content, inte- have an M.A. in English, Eng- ing in the program. grated curriculum, critical lit- lish Education, or in a closely

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Degree requirements: • A&HL4550, Teaching of Required literature courses: Special Project (1 point): Poetry Take at least one of the follow- • A&HL5590, Master’s Semi- Master of Arts • A&HL4551, Teaching of ing: nar* The M.A. in English Education Shakespeare • A&HL4058, Teaching of *Required by the College of all is a 36-point program (with • A&HL5518, Diversity: Social Reading Master’s-level students. certification for pre-service and Cultural Contexts in the • A&HL4050, The Study of teachers) or a 32-point pro- English Classroom Literature Master of Education gram (for in-service teachers) • A&HL4051, American Liter- The Ed.M. in English Educa- and can be completed with Required Student Teaching course ature tion is a 60-point program of full-time enrollment in one work (8 points minimum): • A&HL4052, Adolescent Lit- study that includes in-depth academic year plus two sum- • A&HL4750, Supervised Stu- erature work in theory and pedagogy as mer sessions. For the award of dent Teaching of English • A&HL4053, African Ameri- it applies to the teaching of lit- the M.A., a special master’s Seminar* can Literature erature, writing, language and project must be completed. *Students enroll in HL4750 • A&HL4056, Women Writers critical literacies. Up to 30 twice in order to support: 1) a of the 20th Century points may be transferred from The 36-point program should middle/junior high school stu- • A&HL4100, Contemporary previous graduate study at an be distributed as follows: dent teaching experience, and Theater accredited institution toward 2) a senior high school student • A&HL4561, American Short the Master of Education degree. Required writing courses: teaching experience. This semi- Story Take at least one of the follow- nar serves as a forum to address • A&HL5151, Perspectives on This master’s program is ing: the needs, issues and challenges Popular Texts designed for individuals inter- • A&HL4156, Writing: Non that may arise during the stu- ested in advanced study within Fiction dent teaching experience. Required methods courses the field of English Education • A&HL4157, Writing: Fic- (9 points minimum): or in interdisciplinary studies. tion Required Foundations course work • A&HL4057, English The degree represents a com- • A&HL4158, Writing: Poetry (6–9 points minimum): Methods mitment to research and study Any three Teachers College • A&HL4058, Teaching of of issues in teaching and learn- Required literature courses: courses that are NOT A&HL. reading ing. The Ed.M. is designed for Take at least one of the follow- Each Foundations course must • A&HL4151, Teaching of in-service teachers as a way to ing: be taken for a minimum of writing complement their work in • A&HL4050, The Study of 2 points. schools and can serve as a Literature Take at least one of the follow- preparation program for stu- • A&HL4051, American Electives: ing: dents who may want to enter Literature Any graduate-level course(s) • A&HL4155, Teaching Strate- the doctoral program. An • A&HL4052, Adolescent taken at Teachers College gies acceptable special project/thesis Literature and/or Columbia University • A&HL4550, Teaching of is required for the degree • A&HL4053, African Ameri- applied to overall credit Poetry (A&HL5504). can Literature requirement for the M.A. • A&HL4551, Teaching of • A&HL4056, Women Writers Shakespeare The 60-point program should of the 20th Century Special Project (1 point): • A&HL5518, Diversity: Social be distributed as follows: • A&HL4100, Contemporary • A&HL5590, Master’s and Cultural Contexts in the Theater Seminar* English Classroom Research Methods (9 points • A&HL4561, American Short *Required by the College of all minimum): Story Master’s pre-service students. Required Foundations course work These courses may be taken in • A&HL5151, Perspectives on Must be taken twice. The 32- (6–9 points minimum): any department of Teachers Col- Popular Texts point program should be dis- Any three Teachers College lege and may be from either tributed as follows: courses that are NOT A&HL. 4000 or 5000 level. Although Required methods courses Each Foundations course must courses may include both quan- (9 points minimum): Required writing courses: be taken for a minimum of 2 titative and/or qualitative meth- • A&HL4057, English Meth- Take at least one of the follow- points. ods, we recommend that at least ods ing: one course represent study in • A&HL4058, Teaching of • A&HL4156, Writing: Non Electives: the area of qualitative research. Reading Fiction Any graduate-level course(s) One course should be taken • A&HL4151, Teaching of • A&HL4157, Writing: Fic- taken at Teachers College from the research offerings in Writing tion and/or Columbia University the English Education program: • A&HL4158, Writing: Poetry applied to overall credit • A&HL5149, Writing Take at least one of the follow- requirement for the M.A. Research: Methods and ing: Assumptions • A&HL4155, Teaching Strate- • A&HL5150, Research in gies Practice

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Foundation courses (6 points • A&HL5504, Research Paper • A&HL5504, (1–3 points Required doctoral course work minimum): in the Teaching of English minimum.) Meets the special within the English Education These courses are intended to • A&HL5514, Reader project requirement for all program (with advisor’s approval): broaden knowledge of educa- Response: Research, Theory, Ed.M. students and is the core • A&HL6015, College Teach- tional issues and practices and Practice course of the program. This ing of English* beyond those of your particular • A&HL5518, Diversity: Social course entails work on a major • A&HL5504, Research Paper area concentration. Students and Cultural Contexts in the paper and research project in the Teaching of English must take at least THREE English Classroom that will form the basis for • A&HL6504, Doctoral Semi- Teachers College courses (for a • A&HL6011, The Politics of the Ed.M. thesis. This major nar in the Teaching of Eng- minimum of 2 points each) Teaching English paper (commonly referred to lish (continuous enrollment) from departments outside of • A&HL6015, College Teach- as the “5500” paper) involves • A&HL7504, Dissertation Arts & Humanities. This ing of English students in synthesizing work Seminar in the Teaching of requirement must be completed • A&HL6450, Internship in in theory, research, and prac- English while at Teachers College. the Teaching of Writing tice as related to the student’s • A&HL8904, Dissertation • A&HL6514, Postmodern chosen area of inquiry. Advisement in the Teaching Courses within the English Educa- Literary Theory: An Aes- of English tion program (15 points mini- thetic Dimension Doctoral Programs *For students seeking the mum*): The Doctor of Education Recommended courses at the 4000 Ed.D.C.T. *Students must complete (Ed.D.), Doctor of Education in level (no more than 9 points) between 15–45 credits of study the College Teaching of Eng- Candidates should keep in touch include: at the 4000, 5000, and 6000 lish (Ed.D.C.T.), and the Doc- with the Office of Doctoral Studies • A&HL4050, The Study of level within the English Educa- tor of Philosophy (Ph.D.) pro- to obtain information about the Literature tion program, depending on grams in English Education latest procedures, deadlines and • A&HL4051, American how many credits are trans- provide theoretical, pedagogi- documents. Literature ferred in. It is possible to substi- cal, and research-oriented • A&HL4052, Adolescent tute a 12–15 credit specializa- course work in literacy educa- Courses: (* = course open to Literature tion in another area with tion. The student will eventu- non-majors) • A&HL4053, African Ameri- advisor’s approval. Students ally focus on an area of interest can Literature transferring up to 30 points for further inquiry. Teaching *A&HL 4050. The study of liter- • A&HL4056, Women should take most of their experience is required for Writer’s in the 20th Century courses at the more advanced ature (3) admittance to both the Ed.D. Faculty. An examination of multi- • A&HL4057, English Methods 5000 and 6000 level. and Ph.D. programs. Course • A&HL4058, Teaching of ple approaches to reading tradi- work within doctoral programs tional and contemporary texts Special project/thesis: Reading reflects a range of issues and using theory, criticism, and textual • A&HL4100, Contemporary The Ed.M. thesis represents a areas of study within the field. practices as tools and principles for Theater refined presentation of the stu- teaching literature. • A&HL4154, Rhetoric: Con- dent’s area and question of The program is designed to necting Reading and Writing inquiry and will include: represent a coherent network of *A&HL 4051. American litera- • A&HL4155, Teaching Strate- a) an introduction that sets ture: Critical approaches for the courses. The number of courses prospective teacher (2–3) gies forth the student’s orientation you will take also depends, in • A&HL4550, Teaching of and interest in the topic of the Faculty. Literary selections are part, on the number of points examined through various critical Poetry thesis; you are able to transfer from • A&HL4551, Teaching of b) a literature review that frameworks emphasizing the way your previous graduate work. texts are constructed and how Shakespeare explores theoretical research readers negotiate meaning with • A&HL4561, American Short and practical perspectives that Students working toward a 90- texts. Story relevantly bear on the thesis point Ed.D degree are able to • A&HL4151, Teaching of topic; transfer a maximum of 36 A&HL 4052. Adolescent litera- Writing c) a methodology section, points from previous graduate ture (3) Faculty. An examination of con- explaining how and why data study. Ed.D. students will Recommended courses at the 5000 temporary young adult literature was collected, with whom, how complete at least 54 points and 6000 level (no more than it was analyzed and inter- and traditional canonical texts. within the program to com- Discussions focus on issues of 30 points): preted, and the role of the plete their doctoral work. • A&HL5149, Writing researcher therein; diversity, the urban experience, gender and the teaching of adoles- Research: Methods and d) the results of the research; Students working towards a cent literature. Assumptions e) a concluding section that sets 75-point Ph.D. degree will also • A&HL 5150, Research in forth the relevance of this work complete a 50-point program *A&HL 4053. African-American Practice for teachers within the fields of and thus may transfer up to 25 literature (3) • A&HL5151, Perspectives of English Education, interdisci- points from previous graduate Faculty. Contemporary African- American literary selections are Popular Literature in the plinary, or literacy studies. work. English Classroom explored within a theoretical con-

129 D EPARTMENT OF A RTS AND H UMANITIES text that emphasizes historical, A&HL 4155. Teaching strategies A&HL 5149. Writing research: ing an academic, professional, and cultural, political, and aesthetic for the secondary English class- Methods and assumptions (3) social network. Students research dimensions of these texts. room (2–3) Faculty. Examines assumptions an area of special interest and share Faculty. An examination of critical that undergird the range of their findings. *A&HL 4056. Women writers of issues that shape and reshape the philosophies, intellectual tradi- the 20th century (2–3) teaching and learning of literacies tions, and points of view that A&HL 6011. The politics of Faculty. An examination of women in English classrooms. influence research writing. teaching English (3) writers of the 20th century, explor- Faculty. An examination of politi- ing common themes: growing up A&HL 4156. Writing: Nonfic- A&HL 5150. Research in prac- cal and sociocultural theories of female, marriage and the family, tion (3) tice (2) language, literature, and composi- women as artists, and minority Faculty. Participants write out of Faculty. Examines the role of tion that inform diverse ideologi- women within a critical feminist their own areas of expertise, draft- research facilitators in knowledge cal constructions of knowledge, framework. ing and revising articles for publi- acquisitions/production, emphasiz- curriculum, and pedagogy in Eng- cation. This course is taught as ing the intellectual work of lish language arts education. A&HL 4057. English methods (3) part of 6 credit block with A&HL research as well as the social, cul- Faculty. A required course which 4151. Teaching of writing. tural, and political implicatons of A&HL 6015. College teaching of focuses on practical aspects of community-based research. English (3) teaching English, including lesson A&HL 4157. Writing: Fiction Faculty. An examination of pro- and unit plans, effective teaching and personal narrative (3) A&HL 5151. Perspectives on grams and methods of instruction strategies, evaluation and assess- Faculty. In a small, intensive set- popular texts in English class- in English courses on the college ment, curriculum design, and inte- ting, teachers write their own fic- rooms (3) level. gration of language arts. The over- tion and study models from current Faculty. This course unites post- arching theme addresses literacy fiction. Write their own fiction and structuralist literacy theory with A&HL 6514. Postmodern liter- practices as historically situated read contemporary fiction. cultural studies. Through a range ary theory: The aesthetic and contextualized. of class activities and readings, the dimension (3) A&HL 4158. Writing: Poetry (3) course will explore intersections Faculty. Teachers will examine lit- A&HL 4058. Teaching of read- Faculty. A poetry writing class between feminism, post-modern erary and theoretical texts central ing (3) combined with close readings of aesthetics, and popular literature. to postmodern theory. Students Faculty. The course focuses on selected contemporary poets. will explore, through a diverse helping teachers examine theoreti- A&HL 5153. Academic writing range of means and media, texts cal and pedagogical principles rele- A&HL 4550. Teaching of poetry II (3) deemed pivotal to postmodern vant to teaching literary and non (3) See program in Applied Linguis- approaches and principles. literary texts with emphasis on the Faculty. Experience in reading and tics. relations of texts and readers. writing poetry, designing curricu- Doctoral preparation lum, and determining effective A&HL 5514. Readers’ A&HL 4100. Contemporary the- teaching practices. Responses: Research, theory Doctoral preparation involves ater (3) and practice (3) three successive stages; Faculty. The role of drama in the A&HL 4551. Teaching of Shake- Faculty. This course is an advanced 1. Exposure to basic research classroom. Students will examine speare (3) seminar for students exploring methods, the role of theaters in the commu- Faculty. An examination of a research issues related to an exami- 2. Identification of dissertation nity, examining production, per- sequence of Shakespeare plays, nation of reading processes. Various topic, formance and the educative power with emphasis on diverse theoreti- models of critical literacy will be 3. Presentation of a prospectus. of drama. cal perspectives and pedagogical studied including the influence of In order to encourage doctoral stu- principles for teaching Shake- psychological, transactional, femi- dents to progress through these A&HL 4151. Teaching of writ- speare. nist, and social accounts of reading stages, a sequence of seminars is ing (3) on current theory and practice customarily offered. Progress Faculty. The course integrates the- *A&HL 4561. The American through these stages usually ory and practice for teachers. Top- short story (3) A&HL 5518. Teaching English involves enrollment in the follow- ics include the textual character of Faculty. Explores the introduction in diverse social and cultural ing sequence of seminars: genres, critical perspectives on of the contemporary short story to contexts (3) • A&HL 5504. Research writing instruction, research on middle and high school students. Faculty. A seminar examining how paper in the Teaching of writing, evaluation and assessment gender, class, race, ethnicity and English program (1–3) of writing, and classroom methods A&HL 4750. Supervised teach- sexual orientation issues inform • A&HL 6504. Doctoral semi- for teaching writing. This course is ing of English (4) instructional goals, curriculum nar in the Teaching of Eng- taught with A&HL 4156, Writ- Faculty. Majors only. Students may planning/implementation, and lish Program (1–3) ing: Nonfiction, as part of a 6 satisfy state certification require- practices in the teaching of litera- • A&HL 7504. Dissertation credit sequence. ments by participating in the ture, language, and composition in seminar in the Teaching of supervised teaching program in English language arts classrooms. English Program (1–2) A&HL 4154. Rhetoric: Connect- the Fall and Spring semesters. Stu- • A&HL 8904. Dissertation ing reading and writing (3) dents should plan to reserve part of A&HL 5590. Master’s seminar: advisement in the Teaching Faculty. The course examines the each day Monday through Friday Teaching of English (1) of English program (0) applicability of the rhetorical tra- for classroom experience. Faculty. Designed to prepare stu- Consult program advisor as to dition. for students and teachers, dents for completing integrative which course or courses you emphasizing the culture and project for the M.A. degree, stu- should enroll in during any par- knowledge exhibited in texts, dents participate in seminars ticular semester. writers and readers. which are oriented towards creat-

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Independent research, fieldwork Teaching English to having difficulty in achieving world for teaching ESOL, and and internships these standards will be participants in the program Speakers of Other A&HL 4904. Research and inde- required to take additional make good use of the range of pendent study in Teaching of Languages (TESOL) course work. teaching situations in the city. English (1–6) (Code: TLZ) In addition to the variety of Permission required. Research and Program Coordinator: Professor M.A. applicants: Applications settings where our students independent study under the James Purpura will be accepted for the fall, teach and observe, we sponsor direction of a faculty member. Stu- spring and summer, priority the Community English Pro- dents work individually or with TESOL in Japan: dates and at other times on a gram for nonnative English others. space available basis. speaking adults from the (Code: TLX) adjoining community. These A&HL 5204. Fieldwork in Master of Arts (M.A.) Ed.M./Ed.D. applicants: Appli- classes are organized and Teaching of English (1–6) For those interested in the off- Permission required. Opportunity cations will be accepted for the taught by those enrolled in the campus M.A. in Tokyo, contact: fall, spring and summer prior- TESOL program. for qualified students, individually Terry Royce, Program Director or in small groups, to develop and ity dates. Applicants must have Teachers College an M.A. in TESOL, applied Ed.M. students combine both pursue projects, in consultation Shinjuko Sane: Bldg 15F 1-22- with an advisor, in schools, com- linguistics or related-field. 4000- and 5000-level courses, munities, and other field settings. 2 Nishi Shinjuku, Shinjuku-ku while doctoral candidates make Tokyo, Japan 160-0023 Ed.M.: Up to 30 points may be selections from all levels to A&HL 6204. Advanced field- Fax 81 (3) 5323-70020 transferred from previous grad- round out their programs. The work in Teaching of English uate study at an accredited Ed.M. is designed to comple- (1–6) Degrees offered: (New York) institution, pending approval ment former professional train- Permission required. See descrip- Master of Arts (M.A.) tion for A&HL 5204. by a faculty adviser. Students ing at the M.A. level and Master of Education (Ed.M.) who have already earned an sometimes serves as an initial Doctor of Education (Ed.D.) A&HL 6404. Internship in col- M.A. from Teachers College preparation for entering the may transfer only 15 points doctoral program. lege teaching of English (1–6) Special Application Permission required. Opportuni- from outside. A writing sample ties to work in college programs. Requirements/Information: is required. In addition, an off-campus Students must inquire to see if All non-native speakers of Eng- M.A. in TESOL is offered in opportunities are available during lish, including those who have Any application received after Tokyo for teachers of English any given semester. an undergraduate degree from a the priority deadline will NOT in Japan. university in the United States, be reviewed. A&HL 6450. Internship in must either: teaching writing (1–3) Doctoral studies (Ed.D.) • submit a minimum score of 5 Ed.D.: For students wishing to emphasize research, especially A forum designed to offer students on the Test of Written Eng- with a deep interest in the teach- pursue empirical research. Up in the areas of second language lish (TWE) in additional to to 45 credit points may be acquisition and teaching. The ing of writing an opportunity to the college-wide requirement explore key issues in the field transferred from previous grad- doctoral program serves those through their involvement with of a minimum score of 600 uate study at an accredited interested in areas such as students, teachers, and classroom on the TOEFL or a 250 on institution, pending faculty research, university teaching, settings throughout the city or, for the computer-based equiva- approval. teacher education, or curricu- some students, tutoring work for lent, or lum development. the TC Writing Skills Center. • submit a score of B or better Program Description: on the Cambridge Certificate See also: The TESOL program serves Degree Requirements: of Proficiency in English those who plan to teach Eng- A&HT 5500. Pro-seminar in (CPE), or Master of Arts arts and humanities (1) lish as a second or foreign lan- • submit a score of 7.0 or bet- guage in the US or abroad, or The TESOL program offers the Faculty. Arts and humanities fac- ter on the Cambridge Inter- ulty present their recent research who plan to do research on the following two tracks in the or debate contemporary issues to national English Language teaching, learning or assess- Master of Arts program: illuminate critical issues in the Testing System (IELTS). ment of English as a second or field, current challenges to educa- foreign language. TESOL grad- The M.A. in TESOL(general tion, innovative methods of Non-native speakers of English uates typically teach in elemen- track) offers a minimum of 36 inquiry and contemporary cultural must also submit either a score tary or secondary schools, in points of graduate study. issues. of 50 on the Test of Spoken Required courses in TESOL: Department of International and universities or in English lan- English (TSE) or a SPEAK guage institutes around the • A&HL4077, TESOL Class- Transcultural Studies: score of 50. MSTU 4040. Computers and world. Some graduates teach room practices writing (3) ESOL for businesses or interna- • TESOL workshops (mini- Students are expected to write tional organizations. mum of 3) and speak in a way that is • Specialized practica (mini- appropriate to their profes- New York City provides one of mum of 2) sional responsibilities. Students the most diverse settings in the

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• A&HL4085, Pedagogical Elective in: Sociolinguistics and In addition: Students in the fication paper and dissertation English grammar education, Semantic systems Ed.M. program are required to prospectus before they begin • Phonetics and phonology and the lexicon, Interlanguage complete an integrative project. writing their dissertation. • A&HL4087, Introduction to analysis, Discourse analysis, Candidates should be in touch second language acquisition Schools of linguistics, Psy- Doctor of Education with the Office of Doctoral Studies to be certain of complying with the • A&HL4088, Second lan- cholinguistics, Advanced Eng- The Ed.D. in TESOL offers a latest procedures, deadlines and guage assessment lish syntax, Trends in second minimum of 90 points of grad- documents. language acquisition. (3 points) uate study. In order to ensure Required courses outside the pro- Chosen with advisor approval. that Ed.D. students are well- gram Chosen with Courses: (* = course open to (6–9 points). rounded in the field of TESOL, advisor approval. non-majors) In addition: Students in this they are required to take one or M.A. program are required to more courses in: teacher educa- Elective courses in: Basic Courses Sociolinguis- complete a three part compre- tion, English language analysis, tics and education, Semantic hensive exam consisting of two second language acquisition, *A&HL 4076. TESOL method- systems and the lexicon, Inter- multiple choice sections and a sociolinguistics and second lan- ologies for K–6 (3) language analysis, Discourse final essay. guage assessment. Dr. Levine. Introduction to activi- analysis, Advanced English Required courses in TESOL ties, materials, and principles par- syntax, Trends in second lan- Master of Education research: ticularly suited to students in ele- mentary and secondary schools. guage acquisition. (6 points) The Ed.M. in TESOL offers a • A&HL6505, Doctoral semi- Chosen with advisor approval. Special fee: $10. minimum of 60 points of grad- nar uate study. In order to ensure • A&HL7505, Dissertation *A&HL 4077. TESOL classroom In addition: Students in this that Ed.M. students are well- seminar M.A. program are required to practices (3) rounded in the field of TESOL, • A&HL8905, Dissertation Faculty. Introduction to the major complete a three part compre- they are required to take one or advisement language teaching approaches that hensive exam consisting of two more courses in: teacher educa- have been influential in the 20th multiple choice sections and a tion, English language analysis, Required courses in TESOL: century. Special fee: $10. final essay. second language acquisition, • A&HL4077, TESOL class- sociolinguistics and second lan- room practices *A&HL 4078. TESOL materials The M.A. in TESOL with (3) guage assessment. • Specialized practicum Teacher Certification offers a mini- Faculty. Practice in characterizing • Pedagogical English gram- mum of 36 points of graduate and critiquing materials in use and Required courses in TESOL: mar study. determining their suitability for • A&HL4077, TESOL class- • Phonetics and phonology Required courses in TESOL: different settings. room practices • A&HL4087, Introduction to • A&HL4077, TESOL class- • Specialized practicum second language acquisition *A&HL 4080. Teaching in lin- room practices • A&HL4085, Pedagogical • A&HL4088, Second lan- guistically diverse classrooms • A&HL4076, TESOL English grammar guage assessment (3) methodologies for K–6 • Phonetics and phonology • A&HL5577, Language Ms. Dwyer. Supports teachers in • A&HL4171, Language • A&HL4087, Introduction to teacher education programs mainstream classrooms, grades 5–12, in bulding a knowledge through the content areas for second language acquisition • Discourse analysis 7–12 base and a repertoire of instruc- • A&HL4088, Second lan- • Semantic systems and the tional strategies that will enhance • TESOL workshops (mini- guage assessment lexicon mum of 3) the learning of language-minority • A&HL5577, Language • Sociolinguistics and educa- students. • Specialized practicum teacher education programs tion • Supervised student teaching • Discourse analysis • Critical review of readings in A&HL 4085. Pedagogical Eng- (1 semester K–6, 1 semester • Semantic systems and the ESOL and applied linguistics lish grammar (3) 7–12) lexicon • AH&L6587, Seminar in sec- Faculty. An in-depth examination • Pedagogical English gram- • Sociolinguistics and education ond language acquisition of English language grammar as it mar • A&HL5575, Critical review applies to language teaching and learning. Special fee: $10. • Phonetics and phonology of readings in ESOL and Required courses in TESOL con- • A&HL4087, Introduction to applied linguistics centration (at least 15 points): second language acquisition A&HL 4086. Observation (3) • A&HL6587, Seminar in sec- Chosen with advisor approval. Faculty. Introduction to systematic • A&HL4088, Second lan- ond language acquisition guage assessment observation of methods and other Required courses in statistics, mea- communications in classrooms and Required courses outside the pro- surement and research design (15 of a range of interactions outside of Required courses outside the gram (6–9 points). Chosen with points). Chosen with advisor classrooms as well. program (6–9 points) advisor approval. At least one approval. • Special education course must be in statistics, A&HL 4087. Introduction to • Bilingual education measurement and research In addition: Students must second language acquisition (3) • Multicultural education Faculty. Prerequisite: A&HL 4085. design. complete a library research Survey of models and basic princi- paper, certification exam, certi-

132 D EPARTMENT OF A RTS AND H UMANITIES ples of second language acquisition • A&HL 4174. The grammati- A&HL 4860-A&HL 4880. Spe- A&HL 4776. Supervised student and examination of how language cal approach cialized materials (Noncredit or teaching in ESOL (3) acquisition research can inform • A&HL 4175. Facilitating 0–1 each course) Faculty. Permission required. A language teaching and learning. autonomy in language Faculty/Staff. Not all courses are supervised teaching experience for Special fee: $20. learning offered each term or year. Courses all those M.A. candidates who are • A&HL 4176. Listening are offered according to student interested in working for a New A&HL 4088. Second language • A&HL 4177. Speaking interest and staff availability. York State teaching certificate in assessment (3) • A&HL 4178. Reading Courses usually meet over 1 or 2 ESOL N–12 (nursery School to Professor Purpura. Prerequisite: • A&HL 4179. Writing weekends. The titles of the courses 12th grade) and who have not A&HL 4085 or permission of • A&HL 4180. Trends: New A&HL 4860-A&HL 4880 parallel taught ESOL in grades N–12 for instructor. Introduction to lan- directions in ESOL those of courses A&HL 4160- at least two years, full time. Dur- guage assessment practices includ- A&HL 4180. ing the terms of practice teaching, ing: test design, construction and A&HL 4171. Language through students are not permitted to hold analysis; introduction to measure- the content areas (3) Advanced Courses full-time jobs. Course may be ment concepts and basic statistics; Ms. Dwyer. Teaching English to taken more than once. use of the computer in language 7–12 students through content A&HL 5575. Critical review of assessment. Special fee: $20. areas like science, math and social current readings in ESOL and A&HL 5360-A&HL 5379. Spe- studies. Special fee: $10. applied linguistics (3) cialized practica for ESOL A&HL 4089. Teaching writing Professor Beebe. Sustained reading teachers (2 each course) to ESL students (3) *A&HL 4500. Advanced English of professional journals and classic Faculty/Staff. A parallel course Faculty. Teaching writing to ESL language study (1–2) works in the field of language from A&HL 4160-A&HL 4180 students, particularly for sec- Faculty. Development of speaking, teaching and seminal works related and/or A&HL 4860-A&HL 4880 ondary, college and adult teachers. listening, reading, and writing to the field of ESOL, methods, sec- is required. For example, if a can- Theory and classroom practices skills for use in an academic set- ond language acquisition, and didate wants to enroll in a integrated through readings, writ- ting; emphasis on composing and bilingual education. practicum in role playing, A&HL ing, discussion, and experiences. editing projects for previous and 5363, then previous or concurrent ongoing classes; discussion of cross- A&HL 5577. Language teacher registration of A&HL 4163 and/or A&HL 4160-A&HL 4180. Spe- cultural topics. Topics and empha- education programs (3) A&HL 4863 is necessary. The cialized TESOL methodology sis change each term. Course may Faculty. Models, practices, and titles of courses A&HL 5360- (Noncredit or 0–1 each course) be taken more than once. Ideal for issues in teacher preparationand A&HL 5379 and A&HL 4860- Faculty/Staff. Not all courses are nonnative writers of English or professional development, includ- A&HL 4879 parallel those of offered each term or year. Selec- those wishing to develop their ing supervision. courses A&HL 4160-A&HL 4179. tions are offered according to stu- writing skills. Limit 1 point All practica are not offered each dent interest and staff availability. toward TESOL or Applied Linguis- A&HL 5581-A&HL 5589. Topics term or year. Courses are offered as Courses usually meet over 1 or 2 tics degree. Special fee: $10. in second language acquisition a result of student interest and weekends. (3) staff availability. • A&HL 4160. The Silent Way A&HL 4570. Classroom strate- See Applied Linguistics program. • A&HL 4161. Counseling gies for teaching language A&HL 5380. Specialized prac- Learning(c)/Community minority learners (0) A&HL 6587. Seminar in second tica for ESOL teachers: Language Learning Ms. Dwyer. Introduction to acco- language acquisition (3) in-service teaching (3) • A&HL 4162. Small group modating language minority Professor Beebe. Permission Faculty. Permission required. A activities and Cooperative learners in mainstream classes. required. Prerequisite: A&HL supervised student teaching expe- Learning Required for supervised student 4087 or permission of instructor. rience for those M.A. candidates • A&HL 4163. Role playing teaching in Arts and Humanities. An in-depth analysis of research on interested in a New York State • A&HL 4164. English for second-language acquisition, focus- teaching certificate in ESOL who specific purposes A&HL 4817-A&HL 4819. Expe- ing on topics such as cross-cultural are currently teaching full-time in • A&HL 4165. English for riences in learning another lan- pragmatics, pragmatic develop- the schools. Course may be taken academic purposes guage (Noncredit or 1 each ment, accommodation, stylistic more than once. • A&HL 4166. Models of course) variations, and language transfer. learning languages through Faculty. Experience in learning to A&HL 6375. Professional devel- the use of computers read, write, speak, and listen to a Practica opment seminar in TESOL (3–9) • A&HL 4167. Learning from foreign language through a brief These practica are designed to Faculty. Permission required. Par- television, radio, video, and immersion; perspective on princi- enable degree candidates to trans- ticipants relate their own teaching other media ples and methods from a learner’s late their other course work into experiences to other courses they • A&HL 4168. Culture and point of view. Method varies from practice. The credit hours for prac- audit at the College. They develop second language teaching term to term and the course may tica do not accurately reflect the projects related to their courses • A&HL 4169. Literature in be taken more than once. time commitment they each and readings but do not have to the ESOL class • A&HL 4817. The Silent Way require. In addition to teaching fulfill the requirements of other • A&HL 4170. Drill and prac- • A&HL 4818. Counseling from 6 to 12 clock hours per week, courses. Work can be done at tice Learning/Community Lan- participants must set aside 2–3 Teachers College and in New York • A&HL 4172. Teaching Eng- guage Learning hours per week for seminars and City or at one’s own teaching site lish in non-English speak- • A&HL 4819. Trends in lan- from 6 to 10 hours per week for any place in the world. ing countries guage teaching teaching preparation, observation, • A&HL 4173. The functional and individual conferences to dis- approach cuss their teaching.

133 D EPARTMENT OF A RTS AND H UMANITIES

Independent research, fieldwork Other Languages (TESOL) while admission documents are where the Ed.D. or Ed.D.C.T. and internships program. (1–2 each course) being processed. constitute acceptable alterna- • A&HL 8905. Dissertation tives in the event of problems A&HL 4095. Research in TESOL advisement in the Teaching (1–6) M.A. with Teacher Certifica- exclusive to Ph.D. require- of English to Speakers of tion: same as for the M.A. ments, students admitted to Permission of instructor. Research Other Languages (TESOL) under the direction of a faculty program. (0) Teachers College may begin member. Students work individu- Ed.M.: An M.A. degree that their studies before their docu- ally or with others. Course may be These seminars are ordinarily includes at least 12 graduate ments are examined by the taken more than once. undertaken as soon as possible after credits in Spanish. Application University Committee. completing the M.A. degree. The may be made to transfer up to A&HL 5205. Fieldwork in details of seminar organization vary 30 credits from other graduate Program Description: TESOL (1–6) considerably between programs. studies. The Teaching of Spanish pro- Permission of instructor. Opportu- Consult your advisor as to which nity for qualified students, indi- gram is concerned both with course or courses you should enroll Ed.D.: An M.A. in Spanish or training high school and col- vidually or in small groups, to in during any particular semester. develop and pursue projects, in equivalent including 12 gradu- lege teachers of Spanish and consultation with an advisor, in See also: ate-level credits in Spanish. with preparing professionals schools, communities, and other A&H 5500 Pro-seminar in arts Admission should not be con- proficient in a foreign language field settings. Course may be taken and humanities (2) fused with doctoral certifica- for non-teaching settings. more than once. Faculty. Concentration on the ethics tion. Admission permits a stu- Courses embrace both methods of social research, examining special dent to study towards a and content and address the A&HL 6205. Advanced field- problems that arise in both quanti- doctorate, usually passing areas of language, culture, and work in TESOL (1–6) tative and qualitative research. through the Ed.M. degree. literature. Permission of instructor. See description for A&HL 5205. Course (Certification means that the may be taken more than once. Teaching of Spanish students, after admission to the The Teaching of Spanish pro- (Code: TLS) doctoral program, has success- gram draws upon other pro- A&HL 6405. Internship in col- Program Coordinator: Professor fully completed the formal grams at Teachers College and lege teaching in TESOL (1–6 ) Mordecai Rubin research paper (A&HL 5506) the Graduate School of Arts Permission of instructor. Occa- and has passed the comprehen- and Sciences of Columbia Uni- sional opportunities in college pro- Degrees offered: sive certification examination. versity to make available to grams in areas represented by the These tasks are usually under- students individually formu- department. Students must inquire Master of Arts (M.A.) Master of Education (Ed.M.) taken after some 15 credits of lated programs with emphases to see if opportunities are available course work.) in Bilingual Education, Lin- during any given semester. Course Doctor of Education (Ed.D.) may be taken more than once. Doctor of Education in College guistics, English as a Second Teaching (Ed.D.C.T.) Two writing samples, one in Language, or more than one Doctoral preparation Doctor of Philosophy (Ph.D.) English, one in Spanish, must foreign language. be submitted. Students who are Doctoral preparation involves not native speakers of English Experiential Opportunities: three successive stages: Special Application Requirements/Information: must present 600 on the Internships in distance learn- • Exposure to basic research TOEFL (English) examination ing, field projects, and teaching methods Functional proficiency in Span- • Identification of dissertation ish required for all degree or equivalent (250 computer; community service courses in topic applicants, evaluated by the 10 English Language Profi- conversational Spanish for • Presentation of a prospectus adviser through interview, cor- ciency, etc.). Proficiency in adults are some of the opportu- In order to encourage doctoral stu- respondence or writing sample. Spanish must be demonstrated. nities that add to the flexibility dents to progress through these of Spanish language study at stages, a sequence of seminars is M.A.: An undergraduate major Ed.D.C.T. (College Teaching): Teachers College. Such activi- offered. Progress through these in Spanish, or 24 college cred- coincident with the Ed.D. ties are planned in conjunction stages usually involves enrollment with each student’s advisor. in a sequence of seminars such as its in the language, or the equivalent via examination, by Ph.D.: The M.A., writing sam- Weekend workshops, visiting the following: ples and demonstrated lan- lectures, and special mini- • A&HL 5505. Research the end of the first semester at paper in the Teaching of Teachers College. guage proficiency, as for the courses of two to eight weeks English to Speakers of Ed.D. Application may be duration are listed in semester Other Languages (TESOL) Where the fulfillment of admis- made to transfer credits from bulletins; they provide a vari- program. (1–3 each course) sion requirements is question- other institutions. ety of special topics and skills • A&HL 6505. Doctoral semi- able or incomplete at the time for Spanish language majors nar in the Teaching of Eng- of registration, probationary The Ph.D. requires acceptance and teachers in the field. lish to Speakers of Other acceptance into the program is by a special University Com- Languages (TESOL) pro- mittee of Columbia, in addi- The following Hispanic literary gram. (1–3 each course) often possible. It is also permis- sible to begin studies (up to 16 tion to the usual admission by societies hold their meetings, • A&HL 7505. Dissertation Teachers College. Where no readings, and special events at seminar in the Teaching of credits) before being formally English to Speakers of accepted into a degree program, problem is anticipated, and Teachers College, enriching the

134 D EPARTMENT OF A RTS AND H UMANITIES cultural experience of Spanish Master of Education erally required until achieve- Note: Successful completion of majors: Academia Norteameri- If the M.A. is not from Teachers ment of the degree. course work, the Certification cana de la Lengua; Academia College, the student will be Examination, and the formal Iberoamericana de Poesia; Aso- expected to include in his The dissertation committee research paper (A&HL 5506) ciación Puertorriqueña de Ed.M. program requirements consists of two or three faculty permits the candidate to apply Escritores; Circulo de Poetas y for the M.A. (see above), where members; the doctoral jury will for the M.Phil. status (in lieu Escritores Iberoamericanos; the equivalents do not appear consist of four professors. Can- of the doctoral certification for Arregni Memorial Foundation; on the transcript of the trans- didates must be in touch with the the Ed.D.). Candidates should be Fundación Cultura Hispánica ferred master’s degree. A mini- Office of Doctoral Studies to be cer- in touch with the Office of Doc- de los Estados Unidos. mum of 60 points of graduate tain of complying with procedures, toral Studies to be certain of com- course work, of which no less deadlines and documents. plying with the latest procedures, Degree Requirements: than 30 must be taken through deadlines and documents. Doctor of Education in the Master of Arts Teachers College. Application may be made to transfer a lim- College Teaching of an Courses: (* = course open to A total of 32–36 points plus a ited amount of credits from Academic Subject non-majors) project, research paper or com- other graduate studies. After While all doctorates are most prehensive examination. Cred- *A&HL 4049. Spanish methods course work, a project, research meaningful for teaching at the its from other institutions are and class management (2) paper or a comprehensive exam- college level, this specialized not transferable at the Master Dr. Pujadas. A “hands-on”, practi- ination must be completed. degree suggests to employing of Arts level. cal survey of objectives, strengths institutions a particular exper- and weaknesses of the principal Doctor of Education tise. The appropriate emphasis approaches to foreign-language Out of the total, requirements teaching since 1945. Special prob- include: A total of 90 credits beyond is achieved in the course of study via: lems of multi-cultural settings will • 15 points in Spanish, includ- the B.A. are required. Applica- a) at least two courses in Higher also be explored. ing at least one course at the tion may be made for the trans- Education (catalog ORLD), Columbia Graduate School of fer of credits from other insti- *A&HL 4060. Conversational such as (but not only): Arts and Sciences tutions. In addition to the Spanish for urban communica- ORLD 4040. The American • 6 points in methods (consult usual content courses, doctoral tion (Noncredit or 2–3) college student with advisor) students are expected to give Professor Rubin and Staff. Practi- ORLD 4051. How adults • 3 points in linguistics particular attention to tertulias cal conversational Spanish taught learn by the direct method. Beginner, • 3 TC courses outside the and other cultural programs ORLD 4053. Facilitating Intermediate and Advanced sec- major sponsored by the Teaching of tions. Very limited use of books Spanish Program, as well as to adult learning ORLD 4820. Cultural diver- and assignments. Special fee: $20. Of the foregoing, three courses are Internship and teaching oppor- Noncredit fee: $365. specific requirements for the M.A. tunities at the College. sity training in higher edu- cation settings; • A&HL 4049, Spanish meth- *A&HL 4061. Practical Spanish plus ods and class management After doctoral certification via distance learning (Noncredit b) at least one supervised • A&HL 4069, Spanish pro- (achieved through the Certifica- or 2–3) semester of A&HL 6406, nunciation and intonation for tion Examination and the for- Professor Rubin and staff. Permis- Internship in college teach- teachers, and mal research paper of A&HL sion required. Intermediate level. ing of Spanish, generally Students need a knowledge of pro- • A&HL 5061, Advanced 5506, for 1–3 credits and a let- arranged on campus, with nunciation and elementary gram- Spanish syntax ter grade) and most of the mar; a computer is also needed. course work, preparation for the Distance learning Spanish or Conversational Spanish Noncredit fee $495 For teacher certification, dissertation includes two “semi- classes. A&HL 4760, Supervised prac- nars” (no class sessions): A&HL A&HL 4069. Spanish pronunci- tice teaching (4 points) is 6506 which is the determina- ation and intonation for teach- It will be anticipated that the required, generally to be taken tion of the dissertation topic ers (3) dissertation defended for this in the last spring semester at and the writing of a thesis pro- Professor Rubin. Required for the degree will be especially rele- both middle and high school posal or prospectus (1–3 cred- M.A. degree. Conducted in Span- vant to adult-level Spanish levels. Students seeking certifi- its, P or F grade); and A&HL ish. Standard and regional Spanish education. phonology; contrasts with English; cation should consult with the 7506 which is the presentation pedagogical problems. Registrar concerning the latest and acceptance of the proposal Doctor of Philosophy requirements. (1–2 credits, P or F grade). *A&HL 4070. Cultural tradi- 75 graduate credits. A special tions and achievements in His- An average of B in all major Following the semester of reg- Ph.D. examination in a foreign panic America (2–3) courses and a comprehensive istration in A&HL 7506, the language must be taken at the Professor Rubin. An examination examination are required for student must enroll in the non- Graduate School of Arts and of the values and traditions of His- the M.A. credit A&HL 8906, Disserta- Sciences. panic America or of a specific tion Advisement, in which country, as reflected in literature continuous registration is gen-

135 D EPARTMENT OF A RTS AND H UMANITIES and language, education, govern- A&HL 5070. Stylistics and writ- Independent research, fieldwork ment, and fine arts. Topics change; ing in Spanish (3) and internships course may be repeated. Faculty. Conducted in Spanish. Designed to upgrade writing skills A&HL 4906. Research and inde- *A&HL 4072. Humanities in the as well as assist teachers in the pendent study in Teaching of Hispanic world: Selected topics teaching of composition in Spanish. Spanish (1–6) (2–3) Research and independent study Faculty. This course is generally A&HL 5565. Advanced seminar under the direction of a faculty conducted in Spanish, but all work in historical Romance linguis- member. Students work individu- is acceptable in Spanish or English. tics (3) ally or with others. Sample semester topics: Jose Professor Rubin. Permission Ortega y Gasset; Lessons from required. Generally for students A&HL 5206. Fieldwork in Revolutions (Mexican, Cuban, oth- beyond the Master’s level. Devel- Teaching of Spanish (1–6) ers); The Arts in the Golden Age opment of Romance languages Opportunity for qualified students, (Spain); Miguel de Unamuno; from the Indo-European family, individually or in small groups, to Gabriel Garcia Marquez; Dario with major stress on the evolution develop and pursue projects, in and the Modernists. of the languages in which the sem- consultation with an advisor, in inar students are specializing. schools, communities, and other A&HL 4760. Supervised teach- Some contrast made with the evo- field settings. ing of Spanish in secondary lution of English. Independent schools (4) work assigned to each student in A&HL 6206. Advanced field- Professor Rubin and staff. Gener- his or her language specialization. work in Teaching of Spanish ally taken in the final spring semes- (1–6) Permission required. See descrip- ter at both middle and high school Doctoral preparation levels. During the practice teach- tion for A&HL 5206. ing period a coordinate seminar In order to encourage doctoral stu- meets periodically a the College. dents to progress through the A&HL 6406. Internship in col- appropriate stages, a series of semi- lege teaching of Spanish (1–6) A&HL 5061. Advanced Spanish nars is offered. Progress through Opportunities in teaching direct- syntax (3) these stages usually involves method conversational Spanish and Professor Rubin. Required for the enrollment in a sequence of semi- in projects in distance learning. M.A. degree. Conducted in Span- nars such as the following: Students must inquire to see if ish. Intensive study of contempo- • A&HL 5506. Research paper opportunities are available during rary Spanish syntax; contrasts with in the Teaching of Spanish any given semester. English; pedagogical implications. program (1–3) • A&HL 6506. Doctoral seminar See also: A&HL 5062. Techniques and in the Teaching of Spanish For additional acceptable courses problems of translation (Eng- Program (1–3) in teaching methods and practica, lish-Spanish) (3) • A&HL 7506. Dissertation sem- see the listing under TESOL pro- Primarily for Spanish majors and inar in the Teaching of Span- gram (Teaching English to Speak- native speakers of Spanish major- ish Program (1–2) ers of Other Languages) and Bilin- ing in English or the teaching of • A&HL 8906. Dissertation gual Education. English to Speakers of Other Lan- advisement in the Teaching of guages. The use of translation in Spanish program (0) A&H 5500. Pro-seminar in arts language teaching; translating lit- and humanities (2) erature (prose and poetry); consid- These seminars are ordinarily Faculty. Concentration on the erations of commercial and techni- undertaken as soon as possible ethics of social research, examining cal translation. after completing the M.A. degree. special problems that arise in both Consult program advisor as to quantitative and qualitative A&HL 5064. The teaching of which course or courses you should research. Spanish literature (3) enroll in during any particular Professor Rubin. Conducted in semester. Spanish. Methods and problems in teaching various forms of Spanish literature in the light of aesthetics, stylistics, and the general character of the Spanish or Spanish-Ameri- can culture in which the literature arises. First half of semester devoted to prose; second half to poetry.

136 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

Chair: John H. Saxman Adjunct Associate Professors: Clinical Staff: components of the programs. Location: 1159 Thorndike Hall Sergei Yu Aleshinsky Teresa R. Boemio (Audiology) These facilities include the Telephone Number: (Movement Sciences: Laura Fitzpatrick (Speech- Edward D. Mysak Speech- Department Secretary, Motor Learning) Language Pathology) language and Hearing Center, (212) 678-3895; Department Dympna Gallagher Kathy Goodhart (Speech- as well as laboratories in Chair, (212) 678-3892 (Movement Sciences: Language Pathology) applied physiology, motor Email: [email protected] Applied Physiology) learning and control, kinemat- (Department Secretary) Judith Gravel (Audiology) For information about faculty ics, speech physiology and Email: [email protected] Terry Kaminski (Movement and their scholarly and research acoustics, and psychoacoustics. (Department Chair) Sciences: Motor Learning interests, please refer to the Fax: (212) 678-8233 and Control) “Faculty” section of the Catalog. The master’s degree program in J. Joan Sheppard (Speech- Speech and Language Pathology is accredited by the Council on Programs: Language Pathology) Departmental mission: Academic Accreditation of the Movement Sciences and Patricia M. Sweeting (Speech- The Department of Biobehav- American Speech-Language- Education Language Pathology) ioral Studies offers programs Hearing Association (ASHA). Speech-Language Pathology Karen B. Wexler (Speech- which derive educational and The Edward D. Mysak Speech and Audiology Language Pathology) clinical applications from an and Hearing Center is accred- understanding of the biological ited by the Professional Services Assistant Professors: Faculty: processes underlying human Board of ASHA. Jason H. Mateika communication, movement, Professors: (Movement Sciences: and their disorders. An under- Courses: Ronald DeMeersman Applied Physiology) standing of the normal biobe- (Movement Sciences: havioral processes is applied to BBS 4043. The human nervous Applied Physiology) Adjunct Assistant Professors: clinical practice. The scientific system (3) Antoinette Gentile Faculty. Anatomy and basic physi- Mark Budde (Speech-Language knowledge obtained from (Movement Sciences: Motor ology of the central and peripheral Pathology) studying each of these special- Learning and Control) ized fields is used to enhance nervous systems. Reflex systems, Roger A. Muzii (Movement sensorimotor processes and the John H. Saxman (Speech- Sciences: Motor Learning the educational, adaptive and special senses; introduction to neu- Language Pathology) and Control) communicative capabilities of ropathology and clinical neurology Susan Goldfein (Speech- individuals with normal and as related to rehabilitation. Adjunct Professors: Language Pathology) impaired abilities across the Steven Heymsfield Jacqueline Taubman (Speech life span. BBS 4050. Applied biomedical (Movement Sciences: instrumentation (3) Language Pathology) Faculty. Permission required. Elec- Applied Physiology) Graduates of our master’s pro- grams assume professional roles tronic instrumentation for detec- Lorraine Ramig (Speech- Instructors: tion and characterization of physi- Language Pathology) in educational, health-related, Cynthia S. Cohen (Speech- ologic phenomena. Basic elements Xavier Pi-Sunyer and community agency settings Language Pathology) of instrumentation arrays, includ- (Movement Sciences: as speech-language patholo- ing transduction, signal condition- Catherine Crowley, Applied Physiology) gists, exercise physiologists, fit- ing, and output displays. Evalua- Distinguished Practitioner Richard Stein (Movement ness trainers, cardiac rehabilita- tion of displacements, force EMG, (Speech-Language Sciences: Applied tion therapists, occupational ECG, and ventilatory parameters. Pathology) Physiology) therapists, and physical thera- Has special relevance to students Julie Fineman (Movement pists. As these professionals in motor learning and control, and Sciences: Motor Learning applied physiology. Associate Professors: often work in interdisciplinary and Control) teams, the Department facili- Andrew M. Gordon Maria Grigos (Speech- tates opportunities for students BBS 5069. Brain and behavior I: (Movement Sciences: Motor Language Pathology) to interact across professional Communication in the nervous system (1–2) Learning and Control) Carol M. Kaufman (Speech- boundaries. Honor O’Malley (Audiology) Professor Gentile. An introduction Language Pathology) to communication within the ner- Iris A. Klatsky (Speech- Our Doctoral graduates are pre- vous system and functional brain Language Pathology) pared for university faculty neuroanatomy. Examination of Sally McGoldrick (Movement positions, administrative posi- chemical circuits in brain and asso- Sciences: Motor Learning tions in field-based settings, and ciated pathologies, such as Parkin- and Control) may also pursue careers in son’s disease, Tourettes, schizo- Michael Soupios (Movement research. phrenia, depression and anxiety. Sciences: Motor Learning and Control) The Department maintains Carol Tompkins (Speech- clinics and laboratories to sup- Language Pathology) port the teaching and research

137 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

BBS 5069. Brain and behavior Program in Movement sary). Students intending to exercise in diagnosis and treat- II: Perception, emotion memory pursue doctoral study are ment of health problems of and cognition (1–2) Sciences and Education strongly encouraged to make interest to them. Professor Gordon. An introduction an appointment to visit the to brain processes associated with Applied Physiology College for at least one day to In motor learning and control, perception, emotion, memory and cognition. Consequences of dam- (Code: TRA) meet with faculty and doctoral study focuses on the behavioral, age to these neurobehavioral Program Coordinators: students, to audit a course or biomechanical and neural bases processes are examined through Professors DeMeersman and seminar, and to become of development, acquisition and reading and discussion of clinical Mateika acquainted with research areas performance of functional case studies. and resources. movement skills. Acquisition of Motor Learning and Control skill is examined over the life BBS 5060. Neuromuscular Students seeking admission to span in typically developing responses and adaptation to (Code: TRM) the doctoral program are cus- and impaired individuals. exercise (2) Program Coordinators: tomarily admitted to the Movement analysis is used to Professor Mateika. A review of the Professors Gentile and Gordon Ed.M. for at least one year. elucidate the neuromotor con- physiology of muscle contraction Formal admission to the doc- trol processes underlying in addition to in-depth discussion Physical Education of topics related to the field which toral program is based upon skilled performance in everyday include, the relationship between (Codes: TRP & TPC) level of achievement in course functional behaviors, sport, and muscle activation and respiration See offerings in the Depart- work and seminars; demon- dance. The teacher or therapist’s during exercise, muscle fatigue, ment of Health and Behavior stration of research compe- role in facilitating skill learning eccentric versus concentric con- Studies. tence; a research direction and performance is emphasized. tractions and adaptation to See also: The interdepartmen- compatible with faculty and strength training. tal program in Applied Physi- laboratory resources; and signs Physical education has a long ology and Nutrition in the of professional promise. A list and distinguished history at BBS 4032. Neuroscience of Department of Health and of current research projects in TC. See offerings in Dept. of human speech and language (2) Faculty. This course combines lec- Behavior Studies applied physiology and in Health and Behavior Studies tures and laboratory learning to motor learning and control can for a fuller description. provide an understanding of the Degrees offered: be obtained from the secretary neuroscience of human communi- Master of Arts (M.A.) in the Movement Sciences Each of these specialties has cation. Master of Education (Ed.M.) office. five components, including: Doctor of Education (Ed.D.) 1. Substantive study of theory BBS 4065. Biological and behav- Applicants are reviewed on an and research as embodied in ioral basis of sleep (3) Special Application ongoing basis throughout the lecture and laboratory courses. Professor Mateika. This course is Requirements/Information: academic year. However, con- 2. Development of clinical or designed to introduce students to While students have come from sideration for general and educational skills in labora- the biological and behavioral mech- anisms responsible for sleep, dream- a variety of fields, the following minority scholarship awards is tory and fieldwork courses. ing, and attention. Lab fee: $30. backgrounds are most appropri- given to those applicants who 3. Research training to enable ate: movement sciences, exercise meet the priority deadline. students to read and inter- BBS 6070. Neural basis of respi- science, physical therapy, occu- Prior to formal admission, pret original research and to ration (3) pational therapy, physical edu- enrollment in up to 8 points of carry out educational, clini- Professor Mateika. This course is cation, athletic training, biol- study as a non-matriculated cal or laboratory research. designed to expose students to ogy, nutrition, nursing, and student is permitted. 4. Seminars to discuss theory topics in respiratory control which psychology. Students with and research, identification of relates to the fields of motor learn- strong academic records, who Program Description: research problems, and clini- ing and control, exercise physiol- have deficiencies in their science There are three specialties in cal/educational applications. ogy, and speech. Topics include posture, balance and breathing, backgrounds, may be admitted Movement Sciences: 5. Elective courses to meet spe- respiratory control of upper airway with the understanding that cific student needs which muscle activity, neural basis of these deficiencies will be reme- Applied physiology deals with may be taken throughout the exercise hyperpnea. died with appropriate courses. the physiological effects of College and University in see also: When possible, it is strongly exercise, training, and arousal such areas as anatomy, biol- MSTC 5000. Neurobiology of recommended that prospective (autonomic nervous system ogy, business, chemistry, consciousness, constructivism students communicate with an functions, such as, cardiovascu- computer science, health and information processing academic advisor to discuss pro- lar processes and sleep regula- education, higher and adult (2–3) gram plans prior to admission. tion). Application of study in education, neurosciences, applied physiology is made to nutrition, physiology, psy- Interviews are required for the improvement of health and chology and science educa- applicants planning to pursue physical fitness. Interaction tion. A list of recommended the doctoral program with nutritional factors is also elective and related courses is (although exceptions are made emphasized. Professionals can available to students in the when extensive travel is neces- gain insight into the role of Movement Sciences office.

138 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

Degree Requirements: Health and Behavioral Stud- • BBS 5068, Brain and Behav- Preparation focuses advanced ies (minimum 6 points) ior I: Communication in the study and research training Master’s Degree Programs • One laboratory course in nervous system (2) within the specialization. For the M.A. and Ed.M. pro- Movement Sciences (mini- • BBS 4060, Neuromuscular grams, students have two mum 2–3 points) response and adaptation to Doctor of Education options. They may specialize in • Seminars or tutorials (mini- exercise (2) (Applied Physiology) one of the three areas offered mum 2–3 points) • BBSR 5582, Research design The goal of the applied physiol- within Movement Sciences or, • Individual program in move- in the movement sciences (3) ogy specialization is to prepare in consultation with an advisor, ment sciences (additional • Research preparation: mini- doctoral students to pursue they may arrange a flexibly- substantive, laboratory, field- mally one course selected scholarly and scientific work. designed program of study cut- work or seminar study) or in from BBSR 5504, 5505, Students are expected to con- ting across specialization in the related areas outside of move- 5595 (2–3) tribute significantly to the com- movement sciences which will ment sciences (minimum • Substantive study in the pletion of at least one research meet their professional needs 6 points) movement sciences including project prior to initiation of and academic interests. • Electives with provision that offerings in physical educa- their dissertation proposal. The the total program includes at tion in the Department of skills developed during comple- Master of Arts least three courses outside of Health and Behavioral Stud- tion of this project will enable The M.A. program emphasizes the movement sciences. ies (minimum 15 points) students to carry out their dis- bridging between the move- • Two laboratory courses: (min- sertation project independently. ment sciences and clinical or Master of Education imum 5–6 points) Students are encouraged to pre- • Seminars or tutorials: (mini- sent the work leading up to the education practice. The objec- The Ed.M. program provides mum 5–6 points) dissertation proposal at national tive is to develop a comprehen- for advanced study in the • Individual program in move- meetings and to contribute to sive and coherent view of the- movement sciences and for ment sciences (additional the publication of results in peer ory and research that can be individually designed study to substantive, laboratory, field- reviewed journals. applied to practice within the meet the student’s professional work or seminar study) or in student’s professional field. The needs and interests. The pro- related areas outside of move- Research may be completed in program requires 32 points of gram requires 60 points of ment sciences (minimum 12 the applied physiology laborato- study. A culminating project is graduate study. Students can points) ries at Teachers College or in the required for the M.A. and may focus on: (a) preparation as a • Electives (12) student’s own clinical/ research involve: (a) a scholarly review “scholar of practice” able to setting. If the work is completed of research and theory within a translate research and theory Doctoral Programs outside of Teachers College, stu- topical area drawing applica- into appropriate clinical or dents are expected to demon- tion to educational or clinical educational strategies; Specialization in applied physi- strate that they have contributed practice, or (b) a basic or (b) preparation as a clinical ology or in motor learning and significantly to the completion applied research report. For ini- instructor, clinical or educa- control is required for the doc- of the required projects. All tial advisement and approval of tional supervisor or applied toral program. Within each work (either at Teachers College M.A. projects, students must investigator; or (c) preparation area of specialization, students or outside of the College) must consult with Professors Gordon for study towards the doctoral prepare course and laboratory be developed and completed in or Mateika. The M.A. program degree. projects, research papers and conjunction with advisement of can be completed in 12–18 other materials appropriate for Movement Sciences faculty. months of full-time study or All Ed.M. students must com- their projected professional two to three years of part-time plete a final, culminating pro- activities. The program requires Students are expected to commit study (depending on the stu- ject involving either (a) an 90 points of graduate study. themselves to their graduate dent’s other responsibilities). applied research report which studies. A minimum commit- can focus on clinical or educa- The doctoral program prepares ment entails engaging in Specific requirements for courses in tional issues, or (b) a laboratory individuals for leadership roles research activity related to the the M.A. program, are: research paper. Students intend- in the movement sciences and doctoral degree three days per • BBS 5068, Brain and Behav- ing to continue study towards in the fields of physical educa- week (at least two weekdays). ior I: Communication in the the doctoral degree should tion, nutrition and rehabilita- This minimum commitment nervous system (2) arrange their Ed.M. program to tion (occupational, physical and will ensure that advisement, • BBS 4060, Neuromuscular include core courses required respiratory therapy). Graduates research activities and course response and adaptation to for doctoral specialization in have assumed positions as fac- work can be completed in an exercise (2) applied physiology or in motor ulty members and program efficient and timely fashion. • BBSR 5582, Research design learning and control. directors in universities and in the movement sciences (3) colleges; as researchers in edu- For the doctoral program with spe- • Substantive study in move- For the Master of Education Pro- cational, clinical or biomedical cialization in applied physiology, ment sciences including gram, specific requirements for settings; and as administrators, specific course requirements (or offerings in physical educa- courses, or equivalents transferred supervisors or consultants in equivalents transferred from prior tion in the Department of from prior graduate study, are: clinical or educational facilities. graduate study) include:

139 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

• BBS 5068, Brain and Behav- ment, subsequently as collabo- • Four courses (12 points) In addition to scholarship ior I: Communication in the rators, then progressing to a selected from: BBSQ 4047, awards, advanced students in nervous system (2) position as independent BBSR 4055, BBSR 4070, the Ed.M. or Ed.D. programs • BBS 4060, Neuromuscular researchers. MSTC 5000, BBSR 5028, may have an opportunity for response and adaptation to BBSR 5050, BBSR 5055, funding by serving as research, exercise (2) Typically, the dissertation BBSR 5057, BBSR 5251. laboratory or teaching assis- • BBSR 4095, Applied physi- research is an extension of one tants, conference coordinators ology I (3) or two prior studies. Often, • Three topical seminars (9 or through appointment as • BBSR 5095, Exercise and research leading up to the dis- points) selected from: BBSR instructors in basic courses. Health (3) sertation is presented at 5596, BBSR 6263, BBSR • BBSR 4065, Biological and national meetings or is pub- 6564, BBSR 6565, BBSR Courses: behavioral basis of sleep (3) lished in professional journals. 6571 Substantive study • BBSR 4195, Applied physi- • Statistics sequence minimum ology laboratory I (3) In addition to substantive (9 points): HUDM 4122, BBSR 4005. Applied anatomy • BBSR 5194, Applied physi- study and research preparation, HUDM 5122 and HUDM and biomechanics (3) ology laboratory II. (3) students are expected to design 5123 Mr. Soupios. Topics include: gross • One additional laboratory an individual program repre- • BBSR 5582, Research design anatomy and function of human skeletal and muscular systems, course: BBSR 5195 or BBSR senting their research area and in the movement sciences (3 mechanics of human movement, 5055 (3) professional concerns. Such points) and analysis of skills in dance and • BBSR 5596, Topics in preparation requires a signifi- • BBSR 5151, Analysis of bio- physical education. Designed pri- applied physiology (3) cant commitment to graduate mechanical signals or an marily for students without a prior • BBS 6070, Neural basis of study. Doctoral students (and approved course in computer course in anatomy or biomechan- respiration (3) Ed.M. students planning to programming (3 points) ics. Students will be expected to • Three courses (9) selected pursue the doctoral degree) are • BBSR 5504, Research train- participate in a laboratory offered from BBSR 4050, BBSR required to be engaged in ing in motor learning and immediately preceding the sched- 4055, BBSR 4060, BBSR research at least three days per control (2–3 points each uled class time. Lab fee: $50. 4005, BBSR 5028, BBSR week (on- or off-site) and be semester, continuous enroll- BBSR 4050. Analysis of human 5055, BBSR, 5057, BBSR available for advisement at least ment required until comple- movement (3) 5200, MSTC 4054, MSTC two mornings or afternoons. tion of degree requirements, Professor Gordon. Permission 5052, BBS 4043, HBSS typically 18 points) required. Covers the principles and 5010, HBSS 5011, HBSS For the doctoral program with • Individual program and elec- techniques required to analyze 5034 specialization in motor learning tives (22 points) human movement, which can be • BBSR 5582, Research design and control, specific course require- used to develop practical research in the movement sciences (3) ments (or equivalents transferred Graduate Study/Clinical Prac- questions. Quantitative and quali- • Statistics sequence minimally from prior graduate study) are: tice Traineeships are available tative techniques for analysis of two courses (6 points) from: • BBS 5068, Brain and Behav- for occupational and physical movement are discussed in relation HUDM 4122, HUDM 5122 ior I: Communication in the therapists enrolled in or admit- to the study of learning, motor control, motor development, and and HUDM 5123 nervous system (2 points) ted to degree programs in motor impairments. Lab fee: $50. • BBSR 5595, Research semi- • BBS 4060, Neuromuscular Movement Sciences. They are nar in applied physiology response and adaptation to offered in collaboration with BBSR 4055. Neuromotor (typically, students enroll exercise (2 points) several clinical agencies located processes (3) each semester until degree • BBSR 4060, Motor learning in the metropolitan New York Professor Gentile. Prerequisite: requirements are completed) (2–3 points) area, that provide services to BBSQ 4043 or equivalent. An (3 points each semester) • BBSR 4050, Analysis of diverse groups including pedi- examination of the structure and human movement (3 points) atric, adult and geriatric function of the nervous system Doctor of Education (Motor • BBSR 4150, Motor learning clients. with specific reference to adaptive Learning and Control) laboratory (2 points) motor control. In the preparation of doctoral • BBSR 4151, Laboratory These traineeships carry an BBSR 4060. Motor learning students, the goal is to develop methods in biomechanics (3 award of $32,000 in stipend (2–3) those competencies necessary to points) and tuition benefits. The Professor Gentile. Study of factors pursue scholarly and scientific • BBSR 5860, Movement sci- instructional staff in Movement relating to the acquisition and per- work and to formulate strategies ences conference (enrollment Sciences provides clinical super- formance of motor skills. Includes to enhance professional practice. required during each year of vision. A case study approach is review and analysis of appropriate study towards the Ed.D., used to directly bridge between research findings. Co-requisite: Research training uses an minimum 3 points, other substantive study and clinical BBSR 4861, Section 1. apprenticeship model. Students enrollments can be non- practice. For more detailed work closely with faculty credit) information, contact the coordi- throughout their preparation: • Three enrollments in BBSR nator of Clinical Traineeships at initially as apprentices with 6563 Conference seminar (6 212-678-3325. access to considerable advise- points)

140 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

BBSR 4070. Introduction to the BBSR 5095. Exercise and health techniques to actual kinematic, BBSR 6563. Movement sciences psychosocial study of human (3) kinetic, and electromyographic conference seminar (2) movement (2–3) Professor DeMeersman. Prerequi- data using the LabVIEW program- Faculty. Offered in conjunction Dr. Muzii. A general overview of site: BBSR 4095 or equivalent. ming language. with BBSR 5864. Review and knowledge and theory pertaining The role of exercise in diagnosis, analysis of research related to con- to the psychosocial dynamics of prevention, and rehabilitation of BBSR 5194. Applied physiology ference topic. behavior in sports and dance. health problems such as cardiovas- laboratory II (3) cular disease, pulmonary disease, Professor Mateika and Lab Assis- BBSR 6564. Advanced topics in BBSR 4090. Physical fitness, diabetes, obesity, and stress. Inter- tant. The discussion and practice neuromotor processes (2–3) weight control, and relaxation actions with nutrition are stressed. of techniques for collection and Faculty. Topic changes annually. (3) analysis of physiologic data Dr. Gallagher. Contributions of BBSR 5098. Biochemistry of (strength testing, electromyogra- BBSR 6565. Seminar in motor exercise to human well-being exercise (3) phy, computerized data acquisi- learning and motor control (3) throughout life. Classroom, gym- Professor DeMeersman. Enzy- tion). Lab fee: $100. Professor Gentile. Review and nasium, and laboratory experiences matic, hormonal, and metabolic analysis of theories and research in included. Designed for teachers, responses to exercise. Interactions BBSR 5195. Advanced applied a selected topical area pertaining counselors, and others who desire of exercise and nutrition. Applica- physiology laboratory (3) to acquisition of skill or control an introduction to basic concepts tion to exercise performance and Professor DeMeersman. Prerequi- processes underlying skilled per- of physical fitness. health concerns such as carbohy- site: BBSR 5194. Introduction of formance. Re-enrollment is per- drate metabolism, diabetes, cardio- advanced techniques and concepts. mitted as topics vary. BBSR 4095. Applied physiology vascular disease, lipoprotein pro- Included are indirect calorimetry, I (3) file, pregnancy, body composition, spectrophotometry, vascular vol- BBSR 6571. Research seminar Professor DeMeersman. Prerequi- and osteoporosis. ume dynamics, autonomic reflexes, in the psychosocial study of site: a course in human physiology. thermoregulation, noninvasive car- human movement (3) Physiological bases of exercise. Laboratory Courses diac output, pulmonary acquisi- Dr. Muzii. Examines research top- Lectures concerning the effects of BBSR 4151. Laboratory methods tion and post-acquisition analyses. ics, problems, design, and method- exercise on the major physiological in biomechanics (3) Lab fee: $100. ologies in the psychosocial study of systems (cellular, cardiovascular, Dr. Kaminski. Permission human movement. thermoregulatory, pulmonary, required. Enrollment limited. Pre- Seminars and Conferences renal, body fluids, hormonal). requisite: BBSR 4050. Students Fieldwork develop technical skills in the BBSR 4865. Tutorials in motor BBSR 5028. Motor development application of biomechanics to the learning and control (1–3 or BBSR 5200. Fieldwork in move- (2–3) study of movement behavior noncredit) ment sciences (1–4) Professor Gentile. Review and including video-based data collec- Faculty. Review of theoretical and Permission required. For analysis of theoretical models and tion and computer-based kinematic experimental studies in motor advanced students prepared to experimental research related to analysis. Students design and con- learning and motor control. Topics investigate problems. development and performance of duct a pilot research study using to be announced. motor skills throughout the biomechanical analysis of a func- BBSR 5251. Fieldwork seminar life span. tional movement. Special fee: $75. BBSR 5596. Topics in applied in motor learning and motor physiology (3) control (1–2) BBSR 5050. Neurophysiology of BBSR 4161. Motor learning Professor Mateika. Prerequisite: Faculty. Applications of theory/ motor control and electromyog- laboratory (1–2) BBSR 5095 or equivalent. A semi- research to therapeutic or educa- raphy (3) Faculty. An introduction to quali- nar format used for discussion of tional practice for students in Professor Mateika. Advanced top- tative and quantitative analysis of advanced topics. Open only to doc- field-based settings. ics dealing with the experimental movement and action during toral and advanced master’s stu- and clinical use of electromyogra- acquisition of functional skills. dents. BBSR 6201. Supervision of edu- phy. Topics will be integrated with cational or clinical practice in the kinematics of movements BBSR 4195. Applied physiology BBSR 5860. Movement sciences the movement sciences (0–2) being observed. A laboratory pro- laboratory I (3) conference (1 or noncredit) Professor Gentile. Permission ject using EMG will be required. Professor DeMeersman and Lab Faculty. Topics and speakers are required. Co-requisite: actual Lab fee: $50. Assistant. Co- or prerequisite: announced in a separate brochure supervisory experience during that BBSR 4095. The discussion and which may be obtained from the semester. For doctoral students in BBSR 5055. Bases of motor practice of techniques for collection department office. the movement sciences. Field- control systems (3) and analyses of physiologic data based experiences in the guidance Professor Gentile. Study of control (calibration, basal metabolism, body BBSR 6562. Review and analysis of therapists or educators engaged processes subserving the coordina- composition, static pulmonary func- of clinical literature (3) in applying the movement sciences tion of movement. tions, VO2 measurements, physiog- Faculty. Review and analysis of lit- to clinical practice. raphy). Lab fee: $100. erature in rehabilitation (physical BBSR 5057. Movement therapy, occupational therapy) and Research Preparation special education, with reference to disorders (3) BBSR 5151. Introduction to BBSR 4900. Research and inde- Professor Gordon. Study of the the analysis of biomechanical theory and research in the neuro- sciences and motor control. pendent study in movement sci- pathophysiology of various move- signals (3) ences and education ment disorders and the resulting Professor Gordon. Introduction to (1 or more) motor impairments. the concepts and techniques used Master’s degree students under- in the analysis of biomechanical take research and independent signals. Students will apply these

141 D EPARTMENT OF B IOBEHAVIORAL S TUDIES study under the direction of a fac- Speech-Language routinely accepted into the All Doctoral Applicants ulty member. program and encouraged to Doctoral applicants are Pathology and Audiology apply. strongly urged to discuss their BBSR 5504. Research training (Code: TQ) plans with one of the depart- in motor learning and control Program Coordinator: Profes- The Master of Science degree in ment’s faculty before complet- (1–3) sor John H. Saxman Professors Gentile, Gordon, and Speech and Language Pathol- ing the application process. Kaminski. Permission required. A Speech and Language Pathology ogy accepts applicants for the After all credentials have been Fall semester only, and does not received in the Admission competency-based approach to the (Code: TQC) preparation of researchers in the accept applications after the Office, an interview will be areas of neuromotor control and Audiology priority deadline. arranged by the Department’s perceptual-motor processes. Several Doctoral Admission and Moni- (Code: TQE) learning experiences are offered Doctoral candidates should toring Committee. each semester, involving lectures, have completed a professional Degrees offered: laboratory practica, seminars and master’s degree in communica- Program Description: individual research advisement. tion sciences and disorders The programs in Speech and Speech-language Pathology prior to matriculation. Under Language Pathology and Audi- BBSR 5505. Tutorial in research Master of Science (M.S.) exceptional circumstances, stu- ology offer advanced education conceptualization (2–3) Doctor of Education (Ed.D.) dents with a master’s degree in and training in the processes of Faculty. Formulation and design Doctor of Philosophy (Ph.D.) of field-based studies and library a closely related field will be individual human communica- considered for admission. tion (speech, hearing, lan- research projects. Intended for mas- Audiology ter’s (M.A. and Ed.M.) students. guage), disorders of human Master of Education (Ed.M.) In addition to the regular communication, and remedial Doctor of Education (Ed.D.)* BBSR 5582. Research design in admission requirements, procedures for such disorders. Doctor of Philosophy (Ph.D.)* the movement sciences (3) doctoral applicants must also Emphases and interests of the *These programs are currently Faculty. Basic concepts of research submit: program are reflected in the design and statistical analysis. Stu- not admitting new students. dents learn to interpret articles and work of the following faculty: Doctor of Education (Ed.D.) Professor O’Malley-psychoa- design projects. Special Application At least one letter of recom- coustics, including frequency Requirements/Information: mendation specifically related selectivity, two-tone suppres- BBSR 5595. Research seminar Ideally, candidates should have to the applicant’s professional sion, auditory spectral resolu- in applied physiology (3) a broad liberal arts background Section I: Professor DeMeersman- ability and potential. When- tion, pitch, and auditory tem- with concentration in the bio- Section II: Professor Mateika ever possible, this should be poral acuity; Professor logical and behavioral sciences. M.A. students carrying out from a licensed or certified Saxman-speech and language research-culminating projects speech and language patholo- development and disorder; Dr. Foundation courses that pro- enroll in this course near the end gist or audiologist familiar Sweeting-vocal tract function of their course of study to discuss vide information relating to with the applicant’s area of spe- and dysfunction and life span and present their projects. Ed.M. normal speech, language and cific interest. A paper, no more development of speech and doctoral students enroll at hearing processes; introductory than 5 or 6 pages in length, processes; Professor Gow-flu- least once in connection with each level courses in speech, lan- describing a major clinical ency disorders and articulation/ research project they complete. guage, and hearing disorders; problem in need of investiga- phonology disorder. and, appropriate related areas BBSR 6900. Supervised inde- tion or clarification in the required for the master’s pro- pendent research in movement applicant’s area of interest. Programs leading to the M.S., gram can be taken as a matric- sciences (1–9) Ed.M., Ed.D., and Ph.D. ulated graduate student at For advanced students who wish to Doctor of Philosophy (Ph.D.) degrees in Speech and Lan- Teachers College or at another conduct research under faculty If possible, at least one letter guage Pathology or Audiology guidance. accredited institution. of recommendation related to (doctoral only) prepare gradu- the applicant’s research poten- ates for positions in a variety of BBSR 7500. Dissertation semi- Students with undergraduate tial by a professional familiar professional settings: school nar in movement sciences (0–3) preparation in communication with the applicant’s interests systems, community speech sciences and disorders typically and aptitudes. and hearing centers, rehabilita- BBSR 8900. Dissertation advise- have completed the foundation ment in movement sciences (0) tion centers, hospital clinics, courses. Students who choose to Advisement on doctoral disserta- A paper, not more than 5 or private practice, state depart- take the foundation work at tion. Fee: to equal 3 points at cur- 6 pages in length, describing a ments of education, health Teachers College should plan on rent tuition rate for each term. For major research need in the departments, federal agencies, extending their master’s pro- requirements, see section in cata- applicant’s area of interest. and colleges and universities. log on Continuous Registration for gram as appropriate, usually one Completion of at least 90 cred- Ed.D. degree. semester and a summer session. its in liberal arts courses. Because of the program’s cen- tral concern with the processes Students from diverse academic of individual human communi- and experience backgrounds are cation and their disorders and

142 D EPARTMENT OF B IOBEHAVIORAL S TUDIES management, it has special This requirement is in addition Academic and Practicum The study of language; A&HL interests in, and relations with, to the specific courses and min- Requirements 4003 Approaches to linguistic the fields of psychology, lin- imum credits required by the Basic Human Communication analysis; ITSL 4024 Linguistic guistics, anatomy and physiol- Teachers College faculty to sat- Processes foundations of bilingual/bicul- ogy, acoustics, special educa- isfy the Master of Science In the area of normal human tural education; and other tion, medicine, and dentistry. degree requirements. Although communication processes, stu- courses listed in the program course credits from other insti- dents are required to take two materials. In turn, many of the program’s tutions are not transferred to courses in each of three areas of courses in normal and disor- the students program, courses speech, language, and hearing, Professional Course Work dered speech and hearing taken elsewhere and approved including: In professional area course- processes contribute to profes- by the student’s academic advi- • anatomic and physiologic work, students are required to sional preparation in speech sor as equivalent to course bases take 7 points in hearing disor- and language arts, kindergarten work required to satisfy the • physical and psychophysical ders and a minimum of 30 through secondary school edu- ASHA certification require- bases points in speech-language dis- cation, special education, reme- ments or selected departmental • linguistic and psycholinguis- orders. The professional area dial reading, psychology, and requirements do not need to be tic aspects coursework in speech-language various health related profes- repeated at Teachers College. pathology must be at the grad- sions, including physical ther- These courses will total at least uate level and must include a apy, occupational therapy, den- Teachers College requires a 15 points. This coursework minimum of 3 points in tal hygiene, nursing, and minimum of 32 points for the may be taken at either the courses within the program hospital administration. Master of Science Degree. The undergraduate or graduate that are not part of the core minimum number of points for level. Students with an under- requirements. In addition, only Degree Requirements: completion of the Program in graduate degree in communi- 3 points of practicum course- Speech-Language Pathology is cation disorders will have work can be used to fulfill the Master of Science in Speech- approximately 50, including taken some or all of this 30-point professional area Language Pathology practicum courses. Students coursework as part of their requirement. Only courses for This degree program leads to who have no previous applica- undergraduate preparation. which a grade of at least a C professional licensing, profes- ble coursework in the field typ- has been earned can be used to sional certification, and if ically require 74 points to com- Material covered in the follow- fulfill these requirements. elected, to teacher of speech plete the requirements for ing courses must have been and hearing handicapped certi- graduation. included as part of the student’s Core Course Work fication. Students are required prior coursework or must be The following core courses to complete academic and prac- Students admitted to the pro- taken at Teachers College: must be taken at Teachers Col- tice requirements for the New gram with undergraduate • BBSQ 4030, Physiologic lege or the equivalent course York State License in Speech- majors in speech and language phonetics (3) material must have been taken Language Pathology and the pathology or with substantial • BBSQ 4031, Articulatory, as part of a student’s prior Certificate of Clinical Compe- prior coursework can expect to vocal and auditory mecha- coursework and approved by tence offered by the American complete the program within nism (3) the student’s academic advisor: Speech-Language-Hearing two calendar years (four semes- • BBS 4032, Neuroscience of Association to be eligible for ters and two summer sessions) human speech and language Speech-Language Pathology graduation with the Master of of full time study. (2) • BBSQ 4040, Speech and Lan- Science Degree. • BBS 5069, Brain and behav- guage Disorders (2) Students admitted with little ior I: Communication in the • BBSQ 5111, Tests and Test- This requirement means that it or no prior coursework can nervous system (1–2) ing Procedures (3) is the responsibility of the stu- expect to complete the pro- • BBSQ 5112, Articulation dent to satisfy the required 75 gram in two and one-half cal- The remainder of the normal Disorders (3) credits of course work in appro- endar years of full-time study. human communication • BBSQ 5113, Voice Disorders priate specified areas for the Some accommodations can be processes requirement can be (3) ASHA CCC-SP before comple- made for part-time study dur- fulfilled through a variety of • BBSQ 5114, Stuttering: the- tion of the M.S., either through ing a portion of the program, course options such as: BBSQ ory and therapy (3) course work taken at Teachers but students must be enrolled 5044 Speech and language per- • BBSQ 5115, Language disor- College or through an in practicum experiences ception and processing; A&HL ders in Children (3) approved distribution of (BBSQ 5331/2) from their first 4101 Phonetics and phonol- • BBSQ 5116, Language disor- courses completed at Teachers semester and in all subsequent ogy; HBSE 4079 Language ders in Adults (3) College and at another region- semesters of their enrollment. development and habilitation; ally accredited institutions HUDK 5024 Language devel- Hearing (including undergraduate opment; HUDK 5090 The • BBSQ 4042, Audiology (2–3 course work). psychology of language and Majors take course for 2 reading; HUDK 5091 Applied points only) psycholinguistics; A&HL 4000

143 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

• BBSQ 5125, Clinical communication processes or Practicum is also determined Doctor of Philosophy Approaches to Aural Reha- may be in related professional by and at the discretion of the This program is designed for bilitation (3) areas. Out-of-department Clinic Program Coordinator. individuals primarily inter- • BBSQ 5129, Audiological courses may be taken pass/fail. • Clinic Lab. Students must ested in careers in Speech-Lan- Concepts and Principles (1) Currently, any advisor enroll in BBSQ 5333 or guage Pathology, in research, • BBSQ 5343, Hearing Mea- approved non BBSQ course BBSQ 5334, depending on and college teaching. A mini- surements (1) meets the “out of department” previous academic back- mum of 75 points must be requirement. ground. This is a two semes- completed. There is no lan- Additional Course Work ter series in Laboratory guage requirement. Students are required to take a Practicum Requirements Methods and Instrumenta- minimum of 3 points of • Therapy practicum. Students tion in Clinical Practice that All doctoral candidates must coursework within the program enroll in Practicum (BBSQ is taken for 1 points. All stu- complete a dissertation. For in Speech-Language Pathology 5331/2) starting with their dents meet on Tuesday details concerning the various in addition to the required core first semester at Teachers mornings for a lecture/pre- doctoral programs, consult the courses. Some additional College and continue in sentation. Students are also Office of Doctoral Studies’ bul- courses are offered yearly, while Practicum during each sub- assigned to small group letins, “Requirements for the others are offered on a less reg- sequent semester, including workshop sessions. Degree of Doctor of Education” ular or a one-time basis. There at least one summer (BBSQ • Hearing Practicum. Students and “Requirements for the are also seminars that are open 5315/6). Assignment and are required to enroll in Degree of Doctor of Philoso- to advanced master’s students. participation in each of these BBSQ 5343 (Hearing Mea- phy,” and request from the pro- The following is a list of addi- Practicum experiences is surement). This is a one gram office statements on tional courses: determined by and at the semester, one point Ed.D. and Ph.D. programs. • BBSQ 4046, Non-speech discretion of the Clinic Pro- Practicum that fulfills the Communication: Alternative gram Coordinator. ASHA requirement for clini- Continuing Professional Education & Augmentative Systems (2) cal hours in Audiology. Each year, the Speech and Lan- • BBSQ 5118, Cleft Palate Students continue in Practicum guage Pathology program (2–3) until a satisfactory level of clin- Master of Education in Audiology offers courses, workshops, and • BBSQ 5119, Alaryngeal ical competence appropriate for This program requires previous special events designed for Speech (1) entry into the Clinical Fellow- completion of the professional postgraduates and other prac- • BBSQ 5130, Assessment & ship Year has been demon- master’s degree. At Teachers ticing professionals in the field Intervention for Dysphagia strated. Students without back- College, the professional mas- and related fields. Also, under (2) ground in the field typically ters degree is the Master of Sci- the Alumni Audit Program, • BBSQ 6111, Neurogenic enroll for six or seven semesters ence. Programs are planned for alumni may audit courses Speech Disorders (2–3) of Practicum, while students individuals who desire prepara- offered through the program at • BBSQ 4047, Early Motor with background tend to enroll tion for advanced professional substantially reduced fees. The Behaviors in Children: Nor- for five or six semesters of responsibilities. Goals of candi- program in Speech and Lan- mal and Abnormal (3) Practicum. Students accrue a dates for the degree may include guage Pathology and Audiol- • BBSQ 5117, Cerebral Palsy minimum of 350 supervised concentrations in pediatric com- ogy is approved by the Contin- and Speech Habilitation (3) clinical hours within a mini- municology, geriatric communi- uing Education Board of the • BBSQ 6111, Current Issues mum of 3 service sites in addi- cology, and supervision. Further American Speech-Language- and Practices in Speech-Lan- tion to the on-campus Edward details on the Ed.M. degree, Hearing Association as a con- guage Pathology (1–3) D. Mysak Speech and Hearing including the satisfactory com- tinuing education sponsor. Center. These field placements pletion of an integrative Research Methods typically include a school site, research training paper, may be Academic, Practical, and Research Students are required to take a hospital, and a rehabilitation obtained by requesting the gen- Training Opportunities BBSQ 5940, Evaluating site. eral statement on Ed.M. pro- Instruction in the areas of Research in Speech-Language grams from the program office. speech and language pathology Pathology, or to have previ- • Diagnostics. Students are and audiology includes formal ously taken equivalent course- required to enroll in one Doctor of Education course work (lectures, seminars, work. This course is offered semester of diagnostic colloquia) and practica train- This degree program leads to a during the fall term. Practicum (BBSQ 5312). ing. The formal course work professional doctorate in This Practicum experience within each area is supple- Speech-Language Pathology Out-of-Department Courses follows BBSQ 5111 (Tests mented by videotape and live- and is designed to prepare can- Students at Teachers College and Testing Procedures) and case presentations by the didates for professional leader- are required to take 2 courses is contingent upon satisfac- instructors and by direct expe- ship in clinical, supervisory, in departments other than tory completion of academic riences with clients within the and teaching activities. A min- their major program area. coursework and therapy Edward D. Mysak Speech-Lan- imum of 90 points must be These courses may be used to Practicum experiences in a guage and Hearing Center. fulfill the requirements for variety of disorder areas. completed. There is no lan- coursework in normal human Assignment to this guage requirement.

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Practical training at the mas- Traineeships BBSQ 4046. Introduction to BBSQ 4031. Articulatory, vocal, ter’s and doctoral levels Traineeships on the master’s augmentative and alternative and auditory mechanisms (3) includes lecture/demonstra- and doctoral levels from the communication (2) Faculty. Basic structures and func- tions, small-group instruction, Veterans Administration, the Dr. Budde and Ms. Cohen. Intro- tions of the articulatory, vocal, and and direct experience with Shield Institute, the Parkside duction to basic sign language and auditory mechanisms. Application alternative and augmentative com- of such study to the field of speech clients. Students engaged in School, the League Center, and munication systems. Students pathology and audiology. practica are supervised individ- others are available through the informed on how to serve commu- ually and in groups by the fac- department. For information nicatively handicapped hearing BBSQ 5044. Speech and lan- ulty and staff of the program. and applications, contact the impaired, emotionally disturbed, guage perception and process- Office of Student Aid. mentally retarded, and severely ing (2–3) Unusual opportunities for and profoundly involved individu- Professor O’Malley. Examination of learning and inquiry with ref- The program for preparing als. Important to special educators, the models proposed to explain erence to advanced clinical, teachers of the speech and hear- psychologists, occupational and speech perception, and discussion of supervisory, teaching, and ing handicapped is approved physical therapists, and other the research which assigns to speech research activities are provided by the New York State Educa- health professionals. and language a “special” role. within the large, well- tion Department. The Ph.D., BBSQ 4047. Early motor behav- Applied Speech Science equipped, and active Edward Ed.D., Ed.M., and M.S. pro- iors in children: Normal and D. Mysak Speech-Language grams are also registered by the Courses (Speech-Language abnormal (3) Pathology) and Hearing Center. New York and New Jersey Dr. Sheppard. Study of normal State Education Departments. and abnormal development of BBSQ 5105. Assessment of child Opportunities for clinical and sensory-motor speech processes language (2–3) research experiences also exist Courses: and related oral motor behaviors; Faculty. This course will cover pro- in numerous affiliated field set- etiology, diagnosis, and manage- cedures for analyzing and probing General tings. For example, practical ment of pre-speech and eating a child’s language for the purposes of identifying language impair- training experiences are avail- BBSQ 4040. Speech and lan- pathologies in infants and severely handicapped individuals. ment and determining individual- able in approximately 60 guage disorders (2–3) Professor Saxman. Discussion of ized intervention goals. Areas of selected field facilities includ- BBSQ 5041. School speech-lan- language needed to be covered ing hospital, rehabilitation speech and language disorders and of remedial procedures. For speech guage-hearing program (2) include morphology, syntax, centers, and school settings. pathology-audiology majors with- Faculty. Prerequisite: BBSQ 4040 semantics, pragmatics, and narra- out academic background in speech or equivalent. Organization and tive for the agespan from toddlers The program’s Clinic Labora- and hearing and students in lan- development; survey techniques, to preadolescence. tory is used to train students in guage arts, psychology, guidance, testing, reports, records, materials, the application of precision special education, childhood educa- equipment; relationship of the BBSQ 5110. Pathologies of instrumentation for objective tion, health education, nursing program to the classroom teacher speech systems (3) Faculty. Prerequisite: an introduc- measurement of the phonatory, education, physical and occupa- and other personnel. tional therapy, and dental hygiene. tory course in speech pathology. articulatory, and fluency dimen- BBSQ 5042. Geriatric communi- Discussion of major speech sys- sions of speech behavior. The cology (2) tems including the integrator, laboratory is an integral ele- BBSQ 4042. Audiology (2–3) Professor O’Malley. This course Faculty. Biomedical, psychosocial, facilitator, receptor, effector, ment in the diagnostic and covers the anatomy and physiology and environmental factors as they transmitter, and sensor systems. treatment services provided by of the auditory system, pure tone relate to speech and hearing in the Identification of anomalies and the Speech-Language and Hear- and speech audiometry, types and aged. Adaptations and innovations diseases that affect the systems ing Center and enhances oppor- effects of hearing loss, amplifica- in procedures for assessment and and accompanying speech, hear- tunities for clinical research. tion, and immitance audiometry. management of geriatric commu- ing, and language symptoms. nication problems. Programs for BBSQ 5111. Tests and testing Special learning and research BBSQ 4045. Communication the delivery of services in institu- problems among the aging (2–3) tions and the community. procedures in speech-language experiences are available pathology (3) through the program’s Speech Faculty. Survey of disordered com- Basic Speech and Hearing Faculty. Permission required. Research Laboratory, and, for munication processes in the aged, its assessment and its management Science Required of speech pathology qualified students, laboratories in a variety of settings. Designed majors. Prerequisite: an introduc- BBSQ 4030. Physiologic phonet- maintained by the Depart- for non-majors, especially for tory course in speech pathology. ics (3) ment’s programs in applied those in gerontology, psychology, Study of tests and testing proce- Faculty. Kinesiologic approach to physiology and motor learning social work, nursing, health edu- dures for evaluating articulation, the study of phonetics and the and control. Additional cation, health administration, phonation, resonance, fluency, and phonetics of physiologic impair- physical and occupational therapy, language. research facilities are available ment. Practice in use of the Inter- and dental hygiene. in several related Teachers Col- national Phonetic Alphabet and BBSQ 5112. Articulation disor- lege programs and Columbia other descriptive systems. ders (3) University departments in vari- Faculty. Prerequisites: phonetics ous affiliated institutions course and an introductory course throughout the greater New in speech pathology. Study of York metropolitan area. phonological rule disorders and

145 D EPARTMENT OF B IOBEHAVIORAL S TUDIES disorders associated with func- noma. Analysis of physiologic, Practica BBSQ 5336. Stuttering clinic (0) tional and various structural and acoustic, and psychosocial aspects Dr. Wexler. Observation and par- neurological problems. Critical of alaryngeal speech. Study of ther- BBSQ 5210-BBSQ 5212. ticipation in group therapy for analysis of research in etiology, apeutic methods. Practicum in school speech-lan- adult stutterers. Special fee: $150. testing, and therapy. guage pathology (3) BBSQ 5120. Communication Dr. Sweeting. Permission required. BBSQ 5337. Aphasia clinic (0) BBSQ 5113. Voice disorders (3) Disorders in Bilingual Children Participation and student teaching Faculty. Observation and partici- Dr. Sweeting. Prerequisite: BBSQ (3) in a school remedial speech and pation in group therapy for adult 4031 or equivalent and an intro- Ms. Crowley. This course focuses hearing program: survey, organiza- aphasics. Special fee: $150. ductory course in speech pathol- on the impact of multicultural per- tion, remedial procedures. Special ogy. Study of voice disorders asso- spectives in discourse and narrative fee: $150. BBSQ 5338. Voice clinic (0) ciated with functional, structural, styles, processes of second-language Faculty. Observation and partici- endocrinological, and neurological acquisition, and bilingual educa- BBSQ 5312. Diagnostic methods pation in group therapy for adults problems. Analysis of recent tion in a communication disor- and practice in speech-language with voice problems. Special research and major approaches to dered child. These factors and oth- pathology (3 per section) fee: $150. voice therapy. ers will be intergrated in the Dr. Sweeting. Sections: (1) TBA. development of appropriate inter- (2 ) TBA. (3) TBA. (4). Required BBSQ 5339. Computer applica- BBSQ 5114. Stuttering: Theory vention programs. of speech pathology majors. Pre- tions in clinical practice (0) and therapy (3) requisites: BBSQ 5110 and BBSQ Faculty. Understanding, evaluat- Faculty. Prerequisite: an introduc- BBSQ 5130. Assessment and 5111. Observation and participa- ing, and implementing microcom- tory course in speech pathology. intervention in dysphagia (2) tion in methods of evaluation of puter facilities in speech and hear- Analysis of major theories and Dr. Sheppard. Study of eating and individuals with speech and lan- ing practice. Special fee: $150. research on stuttering. Study of swallowing disorders in children guage disorders at the Edward D. prophylactic principles for younger and adults. Assessment and man- Mysak Speech-Language and Hear- BBSQ 5340-BBSQ 5343. Meth- children and evaluative and thera- agement strategies for eating and ing Center. Practice in report writ- ods and practice in audiology peutic procedures for older chil- swallowing disorders. ing. Special fee: $150. Faculty. Permission required. Pre- dren and adults. or co-requisite: BBSQ 5120. May BBSQ 5331-BBSQ 5339. Clinic be repeated for credit. Applied Hearing Science practicum BBSQ 5115. Language disorders Courses (Audiology) in children (3) Faculty. Therapeutic methods and BBSQ 5342. Auditory rehabilita- Faculty. Prerequisite: an introduc- BBSQ 5125. Clinical approaches practice in speech-language tion clinic (0) tory course in speech pathology. to aural habilitation of children pathology. Faculty. Observation and partici- Definition of language disorders (3) pation in individual and group and description of deviant lan- Ms. Boemio. Prerequisite: BBSQ BBSQ 5331-BBSQ 5332. Regular therapy for hearing impaired indi- guage behavior for purposes of (1) 4042 or equivalent. Clinical proce- clinic (3) viduals. Special fee: $150. identifying children with a lan- dures available to audiologists, Dr. Sweeting (Coordinator). guage disorder and (2) planning speech pathologists and deaf edu- Observation and practice in speech BBSQ 5343. Hearing measure- goals of language learning. cators for implementing speech- and language therapy at the ment (1) reading, auditory training, speech- Speech and Hearing Center and at Ms. Boemio. Practice in hearing BBSQ 5116. Language disorders language therapy for the hard-of- related field facilities. Weekly lec- screening, audiologic evaluation, in adults (3) hearing child. Use of amplification ture on principles of speech and hearing aid fittings and trouble- Dr. Goldfein. Prerequisite: an and counseling approaches. language therapy. Majors enroll shooting malfunctioning hearing introductory course in speech until practicum requirements for aids. For speech and language pathology. Study of aphasia: etiol- BBSQ 5126. Clinical approaches the M.S. degree are completed. pathology majors. Prerequisite: ogy, diagnosis, classification, and to aural rehabilitation of adults Special fee: $150. BBSQ 4042. Special fee: $150. remedial procedures. (3) Faculty. Prerequisite: BBSQ 4042 BBSQ 5333-BBSQ 5334. Labora- BBSQ 6351-BBSQ 6355. BBSQ 5118. Cleft palate and or equivalent. Recent developments tory methods and instrumenta- Advanced practice (2) speech habilitation (2–3) in speech-reading, auditory train- tion in clinical practice (0) Faculty. Advanced practice in Professor Saxman. Prerequisite: an ing, and speech conservation. The Faculty. Instruction and practice in speech-language pathology and introductory course in speech audiologic problems of the geriatric acoustic and physiologic measures audiology required. Doctoral stu- pathology. Etiology and sympto- population. Principles of therapy related to voice, articulation, and dents are required to register in matology of the communication and clinical techniques emphasized. fluency disorders. Majors must four sections during their period of impairment associated with cleft enroll for one Autumn and one candidacy. Observation of faculty lip and palate and other craniofa- BBSQ 5129. Audiological con- Spring term. Special fee: $150. during therapy, diagnosis, supervi- cial disorders. The role of the cepts and principles (1) sory, teaching, or research activities speech pathologist in the multidis- Professor O’Malley. Prerequisite: BBSQ 5335. Infant evaluation and participation in such activities. ciplinary approach to total habili- BBSQ 4042 Audiology or equiva- clinic (0) BBSQ 6351. Clinical (2) tation of children and adults. lent. This course covers patholo- Dr. Sheppard. Observation and BBSQ 6352. Supervision (2) gies of the auditory system; elec- participation in the evaluation of BBSQ 6353. Teaching (2) BBSQ 5119. Alaryngeal speech trophysiological measures, pre-speech and feeding behaviors BBSQ 6354. Laboratory (2) (1) otoacoustic emissions, tests of cen- in at-risk infants and in the devel- BBSQ 6355. Administration Ms. Klatsky. Prerequisite: an tral auditory function. opment of individualized manage- (2) introductory course in speech ment programs. Special fee: $150. pathology. Survey of medicosurgi- cal treatments for laryngeal carci-

146 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

Research Courses and Seminars BBSQ 6520. Seminars in basic BBSQ 6112. Neurospeech and applied hearing science (3) therapy for the cerebral palsied BBSQ 5940. Evaluating research Professor O’Malley. Permission (1–3) in speech-language pathology required. For doctoral candidates Faculty. Required. Application of and audiology (3) and advanced master’s degree stu- developmental neurophysiology to Professor O’Malley. Required of all dents in audiology. Doctoral candi- cerebral palsy speech habilitation. Master’s and first-year doctoral stu- dates are required to enroll in at Discussion, demonstration, and dents. Evaluation of research least three seminars. Intensive practice in neurophysiological eval- methods. study and analysis of current issues uation of and neurospeech therapy on particular topics. for cerebral palsied children. BBSQ 5941. Research needs and methods in speech-language BBSQ 6940-BBSQ 6941. Super- BBSQ 6120. Current issues and pathology and audiology (3) vised research in speech-lan- practices in audiology (1–3) Professor Saxman. Permission guage pathology and audiology Faculty. Topics will vary with required. Prerequisite: BBSQ (3 per section) respect to current issues and prac- 5940. Required of first-year doc- Sections: (1) Professor Saxman. tices in audiology. toral students. Development of (2) Professor O’Malley. (3) Faculty rationales for doctoral dissertations (4) Faculty. Permission required. BBSQ 6811. Neuromuscular and projects. Prerequisite: BBSQ 5941. Doc- facilitation approaches to toral candidates are required to assessment and treatment of BBSQ 6511. Seminar in supervi- enroll in their advisor’s section for oral motor dysfunction sion in speech-language pathol- both semesters. Opportunity to (Noncredit or 1–3) ogy and audiology (2) design and conduct pilot studies Dr. Sheppard. Application of neu- Faculty. Permission required. and projects. romuscular facilitation approaches Study of supervisory models in to the various eating, pre-speech, speech-language pathology and BBSQ 7500. Dissertation semi- and motor speech disorders caused audiology and related areas. nar in speech-language pathol- by oral motor dysfunction in ogy and audiology (2) infants and the severely, develop- BBSQ 6512. Seminar in the Professor Saxman and Faculty. Pre- mentally disabled. practice of supervision in requisite: BBSQ 6941. Develop- speech-language pathology and ment of doctoral dissertations and BBSQ 6812. Symposium on care audiology (3) projects and presentation of plans of the professional voice (1) Faculty. Permission required. for approval. Doctoral candidates Faculty. Course taken in association Prerequisite: BBSQ 6511. Contin- are required to enroll for one year with the annual symposium on the ued study of supervisory processes and must begin the sequence in care of the professional voice spon- and opportunity for supervisory the Autumn term immediately fol- sored by The Voice Foundation. experiences. lowing completion of BBSQ 6941. The purpose of the symposium is to present the latest information on BBSQ 6513–BBSQ 6517. Semi- BBSQ 8900. Dissertation- research findings and on teaching nars in basic and applied speech advisement in speech-language and clinical activities pertinent to science (3) pathology and audiology (0) the care of the professional singing Faculty. Permission required. For Faculty. Prerequisite: BBSQ 7500. and speaking voice. doctoral candidates and advanced Individual advisement on doctoral master’s degree students in speech- dissertations. Fee to equal 3 points language pathology. Doctoral can- at current tuition rate for each didates are required to enroll in at term. For requirements, see section least three sections. Seminars in catalog on Continuous Registra- involve intensive study and analy- tion for Ed.D./Ph.D. degrees. sis of current research and issues in the particular topics. BBSQ 6513. Phonological Continuing Education impairment (children and BBSQ 6111. Current issues and adults) (3) practices in speech-language BBSQ 6514. Language impair- pathology (1–3) ment (children and adults) (3) Faculty. Topics will vary with BBSQ 6515. Voice and its dis- respect to current issues and prac- orders (3) tices in speech-language pathology. BBSQ 6516. Fluency and its disorders (3) BBSQ 6517. Neuropathology of speech (3)

147 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY

Chair: Robert T. Carter Adjunct Assistant Professors: Counseling Psychology made once a year, usually by Location: 428 Horace Mann Adeyinka Akinsulure-Smith Program Coordinator: Professor April. All admissions materi- Telephone Number: (Counseling) Robert T. Carter als must be received by the 212-678-3257 Jill Backfield (Clinical) Director of Training: TBA December 15 deadline. Fax: 212-678-3275 Donna Bender (Clinical) Ann Fenichel (Counseling) Degrees Offered: While admission to the Ph.D. Programs: Lisa Kentgen (Clinical) Master of Education (Ed.M.) program requires final accep- Psychological Counseling Michael J. Koski (Counseling) (Code: TJE) M.A. en passant tance by the Columbia Univer- Counseling Psychology Ruth Livingston (Clinical) Doctor of Education (Ed.D.)— sity Graduate School of Arts Clinical Psychology Samuel E. Menahem (Clinical) currently not accepting and Sciences as well as Teachers Clinical Post-doctoral Billie Pivnick (Clinical) applications College, the administrative Respecialization Program John Rosegrant (Clinical) Doctor of Philosophy (Ph.D.) details for this process are man- Psychology in Education Hawthorne Smith (Counseling) (Code: TJV) aged via the Teachers College Admissions Office. Applicants Special Application should not submit an applica- Faculty: For information about faculty and their scholarly and research Requirements/Information: tion to the Graduate School of Professors: interests, please refer to the An undergraduate major in Arts and Sciences. The Gradu- “Faculty” section of the Catalog. psychology or one of the other ate School of Arts and Sciences Judith Berman Brandenburg social or behavioral sciences is requires that applicants have a (Counseling) Bachelor of Arts degree with Departmental Mission: desirable, but not essential. It Robert T. Carter (Counseling) is expected that the personal 60 points of liberal arts credit. Barry A. Farber (Clinical) This department prepares stu- statement which accompanies Leah Blumburg Lapidus dents to investigate and the student’s application will Preference is given to candi- (Clinical) address the psychological show a realistic assessment of dates with excellent verbal and Elizabeth Midlarsky (Clinical) needs of individuals, families, the student’s professional inter- quantitative skills whose tran- Rosalea A. Schonbar groups, organizations/institu- ests and goals, as well as how scripts, references, performance (Clinical)—Emeritus tions, and communities. Coun- she/he fits with the program’s in an admissions interview, and seling psychology focuses on training objectives. previous work experience sug- Associate Professors: normal and optimal develop- gest that they have the poten- Madonna Constantine ment across the lifespan, with Applications are considered tial to make a significant con- (Counseling) particular attention to expand- once a year for the doctoral tribution to theory, research, Patricia M. Raskin (Counseling) ing knowledge and skills in program and throughout the practice or policy-making. occupational choice and transi- year for the master’s program. Assistant Professors: tions, and multicultural and Master’s applications received Program Descriptions: group counseling. after the priority deadline for The Program in Counseling George Bonanno (Clinical) the fall semester will be consid- Psychology is dedicated to the Lisa Miller (Clinical) Clinical Psychology primarily ered until April 15 on a space- preparation of psychological Christine Yeh (Counseling) uses a broad-based psychody- available basis. counselors (master’s students) namic perspective to study and and counseling psychologists Adjunct Professors: treat a variety of psychological Master of Education (doctoral students) who facili- James Fosshage (Clinical) and psychoeducational prob- tate the normal and optimal At least one of the two required Samuel D. Johnson lems. In addition to sharing an development of individuals, letters should be an academic (Counseling) interest and appreciation for groups, and organizations that reference. The GREs are not Jerome W. Kosseff (Clinical) the critical role of culture in is culturally relevant and psy- required for the Ed.M. Stephen Mitchell (Clinical) development and adaptation, chologically appropriate across Arnold W. Wolf (Counseling) both programs highly value the the life span. Our students are teaching of clinical and Doctoral Program taught to use strategies of pre- Visiting Adjunct Professors: research skills. Doctoral applicants must sub- vention, intervention, and mit all credentials along with remediation to assist others in Jesse D. Geller (Clinical) Thus, students in this depart- their scores on the Graduate developing effective coping ment are trained to become Record Examination General skills and responses to their Adjunct Associate Professors: knowledgeable and proficient (Aptitude) Test by December environments. Xavier Amador (Clinical) researchers, to provide psycho- 15. Doctoral applicants are Ghislaine Boulanger (Clinical) logical and educational leader- also required to submit a copy The objectives of the program Nurit N. Israeli (Counseling) ship, and to be effective practi- of a recently completed paper are to prepare students to: Nanette A. Kramer tioners. Specifically, graduates on a topic of interest to them. 1) focus on the development of (Counseling) from these programs seek posi- This may be, but does not individuals and groups, Laurence Lewis (Clinical) tions in teaching, research, pol- have to be, a paper submitted their educations and careers, Aracelia Pearson-Brok (Clinical) icy, administration, psy- to satisfy course requirements. assets and strengths, the Stephen Reisner (Clinical) chotherapy, and counseling. Admissions decisions are importance of person-envi-

148 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY

ronment interactions, psy- Regardless of their eventual Master of Education Similarly, students can become choeducation and preventive work settings, students in the The Ed.M. is granted after suc- certified as rehabilitation coun- needs, as well as their program are expected, by the cessful completion of a special selors by completing a series of pathologies end of their training, to have project and 60 points of specified courses, 3 to 4 years 2) intervene in appropriate are- the following in common: planned, sequential study of post-master’s work experi- nas through their commit- beyond the bachelor’s degree, ence in an appropriate setting, ment to education, evalua- • They are concerned with of which at least 30 points and successful performance on tion, research, and program assessing, facilitating and must be taken at Teachers Col- an examination sponsored by development guiding individual develop- lege. The Ed.M. can lead to the the Commission on Rehabili- 3) be self-aware and sensitive to ment. Their focus is on doctorate at Teachers College tation Counselor Certification social constructions, to issues enhancing those conditions and elsewhere, but usually with (CRCC). See details in the related to identity group which further human devel- some loss of time and credits “Degree Requirements” sec- membership, and to partici- opment, and on ameliorating because of differences in tion below. pate in a variety of settings those that hamper it. They emphasis between master’s and with diverse populations help individuals discover and doctoral programs. In addition, students who com- 4) integrate theory, practice, take advantage of possibili- plete the Ed.M. are eligible to and research ties in the environment and School counseling is one of apply in states that offer Mas- 5) develop identities as ethical in themselves. They are several areas of specialization ter’s level licensure. counselors who are social- skilled in working with indi- within the Ed.M. in Psycho- ized into the profession and viduals from diverse ethnic, logical Counseling whose A terminal M.A. degree is not contribute to the discipline racial, cultural, and socioeco- graduates are eligible for Cer- offered. However, students who and to society. nomic backgrounds. tification. It is a specialty that have completed 32 credits of • They are concerned with the allows students to develop appropriate work and passed the These competencies prepare social, situational, and psy- appropriate skills to deliver master’s level comprehensive students to work in a variety of chological determinants of services unique to school set- examination at Teachers College settings with emphasis on edu- behavior. They use their tings, in addition to learning may apply for the award of the cational (e.g. schools, colleges, theoretical knowledge to the essential functions gener- en passant M.A. during their and universities, etc.), health bring about growth in indi- ally found in the counseling third full-time (or part-time (e.g. outpatient clinics, hospi- viduals and their environ- profession. equivalent) semester of study. tals, nursing homes, etc.) and ments. They are concerned To satisfy residence require- related agencies. In roles as with providing individuals A graduate of this specializa- ments, 45 points out of the 60 psychological counselors, mas- and groups with experiences tion is eligible for provisional must be completed at Teachers ters graduates will be able to that will help them achieve Certification as a School Coun- College if both the M.A. and apply their skills in school their full potential. selor in New York State after Ed.M. are sought. Those 45 counseling, clinical practice, • They are skilled in several completing the Program, credits must include all courses administration, assessment, modes of facilitating human including a series of specified required for the M.A. and research. As a result of development, such as indi- courses. See specific course more in-depth training at the vidual and group counsel- requirements in the Degree Required courses are scheduled doctoral level, the roles of ing, environmental inter- Requirements section below, as in the afternoon and evening, counseling psychologists vention, and planned well as in the School Counsel- so it is possible for students include a capacity to produce exploratory and develop- ing Specialization statement with flexible schedules to knowledge, to be leaders in mental experiences. They available from the Counseling attend on a part-time basis and relation to policy development are concerned with translat- Psychology Program. complete the program. Full- and implementation, and to ing concepts and theories time students generally com- work in independent practice. into strategies and programs For permanent certification, plete the program in about two of intervention. They not New York State requires two years. The length of comple- With the help of a faculty advi- only engage in designing years of employment as a tion for part-time students sor, students register for innovative programs and school counselor and 30 addi- varies with the number of required and elective courses, planned interventions, they tional credits of graduate work. points for which they enroll revelant to their special needs evaluate the outcomes of The credits from the Ed.M. each semester. and career objectives. Depend- such undertakings. beyond the M.A. will be ing on their areas of interest applied toward the 30. Stu- Doctor of Philosophy and levels of training, gradu- Experience has shown that the dents planning to obtain New The program of study that fol- ates have found employment in program is not appropriate for York State Certification in lows is described in terms of colleges, adult education cen- students who seek to become School Counseling use the full-time study. Some of the ters, industry, various health psychotherapists. Applicants en passant M.A. to apply for courses may be taken on a part- centers, and community and who are so motivated are provisional certification. The time basis. At least one full government agencies. advised to seek admission to a application for certification is year of full-time study after the program in clinical psychology. made upon graduation. first 30 applicable credits is

149 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY required unless the student can core requirements in the (e.g., social psychology, cul- • CCPJ 4560, Professional present persuasive evidence areas of cognitive and affec- tural, ethnic and group issues that his/her living and working tive aspects of behavior, process, sex roles, organiza- • CCPJ 5361, Preparation for circumstances have not pre- human development, social tional and systems theory), individual counseling and vented and will not prevent aspects of behavior, biologi- and e) individual behavior interviewing him/her from taking full cal aspects of behavior, his- (e.g. personality theory, • CCPJ 5025, Group counsel- advantage of the College’s tory and systems of psychol- human development, individ- ing or an approved substitute resources. Certain essential ogy, and measurement. ual differences, abnormal psy- • CCPJ 5020, Racism and subjects and practica are • Students must also complete chology); Intervention strate- racial identity in psychology offered only in the morning a course in ethics, to be taken gies and service delivery and education and early afternoon hours. in the first year. systems; Methods of inquiry; • CCPJ 5164, Perspectives on • Students must also take Preparation to undertake a cross-cultural counseling and The doctorate is granted after Group Counseling or its doctoral dissertation. psychology successful completion of a min- equivalent, Racism and Racial • CCPJ 5165, Racial/cultural imum of 90 points of planned, Identity in Psychology and In developing the necessary counseling laboratory sequential study beyond the Education, or Perspectives on mastery of these areas, the stu- bachelor’s degree, of which at Cross-cultural Counseling in dent is expected to be attentive The courses for the broad and basic least 60 points must be taken Psychology, Racial Cultural to the historical roots of coun- areas are: at Teachers College. The doc- Counseling Laboratory, and 1 seling psychology, i.e., the • HUDM 5059, Psychological toral program is approved by year of Psychological Testing. study of individual differences, measurement the American Psychological the vocational guidance move- • HUDK 4022, Developmental Association and requires at Please note that upon admis- ment and the mental health psychology: Childhood least four years, including the sion to the Ph.D. students will movement. Similarly, he/she is • HUDK 4023, Developmental equivalent of three years of aca- receive a Handbook for the Ph.D. expected to be prepared for the psychology: Adolescence demic study beyond the Bache- in Counseling Psychology. probable future of counseling • HUDK 4024, Developmental lor’s degree and one calendar psychology in the areas of psychology: Adulthood and year of internship. The program of study leading expertness represented by this the Life Span. to the doctorate in Counseling faculty, especially the influence • Students are required to take Psychology is guided by crite- of social and cultural systems The Clinical Psychology require- 6 semesters of Advanced Pro- ria adopted by the American (home, family, workplace and ment may be met by one of the fol- fessional Issues. Registration Psychological Association for environment) on human devel- lowing four courses: for these 6 semesters should accredited programs in profes- opment and change. • CCPX 4030, Psychology of occur in the first three years sional psychology. In consulta- adjustment of study. tion with their advisors, stu- In addition to core require- • CCPX 4035, Personality and • Students must take 5 semes- dents will select the courses ments, courses in specific and behavior change ters of practicum, beginning and other learning experiences specialized areas of counseling • CCPX 5032, Personality and in the spring semester of the which best utilize what they psychology are available. psychopathology first year. Students are have already mastered and Courses in the department are • CCPX 5034, Developmental required to attend a weekly 2 which will add to their mastery supplemented by appropriate psychopathology hour seminar, as well as meet of areas of competence consid- offerings in other programs and with the individual super- ered necessary and desirable. departments at Teachers Col- The Research requirements may be visor and with each client. lege and Columbia University. met by taking one of the following • Students must take 5 semes- The course of studies includes: two sequences: ters of research-focused Scientific and professional Degree Requirements: • HUDM 4122, Probability courses, beginning with ethics and standards; Psycho- and statistical inference and Master of Education Review of Research in Coun- logical measurement, statistics • HUDM 5122, Applied seling in the spring of the and research design and In addition to required core regression analysis, or first year, followed by one methodology; Knowledge and courses, students will be • ORLJ 4009, Understanding year (two semesters) of understanding of a) history expected to select electives behavioral research and Research Practicum with a and systems of psychology b) from the various areas of psy- • HUDM 5021, Methods of faculty member, followed by the biological basis of behavior chology and other appropriate empirical research I. a two semester Dissertation (e.g. physiological psychology, disciplines that will provide Seminar. These courses are in comparative psychology, neu- breadth and depth to their Students should register for the fol- addition to the two semes- ropsychology, sensation, psy- preparation as counselors. lowing courses to meet Fieldwork ters of statistics required of chopharmacology) c) the cog- and Practicum requirements: each student, and a semester nitive-affective bases of The core courses are: • CCPJ 5260, Fieldwork in of Research Methods in behavior (e.g., learning, mem- • CCPJ 4064, Principles and Counseling and Rehabilita- Social Psychology. ory perception, cognition, methods of counseling tion • Students must complete at thinking, motivation, emotion • CCPJ 5062, Career counsel- least 6 general psychology d) the social bases of behavior ing and development

150 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY

• CCPJ 5263, Supervised field- A Special Project is required in • CCPJ 6572-79 (Year Course), • CCPJ 6330, Basic practicum work in elementary school addition to the 60 points of Research practicum in coun- in individual counseling and counseling course work. Students should seling psychology psychotherapy • CCPJ 5265, Supervised field- plan to complete their project • CCPJ 5040, Research meth- • CCPJ 6350, Externship in work in secondary school in the same semester that they ods in social psychology counseling psychology counseling apply for the Ed.M. degree. • CCPJ 7502, (Year Course), • CCPJ 6360Z, (Year Course), • CCPJ 5360, Practicum in Dissertation seminar Practice in psychological educational and vocational The Comprehensive Exam, • CCPJ 8900, Dissertation counseling appraisal in counseling which is a mandatory require- advisement • CCPJ 5364, Advanced ment for obtaining the en pas- practicum in cross-cultural Students must have completed sant M.A., is generally taken in Techniques of Data Analysis counseling and psychother- all prerequisites for the Field- the semester in which 45 credits requirements: apy or work and Practicum before they are completed. • HUDM 4122, Probability • CCPJ 6460 (Year Course), will be allowed to register for and statistical inference Internship (completed after these courses. Please see prereq- Doctoral Program • HUDM 5122, Applied the student has achieved an regression analysis uisites which are listed with the Please note that satisfactory approved dissertation) course descriptions. Students performance in required • CCPJ 6560, Advanced pro- Practice must apply for CCPJ 5360 courses is defined as an overall fessional issues Our practice sequence includes between April 15 and June 1 of grade point average of B+. No courses associated with individ- Practice Electives the Academic Year prior to course in which the grade ual differences, human function- Elective possibilities are: their planned enrollment in the earned is lower than B can be ing, dysfunctional behavior or practicum. Applications are considered. Students will be • CCPJ 6363, Advanced group psychopathology, theories and available from the program sec- permitted to compensate for a practicum methods of assessment, diagno- retary. In addition, CCPX 5630 grade lower than a B by com- • CCPJ 6368, Advanced super- sis and effective interventions. (Case Conference), offered for pleting another course in the vision and training The following courses are required zero credit, must be taken con- same category as that in which • CCPJ 5368, Supervision and if not taken in a master’s degree: currently with CCPJ 5360. the low grade was earned. teaching of counseling • CCPJ 4064, Principles & • CCPJ 6362, Group Students planning to complete General Psychology requirements: methods of counseling practicum • CCPJ 5361 Preparation for the requirements for N.Y.S. • HUDK 4029, Theories of individual counseling Doctoral Certification certification in School Counsel- human cognition and learn- • CCPJ 5062, Career counsel- ing must take either CCPJ ing Counseling psychology students ing and development 4160, School counseling for • HUDK 5029, Personality do not become official candi- or • CCPJ 5360, Practicum in children and youth ITSL development and socializa- dates for the degree of Doctor of vocational appraisal and 5023, Counseling techniques tion across the life span Philosophy until they have counseling for the bilingual-bicultural • ORLJ 5540, Pro-seminar in passed a program certification • CCPJ 5025, Group counsel- children and their families, and social psychology comprehensive exam, an inter- ing or do their fieldwork (CCPJ 5263 • CCPJ 4075, Brain and departmental examination on or • CCPJ 5362, Group Dynam- CCPJ 5265) in a school set- behavior research methods and design, ics ting. Colleges are not a recog- • CCPX 6020, History and and submitted a scholarly nized school setting for certifi- systems of psychology review of research on a psycho- The following courses are required cation purposes. • HUDM 5059, Psychological logical topic of particular inter- of all doctoral students: Measurement est to them. In addition, they Students interested in becoming • CCPX 5032, Personality and must satisfy all other require- Certified Rehabilitation Coun- Professional Development psychopathology or ments for certification pre- selors must take CCPJ 4065, requirements: • CCPX 5037, Dynamic psy- scribed by the Office of Doc- chotherapies or Career development of women; • CCPJ 6569, Scientific and toral Studies (see the bulletins • CCPX 5038, Cognitive CCPJ 4062, Medical aspects of professional ethics issued by that office). Students or behavioral, and interpersonal disabilities and rehabilitation • CPJ 6560, Advanced profes- who fail to take the certification therapies CCPJ 5063, Psychological sional issues (first three examination at the appropriate • CCPJ 5060-61 (Year Course), aspects of disabilities and reha- years) point in their studies are subject bilitation; and CCPJ 4061, Assessment in counseling to certain penalties described in Rehabilitation counseling: prin- Research: There are two areas of psychology (individual psy- a bulletin entitled Continuous ciples and practices. Students’ requirements, Research Methodology chological testing) Enrollment and Post-Certification fieldwork (CCPJ 5260) must be and Techniques of Data Analysis. • CCPJ 5165, Racial-cultural Examination Course Requirements done in a rehabilitation setting counseling laboratory available in the Office of Doc- under the supervision of the Research Methodology requirements: toral Studies (153 Horace Certified Rehabilitation Coun- • CCPJ 5560, Review of Mann). To avoid these penalties, selor (CRC). research in counseling the certification examination psychology must be taken no later than the

151 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY semester following the one in Students must have an choice and adjustment to the work settings. Registration in the which the number of points approved dissertation proposal career development of women. first year is recommended. accumulated at Teachers College before they can apply for an New and emerging concepts, theo- and elsewhere do not exceed the internship. Students must peti- ries, and research findings. Psycho- CCPJ 5020. Racism and racial specified maximum, 75 for stu- tion the faculty if they wish to logical, sociological, and economic identity in psychology and edu- factors which facilitate or impede cation (3) dents in the Ph.D. program. apply for internship. There are the career development of women. Professor Carter. A review of the progress evaluations done debate on the influence of race Candidacy as a doctoral student annually to facilitate students CCPJ 4068. Counseling women: and racism on education, mental expires after a certain number timely completion of the Ph.D. Cultural, familial, and intrapsy- health, and other social sciences. of years. Ph.D. candidates must degree. Please see the Ph.D. chic factors (2–3) Introduction of current theoreti- complete all degree require- Handbook for further details. Emphasis on the cultural factors cal and research developments ments within seven years of that influence the familial and which explore the influence and first entering the program (six Courses: intrapsychic issues of women. The role of racial identity (black and years if they have an applicable integration of feminist, psychoan- white) in individual development master’s degree or 30 points of Courses at the 4000-level do alytic, and family systems theories and professional practice. provides a framework for under- advanced standing prior to not usually require permission standing the implications of CCPJ 5060-CCPJ 5061. Assess- doctoral admission). of the instructor and are open women’s development for counsel- ment in Counseling Psychology to non-majors as well as ing and psychotherapy. Class for- (2-master’s, 3-doctoral) The Program Certification and majors. Many 5000-level mat includes lectures and small CCPJ 5060. Dr. Kramer. The Comprehensive Exam courses are also open to non- application/discussion groups. course is designed to provide an The Certification and Compre- majors with appropriate back- Special fee: $50. overview of the basic principles, hensive Exam will have two ground; 6000-level courses are theories, issues and practices in the components: (A) a scholarly usually limited to majors with CCPJ 4160. School Counseling field of psychological testing. Tests paper involving a comprehen- advanced standing in the pro- for children and adolescents (3) of both cognitive and personality sive and integrative review of gram. See listings below for Professor Yeh. Principles and prac- functioning will be included, with tices in the guidance of children emphasis on identification of both the literature in a topic chosen prerequisites and limitations and adolescents examined from a problems and strengths. This course by the student in consultation on enrollment. In addition to multidisciplinary and multicul- is divided into 2 sections, as follows: with his or her advisor; and (B) the courses listed below, stu- tural perspective with special Section 1: Open to all students. a written exam covering sev- dents should consult the offer- emphasis on facilitating develop- It is a one semester course which eral areas in counseling psy- ings of other psychology pro- mental processes of school, family, covers theories and concepts of chology. Exam questions will grams in this catalog. and community contexts. The role testing, understanding and assess the student’s command of the Guidance Counselor in interpreting of test results and of: (1) theoretical concepts; (2) CCPJ 4061. Rehabilitation coun- developing preventive and rehabili- test reports, and use of assess- core psychology course work; seling: Principles and practices tative interventions in urban and ment results to develop treat- (3) clinical interventions; (4) (2–3) suburban schools/communities will ment plans and interventions. Dr. Wolf. History and legislation, be considered. Special fee: $15. Section 2: Open only to doctoral assessment in career work and students in Counseling Psychol- personal/social counseling; and principles, settings, major issues. The counselor’s role in the rehabil- CCPJ 4165. Community agen- ogy. In addition to the material (5) professional issues such as itation program. cies and resources (2–3) covered in section 1, it includes ethics, professional trends, and Faculty. Community services and training in the administration, developments in counseling CCPJ 4062. Medical aspects of programs in family and personal scoring, interpretation and psychology. Cultural issues disabilities and rehabilitation counseling, health and child care, reporting of results of a standard will be infused in the content (2–3) mental health, career counseling, battery of test instruments. questions on the exam. Faculty. Limiting aspects of the job placement, and service to the Section 2: Students will meet for major physical and emotional dis- aged. weekly small-group supervision The Dissertation abilities. Understanding and using as well as for class instruction. CCPJ 4166. Current issues in This course is offered in the Fall. For most doctoral students, the medical knowledge in rehabilita- tion counseling. gerontology (2–3) Special fee: $150. completion of course require- Dr. Kramer. Current and emerging CCPJ 5061. Dr. Kramer. Students ments presents few problems. CCPJ 4064. Principles and meth- emphases in theory, research, and will explore a range of contempo- Successful completion of a dis- ods of psychological counseling practice. Registration not limited rary issues in testing and will also sertation is usually less easily (3) to one term. Topics are announced receive supervised testing experi- managed. Unless carefully Professor Raskin. Approaches to in the preliminary and final course ence in a hospital or clinic. This planned in advance, it can appraisal and counseling; theories schedules distributed each semester. course is offered in the Spring only prove a difficult hurdle. and research findings; procedures for the students who have com- Accordingly, the program has employed in educational, voca- CCPJ 4560. Professional and pleted CCPJ 5060, Section 2. several built-in features tional, and personal counseling; ethical issues in psychological typical problems; illustrative cases. counseling (2) CCPJ 5062. Career Counseling designed to facilitate the for- Professor Brandenburg. Profes- and Development (2–3) mulation and successful execu- CCPJ 4065. Career development sional orientation for Ed.M. stu- Dr. Constantine. General concepts tion of an acceptable disserta- of women (2–3) dents in psychological counseling. of career development and meth- tion proposal. Professor Raskin. Applicability of Ethics and professional issues; ods of assessment in career coun- existing theories of vocational employment opportunities and

152 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY seling. This course also highlights sion, and survey of interventions educational institutions, and facili- only. Supervised experience in various issues related to the voca- designed to address these problems. ties serving the elderly. Normally a approved and appropriate agencies, tional development of diverse minimum of two semesters is institutions, and establishments. client populations in light of con- CCPJ 5164. Perspectives on required at 2 points per term. temporary socio-political phenom- cross-cultural counseling and Additional points of credit may be Practica ena. Materials fee: $40. psychology (2–3) added only with the approval of Professor Carter. Introduces stu- the instructor. Special fee: $20. CCPJ 5025. Group Counseling CCPJ 5063. Psychological and dents to a range of approaches (3) cultural aspects of disability and used in psychology and other dis- CCPJ 5263. Supervised field- Professor Constantine. Students rehabilitation (2–3) ciplines for developing therapeu- work in elementary school will explore the functions of group Dr. Wolf. Personality theory and tic intervention across racial and counseling (2–4) counseling in meeting client physical disabilities. Personality cultural groups. Professor Yeh. Required: Written needs. Emphasis will be placed on and environmental variables in the application by the last Wednesday theory and principles of group adjustment and rehabilitation CCPJ 5165. Racial-cultural in September for Spring and Sum- process, and on the development of process. counseling laboratory (4) mer and by the First Wednesday in group skills through participation Professor Carter. Permission February for Autumn and permis- in class role-plays and in a group CCPJ 5064. Family therapy: required. Prerequisites: CCPJ 4064, sion of the instructor. Limited to counseling experience. Attention Theory and practice (3) CCPJ 5361, CCPJ 5362 and CCPJ second-year students specializing in to the practice of effective group Dr. Israeli. Prerequisite: CCPJ 5020 or CCPJ 5164. An advanced elementary guidance. Prerequisites: leadership will also be addressed. 4064 or equivalent. Open to experiential course designed to CCPJ 4064, CCPJ 5062, CCPJ majors in counseling and clinical increase awareness of, and sensitiv- 5361, CCPJ 5362; and either CCPJ 5360. Practicum in educa- psychology and to others with ity to cultural and ethnic factors in HUDK 4022, HUDK 4023, or tional and vocational appraisal appropriate backgrounds. The psychological counseling. HUDK 4024 or approved substi- and counseling (4) course focuses on the relationship tutes. Normally, a minimum of two Professor Carter. (Coordinator) and between self and system. Integra- CCPJ 5167. Consultation and semesters is required at 2 points per Faculty. Limited enrollment. tive theory models based on sys- supervision in counseling (2–3) term. Additional points of credit Required: written application by temic thinking are explored. Fam- Faculty. Prerequisites: CCPJ may be added only with the June 1 for either semester of the ily systems approaches relevant to 4064, CCPJ 5361, and CCPJ approval of the instructor. Special next academic year, permission of working with individual adults, 5362, or equivalent training and fee: $20. the instructor, and concurrent reg- children, couples and families are experience. For advanced master’s istration for CCPX 5630. Prereq- studied. Illustrative cases are pre- and doctoral students. Introduc- CCPJ 5265. Supervised field- uisites: CCPJ 4064, CCPJ 5062, sented and discussed. tion to the knowledge and skills of work in secondary school coun- CCPJ 5361, HUDK 4022 or consultation and supervision in seling (2–4) HUDK 4023 or HUDK 4024 or CCPJ 5065. Psychology of the the helping professions, emphasiz- Professor Yeh. Required: Written their equivalents. Limited to sec- undergraduate: Issues for coun- ing the work of the counselor in application by the Last Wednesday ond-year students (30 or more seling and psychology (3) schools and agencies. in September for Spring and Sum- points) majoring in counseling. Professor Brandenburg. Theory mer and by the First Wednesday in Supervised practice in vocational and research on the psychological Relevant Courses in Other February for Autumn and permis- appraisal and short-term educa- development of women and men Departments: sion of the instructor. Limited to tional and vocational counseling. in college. Focus on intellectual, HUDK 5122. Psychological fac- second-year students specializing Students work with clients of the psychosocial, moral, and vocational tors in later life (3) in secondary guidance. Prerequi- Center for Psychological Services. development with attention to the ITSL 5023. Guidance techniques sites: CCPJ 4064, CCPJ 5062, Special fee: $115. needs of special student groups, for the bilingual/bicultural CCPJ 5361, CCPJ 5362; and and to the campus context and cli- child and family (3) either HUDK 4022, HUDK CCPJ 5361. Preparation for mate. Institutional structures and 4023, or HUDK 4024; or individual counseling and inter- viewing (3) responses. Issues for counseling Fieldwork and Internships approved substitutes. Normally a and education. minimum of two semesters is Autumn: Ms. Horowitz; Spring: CCPJ 5260. Fieldwork in psy- required at 2 points per term. Professor Brandenburg. Permission CCPJ 5161. Counseling and nor- chological counseling and reha- Additional points of credit may be required. Limited enrollment. Pre- mal aging (2–3) bilitation (2–4) added only with the approval of requisite: for counseling psychol- Dr. Kramer. Exploration of factors Professor Carter (Coordinator). the instructor. Special fee: $20. ogy majors, CCPJ 4064 completed impacting on psychological treat- Limited to second-year students. or taken concurrently; CCPJ 4064 ment for normative problems of Required: Written application by CCPJ 6260. Advanced fieldwork recommended but not required of later adulthood such as physical the Last Wednesday in September (2–4) other students. A laboratory expe- illness and retirement, and survey for Spring and Summer and by the Professor Carter. (Coordinator) and rience for counselors and others in of interventions designed to First Wednesday in February for Faculty. Permission required. Lim- the helping professions. Practice in address these problems. Autumn and permission of the ited to advanced students who have clarifying, understanding, and instructor. Prerequisites: CCPJ completed the regular fieldwork responding to personal communi- CCPJ 5162. Counseling and psy- 4064, CCPJ 5062, CCPJ 5361, sequence in their area of concentra- cations. Graduated exercises and chopathology in older persons CCPJ 5362; and either HUDK tion. Registration not limited to videotapes are used to develop (2–3) 4022, HUDK 4023, or HUDK one semester. counseling and interviewing skills, Dr. Kramer. Exploration of factors 4024; or approved substitutes. and desirable counselor attitudes. impacting on psychological treat- Supervised experience in various CCPJ 6460z. Internship in coun- Special fee: $20. ment of serious psychological dys- types of social agencies, rehabilita- seling psychology (0–6) functioning in later life, such as tion agencies, vocational guidance Professor Carter. Permission senile dementia and clinical depres- centers, business establishments, required. For doctoral students

153 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY

CCPJ 5362. Group dynamics: A psychology. Counseling of persons preliminary and final course sched- catalog on Continuous Registra- systems perspective (4) with personal, social, vocational, ules distributed each semester. Reg- tion for Ed.D./Ph.D. degrees. Professor Noumair. Permission and educational problems; work istration not limited to one term. required. Enrollment limited. Spe- under close supervision with adoles- CCPJ 7572. Advanced research cial hours and dates. Social cent and adult clients in the Center CCPJ 6560. Advanced Profes- practicum in counseling psy- processes in groups and their for Psychological Services. Students sional Issues (1 Autumn, 0 chology (0) impact on individual behavior. In register for 4 points each term. Spe- Spring) Professor Constantine and Permission required. Prerequisite: addition to a series of lectures/dis- cial fee: $115 each semester. Professor Raskin. Students will CCPJ 6572-79. This course is a cussions, students are required to familarize themselves with a range continuation of CCPJ 6572-79 and participate as members of an expe- CCPJ 6362. Group practicum (3) of professional issues that effect is only open to students who have riential group designed to provide Dr. Koski (Autumn) and Professor their learning and development as completed two semesters of the opportunities for learning about Noumair (Spring). Permission Counseling Psychologists as well prerequisite. group dynamics through an exami- required. Students must submit as having the opportunity to nation of power, authority, leader- written application by the explore topics not currently avail- Independent Study and Research ship, intergroup and interpersonal midterm date of the preceding able in the curriculum. Limited to processes. Special fee: $65. semester. Limited to advanced stu- doctoral students in psychology. Students may register for intensive dents with appropriate back- individual study of a topic of spe- CCPJ 5363. Practicum in educa- grounds in group work. A small CCPJ 6569. Professional ethics cial interest. Registration in inde- tional, vocational, and personal group training experience in which and standards in psychology (3) pendent study is by permission of counseling in school settings (3) students alternate the co-leader- Professor Brandenburg. Ethics and the instructor under whose guid- Faculty. Permission required. Pre- ship of a group composed of other standards of psychological practice ance the work will be undertaken. requisite: CCPJ 4064, CCPJ 5062, students. Students receive faculty and research. Limited to doctoral Credit may range from 1 to 3 CCPJ 5361, CCPJ 5362, HUD supervision and feedback of their students in psychology. Others by points each term except for CCPJ M5059 and HUDK 4022 or 4023. videotaped work as co-leaders. special permission. 8900 (Dissertation Advisement); Students take responsibility for Special fee: $50. and registration is not limited to counseling under supervision. CCPJ 6572-CCPJ 6579. one term. Hours for individual CCPJ 6363. Advanced Group Research practicum in counsel- conferences are to be arranged. CCPJ 5364. Advanced practicum practicum (1–2) ing psychology CCPJ 4902. Research and in cross-cultural counseling and TBA. Permission required. Prereq- Permission of instructor required. independent study in psy- psychotherapy (4) uisites: CCPJ 5361, CCPJ 5362, Students participate in ongoing chological counseling (1–3 Professor Carter and Dr. Johnson. and CCPJ 6362. Written applica- research under the direction of a each course) Course will involve placement in a tion by midterm date of the pre- faculty member. Participation CCPJ 6902. Advanced human service setting with indi- ceeding semester required. includes formulation of hypothe- research and independent vidual supervisor and a weekly Advanced group supervision to ses, identification of appropriate study in counseling psychol- seminar. Prerequisites: CCPJ provide service to clients in the variables and measures, data col- ogy (1–3 each course) 4064, CCPJ 5062, CCPJ 5165, Center for Psychological Services lection and analysis, and prepara- CCPJ 8900. Dissertation CCPJ 5360, CCPJ 5361, CCPJ and/or outside agencies. tion of research reports. Students advisement (0 each course) 5362, HUDK 4022 or HUDK register for two consecutive terms. 4023 or HUDK 4024. CCPJ 6368. Advanced supervi- CCPJ 6572. Multicultural Clinical Psychology sion and teaching of counseling Competencies (2–3) Professor Program Coordinator and CCPJ 5368. Supervision and (0–2) Constantine teaching of counseling (0–2) Permission required. Prerequisite: CCPJ 6573. Cross Cultural Director of Clinical Training: Permission required. Prerequisite: Completion of, or concurrent Research (2–3) Professor Yeh Professor Barry A. Farber successful completion of appropri- enrollment in, an advanced CCPJ 6575. Research models ate practica in individual and/or practicum. Experience in and procedures with Degrees Offered: group counseling. Experience in practicum supervision and related racial/cultural emphases (2–3) Doctor of Education (Ed.D.)— practicum supervision and related teaching activities for advanced Professor Carter. currently not accepting students teaching activities under the guid- doctoral students under the guid- CCPJ 6577. Psychological Doctor of Philosophy (Ph.D.) ance of a faculty member. Enroll- ance of a faculty member. Regis- interventions with older per- (Code: TXC) ment not limited to one term. tration not limited to one term. sons (2–3) Dr. Kramer. Master of Science (M.S.) en CCPJ 6578. Sexual harass- passant CCPJ 6350. Externship in Coun- Seminars ment, psychology of the seling Psychology (0-3) undergraduate, gender and Post-doctoral Respecialization Faculty. Placement in a field-set- CCPJ 5560. Review of research leadership (2–3) Professor Certificate ting for clinical experience. in counseling psychology (3) Brandenburg. (Code: TZH) Professor Carter. Required of and CCPJ 6579. Identity and inti- CCPJ 6360z. Practice in psycho- limited to doctoral candidates in macy (2–3) Professor Raskin. Special Application logical counseling (4 points each counseling psychology. Requirements/Information: for Autumn and Spring) CCPJ 7502. Dissertation semi- Professor Constantine (Coordinator) CCPJ 5563. Special topics and nar (1–3) Permission required. Doctor of Philosophy issues in counseling psychology and Faculty. Required: written Prerequisite: CCPJ 5560 and 1. A bachelor’s degree from a application by June 1 for the next (1–3) CCPJ 6572-CCPJ 6579. Develop- Faculty. New and emerging devel- regionally accredited col- academic year, permission of the ment of doctoral dissertations and lege or university or its instructor, and concurrent registra- opments, practices, and concerns in presentation of plans for approval. tion for CCPX 5630. For advanced the field are examined and evalu- Registration limited to two terms. equivalent in another coun- doctoral candidates in counseling ated. Topics are announced in the For requirements, see section in try. An applicant who

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applies while still an under- letters of recommendation centers, colleges and universi- deeply rooted in psychology graduate can be accepted from individuals able to ties, and independent practice. itself, its body of knowledge, only on condition that the comment on their scholarly It is accredited by the Ameri- methods, and ethical principles degree be received in time and personal qualifications. can Psychological Association. which form the basis and con- for enrollment. The under- 5. Personal Statement: Appli- Completing a 100-point doc- text of clinical practice. graduate transcript must cants should try to say some- toral degree, including an include a course in statistics thing about the range of internship, typically takes five The theoretical orientation of and at least nine additional their interests and experi- to seven years. Practicum work the Program may be broadly credits from among the fol- ence, attempting to give the is done in the Teachers College described as psychodynamic. lowing areas, at least one of Admissions Committee a fla- Center for Educational and Although we offer exposure to which should include a lab- vor of the person behind the Psychological Services (Direc- other perspectives (e.g. cogni- oratory experience: person- application. tor: Dr. Dinalia Rosa). Clinical tive-behavioral therapy, family ality, social psychology, supervision is offered by full- therapy), the Program empha- developmental psychology, Applicants whose paper quali- time and adjunct faculty and sizes instruction in a variety of abnormal, learning theory, fications appear most promis- staff. psychodynamic models, includ- and experimental psychol- ing are invited to a personal ing traditional insight-oriented ogy. An applicant may be interview, usually during the The doctoral program has been psychotherapy, ego psychology, accepted with a deficiency month of March. As a rule, no continuously accredited by the interpersonal approaches, in one of these areas on con- applicant will be accepted on American Psychological Asso- short-term therapy, self psy- dition that the deficiency be the basis of written application ciation since accreditation was chology and object relations. remedied (either during the alone. Applicants are inter- initiated in 1948. Notable Thus, the primary objective of summer or, without degree viewed by one student and one graduates both before and after the program is to train psycho- credit, during the first faculty member of the Admis- 1948 include Virginia Axline, dynamically-informed clinical semester). sions Committee. All material Albert Ellis, Chaim Ginott, psychologists who are prepared 2. Clinical and Research Experi- included in the admissions Helen Singer Kaplan, M. for research and practice with a ence: Though not required, procedure is accorded profes- Powell Lawton, Perry London, diverse population in a variety the Program values the addi- sional confidentiality by the Rollo May, and Carl Rogers. of settings. Increasingly, the tional evidence of maturity, Committee. The fact that stu- Our current training model is Program is emphasizing work competence, and capacity for dents submit their applications that of the Scholar-Practitioner. in the child-clinical area. responsibility that comes with this knowledge consti- This model best reflects the from a broad range of work tutes permission to have these traditional strengths of this The Program shares an in- and life experiences. Thus, materials read by both faculty program (e.g., equal weight house clinic (The Center for most students admitted to and student members of the placed on scholarship and prac- Educational and Psychological the program have engaged, Committee. tice, significant faculty involve- Services) with several other after college, in both super- ment in community and pro- College programs. All clinical vised psychological research Post-doctoral Respecialization fessional activities, and faculty psychology doctoral students and some type of supervised Program is open to those with scholarship that includes but is are staff members in the Center work in a clinical setting. a doctoral degree in Psychology not restricted to empirical after their first semester in the 3. Graduate Record Examina- from a regionally accredited research articles). Program, and carry a regular tion (GRE): Applicants must university. The deadline date caseload of clients. The Center submit the results of the for applications is June 15th. Our scholar-practitioner model sponsors a weekly case confer- GRE Aptitude tests and the means that we are dedicated to ence, at which students present GRE Advanced Examina- Program Description: training clinically proficient and discuss cases. Clinical work tions in Psychology, taken no The Clinical Psychology Pro- students who are also able to is supervised by core faculty more than two years prior to gram offers a course of schol- expertly analyze, discuss, and members or by adjunct faculty the date of the application. arly/professional education lead- generate scholarly materials, who are psychologists in pri- Unless English is not the ing to the degree of Doctor of whether in the form of empiri- vate practice in New York. Stu- applicant’s first language, Philosophy (Ph.D.). The Master cal research or theoretical expo- dents usually carry four clients scores on the Verbal and of Science (M.S.) and Master of sition. We fully expect our stu- as part of their psychotherapy Quantitative tests and the Philosophy (M.Phil.) degrees dents’ work to be constantly practicum and receive two Advanced Test of less than are earned en passant. A postdoc- informed by traditional and hours of supervision each week 650 will make acceptance toral respecialization program emerging scholarship in the with two different supervisors. less likely. On test retakes, for qualified psychologists with field. Conversely, we expect our the Admissions Committee doctorates in other areas is also students’ work to give rise to The Clinical Psychology Pro- will consider the higher offered. theoretical and technique ori- gram also offers a Postdoctoral scores. Applicants are urged ented questions that can become Respecialization Program for to take the GRE no later In the doctoral program stu- the basis for scholarly enter- psychologists with doctoral than November. dents are prepared for profes- prise. Further, we are commit- degrees in other areas of psy- 4. References: Applicants sional work in community ted to the belief that training as chology. The Respecialization must submit at least two agencies, hospitals, research a clinical psychologist must be Program requires two years of

155 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY academic work and practica Second Year Post-doctoral Respecialization The program currently does not followed by a one-year intern- During their second year, stu- (Code: TZH) have NIMH-funded trainee- ship. Fulfillment of all dents’ didactic courses include: Individual courses of study are ships to offer. Most doctoral requirements results in a cer- Research Methods (II); Experi- determined in consultation with students with significant finan- tificate of completion. mental Design; Empirical the student’s academic advisor cial need obtain help in the Bases of Psychotherapy; Psy- within the context of the candi- form of a tuition scholarship Degree Requirements: chotherapy with Children; date’s previous education. Since that covers approximately 20% DSM-IV; History and Systems; of the cost of a year’s tuition. Doctor of Philosophy APA mandates that respecializa- and the Evolution of Freud’s tion programs be equivalent to Most students also work part- (Code: TXC) Psychological Theories. In those of predoctoral students time to cover expenses. Stu- The Program requires: addition, students sign up for a except for those courses or areas dents who anticipate needing 1. The completion of 100 full year of research practicum already studied at the graduate financial assistance must sub- points of academic credit with a faculty member (culmi- level, postdoctoral students’ mit financial aid forms to the during three to four years of nating in an empirical Second- programs will likely include: College by January 15th. residence at the College; Year Project) and a full year • Course work in clinical the- 2. A full-time, twelve month clinical practicum. ory and practice, psy- Student and Faculty Research clinical internship during the chopathology, assessment, Despite the small size of the fourth or fifth year of study; Third Year and professional ethics and faculty, the range of both stu- 3. An original piece of empiri- Third year didactic courses standards; dent and faculty research in cal research, which also include Group Dynamics, Cog- • Practica in psychological recent years has been broad. serves as a qualifying paper, nitive Behavioral and Interper- assessment and intervention, Representative faculty research to be completed during the sonal Psychotherapies, Transfer- including an externship can be found elsewhere in this second year of study; ence and Countertransference, when possible, and an intern- Catalog. Examples of recently 4. A passing grade on the certi- Empirical Bases of Psychother- ship; completed student dissertations fication examination (on apy; and Dissertation Seminar. • Course work in areas of gen- include: “Ourselves, our Bodies: Research Methods) during There is also a full year clinical eral psychology and/or Conflating the Psychical with the third year of study; practicum. research in which the candi- the Physical in the Context of 5. A case presentation and date has a deficiency; Dilencing the Self, Perfection- accompanying paper during Fourth Year • Electives in related fields of ism, and Gender Role” (Spon- the third year, demonstrat- Fourth year features an psychology. sor: Barry Farber); “Gender Dif- ing the student’s ability to optional clinical practicum but Coordinator: Professor Schonbar ferences in Object Relations & integrate theory, research, is typically devoted to work on Defensive Style” (Sponsor: and practice; and the dissertation. Year five is Financial Aid (Doctoral Program) Barry Farber); “The Influence of 6. A doctoral dissertation, usually spent on a full-year Teachers College has three Casual Attributions of the Psy- which must be completed no clinical internship. Students scholarship funds: General, chological Adjustment of Post- later than the seventh year who elect either a special child- Minority and International treatment Adoloscent Cancer after matriculation. track or neuropsychology-track Student. The College also Survivors” (Sponsor: Barry Far- take additional didactic courses arranges with banks a variety of ber); “General Family Func- First Year and practica. Elective courses student loans, most of them tioning, Parental Bonding, and During their first year of study, for all students include Short- repayment- and interest- Attachment Style: Familial Fac- doctoral students typically take term Dynamic Psychotherapy, deferred. Limited work study tors Influencing Severity and the following didactic courses: Forencsic Psychology, Object funds may also be available. Type of Symptomatology in Professional and Ethical Issues Relations, Self Psychology, Adult Women who Report in Clinical Psychology; Person- Working with Children-At- Since 1993, the Clinical Psy- Childhood Sexual Abuse and ality and Psychopathology; Risk, Women and Mental chology Program has also Non-Abused Psychiatric Out- Psychological Measurement; Health, Family Counseling and granted partial scholarships via Patients” (Sponsor: Leah Blum- Applied Regression Analysis; Therapy, and Assessment and the James S. Scappaticcio Fel- berg Lapidus); “The Relation- Research Methods; Develop- Treatment of Alcohol and lowship for Gay Men and Les- ships Among Acculturation mental Psychopathology; and Chemical Dependency. bian doctoral candidates in Style, Family Dynamics, and Dynamic Approaches to Psy- Clinical Psychology. Tuition Adoloscent Psychopathology chotherapy. Students also take The program allows only 12 grants are available for one or and Competence in Immigrant psychological testing, a course points of graduate work from two “self-identified gay clinical and Non-Immigrant Domini- in clinical interviewing and a another institution to be trans- doctoral candidates”; small cans” (Sponsor: Leah Blumberg practicum in psychological ferred. No transfer credits are grant-in-aids are also made Lapidus)” “Social Support and assessment. Many students awarded for practica. Coordina- available for research on topics Psychological Distress in Late begin working with faculty tor: Professor Farber relevant to homosexuality, Life: The Moderating Effects of members on research during including psychological and/or Perceived Control and Attach- this first year. psychosocial aspects of AIDS or ment” (Sponsor: Elizabeth Mid- AIDS treatment. larsky); “An Investigation of Consulting between Clergy and

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Mental Health Professionals: A advanced alcohol-specific interven- health and self-regulatory CCPX 5038. Cognitive, behav- Cross-Sectional Survey of Rab- tion techniques, and group and responses. The role of culture in ioral, and interpersonal thera- bis and Psychologists: (Sponsor: family counseling skills for work these responses will be explored, as pies (3) Elizabeth Midlarsky); “The with addicted individuals and well as historical context and theo- Professor Miller. Doctoral candi- Well-being of Daughters Car- their families. retical perspectives. dates in psychology; others by per- mission. Introduction to theory ing for their Elderly Mothers: CCPX 4035. Personality and CCPX 5030. Ethical and profes- and technique underlying treat- The Role of Attachment Style behavior change (3) sional issues in clinical psychol- ment within the following modali- and Relationship Quality” Dr. Pearson-Brok. Review of the ogy (1) ties: Cognitive, Behavioral, Inter- (Sponsor: Elizabeth Med- major theories of personality; Professor Schonbar. Limited to personal, and Short-Term larsky)” “A Prospective Study mechanisms of behavioral change. doctoral and postdoctoral students Psychodynamic. The course will of Medication Compliance in in clinical psychology. Orientation explore the application of these Out-patients with Schizophre- CCPX 4038. Comparative psy- to program and field; ethical and various treatment approaches to a nia: The Relevance of Health chotherapies (3) professional issues. range of disorders including Beliefs” (Xavier Amador). Professor Farber. Survey and analy- Depressive Disorders, Anxiety Dis- sis of representative psychothera- CCPX 5032. Personality and orders, OCD, and Schizophrenia. pies in current practice: psychoan- psychopathology (3) Courses: alytic, neo-Freudian, Gestalt, Professor Midlarsky. Major clinical CCPX 5039. Empirical bases of Jungian, client-centered, existen- disorders of adulthood viewed psychotherapy (3) Note that 4000-level courses are tial, behavior therapy, and others. from clinical and research perspec- Professor Farber. Permission generally open to non-majors, as tives; current issues in diagnosis required. Analysis of research are certain 5000-level courses. See CCPX 4039. Critical perspec- and treatment. efforts concerned with investigat- listings below for prerequisites and tives on nontraditional psy- ing the process and outcome of limitations on enrollment. chotherapies (3) CCPX 5033. The evolution of psychotherapy. Emphasis on client, Dr. Menahem. Overview and evalu- Freud’s psychological theories (3) therapist, and system variables CCPX 4000. Introduction to ation of nontraditional psychothera- Dr. Reisner. Intensive examina- that contribute to the probability Applied Psychology (3) peutic approaches including exis- tion of selected psychological of therapeutic success. Professor Midlarsky. This course is tential psychotherapy, Eriksonian works of Sigmund Freud from designed to provide an introduction hypnosis, transpersonal therapy, and 1892 to 1940, focusing on theo- CCPX 5045. Psychotherapy, reli- to multidisciplinary approaches to Eastern-oriented models. retical innovations, modifications, gious diversity & spirituality (3) mental health including clinical and elaborations. Professor Miller. No prerequisites. psychology, school psychology, CCPX 4120. Psychotherapy Open to Ph.D., M.A., & M.Div. pediatric psychology, forensic and through fiction and film (3) CCPX 5034. Developmental students in all departments. This health psychology. Professor Farber. Psychotherapy, the psychopathology (3) course will focus on the role of therapist, and psychopathology as Professor Farber. Major clinical religion and spirituality in psy- CCPX 4010. Psychological per- reflected in current fiction and film. syndromes of childhood and ado- chotherapy. Research, theory and spectives on critical social lescence viewed within the context case material will be used to clarify problems (3) CCPX 4125. Women and mental of normal development. Considera- healing dimensions of religion and Professor Midlarsky. Psychological health (3) tion of various theoretical, diag- spirituality. Discussion will focus perspectives on social problems Dr. Bender. Stressors, manifesta- nostic, etiological, and therapeutic on a re-examination of models of such as eating disorders, domestic tions, and treatment of psy- viewpoints. psyche and goals of treatment. violence, AIDS and HIV infection, chopathology in women; theories and mental health in late life. of Klein, Horney, Thompson, and CCPX 5036. Transference and CCPX 5102. Research in psy- others. countertransference arising chopathology, diagnosis, and CCPX 4030. Psychology of from differences in age, gender, legal applications of DSM IV (3) adjustment (3) CCPX 4150. Introduction to racial, ethnic, and sexual orien- Dr. Amador.(Autumn); Professor Dr. Pearson-Brok. Healthy and forensic psychology (3). tation backgrounds (3) Permis- Lapidus (Spring). Experimental pathological adjustment through- Professor Lapidus. The practice sion required. An experiential research in psychopathology and out the life span: stress, defense and application of forensic psy- seminar for practicum students in legal diagnosis: empirical studies mechanisms, and coping. chology to medical-legal problems clinical and counseling psychology and applications of multiaxial diag- and nomenclature in diagnosis, who are working with clients dif- nosis. Understanding and use of The CCPX 4032. Assessment and evaluation, assessment, treatment, ferent from themselves. Diagnostic and Statistical Manual of treatment of alcohol and chemi- and testimony regarding criminal Mental Disorders (4th edition). cal dependency (3) behavior, psychopathology, and CCPX 5037. Dynamic psy- Dr. Derby. Overview of the clini- civil, family and criminal law. chotherapies (3) CCPX 5230. Fieldwork in clini- cal principles governing assess- Dr. Boulanger. Spring: open to doc- cal psychology (1)Autumn, (0) ment and treatment of addictive CCPX 4230. Fieldwork in toral candidates in psychology; oth- Spring disorders; stages of addiction; applied psychology (3) ers by permission. Theories of psy- Supervised practice in field place- issues of comorbidity; resistances Professor Midlarsky. Supervised choanalytic psychotherapy with ments. Sections: (1) Adult Extern- to treatment. practice in field placements. emphasis on original sources: ship (Professor Midlarsky). (2) Freud, Winnicott, Kohut, ego psy- Child Externship (Professor CCPX 4033. Advanced clinical CCPX 5022. Emotions & health chology, and object relations theory. Miller). interventions with addicted in psychological practice (3) patients and families (3) Professor Bonanno. This course Permission required. Prerequisite: will cover the impact of over- CCPX 4032. Focus on developing whelming emotions on human

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CCPX 5330. Principles and in research. Development of and Psychological Services. All mental health agency. One year techniques of clinical assess- research proposals. Critical review trainees must attend at least five full-time or part-time equivalent. ment (3) of journal articles. conferences each term. Professor Lapidus. Doctoral candi- CCPX 6530. Short-term dates in clinical, counseling, and CCPX 5535. Research practicum CCPX 6020. History and sys- dynamic psychotherapy (2–3) school psychology. Theory and in clinical psychology (2) tems of psychology (3) Dr. Lewis. Permission required. practice of assessing individual Faculty. Permission required. Professor Midlarsky. Survey of the For doctoral students in clinical, personality functioning and styles Supervised research in clinical history of psychology from the counseling, and school psychology. of adjustment through observa- psychology. Ancient Greeks to the present. Focus on theoretical and technical tion, interview, and diagnostic Discussion of theoretical systems aspects of short-term therapy; key instruments. Course requirements CCPX 5539. Clinical assess- including Associationism, Struc- concepts illustrated by clinical include a laboratory experience. ment: The interview (3) turalism, Behaviorism, Psycho- material presented by instructor Special fee: $150. Professor Lapidus. Doctoral stu- analysis, and Existentialism. and students. dents in clinical, counseling, CCPX 5333. Practicum in clini- school psychology, speech and CCPX 6332-CCPX 6333. Super- CCPX 6531. Personality assess- cal assessment (1 for Spring and hearing, learning disabilities, spe- vision of assessment, intake, ment: Projective tests, self- 0–1 for Summer) cial education, and pre-doctoral educational, or abuse preven- report measures and structured Professor Lapidus. Permission students providing intake services tion family services (1–3) interviews (2) required. Supervised practice in at the Teachers College Clinic. Professor Lapidus. Permission Faculty. Permission required. Pre- assessment as staff members of the Introductory didactic and practice required. For post-internship stu- requisites: CCPX 5330, CCPX Center for Psychological Services. seminar in clinical interviewing. dents in clinical, and counseling, 5331. Emphasis on the Exner sys- Special fee: $115; $45 for Summer. school psychology, and qualified tem of Rorschach scoring and CCPX 5542. Psychoanalytic doctoral and pre-doctoral supervi- interpretation, on self-report mea- CCPX 5334. Clinical assessment issues: Theory and research sors of services in the Teachers Col- sures (e.g., MMPI), and on struc- and research with children and (2–3) lege Clinic or in the community. tured clinical interviews. adolescents (3) Examination of selected topics in Seminar and supervised practice in Dr. Kentgen. Doctoral candidates psychoanalytic theory and tech- the teaching and supervision of CCPX 6532-CCPX 6533. in clinical, counseling, and school nique, e.g., dreams, transference, clinical assessment and intake. Advanced topics in clinical the- psychology. Psychological assess- autobiographical memories. ory, research, and practice (2–3) ment of children and adolescents, CCPX 6335. Practicum in clini- Clinical Faculty and Invited including interviewing techniques, CCPX 5544. Cross-cultural cal intervention (3–4; 0–2 during Instructors (including Dr. S. observational methods, and psy- issues in psychopathology, Summer) Mitchell and Dr. J. Fosshage). chodiagnostic testing. resilience and coping (2–3) Professor Farber. Permission Advanced doctoral candidates in Professor Lapidus. Doctoral and required. For doctoral students in clinical and counseling psychol- CCPX 5531. Psychotherapy masters students in psychology, clinical psychology, two semesters, ogy; other candidates by permis- with children (3) social work and public health. Oth- 4 points each semester. Supervised sion (different sections may have Dr. Rosegrant. Open to doctoral ers by permission. Examination of practice in psychotherapy as staff different criteria). Seminars for the students in psychology; others by pathology and resilience in the con- members of the Center for Psycho- intensive study of specialized areas permission. Introduction to con- text of cultural patterns of coping logical Services. Special fee: $115 of theory, research, and practice for temporary models of child psy- with developmental life tasks and each semester; $45 for Summer. advanced students. Content varies. chotherapy to include Psychoedu- reactions to stress. Special fee: $50. cational, Cognitive Behavioral, CCPX 6336. Advanced CCPX 6534. Object relations Interpersonal, and Psychodynamic. CCPX 5546. Research perspec- practicum in clinical interven- and self psychology (2–3) Emphasis will be upon a compari- tives on critical social problems tion (3–4; 0–2 during Summer) TBA. Permission required. British son of the theoretical foundations (3) Professor Bonanno. Permission and American schools of object and techniques across paradigms. Professor Midlarsky. Exploration of required. Prerequisite: CCPX relations; discussion of the role of research and theory emerging from 6335. For third-year doctoral stu- such clinical phenomena as inter- CCPX 5532. Clinical Issues: the interface of social and clinical dents in clinical psychology. Spe- nalization, splitting, regression, Children from Diverse Back- psychology. Topics include help- cial fee: $115 each semester; $45 and projective identification. grounds (3) ing, help-seeking, gender roles, for Summer. Professor Miller. Open to all stu- aging and mental health, AIDS, CCPX 6536. Postdoctoral semi- dents. The course will focus upon and stress coping. CCPX 6338. Fourth-year nar in clinical psychology (3) current research on risk and practicum in clinical interven- Professor Schonbar. Emphasis on resiliency factors developed from CCPX 5610. Clinical psychology tion (1) the relationship between newly within epidemiological, social, colloquium (0) Professor Schonbar. Permission acquired knowledge of clinical the- and intra-psychic perspectives. Professor Farber (Coordinator), required. Prerequisite: CCPX ory and technique and the stu- Research findings will be dis- Clinical faculty and guest speakers. 6336. For fourth-year students in dents’ previously acquired research cussed within the context of theo- Permission required. clinical psychology, two semesters, competence and interests. ries of development. 1 point each semester. Special fee: CCPX 5630. Case conference (0) $30 each semester. CCPX 6538. Advanced object CCPX 5533-CCPX 5534. TBA. (Coordinator). Permission relations theory (2–3) Research methods in clinical required. Corequisite: CCPX CCPX 6430Z. Internship in TBA. Permission required. Prereq- psychology (3 each semester) 5333, CCPX 6335, CCPX 6336, clinical psychology (0) uisite: CCPX 6534. Emphasis on Fall. Dr. Amador Spring. Professor CCPJ 5360, CCPJ 6360Z, or Advanced doctoral students in clinical material illustrative of Bonanno. Permission required. CCPJ 6364. For practicum stu- clinical psychology. Experience object relations phenomena. Design, methodology, and artifact dents in the Center for Educational under supervision in approved

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Independent Study and Research Program Description: accepted for transfer to a doc- Suggested Electives: Students may register for intensive The Psychology in Education toral program. Three of the elective courses individual study of a topic of spe- program offers two tracks from must be non-CCPX courses to cial interest. Registration in inde- which students can choose: Degree Requirements: meet the College’s foundations pendent study (CCPX 4900 and Applied Psychology (TXA) and The program for the Master of requirement. The following CCPX 6900) is by permission of General Psychology (TXG). Arts (M.A.) degree in Psychol- courses meet that requirement: the instructor under whose guid- ogy in Education: Applied Psy- • HUDM 4120, Basic Con- ance the work will be undertaken. Applied Psychology psycholo- chology requires 32 credits cepts in Statistics (3), or Credit may range from 1 to 3 gists are engaged in solving a which include a special project, HUDM 4122, Probability points each term, and registration wide range of practical prob- fieldwork and research. The and Statistics (3) is not limited to one term. Hours lems, such as those associated program is built around an 18- • HUDM 4050, Introduction for individual conferences are to be arranged. with growth, adjustment and credit core of courses. Degree to Measurement (2–3) aging. In addition, they seek to requirements may be com- • HBSK 5033, Human Clini- CCPX 4900. Research and remediate problem behaviors in pleted on a full-time basis in an cal Neuropsychology (3) independent study (1–3) individuals, and improve men- academic or calendar year (two • HUDK 4120, The Empirical tal health care in diverse popu- semesters), or its equivalent in Study of Human Develop- CCPX 5110. Research appren- lations and communities. The part-time study. The Applied ment (3) ticeship (0–2) program provides students Psychology track is adminis- Faculty. Permission required. with the foundation of knowl- tered and taught primarily by CCPX electives should be chosen Involvement as a research extern in edge in psychology that will Clinical Psychology faculty. from the following list: community agencies or as a research help them make valuable con- assistant to departmental faculty. tributions to the field. The program for the Master of • CCPX 4032, Assessment and CCPX 6900. Advanced research Arts (M.A.) degree in Psychol- treatment of alcohol and and independent study (1–3) The General Psychology track ogy in Education: General Psy- chemical dependency (3) Faculty. Permission required. is designed to provide students chology requires 32 credits, at • CCPX 4035, Personality and with a general introduction to least 18 of which must be Behavior Change (3) CCPX 7500. Dissertation semi- the field, which is a “next step” taken in Psychology. A special • CCPX 4120, Psychotherapy nar (1 each semester) after college graduation for project also is required. This through Film and Fiction (3) Fall: Professor Farber. Spring: Dr. many students. The Applied program may be completed in • CCPX 4125, Women and Amador. Permission required. Psychology track is specifically an academic or calendar year Mental Health (3) Development of doctoral disserta- designed to give students a (two semesters). • CCPX 4230, Fieldwork in tions and presentation of plans for approval. Registration limited to foundation for a masters level Clinical Psychology (3) two terms. practice, or for additional grad- Students from both tracks • CCPX 4546, Research Per- uate work in mental health. It should meet with the program spectives on Critical Social CCPX 8900. Dissertation includes clinical course work coordinator at registration time Problems (3) advisement (0) and opportunities to gain expe- to finalize course selections. • CCPX 4900, Research and rience in relevant field work Independent Study: Clinical Psychology in Education and research, both inside and The basic curriculum for M.A. Psychology (3) Program Coordinator: Professor outside the classroom. students includes: • CCPX 5039, Empirical Bases Elizabeth Midlarsky of Psychotherapy (3) With a Master of Arts degree, Required courses (total of six) • CCPX 5531, Psychotherapy Degrees Offered: graduates can find employment offered in the Fall: with Children (3) Two Tracks: in clinics, hospitals and research • CCPX 4000, Introduction to • CCPX 5532, Clinical Issues: Master of Arts in Psychology in centers. Through their interac- Applied Psychology (3) Children from Diverse Back- Education: Applied Psychology tion with faculty and doctoral • CCPX 4150, Introduction to grounds (3) (Code: TXA) students in the Clinical Psy- Forensic Psychology (3) Master of Arts in Psychology in chology program, they also have • CCPX 5032, Personality and Please refer to course descriptions Education: General Psychology the opportunity to strengthen Psychopathology (3) listed under Clinical Psychology: (Code: TXG) their candidacy for doctoral Courses study in psychology. Comple- Required courses offered in the Special Application tion of the M.A. degree does not Spring: Requirements/Information: guarantee admission to a doc- • CCPX 4010, Psychological At least one of the two required toral program, here or else- Perspectives on Critical letters should be an academic where, but outstanding students Social Problems (3) reference. The GRE’s are rec- are likely to be more attractive • CCPX 5544, Cross-Cultural ommended but not required. candidates. Please note that dif- Issues in Psychopathology ferences between the masters- and Coping (3) level and doctoral-level require- • CCPX 5102, Research in ments can reduce the number of Pschopathology, Diagnosis, masters’ credits that will be and Legal Applications (3)

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Chair: Professor James H. Valerie Henning-Piedmonte educational programs for about ways to initiate, sustain, Borland Janet Hoffman learners of all ages. and provide leadership for these Location: 306 Main Hall Brian Kaplan learning communities in a vari- Telephone: (212) 678-3765 Nancy Kunz We aim to educate leaders who ety of educational settings, Lori Langer de Ramirez will engage in inquiry into, and including urban contexts and Programs: Jed Luchow reform of, curriculum, teach- public schools. ing, the organization of schools, Curriculum and Teaching Eileen Marzola and teacher education. We are Typical positions for which Early Childhood Education Judy Randi committed to understanding students are prepared include: Early Childhood Special Kathryn Sood Robert Southworth and working with children and • Teacher or supervisor of: Education adults in culturally and socially —infancy or early childhood Elementary/Childhood Lecturers: diverse field settings (e.g., education Education, Preservice schools, centers, homes, work- —early childhood special Gifted Education Anne Sabatini places, neighborhoods). We education Learning Disabilities Valerie Bang-Jensen approach our work from a criti- —elementary or secondary Reading and Learning Alison Rutter cal, and historical perspective, education Disabilities (Offered jointly and cultivate an ethic of care —learning disabilities with the Department of Instructors: and rigorous scholarship, tak- —gifted education Health and Behavior Studies) Megan Blumenriech ing collaborative approaches to • Director of: Robert Cunningham inquiry, teaching, and gover- —child-care center Faculty: Tricia Gallagher-Guertsen nance. We respect broad meth- —infant and parent center ods of learning and inquiry, and —early childhood program Professors: Tricia Giovacco-Johnson John Gray believe in the need for both • —College teacher in under- Jeanne Brooks-Gunn Djanna Hill qualitative and quantitative graduate or graduate pro- Lucy McCormick Calkins Timothy Jester research methods. grams specializing in: Celia Genishi Linda Kasarjian —infancy or early childhood Sharon Lynn Kagan Robert Lane Our intellectual and theoreti- education D. Kim Reid Julie Leopold cal roots are deep in the Pro- —early childhood special Betty Lou Whitford Carrie Lobman gressive Education tradition, education Leslie R. Williams Roberta Newton which places high priority on —elementary or secondary direct experience in teaching, Karen Zumwalt Aki Ohseki education learning, and research; integra- —learning disabilities Carol Prendergast tion of the social, emotional, —gifted education Adjunct Professor: Mary Rowe intellectual, and moral dimen- —curriculum development Theresa Ruyter Beatrice Fennimore sions of education; and authen- —research and theory in Michelle Yang tic respect for learners, the curriculum and teaching Associate Professors: Jan Valle process of learning, and the • Administrator (such as assis- wisdom gained through prac- tant superintendent, consul- James H. Borland For information about faculty A. Lin Goodwin tice. We view meaning and tant, coordinator, director) in and their scholarly and research truth as constructions, literally charge of: Barbara Kiefer interests, please refer to the Nancy Lesko built through study, conversa- —curriculum and instruction “Faculty” section of the Cata- tion, thought, writing, and —curriculum research Susan Recchia (on sabbatical log. AY 2000–2001) critique in the context of a —professional development learning community. —special education Frances Schoonmaker Departmental Mission Marjorie Siegel —gifted education The two broad goals of the Faculty and students in the • Teacher-leader in programs Department participate in a for learners from infancy to Adjunct Associate Professors: Department of Curriculum and Teaching are to: number of interrelated commu- adulthood Joann Jacullo-Noto 1. Contribute to the fields of nities, incorporating into them • Consultant or educational Lisa Wright early childhood education, diverse individuals their respec- specialist in a school or non- early childhood special edu- tive cultures, life experiences, school agency. Assistant Professors: cation, educational and and points of view. Our central goal is to create, participate in, Preservice teacher education Michelle Knight instructional leadership, gen- eral curriculum design and and nurture many learning programs are designed to meet Celia Oyler theory, gifted education, communities, while pursuing New York State and City learning disabilities, supervi- deeper understanding and miti- teacher certification require- Adjunct Assistant Professors: sion and curriculum develop- gation of persistent problems of ments. Requirements for Toni Bernard ment, and teacher education. educational practice. Along the school administrator/supervisor Judith Birsh 2. Prepare prospective teachers way, we deliberately educate (SAS) may be met through Gloria Farber and other professionals to prospective and experienced courses incorporated in the Stephen Farenga assume leadership roles in professionals and ourselves Ed.M. degree.

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Programs in Curriculum Master of Education Enrollment Requirements for Curriculum and The Master of Education degree First-Year Ed.D. Students and Teaching Every first-year Ed.D. student Teaching (Ed.M.) within the Department (Code: TYZ) Areas of Specialization: of Curriculum and Teaching in the Department of Curricu- lum and Teaching is required Program Coordinators: Profes- affords students the opportu- sors Borland, Calkins, Kiefer, nity to develop an area of exper- to enroll in C&T 5000, Theory Master of Arts and Inquiry in Curriculum and Knight, Lesko, Siegel, and tise beyond that required for Whitford There are two different types of classroom teaching. The degree Teaching, in both the fall and Masters Programs within the comprises 60 points. Thirty of the spring semesters of his or Department of Curriculum and her first year. C&T 5000 is a Degrees Offered: those 60 points may be trans- Master of Arts (M.A. Inservice) Teaching: Preservice Programs ferred from previous graduate 6-point course that meets for a and Inservice Programs. double class session once per Master of Education (Ed.M.) work at another institution or Doctor of Education (Ed.D.) at Teachers College, upon the week, resulting in a minimum Preservice M.A. programs are first-year enrollment of 12 recommendation of the stu- Special Application designed for people with little dent’s program advisor. See spe- points. A student can enroll for or no teaching experience or more than this minimum, but Requirements/Information: cific programs for additional For Inservice M.A. admission, preparation who are seeking admission requirements. C&T 5000 must be part of his certification in Early Childhood or her first-year course of study. please submit a resume and A first-year student is defined proof of early childhood, ele- Special Education, Elemen- Doctoral Programs tary/Childhood Education, as a student who matriculates mentary or secondary school Gifted Education, or Learning The Department of Curriculum in the fall term or who matric- teacher certification (provi- Disabilities. The M.A. pro- and Teaching offers a single ulated in the previous spring or sional or permanent) or proof grams in Early Childhood Spe- Doctor of Education program summer term and is enrolling that you have completed an cial Education, Elementary/ with nine areas of concentra- for his or her first fall term. accredited Elementary, Early Childhood Education, and tion. The program requires 90 Childhood or Secondary teacher Learning Disabilities are regis- points of graduate study C&T 5000 is designed to make preparation/student teaching tered with the State of New beyond the Baccalaureate, 35 of beginning doctoral students program. (For admission York, and graduates of these which may be transferred from aware of important problems requirements for the Preservice programs are recommended for previous graduate work at and issues in curriculum and M.A., see p. 164) certification in their respective other institutions, should they teaching, to introduce students fields. Preservice graduates of meet requirements of the to methods of formulating In addition to the above, the M.A. program in Gifted Teachers College degree. questions and to modes of Ed.M. students must provide Education can become certified inquiry appropriate to doctoral- evidence of a minimum of two by applying for certification Applicants interested in the level research, and to build a years of successful teaching directly to the State Education Ed.D. program in the Depart- cohesive student cohort. experience, and students seek- Department. ment of Curriculum and Teach- ing the Ed.D. degree must pro- ing should consult the booklet, C&T 5000 is a rigorous course, vide evidence of a minimum of Inservice M.A. programs are “Studying for the Ed.D. with respect to both the quan- three years of successful teach- designed for people who are Degree in the Department of tity and sophistication of the ing experience. already certified or are provi- Curriculum and Teaching,” material for which students are sionally certified to teach in available from the Admissions held responsible. The course Admission to programs leading New York, in another state, or Office or from the Department requires a commitment of time to the Ed.D. degree is deter- on another grade level and who of Curriculum and Teaching. and effort commensurate with mined on the basis of academic seek a Masters of Arts degree in the norms of scholarship at the ability as evidenced by success Curriculum and Teaching, The concentrations within the doctoral level. in prior academic work and /or Early Childhood Education, Ed.D. program are: other measures of academic Early Childhood Special Educa- • Curriculum and Teaching: It is our belief that the aptitude; demonstrable poten- tion, Elementary/Childhood Theory, Research, and Practice demands placed on the stu- tial for research, field inquiry, Education, Gifted Education, • Early Childhood Educa- dents by this course will bene- or development activities in or Learning Disabilities. Grad- tion—(specialization) fit students and that those who education; and three years of uates of inservice M.A. pro- • Early Childhood Special Edu- complete the course will be successful teaching or equiva- grams can become permanently cation well prepared to continue their lent experience. All applicants certified by applying for perma- • Educational Leadership: doctoral studies successfully are required to submit GRE or nent certification directly to the Teacher Education/Supervi- through the dissertation phase. Miller Analogy Test scores that State Education Department. sion/Staff Development Students accepted into the are no more than five years old • Gifted Education Ed.D. program will receive a and are required to submit a There are currently eight M.A. • Learning Disabilities list of course texts with their writing sample. The Depart- programs in the Department of • Reading and Language Arts acceptance letters so they can ment of Curriculum and Curriculum and Teaching. • Religious Education begin their reading early. Teaching evaluates Ed.D. • Urban and Multicultural applications once per year. Education The application deadline is

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January 2nd. Applications Master of Arts Department requirements: Master of Education received after January 2nd The basic curriculum for M.A. • C&T 4501, Teacher educa- The basic curriculum for Ed.M. will be evaluated in the fol- students includes: tion lectures (1 point) students includes: lowing year. Curriculum Design (3 points): • C&T 4502, Master’s project Core: • Choose from C&T 4023, Dif- (1 point) • C&T 4002, Basic course in Program Description: ferentiated curriculum for • A minimum of 12 points in theory of curriculum design The Program in Curriculum the gifted and talented, C&T Department (3 points) and Teaching is designed for 4052, Designing curriculum • At least 3 courses (at least 2 • C&T 4004, Basic course in experienced inservice teachers, and instruction, or C&T points each) outside Depart- school improvement (3 administrators, and other edu- 5114, Cognitive curriculum ment points) cators who 1) have received for- • Completion of Master’s mal professional preparation in in early childhood education. • C&T 4005, Principles of Teaching Strategies (3 points): Action Research Project teaching and learning (3 preschool through grade twelve (0 points) teaching at an accredited col- • Choose from C&T 4005, points) Principles of teaching and • Practical Curriculum Design lege or university; 2) hold, or The basic curriculum for M.A. stu- are eligible to receive, teacher learning or C&T 4121, Early Course (at least one) of the childhood teaching strategies dents with a concentration in Read- following: C&T 4052, certification; and/or 3) have a ing/Writing (TYZL) includes: within a social context. Designing curriculum and minimum of one year’s head • C&T 4138, Literacy instruc- Basic Course in Curriculum instruction (2–3 points), teaching experience (which tion in the early and middle Theory (3 points): C&T 4023, Differentiated must be assessed and approved years (6 points) • C&T 4002, Basic course in curriculum for the gifted-tal- by faculty). • C&T 4151, The teaching of theory of curriculum design ented (2–3 points), C&T writing (3 points) • Other than the above courses 5114, Cognitive curriculum Students will have opportuni- • C&T 4140, Literature for at least one course addressing in early childhood education ties to become expert in such younger children (2–3 one of the following: (3 points), or MSTU4083, areas as curriculum develop- points) or C&T 4141, Litera- a) subject focus, b) age focus, Instructional technology & ment, school change and ture for older children (2–3 or c) setting/context focus. media systems (3 points). reform initiatives, action points) or another course in Department requirements: • One course in social-histori- research and other school-based children’s literature. • C&T 4501, Teacher educa- cal foundations of curriculum inquiry strategies, and will • Depending on grade level tion lectures (1 point) and teaching. Choose from: gain perspectives on teaching focus and area of interest, • C&T 4502, Master’s project C&T 4118, Theoretical foun- as complex intellectual activity. choose from: C&T 4835, The overarching intention of (1 point) dations of childhood educa- C&T 5037, C&T 5042, C&T the program is to assist educa- • A minimum of 12 points in tion (2–3 points), C&T 5800, A&HL 4058, HBSK tors who expect to exert leader- the department 5036, Child and Family Pol- 4072, HBSK 4074, HBSK ship in their school settings • At least 3 courses (at least 2 icy (2–3 points), C&T 4020, 5373, HBSK 5376, HUDK and with their colleagues. (See points each) outside of the The environments of school 4010, HUDK 5024, HUDK above for areas of concentration department (2–3 points), C&T 5074, 5091 within this program.) • Completion of the action Curriculum and teaching • At least one of the following: research project (0 points) policy (3 points). C&T 4113, Early childhood Any applicant seeking initial • Beyond the core courses, stu- methods and programs (3 teacher certification should The basic curriculum for M.A. dents’ programs are individ- points), apply for the M.A. program in students with a concentration in ually planned with their C&T 4130, Current issues in Elementary/Childhood Educa- Elementary/Secondary (TYZT) advisors, based on their pro- elementary education (3 tion—Preservice. Individuals includes: fessional goals and interests. working in areas related to • At least one of the following: points), or C&T 4145, The education of education but who are not C&T 4130, Current issues in Doctor of Education seeking teacher certification elementary education (3 youth and adolescents (3 may engage in the professional points), or C&T 4145, The points) The basic curriculum for Ed.D. study of Curriculum and education of youth and ado- Department requirements: students includes: Core: C&T 5000, Theory and Teaching. Admission to lescents (3 points) • C&T 4501, Teacher educa- Inquiry in Curriculum and degree study will depend on • At least one of the following: tion lectures (1 point) Teaching (6 points each semes- faculty assessment and C&T 4020, The environ- • C&T 4502, Master’s project ter, fall and spring, of the first approval of prior participation ments of school (2–3 points), (1 point) in education-related activities • A minimum of 12 points in year) or C&T 4118, Theoretical Research Requirements: HUDM (other than classroom teach- foundations of childhood Department • At least 3 courses (at least 4122, Probability and Statisti- ing) or work in educational education (2–3 points), or 2 points each) outside cal Inference (3 points), institutions. C&T 5036, Child and Fam- Department HUDM 5122, Applied Regres- ily Policy (2–3 points) Degree Requirements: • Completion of Master’s sion Analysis (3 points), C&T All the Masters of Arts programs Action Research Project 7500, Dissertation Seminar in include field experience or practica. (0 points) Curriculum and Teaching (3

162 D EPARTMENT OF C URRICULUM AND T EACHING points), C&T 7501 Disserta- The Master of Arts program in • A minimum of 18 points Early Childhood Special tion Seminar in Curriculum Early Childhood is an inservice related to early childhood and Teaching (3 points), plus program, primarily for people • At least 3 courses outside the Education one additional course in already certified (or provision- department for at least 2 (Code: TEC) research methods (2–3 points). ally certified) to teach. Consid- points each Program Coordinator: Professor eration may also be given to • Master’s project (0 points) Recchia Other courses are selected in applicants whose training and consultation with an advisor. experience are in closely allied Master of Education Degrees Offered: professional fields, but they Master of Arts (M.A.) Concentrations include: may have to take additional The basic curriculum for Ed.M. Master of Education (Ed.M.) students includes: • Curriculum and Teaching: credits to meet the require- Doctor of Education (Ed.D.), Core: Theory, Research, and Practice ments for the M.A. available through Curriculum • C&T 4002, Basic course in • Early Childhood Education and Teaching (Code:TYZ) theory of curriculum design • Early Childhood Special Edu- Students who seek preparation (3 points) cation in Early Childhood Education Program Description: • C&T 4004, Basic course in • Educational Leadership: and are not certified may seek Early Childhood Special Edu- school improvement Teacher Education/Supervi- admission to the degree pro- cation is a rapidly expanding (3 points) field providing early interven- sion/Staff Development gram in Elementary/Childhood • C&T 4005, Principles of tion and educational services • Gifted Education Education-Preservice and can teaching and learning (3 to infants, toddlers, and • Learning Disabilities concentrate in the early child- points) preschool children with dis- • Reading and Language Arts hood grades by completing • C&T 5513, Seminar in early abilities (including those at- • Religious Education 14–15 credits of electives in childhood education risk for developing disabili- • Urban Education early childhood courses and doing one semester of student (3 points) ties) and their families in teaching at the kindergarten or • C&T 5514, Seminar in early home, hospital, and center- Early Childhood pre-kindergarten level. childhood education (3 based settings. This program points) or C&T 5036, Child prepares educators to work Education with young children and their (Code: TYD) At the doctoral level, the con- and Family Policy (2–3 families by emphasizing early Program Coordinators: Profes- centration in Early Childhood points) development, curriculum, and sors Genishi, Kagan, and Education prepares candidates Beyond the core courses, stu- instructional strategies within Williams for college teaching, research, dents’ programs are individu- and other leadership positions ally planned with their advi- a family-oriented, child- in early childhood education. sors, based on their professional focused model. Students are Degrees Offered: prepared to work with a range Master of Arts (M.A.) The concentration is highly goals and interests. selective, aiming to identify of ages and disabilities, and to Master of Education (Ed.M.) apply their skills within both Doctor of Education (Ed.D.), and train individuals whose Doctor of Education prior education and experi- inclusive and self-contained available through Curricu- The basic curriculum for Ed.D. settings. lum and Teaching ence, whether or not it has students includes: been specifically in the field of (Code:TYZ) Core: C&T 5000, Theory and The course of study for the early childhood, gives promise Inquiry in Curriculum and of the ability to develop M.A. in Early childhood Spe- Program Description: Teaching (6 points each semes- cial Education makes provision The program in Early Child- modes of inquiry suitable to ter, fall and spring, of the first the field’s complexities. for students with backgrounds hood Education is concerned year) in special education, for stu- with the education of children Research Requirements: HUDM Degree Requirements: dents with backgrounds in from birth to eight years of 4122, Probability and Statisti- education but not in special age. It is designed to accom- Master of Arts cal Inference (3 points), education, and for students plish three major goals: (1) to HUDM 5122, Applied Regres- The basic curriculum for M.A. with no previous course work relate research on the growth, sion Analysis (3 points), C&T in the field of education. As a development, and education of students includes: 7500, Dissertation Seminar in Core: result, the number of credits young children with practice in Curriculum and Teaching (3 required for graduation and current early childhood educa- • C&T 4113, Early childhood points), C&T 7501 Disserta- methods and programs teacher certification and the tional programs, including cur- tion Seminar in Curriculum course of study varies as a func- riculum development and pro- (3 points) and Teaching (3 points), plus • C&T 4118, Theoretical foun- tion of the student’s previous gram assessment and one additional course in educational history. evaluation; (2) to strengthen dations of childhood educa- research methods (2–3 points). tion (2–3 points) and augment the competencies Students with special education of teachers and other educa- • C&T 5321, Practicum in Other courses are selected in early childhood education backgrounds can complete the tional personnel; and (3) to consultation with an advisor. course of study for the Master investigate historical, current, (3–4 points) • A minimum of 12 points of Arts degree by earning 32 and projected issues central to credits of course work, as can early childhood education. within the department

163 D EPARTMENT OF C URRICULUM AND T EACHING those with education back- Degree Requirements: Culminating Project (0 points) opment, speech and language grounds outside the field of development, neurophysiology, Master of Arts special education. Course requirements for M.A. stu- etc.), 10–12 points in research Course requirements for M.A. stu- dents with Education backgrounds and technology, and 6–8 points Students with no previous dents with backgrounds in Special but no previous course work in Spe- in practicum experience. 30 course work in education must Education include (minimum of cial Education include (minimum points may be transferred in complete at least 36 credits in 32 points): of 32 points): from other programs. The exact order to obtain the Master of Core (19–23 points): Students who are certified/have course of study is designed by Arts degree and the depart- • C&T 4080, Normal and backgrounds in elementary students in collaboration with ment’s recommendation for atypical development in education, including 6 credits their program advisors. provisional certification as a young children (2–3) in the teaching of reading, fol- teacher of special education. • C&T 4081, Programs for low the course of study Doctor of Education described above with the addi- young children with disabili- The basic curriculum for Ed.D. The Ed.M. Program in Early tion of C&T 4001, Teaching ties (2–3) students includes: Childhood Special Education students with disabilities in • C&T 4082, Assessment of Core: C&T 5000, Theory and offers students who have already the regular classroom or HBSE young children with excep- Inquiry in Curriculum and completed the Master of Arts 4002, Adapting curriculum tionalities (2–3) Teaching (6 points each semes- degree (or the equivalent) an and instruction for children • C&T 4083, Working with ter, fall and spring, of the first opportunity for more special- with disabilities (or an families of young children year) ized and advanced study, train- approved equivalent). All stu- with disabilities (2–3) Research Requirements: HUDM ing, and practice in the field. dents should have a minimum • C&T 4302, Supervised 4122, Probability and Statisti- Ed.M. students take a series of total of 24 points in courses in practicum in the assessment cal Inference (3 points), interdisciplinary courses focused special education by the end of of young children with HUDM 5122, Applied Regres- on their individual areas of the program. exceptionalities or HBSE sion Analysis (3 points), C&T interest (e.g., infant develop- 4300, Supervised practicum 7500, Dissertation Seminar in ment and practice, working Course requirements for M.A. stu- in the educational assessment Curriculum and Teaching (3 with families, working in inclu- dents with no background in Edu- of exceptional children (2–3) points), C&T 7501 Disserta- sive settings, curriculum devel- cation include (minimum of 36 • C&T 4308, Pre-Student tion Seminar in Curriculum opment, etc.). Teaching and points): teaching practicum in and Teaching (3 points), plus research practica are incorpo- Students with no background early childhood special edu- one additional course in rated into the program. in education follow the course cation (3) research methods (2–3 points). • C&T 4708, Observation of study described above with The Department of Curriculum several additions. First, C&T and student teaching in spe- Other courses are selected in and Teaching offers a doctoral 4001, Teaching students with cial education: Early child- consultation with an advisor. concentration in Early Child- hood (3) disabilities in the regular class- hood Special Education. This room, HBSE 4002, Adapting • C&T 5114, Cognitive cur- concentration prepares students curriculum and instruction for Elementary/Childhood riculum in early childhood for careers related to leadership children with disabilities, or an education (3), or C&T 4052, Education-Preservice and advocacy in the field, approved equivalent will be Designing curriculum and (Code: TYP) research and scholarship, and added to the Core requirement. Program Coordinators: higher education and teacher instruction (2–3) Second, students must secure a Special Education Focus (6–9 Professors Goodwin, Oyler, preparation programs. Core placement (either a paid posi- and Schoonmaker courses emphasize theory and points): tion or a volunteer position) in foundations in general and Students, with the approval a program which serves young Degree Offered: early childhood education and of their advisor, will select a children with or without dis- Master of Arts (M.A.) research methods and training. meaningful combination of abilities during their first Seminars and advanced practica three special education elec- semester enrolled (or during the Special Application focus on special topics in the tive courses. These may con- semester previous to the one in field. Opportunities for sist of either three courses which they do their student Requirements/Information: involvement in faculty-spon- within one area of focus, or teaching). Third, students may Applicants who wish to enroll sored research and professional three courses from diverse consider selecting courses in the in the Summer or Fall semester development activities are an areas of focus. teaching of reading as part of should make every effort to integral part of the program Teachers College Breadth (4–6 their breadth requirement. meet the January 15 priority concentration. points): deadline. Applications will be considered until April 1 on a Two additional TC courses in Master of Education Programs other than the space-available basis. Those who home program. These courses Course requirements for Ed.M. complete their applications after should be selected carefully, students include: the priority deadline may not with an eye toward enhancing 30 points in Special Education have the opportunity to begin the students program of and/or Early Childhood Educa- student teaching in their first study. tion, 12 points in related social year, even if admitted. science courses (e.g. child devel-

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Applicants who wish to enroll work taken prior to entering accounts for approximately Program Description: in the Spring semester must Teachers College; half of the 40 points required, The M.A. program in gifted submit their applications no 2. elective course work taken at the following courses are education is designed primarily later than the November 1 pri- Teachers College either as a required for certification and for teachers, both inservice ority deadline. part of or in addition to the the master’s degree: teachers (those who already 40 points required for the • one course in Child Develop- hold teaching certificates) and Program Description: degree; ment (2–3 points)*, such as preservice teachers (individuals This is a 40-point M.A. preser- 3. graduate or undergraduate C&T 4118, Theoretical who have no background in the vice program for applicants with course work taken elsewhere, foundations of childhood field of education but wish to little or no teaching experience with permission of the Reg- education become teachers). Preservice or preparation who are seeking istrar, while completing the • one course in Educational students who complete the certification at the elementary Teachers College degree; Foundations (2–3 points)*, M.A. degree in the Program in level, grades N–6. Extensions these would be in addition philosophical, historical, Gifted Education become certi- for Early Childhood and Middle to Preservice Program sociological etc. fied as elementary or secondary School levels are possible. The degree requirements; • two courses in Methods of school teachers by applying program includes a professional 4. successful completion of the Teaching Reading (3 points directly to the State Education student-teaching sequence from College Level Examination each): C&T 4132 and C&T Department for Certification. September through May. Program (CLEP) test can be 4133, to be taken in conjunc- substituted for course work tion with student teaching. The Ed.D. degree is a concen- Students may complete the pro- in a second language, or in • one course in Methods of tration within the general Cur- gram on a full-time or part-time each of the liberal arts sub- Teaching Math (3 points): riculum and Teaching Ed.D. basis; students have the option jects. Upon successful com- MSTC 5010, Mathematics in program. Students enrolled for to complete an accelerated pro- pletion, it may fulfill the the elementary school this degree meet the depart- gram (an academic year plus course requirement in Eng- • one course in Methods of mental doctoral core require- preceding and following sum- lish, social science, mathe- Teaching Science (3 points): ments, complete coursework in matics, and/or science. gifted education, and undertake mer sessions) or to extend their MSTC 4040, Science in program over 2–5 years. dissertation research on a prob- childhood education and Please note that for New York lem related to gifted students. MSTC 4140 Laboratory Students planning to student City licenses and for states methods and experiences for teach are required to file a Dec- other than New York, require- Degree Requirements: elementary school teachers laration of Intention to Student ments for certification may be Master of Arts Teach (available from the different. It is up to the stu- • one course in Special Educa- Department Office) by May 15 dent to be aware of any addi- tion Methods (2–3 points) The basic curriculum for M.A. prior to the Fall term in which tional provisions. Contact the * Appropriate undergraduate students includes: they plan to student teach. A Board of Education of New courses may be substituted • The Nature of Giftedness non-refundable deposit of York City and State Education for these requirements; please (6–9 points)* $150.00, which is later released Departments for current licens- consult with Preservice fac- Required: C&T 4021, Nature into the student’s account upon ing requirements. ulty. and needs of gifted students registration for student teaching (2–3 points) and C&T 5023, that Fall, is also required by Degree Requirements: Each student may use the bal- Exceptionality and intelli- May 15. Some courses may be The basic curriculum for M.A. Ele- ance of his/her 40 points as gence: Theoretical taken before beginning the pro- mentary Preservice students includes: he/she decides, in consultation approaches (2–3 points). with an advisor, to specialize in fessional sequence. • The Preservice Core, includes Elective: C&T 4025, Educat- an area of interest, to obtain such topics as teaching meth- ing the young gifted child additional certification, or to New York State and the Preser- ods, child development, (2–3 points) sample a variety of graduate- vice Program require that teaching in urban and cultur- • Teaching Gifted Students level courses at Teachers Col- degree/teacher certification ally diverse settings, curricu- (9–12 points)* candidates complete a distribu- lum development, alternative lege, Columbia University, Union Theological Seminary, or Required: C&T 4023, Differ- tion of liberal arts course work models of teaching, social Jewish Theological Seminary. entiated curriculum for at either the graduate or under- studies curriculum, and class- gifted students (2–3 points), graduate levels. This includes a room management and orga- C&T 5023, Planning and minimum of 6 credits in each nization (designated C&T Gifted Education implementing programs for of the following domains: Eng- 4123, C&T 4334/5 and C&T (Code: TEI) gifted students (3 points). lish, mathematics, social sci- 4726 in the Fall; C&T 4124, Program Coordinator: Elective: C&T 4822, Instruc- ence, science, and two term C&T 4143, C&T 4336, C&T Professor Borland tional models in the educa- length courses in a language 4501, C&T 4726 in the tion of gifted students (1–2 other than English (proven Spring). Students complete Degrees Offered: points), C&T 5810, New proficiency may substitute for the Preservice Core concur- Master of Arts (M.A.), approaches to identifying course work in language). This rently with the student teach- Doctor of Education (Ed.D.), and educating gifted stu- requirement can be satisfied by: ing semesters. In addition to available through Curriculum dents (1–2 points), C&T 1. transcript review of course the Preservice Core, which and Teaching (Code:TYZ) 5902, Problems in special

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education: Giftedness (1–3 Teaching (3 points), plus one ments, complete course work In addition to the above, four points) additional course in research in learning disabilities, and to six points in elective courses • Out-Of-Department methods (2–3 points). undertake dissertation research should be chosen in consulta- Requirements (9–12 points): • Other courses are selected in on a problem related to learn- tion with an advisor. Selection Preservice students must take consultation with an advisor. ing disabilities. is influenced by factors such as two 3-point courses in teach- Curriculum and Teaching previous academic background ing reading (6 points) and Requirements: 9 points of course Degree Requirements: and career objectives. For Pre- service students, the minimum one additional pedagogy work in the Department of Master of Arts course to be determined in Curriculum and Teaching number of points required is consultation with their advi- The basic curriculum for M.A. 36. Students must take, in lieu sor (3 points). Giftedness Requirements: 27 students includes: of electives, courses in literacy Inservice students select addi- points of course work in courses • C&T 4046, Introduction to for general educators (2–3 tional courses in consultation in gifted education, including 9 learning disabilities (2 points), child or adolescent lit- with their advisor. to 12 points in C&T 6506, points) erature (2–3 points), and class- • Student Teaching (3–6 Advanced Seminar: Giftedness • C&T 4047, Education of stu- room management (3 points). points): dents with learning disabili- Preservice students take C&T Elective courses: 27 points of ties (2 points) Doctor of Education 4702, Observation and stu- course work determined by the • C&T 4048, Diagnosis and The basic curriculum for Ed.D. dent teaching in special edu- student and his or her adviser remediation of math learning students includes: cation: Gifted (3 points) disabilities (2 points) • Core: C&T 5000, Theory and twice, in separate semesters. Learning Disabilities • C&T 4853, Multisensory Inquiry in Curriculum and Inservice students take C&T (Code: TEN) teaching of basic language Teaching (6 points each 4702, Observation and stu- Acting Program Coordinator: skills (3 points) semester, fall and spring, of dent teaching in special edu- Professor Reid • C&T 4049, Educational the first year) cation: Gifted (3 points) one accommodations and modifi- • Research Requirements: semester. Degrees Offered: cations for students labeled HUDM 4122, Probability • Culminating Project Master of Arts (M.A.) learning disabled (2 points) and Statistical Inference (3 (0 points): Doctor of Education (Ed.D.), • C&T 4301, Practicum in points), HUDM 5122, A culminating project, available through Curriculum educational assessment (3 Applied Regression Analysis arranged in consultation with and Teaching (Code: TYZ) points) (3 points), C&T 5502, C&T your advisor, that demon- • C&T 4705, Student teaching 7500, Dissertation Seminar strates your ability to inte- Program Description: in learning disabilities (6 in Curriculum and Teaching grate your theoretical knowl- The Master of Arts program is points in two semesters) (3 points), C&T 7501 Disser- edge with practical problems designed to prepare teachers to • C&T 5905, Problems in Spe- tation Seminar in Curricu- and issues in gifted education. work with students with spe- cial Education: Learning dis- lum and Teaching (3 *The number of points in the cific disabilities. The program abilities (2 points)* points)—optional, plus one first two categories must equal is based on the assumption that • HBSK 4072, Theory and additional course in research 17–20. successful teachers of students techniques of reading assess- methods (2–3 points). with learning disabilities must ment and intervention ( 3 • Other courses are selected in Doctor of Education have a thorough understanding points) consultation with an advisor. of the nature of learning and of • HBSK 5373, Practicum in The basic curriculum for Ed.D. learning disabilities and must diagnosis of reading diffi- students includes: also be skilled in planning and culty (3 points) Reading and Learning Core: evaluating instruction and in • C&T 4501, Teacher educa- • C&T 5000, Theory and Disabilities collaborating with others who tion lectures (0–2 points)* Inquiry in Curriculum and (Code: TZB) work with these students in • C&T 4504, Child abuse & Offered jointly with Depart- Teaching (6 points each various settings. The program Drug abuse detection and semester, fall and spring, of ment of Health and Behavior requires a minimum of 34 reporting (0 points)** Studies. the first year) points. Graduates who meet *Students must enroll for, and meet Research Requirements: Program Coordinators: the requirements of the pro- the requirements of, C&T 4501 in Professor Reid and Professor • HUDM 4122, Probability gram will be recommended for order to meet New York State Cer- and Statistical Inference (3 Perin (Health and Behavior the New York State Certificate tification requirements for work in Studies) points) in Special Education. multicultural education. • HUDM 5122, Applied ** Students must enroll for, and Regression Analysis (3 Degree Offered: The Ed.D. degree is a concen- meet the requirements of, C&T Master of Education (Ed.M.) points) tration within the general Cur- 4504 in order to meet New York • C&T 7500, Dissertation riculum and Teaching Ed.D. State Certification requirements. Special Application Seminar in Curriculum and program. Students enrolled for This course costs $10.00 and meets Teaching (3 points) Requirements/Information: this degree meet the depart- for 6 hours over the course of two Applicants must hold a gradu- • C&T 7501 Dissertation Sem- mental doctoral core require- Friday afternoons. ate M.A. degree in Learning inar in Curriculum and

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Disabilities or Reading from • C&T 4047, Education of stu- • HBSK 5374, Advanced C&T 4001. Teaching students either Teachers College or dents with learning disabili- practicum in the psycho-edu- with disabilities in the regular another accredited institution. ties (2–3 points)* cational assessment of read- classroom (3) Admission decisions are based • C&T 4048, Diagnosis and ing difficulties (3 points)* Faculty. Problems of educational upon undergraduate and grad- assessment, curriculum and teach- remediation of math learning Learning and Development Core ing, organization, and guidance of uate academic records (a GPA disabilities (2–3 points)* (9 points): students with physical, cognitive, of B+ or better is required), • HBSK 4072, Theory and • HUDK 4020, Theories of affective, and sensory disabilities. letters of recommendation, and techniques of reading assess- human development (2–3 For non-majors. Special fee: $10. a personal statement. Appli- ment and intervention (3 points) cants must also have at least points)* • HUDK 4022, Developmen- C&T 4002. Basic course in the- three years of full-time teach- • HBSK 4074, Reading com- tal psychology: Childhood ory of curriculum design (3) ing experience either at the prehension strategies and (2–3 points) Professor Lesko or Schoonmaker. time of admission, or before study skills (3 points)* • HUDK 4023, Developmen- The nature and design of educa- the granting of the degree. tional activities: theory, research, • HBSK 4077, Adult basic lit- tal psychology: Adolescence and practice of curriculum design. eracy (3 points) (2–3 points) Program Description: • C&T 4136, Methods and • HUDK 4027, Development C&T 4004. Basic course in The Reading and Learning Dis- materials for reading instruc- of mathematical thinking (3 school improvement (3) abilities Ed.M. requires a mini- tion (2–3) points) Professor Knight. Major themes mum of 60 points and is offered • C&T 4705, Student teaching • HUDK 4029, Theories of include state of the field regarding to applicants who have either in learning disabilities (3 human cognition and learn- school change, schools as social teacher certification or a mas- points)* ing (2–3 points) organizations, the individual in the organization, theories of ter’s degree in a related area and • C&T 4853, Multisensory • HBSE 4076, Introduction to desire additional, more special- change, and implementation teaching of basic language neuropsychology (3 points) strategies and processes. ized training within the read- skills (3 points) • HBSE 4079, Language devel- ing specialist area, without • HUDK 5090, Psychology of opment and habitation: The C&T 4005. Principles of teach- making the extended commit- language and reading (2–3 foundations (2–3 points) ing and learning (3) ment required to undertake points) • HUDK 4121, Developmen- Professor Whitford. Examination of pursuit of a doctoral degree. • HBSK 5099, Theories of tal psychology (2–3 points) the relationships among teaching, Graduates are eligible for state cognitive processes in writ- • HBSK 5070, Neural bases learning, and assessment; teaching certification as a reading teacher as a profession; and schools as com- ing (3 points) for language and cognitive and as a teacher of special edu- plex social organizations. • HBSK 5376, Practicum in development (3 points) cation. Applicants who have • Electives (13 points): neither a master’s degree nor intervention with reading C&T 4020. The environments of The remaining points should teaching certification in either and school subject difficulty school (2–3) be taken in courses that reflect Faculty. Space, objects, and territo- Reading Specialist or Learning (3 points)* the emphasis of the individual riality; school and classroom size; Disabilities should apply to the • HBSK 5377, Advanced student’s program. Those the environment as hidden curricu- Master of Arts program in one practicum in intervention points may include any courses lum; risk and stress in school; inter- of these two areas. Subsequent with reading and school sub- listed above, or in other areas. relationship of the cognitive, social to completing this Master of ject difficulty (3 points) and physical conditions and out- Electives should be selected in Arts degree, persons are eligible • HBSK 5080, Seminar in con- comes of schools and classrooms. consultation with an advisor. to apply for admission to the sultation and evaluation in Ed.M. program in Reading and reading (3 points)* C&T 4021. Nature and needs of Courses: Learning Disabilities. • C&T 4501, Teacher educa- gifted students (2–3) tion lectures (0–2 points)* Dr. Wright. Psychological factors C&T 4000. Introduction to spe- personal and social affecting identi- Degree Requirements: • C&T 4504, Child abuse & drug abuse detection and cial education (2–3) fication and development of gifted Courses marked with an * are Faculty. Enrollment limited to 35 children and youth: implications for required courses. Other courses reporting (0 points)* students. A first course in special education, counseling and guidance. necessary to fulfill each core Testing and Measurement Core (13 education offered for students who should be selected in consulta- points): are not special education majors. C&T 4022. Instructional models tion with an advisor. • C&T 5905, Seminar in cur- The course is a study of educa- in the education of gifted stu- The basic curriculum for Ed.M. riculum & teaching: Learn- tional programs for children and dents (2–3) students includes: ing disabilities (2–3 points)* adolescents with physical, mental, Professor Borland. A review and Reading and Learning Disabili- • HUDM 4050, Introduction emotional, or sensory handicaps. application of special instructional Emphasis is placed on the way ties Core (25 points): to measurement (2–3 systems for educating the gifted. points)* these special education programs Special attention devoted to frame- • C&T 4000, Introduction to fit, or should fit, into ongoing works developed by Gordon, special education (2–3 • C&T 4301, Practicum in work in schools. Special fee: $25. Parnes, Renzulli, Taba, Tannen- points) educational assessment (3 baum, Taylor and Williams. • C&T 4046, Introduction to points)* Course also offered as summer learning disabilities (2–3 • HBSK 5373, Practicum in workshop C&T 4822. points)* diagnosis of reading diffi- culty (3 points)*

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C&T 4023. Differentiated cur- included settings. Special fee: C&T 4083. Working with fami- C&T 4121. Early childhood riculum for gifted students (2–3) $25.00. lies of young children with dis- teaching strategies within a Dr. Wright. Development and abilities (2–3) social context (2–3) application of guidelines and plan- C&T 4051. Supervision for ele- Professor Recchia or faculty. Cur- Professor Genishi or Williams or ning differentiated curriculum for mentary and secondary schools rent and historical perspectives on faculty. Exploration of the teaching gifted and talented students. (2–3) parent involvement in the special strategies used in early childhood Professor Schoonmaker. Theory education and rehabilitation of education through analysis of the C&T 4025. Educating young and practice of supervision in ele- infants, children, and youth with social contexts out of which they gifted children (2–3) mentary and secondary schools. disabilities. Emphasis on strategies have arisen. Emphasis on assimila- Dr. Wright. Examination of theo- Emphasis is on the role of the and materials to facilitate a contin- tion and application of differing ries and practices relevant to the supervisor in improvement of uum of parent and family partici- strategies through workshop format. education of the young (preschool instruction and curriculum devel- pation. Special fee: $10. through second grade) gifted child opment. Students practice tech- C&T 4122. Issues in parenthood with particular focus on the devel- niques for improving supervisory C&T 4113. Early childhood and education (2–3) opment of critical-thinking and skills through role playing, case methods and programs (3) Dr. Hoffman. Examination of rele- problem-solving skills. studies, and analysis of teaching. Professor Genishi or Williams or vant theory and research on parent Attention given to creating pro- Dr. Fennimore. Comparative study development. Topics include transi- C&T 4029. Creativity: Its nature grams for continuous professional of traditional, current, and innova- tion to parenthood, pregnancy, par- and nurture (2–3) growth of elementary and sec- tive program models designed for enting children of different ages, at- Faculty. An examination and criti- ondary school teachers, paraprofes- children from birth through 8 risk parents, parenting the special cal appraisal of theories of creativ- sionals, and leadership personnel. years of age. needs child, and single parenthood. ity, test development to measure Methods of working with different creativity, and methods designed C&T 4052. Designing curricu- C&T 4114. Multicultural parent populations are addressed. to enhance the creativity of chil- lum and instruction (2–3) approaches to teaching young dren and adults. Professor Lesko or Oyler or faculty. children (3) C&T 4124. Curriculum develop- Application of models for design- Professor Williams. Analysis of ment in elementary education C&T 4046. Introduction to ing curriculum and instruction. major curriculum models for learn- (2–3) learning disabilities (2–3) Students design curriculum in col- ing in young children through use Professors Goodwin, Oyler, Professor Reid. Enrollment by per- laborative groups. of culturally and environmentally- Schoonmaker and Staff. Permission mission only. This course is derived content. required. Open to student teach- designed to examine the psycho- C&T 4078. Curriculum and ers, interns, assistant and begin- logical and social characteristics of teaching in urban areas (2–3) C&T 4117. Play: The roots of ning teachers who are concurrently children and adolescents described Professor Knight. Analysis of social competence in young children working in elementary or middle as learning disabled. context and resources for curricu- (3) schools. Continuation of C&T lum and teaching in urban areas. Faculty. The origins of play and 4123, with emphasis on teaching C&T 4047. Education of stu- related aspects of development of social studies, the interrelation- dents with learning disabilities C&T 4080. Normal and atypical with implications for practice. ship of various instructional fields, (2–3) development of young children and team curriculum development. Faculty. Procedures for teaching (2–3) C&T 4118. Theoretical founda- students with learning disabilities. Professor Recchia. A first course in tions of childhood education C&T 4130. Current issues in ele- Discussion and demonstration of early childhood special education (2–3) mentary education (2–3) selected methods applicable in for majors and non-majors. Devel- Professor Genishi. Major theories Professor Zumwalt or faculty. resource room programs, regular opment of infants, toddlers, and relevant to contemporary research Required for all Elementary Edu- and special classes, and individual preschoolers with and without dis- and practice in early childhood and cation in-service majors and open remedial instructional settings. abilities. Cross-categorical. childhood education: learning the- to non-majors. A critical study of ory, Piaget’s interactionism, Vygot- curriculum and instructional prac- C&T 4048. Diagnosis and reme- C&T 4081. Programs for young sky’s sociocultural developmental tices in American elementary diation of math learning prob- children with disabilities (2–3) theory, and Bruner’s theory of prag- schools. Curriculum trends in sub- lems (2–3) Professor Recchia or Dr. Bernard. matics and context in development. ject areas such as reading, social Faculty. Techniques for identifying Curriculum development and studies; trends and intended/unin- and remediating problems affect- instructional strategies for excep- C&T 4119. Issues and interdis- tended consequences of practices in ing math mastery in children tional young children birth to age ciplinary methods for working areas such as management and dis- labeled learning disabled. Review 5, in home and center-based pro- with parents of young children cipline; teacher expectancy and of relevant research. Evaluation of grams. Organization and planning (2–3) accountability. Special attention materials, methods, tests, and of activities and intervention mod- Dr. Hoffman. Issues such as separa- will be paid to the role of educa- remedial techniques in resource els; analysis and selection of mate- tion, problematic behaviors, and tional leadership. room programs, regular and spe- rials; community resources. Cross- assessment are examined in the cial classes, and individual reme- categorical and transdisciplinary. development of interdisciplinary C&T 4132. Learning and teach- dial instruction. strategies for working with parents ing in the primary reading/ C&T 4082. Assessment of young of normal, at risk, and handicapped writing classroom (3) C&T 4049. Educational accom- children with exceptionalities young children. Sessions are taught Professor Calkins, Kiefer, or Siegel. modations and modifications (2–3) by an interdisciplinary team of fac- Permission required. Examines for students labeled learning Professor Recchia. An introduction ulty and invited speakers from spe- principles of literacy learning in disabled (2) to formal and informal assessment cial education, clinical psychology, young children and introduces the- Professor Reid. Educational assess- strategies and their application to early childhood education, psychia- ories, practices, and materials for ment and intervention for students work with young children. try, pediatrics, and social work. teaching reading/writing in pri- labeled learning disabled in mary grades.

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C&T 4133. Learning and teach- C&T 4151. Teaching of Writing C&T 4302. Supervised acterized by gender, race, ethnicity, ing in the intermediate reading/ (3) practicum in the educational language, special needs, and sexual writing classroom (3) Professor Calkins. The course inte- assessment of young children orientation) is examined in relation Professors Calkins, Kiefer, or grates theory and practice for teach- with exceptionalities (2–3) to decisions about teaching Siegel. Permission required. Exam- ers. Topics include writing develop- Professor Recchia and Faculty. Per- methodology, curriculum, instruc- ines strategies for teaching, orga- ment, research on writing, models mission required. Prerequisite: tional materials, student grouping, nizing and assessing reading and for responding to and evaluating C&T 4082. Participation in educa- home-school-community relation- writing in intermediate grades. student writing, and classroom tional assessment of young children ships, and teachers’ professional methods for teaching the writing with exceptionalities. Analysis of growth and development. C&T 4136. Methods and materi- process in elementary classrooms. observational and test data; formu- als for reading instruction (2–3) lation of educational interventions. C&T 4502. Master’s project (1) Professor Kiefer or Professor Siegel. C&T 4159. Teacher education Conducted in the Center for Infants Professor Genishi, Goodwin, A survey of approaches to reading programs (2–3) and Parents and the Center for Tod- Lesko, Kiefer, or Siegel. Permis- instruction from kindergarten Faculty. Current developments in dlers and Parents. Course meets one sion required. Required for TYZ through middle school with a criti- programs for the preparation and full day a week. Lab fee: $150. Master’s students. Students work cal examination of modern meth- inservice development of teachers to develop proposals to initiate ods, materials, trends, and issues. for elementary and secondary C&T 4308. Pre-student teaching required Master’s action research schools. practicum in early childhood project. C&T 4138z. Literacy instruction special education (3) in the early and middle years (6) C&T 4160. Supervision in pre- Professor Recchia or Dr. Bernard. C&T 4503. Independent study Professor Calkins. An over view of service teacher education pro- This course is a practicum for stu- (1–3) methods of teaching reading and grams (2–3) dents in the Early Childhood Spe- Faculty. Permission required. writing including guided and Faculty. Theory and practice of cial Education Program that serves Majors work individually or in shared reading, miscue analysis, lit- supervision of student teachers. as a prerequisite for student teach- small groups with a staff member. erature circles, conferring in read- Designed especially for cooperat- ing. Students will work on and off Students should have had previous ing and writing, genre studies, etc. ing teachers, this course will help campus to develop competencies in course work with their supervising students develop supervisory skills such skills as C.P.R., program staff member and should select a C&T 4140. Literature for through case studies, role playing, planning, and working effectively problem relating to this work. younger children (2–3) and analysis of teaching. Lab with children and families. Special Professor Kiefer. Critical study of fee: $5. fee: $50. C&T 4504. Child abuse & sub- literary trends and materials for stance abuse detection and children in pre-kindergarten, C&T 4161. The teacher: Profes- C&T 4334-C&T 4337. Models of reporting (0–2) kindergarten, and early grades. sional/social/personal context of teaching: Practicum Dr. Jacullo-Noto. Specialized Consideration of developmental teaching (2–3) Professors Goodwin, Oyler, training in the Detection and issues and reader response theory Professor Zumwalt or faculty. Schoonmaker, and Staff. Permis- Reporting of Child Abuse and the relating to young children. Exploration of dilemmas facing sion required. Class meets for six Detection of Drug and Alcohol teachers today through analysis of sessions. Consult instructors for Abuse required for teacher certifi- C&T 4141. Literature for older historical studies, recent reports, exact dates during the term each cation by the State of New York. children (2–3) and autobiographical reflections. class will meet. A laboratory Professor Kiefer. Interpretive and Consideration of teacher develop- course for developing teaching C&T 4615. Young children and critical study of literature suitable ment theories and recent proposals skills and strategies based on con- social policy: Issues and prob- for later elementary grades and regarding teachers. Prerequisite: temporary models (group process, lems (2–3) junior high school. Consideration teaching experience. cooperative learning, synectics, Dr. Fennimore. Overview of social of promising practices in using lit- role play, concept development). policy towards young children as it erature in school groups. C&T 4200. Fieldwork in cur- Application of the models to field affects classroom practice and pro- riculum and teaching (1–4) problems in teaching, staffing, fessional goals. Situations such as C&T 4143. Social studies in the Faculty. Permission required. supervision, and curriculum child abuse, divorce and custody, elementary and middle school (2) Majors work under guidance. Stu- design. Video tape recorded peer student classification, and foster Professors Goodwin, Oyler, dents should have had previous teaching and analysis. care are examined. Schoonmaker and Staff. Permission course work with their supervising C&T 4334. Group process required. Developing a curriculum staff member and should select a strategies (1) C&T 4702. Student teaching- in social studies: emphasis on ratio- problem relating to this work. C&T 4335. Cooperative learn- giftedness (3) nal-empirical and emergent mod- ing (1) Dr. Wright. Observation and stu- els; critical examination of current C&T 4301. Supervised practicum C&T 4336. Synectics and role dent teaching. Permission practices. Material fee: $20. in the educational assessment of playing (1) Required. Course requires 3–5 days exceptional children (2–3) C&T 4337. Concept attain- a week for participation in commu- C&T 4145. The education of Faculty. Permission required. Pre- ment and formation (1) nity, school, and agency programs youth and adolescents (2–3) requisite: C&T 4004. Participation and a weekly seminar on campus. Professor Knight. A comprehen- in educational assessment of excep- C&T 4501. Teaching and learn- sive examination of adolescent tional children. Analysis of obser- ing in the multicultural class- C&T 4705. Student teaching- development and learning as they vational and test data; formulation room (0–2) learning disabilities (3) relate to issues of curriculum, of educational programs for excep- Dr. Langer de Ramirez. Open to Faculty. Observation and student teaching, and learning. tional learners. Conducted in the preservice and inservice students in teaching. Permission Required. Center for Educational and Psycho- all subject departments. Class Course requires 3–5 days a week logical Services or in appropriate meets for seven sessions (consult for participation in community, community facilities. Course meets department secretary or instructor school, and agency programs and a one full day a week. Lab fee: $150. for dates). Student diversity (char- weekly seminar on campus.

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C&T 4708. Student teaching- C&T 4900. Research and inde- C&T 5037. Literacy, culture and ment, business, the community, infancy and early childhood (3) pendent study: Curriculum and the teaching of reading (3) advocacy, and communication. Professor Recchia and Faculty. teaching (1–8) Professor Siegel. Prerequisite: C&T Observation and student teaching. Faculty. Master’s degree students 4136, C&T 4138, or equivalent. C&T 5113. Influence of social Permission required. Course undertake research and indepen- Examines current practices of read- factors in childhood education: requires 3–5 days a week for par- dent study under the direction of a ing instruction in light of theory Developmental strategies (2–3) ticipation in community, school, faculty member. and research on literacy as a social, Professor Genishi. Application of and agency programs and a weekly cultural and political practice. developmental, sociocultural, etho- seminar on campus. C&T 4900. Section 010. Seminar logical, and socialization theory in curriculum & teaching: C&T 5042. Special topics in and research to the understanding C&T 4726Z. Professional labo- Learning disabilities (2–3) children’s literature (3) of children’s social lives in the ratory experiences (including Professor Reid. Prerequisite C&T Professor Kiefer. Study of specific classroom and other settings. full-time student teaching) in 4049. Exploration of the following genres or curriculum issues in chil- elementary education (4–6) roles teachers of students labeled as dren’s literature. Topics are C&T 5114. Cognitive curricu- Professors Schoonmaker, Goodwin, learning disabled play in today’s announced in preliminary and final lum in early childhood educa- Oyler, and Staff. Permission schools: teacher-as-scholar-practi- course schedules distributed each tion (3) required. Students must begin in tioner, teacher-as-researcher, and semester. Registration not limited Professor Williams or Dr. Hoff- the Autumn term. Full-time stu- teacher-as-change-agent. to one term. man. Focus on the practical appli- dent teaching under the sponsor- cation of cognitive theory and ship of the regular classroom C&T 5000. Theory and Inquiry C&T 5053. Staff development research in the design of curricula teacher with supervision shared by in Curriculum and Teaching (6 processes and procedures (3) for children from birth to 8 years the cooperating teacher and Teach- points each semester, fall and Faculty. Concepts and practices of age. Emphasis on development ers College staff members. Assign- spring). related to staff development, in- of a sample curriculum. ments to classrooms provide for Faculty. Required of and limited service education, and organiza- emphasis on education for younger to first-year Ed.D. students in the tional improvement. Attention C&T 5118. Infant and toddler and older children in traditional Department of Curriculum and given to applications of staff development and practice (2–4) and innovative settings, including Teaching; must be taken in both development using institutional Professor Recchia or Dr. de Groot the College’s Professional Develop- the fall and spring semesters. cooperation, organizational Kim. Permission required. Theory ment School. Given in conjunction Introduction to and exploration of dynamics, and research on teacher is related to practice and research with C&T 4123 and C&T 4124. important problems and issues in training. Designed for principals, with infants, toddlers and families. Eighteen hours per week field curriculum and teaching, methods supervisors, curriculum directors, Students participate in classroom placement plus class hours. Stu- of formulating questions, and and others concerned with staff practice and meet for weekly semi- dents registering to begin student modes of inquiry appropriate to and program development to deal nar on-site at the Rita Gold Early teaching must file a Declaration of doctoral-level research. with change in their own institu- Childhood Center. Enrollment is Intention to Student Teach by May tional contexts. for 1 or 2 semesters. 15 prior to the Fall term. C&T 5023. Exceptionality and intelligence: Theoretical C&T 5074. Curriculum and C&T 5302. Advanced C&T 4729. Professional labora- approaches (2–3) teaching policy (3) practicum-giftedness (1–6) tory experiences (including stu- Professor Borland. Theories of cog- Professor Sobol. Prerequisite: C&T Professor Borland and Dr. Wright. dent teaching) in elementary nition as they relate to the issues of 4004. Examination of the theoreti- Permission required. Guided expe- education (4) intelligence and creativity pre- cal and political bases of curriculum riences for advanced students in Professor Goodwin. Permission sented as a basis for conceiving of and teaching policies and their Giftedness. Supervised group field required. Prerequisites C&T 4123 students as exceptional and for dif- influences on school organizations visits. Preservice internships or C&T 4124 and C&T 4726. ferentiating their curriculum. and teaching practices. Explores the arranged. Students submit reports Designed for students who have policy-making process from policy analyzing experiences. completed two semesters of stu- C&T 5024. Planning and imple- design through implementation. dent teaching as an additional lab- menting programs for gifted C&T 5305. Advanced oratory experience. (See C&T students (3) C&T 5112. Issues in child care practicum-learning disabilities 4726z description). Students regis- Professor Borland. Examination of and education: Infancy through (1–6) tering to begin student teaching factors affecting planning and school age (2–3) Faculty. Permission required. must file a Declaration of Inten- implementation of programs for Dr. Farber. An examination of such Guided experiences for advanced tion to Student Teach by May 15 the gifted, components of gifted issues as inclusion, equity, effects of students in Learning Disabilities. prior to the Fall term. programs, and systems approach to welfare reform, training needs, and Supervised group field visits. Pre- program planning. Students the role of transdisciplinary sup- service internships arranged. Stu- C&T 4731. Professional labora- develop written program plans for ports within the context of recent dents submit reports analyzing tory experiences (including stu- specific settings. demographic, social, political, and experiences. dent teaching) in elementary economic changes in our society. education (4) C&T 5036. Child and Family Public and private sector responses C&T 5308. Advanced practicum- Professor Goodwin. Permission Policy (2–3) to newly emerging issues, the infancy and early childhood (1–6) required. Given in conjunction with Professor Brooks-Gunn. Course dilemmas posed, and recom- Professor Recchia. Permission C&T 4123 or C&T 4124. Labora- provides a foundation of knowl- mended solutions. Evaluations of required. Guided experiences for tory experience designed for certified edge concerning the role of child the adequacy of the responses to advanced students in Early Child- teachers. (See C&T 4726z descrip- and family perspectives in inform- the demand for child care, and the hood Special Education. Preservice tion). Students registering to begin ing public policy. nature, characteristic, and quality internships arranged. Students sub- student teaching must file a Decla- of the supply. Invited speakers pre- mit reports analyzing experiences. ration of Intention to Student Teach sent perspectives from education, by May 15 prior to the Fall term. health and mental health, govern-

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C&T 5321. Practicum in early C&T 5902. Independent study- C&T 6408. Advanced intern- C&T 6507. Advanced seminar- childhood education: Curricu- giftedness (1–4) ship-infancy and early child- learning disabilities (3) lum development, observation, Professor Borland. Permission hood (1–6) Professor Reid. For doctoral stu- and assessment in early child- required. Qualified students work Professor Recchia. Permission dents in learning disabilities and hood (3–4) under guidance on practical required. Post-master’s level. related fields. Recent develop- Professor Genishi or Williams. research problems. Proposed work Intensive inservice internship at ments in theory and research as Permission required. Supervised must be outlined prior to registra- agency chosen to meet individual related to learning disabilities in-service competency-based field tion; final written report required. student’s needs. Students submit from psychological, educational, experiences in early childhood set- reports analyzing experiences. sociological, and other sources. tings. Emphasis on emerging C&T 5905. Problems in Special issues and refinement of practice. Education: Learning disabilities C&T 6452-C&T 6453. Intern- C&T 6508. Advanced seminar- (1–4) ship program in supervision infancy and early childhood (3) C&T 5323. Supervision and the Professor Reid. Permission and curriculum improvement Professor Recchia. For doctoral organization of programs for required. Qualified students work Professors Schoonmaker, Goodwin, students in special education and families with young children (3) under guidance on practical Oyler, and Staff. Permission related fields. Recent develop- Faculty. Prerequisites: C&T 5118. research problems. Proposed work required. Prerequisite: C&T 4160 ments in theory and research as Assessment procedures, supervi- must be outlined prior to registra- or C&T 4051. Work with curricu- related to the specialization from sion, and social policy are related tion; final written report required. lum leaders in an ongoing program. psychological, educational, socio- to the development and adminis- Fieldwork involves school system logical, and/or medical sources. tration of programs for families C&T 5908. Independent study- problems and leadership processes. with infants and toddlers. infancy and early childhood C&T 6452. In-Service (2–4) C&T 6532. Seminar in (1–4) C&T 6453. Preservice (2–4) reading/language arts and C&T 5500. Development of the Professor Recchia. Permission related research (3) curriculum field (2–3) required. Qualified students work C&T 6501-C&T 6502. Studies in Professor Siegel. Permission Professor Schoonmaker. Permission under guidance on practical curriculum and teaching (2–3) required. Open only to advanced required. Critical analysis of cur- research problems. Proposed work Faculty. Permission required. Inte- Master’s and doctoral students rent and historical developments must be outlined prior to registra- grating seminar provides an oppor- with a specialization in reading or in the theory and practice of cur- tion; final written report required. tunity for students to discuss issues related area who have completed a riculum making. and questions fundamental to the recent methods course in reading. C&T 5913. Independent study field of curriculum and teaching. In-depth study and discussion of C&T 5501. Research methods in of infants and parents (3) trends and issues in reading devel- curriculum and teaching Professor Recchia. Permission C&T 6503-C&T 6504. Seminar opment and instruction. Professor Borland or Siegel. Under- required. Workshop approach to in field research (2) standing and developing compe- the study and support of infants Faculty. Permission required. C&T 6533. Advanced study of tence in research methods for and their parents. Corequisite: C&T 6200-C&T children’s literature (3) studying curriculum and teaching. 6201. Collect and organize data Professor Kiefer. Permission C&T 6200-C&T 6201. Field and report field study findings. required. Issues and problems relat- C&T 5502. Introduction to study in designing curriculum Abstract generalizations or limited ing to the formulation of knowl- qualitative research in curricu- and instruction (2–8) theories as guides to practice and edge about children’s literature. lum and teaching (2–3) Faculty. Permission required. Field further research. Professor Genishi or Siegel. Intro- experiences in relation to design- C&T 6551. Seminar in supervi- ductory seminar on methods in ing, conducting, and evaluating C&T 6505. Spencer Seminar: sion and curriculum improve- qualitative research, with focus on programs in curriculum and School Research and Develop- ment (3) case studies in classrooms and instruction. ment (2) Professor Schoonmaker. Permis- schools. Professor Goodwin. This seminar sion required. Prerequisite: C&T C&T 6259-C&T 6260. Fieldwork is designed to prepare doctoral stu- 4051, C&T 4005, or equivalent. C&T 5513-C&T 5514. Seminar in preservice teacher education dents to conduct collaborative Primarily for doctoral students. in early childhood education (3) (1–4) school-based inquiry focused on Intensive study of selected prob- Professor Genishi, Recchia, or educational practice in elementary, lems. Major emphasis on formula- Williams. Required of all second- C&T 6400. Internship program middle, and high schools. Special tion of supervision strategies and year doctoral students in early in curriculum research (2–4) attention is given to issues of curriculum change. childhood education and open to Faculty. Permission required. For school-university collaboration, other post-Master’s students with doctoral candidates. Firsthand context-sensitive research method- C&T 6569. Seminar in theory permission. Examination of under- experience in a center where cur- ologies, urban educational and research in curriculum (1-3) lying issues and currents in early riculum research is in progress. improvement, and the relation of Faculty. Permission required. childhood education, with formu- research to development in school Critical study of classroom envi- lation of initial research plans. C&T 6405. Advanced intern- settings. Participation in field ronment as a laboratory for ship-learning disabilities (1–6) research and development is teacher education. C&T 5515. Infancy research Professor Reid. Permission required. seminar (1–6) required. Post-master’s level. C&T 6900-C&T 6901. Directed Professor Recchia. Permission Intensive in-service internship C&T 6506. Advanced seminar- research and theory develop- required. Research in infant devel- designed to meet individual stu- giftedness (3) ment in curriculum and teach- opment is facilitated and coordi- dent’s needs. Students submit Professor Borland. For doctoral ing (1–4) nated through training in a variety reports analyzing experiences. students in Giftedness. Recent Faculty. Permission required. of research methods and a seminar. developments in theory and research in gifted education.

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C&T 6914-C&T 6915. Advanced C&T 4822. Instructional models C&T 4858. Institute: Teaching formulas, advanced syllable divi- studies in early childhood and in the education of gifted stu- of Reading (3) sion, lesson planning, dictionary childhood education (1–4) dents (non-credit, 1 or 2) Professor Calkins. Designed to skills, composition, and compre- Professor Brooks-Gunn, Genishi, Professor Borland. What should help teachers of grades K–8 hension. Two-week summer session. Recchia, or Williams. Permission gifted students learn? How can we develop a theoretical framework required. Identification and theo- differentiate the curriculum for for the teaching of reading and a C&T 5854. Advanced multisen- retical and empirical investigation gifted learners in order to meet repertoire of strategies of enhanc- sory teaching of basic skills I of selected topics, problems, and their special needs more effec- ing students’ independence and (non-credit or 1) issues in early childhood and child- tively? These and other questions skills as readers. Two day-long workshops to extend hood education. Topics vary. May will be addressed in this three-day and refine skills in advanced phases be taken more than once for credit. workshop devoted to the discus- C&T 5800. Institute: Teaching of of curriculum while teaching in sion, analysis, and evaluation of Writing (non-credit or 1, 3, or 6) school settings. C&T 7500-C&T 7501. Disserta- instructional models designed or Professor Calkins. The focus of the tion seminar in curriculum and adapted for gifted students. Institute will be on the teaching of C&T 5855. Advanced multisen- teaching (1–3) Emphasis will be placed on the writing with the participants also sory teaching of basic skills II Professors Genishi or Zumwalt. principles of curricular differentia- working on their own writing. (non-credit or 2) Two semesters required of all doc- tion and on providing an overview There will be a combination of A continuation of C&T 5854. Four toral candidates in the depart- of a range of models designed to large group presentations, small day-long workshops. ment. Development of doctoral modify content, enhance the devel- interactive sessions, and writing dissertations and presentation of opment of thinking skills and workshops. Separate sections will plans for approval. enhance creativity. be offered for advanced partici- pants. A partial list of topics to be C&T 8900. Dissertation advise- C&T 4835. Improving reading covered includes: the central role ment in curriculum and teach- instruction (non-credit or 1–3) of planning and curriculum devel- ing (0) Professor Kiefer or Siegel. An insti- opment in the teaching of writing, Individual advisement on doctoral tute focusing on current issues in methods for holding out students dissertations. Fee: to equal 3 reading and related areas. Includes accountable for doing their best points at current tuition rate for oral and written language develop- work, classroom structures that each term. For requirements, see ment and children’s literature. support inquiry and collaboration, section in catalog on Continuous and using literature to help stu- Registration for Ed.D. degree. C&T 4853. Multisensory teach- dents craft their writing. The ing of basic language skills for Institute is appropriate for elemen- Continuing Education students with learning disabili- tary and secondary school teachers. ties (non-credit or 3–4) C&T 4802. Models of curricu- Dr. Birsh. Introduction to the the- C&T 5810. New approaches to lum and teaching oretical and practical issues of identifying and educating gifted (non-credit or 1) teaching a Multisensory Instruc- students (non-credit, 1 or 2) Professor Goodwin, Genishi, or tional Language approach in read- Professor Borland and Dr. Wright. Williams. An institute focusing on ing, spelling, and handwriting, This three-day workshop provides current issues in curriculum and and in the structure of English, participants with the opportunity teaching, such as innovative mod- based on Alphabetic Phonics to to learn about and discuss new els of teaching or curriculum dyslexic students. Four-week sum- challenges and approaches to iden- development in specific settings. mer session. Materials fee: $30. tifying and educating gifted stu- Topics vary and institute may be dents. Presentations and discus- taken more than once for credit. C&T 4854. Multisensory teaching sions will provide the core for each of basic skills I (non-credit or 1) day. Small group work and indi- C&T 4803. Facing History (1 to 2) Dr. Birsh. Prerequisite: C&T vidual consultations will also be Mr. Nelson. A workshop designed 4853. Two day-long workshops integrated throughout the three for educators who want to think combined with the teaching of days. The emphasis of these ses- about innovative approaches to cit- Alphabetic Phonics curriculum in sions will be on the creation of izenship education. Participants school settings. Extension of prac- practical products and practices will have the opportunity to inves- tice in Schedule II, teaching read- that can be used in the partici- tigate the consequences of racism, ing, spelling, and handwriting. pant’s schools. Schools are also anti-Semitism, and violence in encouraged to send both individu- society and ways to teach responsi- C&T 4855. Multisensory teach- als and teams with clearly articu- bly abut these issues in the class- ing of basic skills II (non-credit lated issues and problems they room. Case study of the events that or 1) would like to have discussed. led to the Holocaust will be used Dr. Birsh. Prerequisite: C&T 4854. to explore the significance of deci- Two day-long workshops combined C&T 5853. Advanced multisen- sions by individuals and groups in with the teaching of Alphabetic sory teaching of basic language history and the connections to the Phonics curriculum in school set- skills for students with learning choices adolescents face today. tings. Extension of C&T 4854. disabilities (non-credit or 2) Dr. Birsh. Prerequisites: C&T 4853, C&T 4854, and C&T 4855. In-depth extension of multisensory techniques for teaching reading strategies, spelling situations and

172 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Chair: Professor Charles E. Teaching of American Sign Adjunct Associate Professors: Russell Rosen (Special Educa- Basch Language as a Foreign Language Caroline Camuñas (Nursing tion and ASL as a Foreign Location: 531A Thorndike Hall *Offered jointly with the Education) Language) Telephone Number: Department of Curriculum and Robert E. Fullilove, III (Health Barbara Sandberg (School (212) 678-3964 Applied Teaching Education) Psychology) Educational Psychology: **Offered jointly with the Roseanne C. Gotterbarn Merrill Simpson (Nutrition) (212) 678-3942 Department of Biobehavioral (School Psychology) Virginia S. Stolarski (Special Health Education: Studies Toni Liquori (Nutrition) Education and Co-Director, (212) 678-3964 Nursing Marie T. O’Toole (Nursing Center for Educational and Education: Psychological Services) Faculty: Education) (212) 678-3120 Nutrition: Margaret G. E. Peterson Janet Twyman (Special (212) 678-3950 Professors: (Health Education) Education) Physical Education: Shannon Whalen (Health John P. Allegrante (Health John T. Pinto (Nutrition) (212) 678-3154 Joanne Rudolph (Nutrition) Education) Special Education: Education) William G. Anderson (Physical Lora A. Sporny (Nutrition) (212) 678-3880 Lillian Yung (Nutrition) Visiting Assistant Professor: Email: [email protected] Education)—Emeritus Charles E. Basch (Health Patricia A. Zybert (Health Elizabeth A. Walker—Honorary Fax: (212) 678-8259 Education) (Nursing Education) Web Address: Education) http://www.tc.columbia.edu/~ Ann E. Boehm (School Visiting Associate Professors: Instructors: academic/health Psychology)—Emeritus Isobel R. Contento (Nutrition) C. Ronald MacKenzie—Hon- Sheila Amato (Special R. Douglas Greer (Special orary (Health Education) Education) Programs: Education) Connie N. Vance (Nursing Jane Bogart (Health Education) Applied Educational Psychology: Joan D. Gussow (Nutrition)— Education) Karen Reznik Dolins Emeritus Neurosciences and Education (Nutrition) Linda Hickson (Special Educa- Adjunct Assistant Professors: Maria Hartman (Special Reading Specialist tion) Sharon R. Akabas (Nutrition) Education) Reading and Learning- Lawrence H. Kushi (Nutrition) Lynne M. Bejoian (Special Susan Lipkowitz (Special Disabilities* Dennis E. Mithaug (Special Education) Education) School Psychology Education) Janice Berchin-Weiss (Special Leonor Maro (Nutrition) Kathleen A. O’Connell Caren Mercer (Special Health Studies: Education) (Nursing Education) Bonnie Bernstein (Nutrition) Education) Health Education Stephen J. Silverman (Physical Giannina Convertino (Special Shelley Mesznik (Nutrition) Nursing Education Education) Education) Howard Meyer (Physical Nutrition Gay Culverhouse (Special Education) Applied Physiology and Adjunct Professors: Education) Elizabeth Paul (Health Nutrition** Terry T. Fulmer (Nursing Diane Dillon (School Education) Community Nutrition Education) Psychology) Frank Rocco (Health Education) Education Barbara Krainovich-Miller David Erlanger (Neurosciences Myrna Rosario (Special Dietetic Internship Program (Nursing Education) and Education) Education) Nutrition and Public Health Clarence E. Pearson—Hon- Sara E. Hogin-McDonough Patricia Rothschild (Special Nutrition Education orary (Health Education) (Special Education) Education) Physical Education Thomas M. Kelly (Special Michelle Saunders (Special Associate Professors: Education) Education) Special Education: Ishita Khemka (Special Ruth Zealand (Special Marla R. Brassard (School Education) Administration of Special Psychology) Education) Education Ursula Kirk (School Michael Koski (School Behavioral Disorders Psychology) For information about faculty Psychology) and their scholarly and research Blindness and Visual Robert E. Kretschmer (Special Eugene McMahon (Special Impairment Education) interests, please refer to the Education and ASL as a “Faculty” section of the Catalog. Cross-Categorical Studies Foreign Language) Sheila O’Shea Melli (Nursing Deaf or Hard of Hearing Education) Dolores Perin (Reading Departmental mission: Guidance and Habilitation Specialist) Laura Menikoff (Reading Instructional Practice Stephen T. Peverly (School Specialist) Programs in this Department Mental Retardation Psychology) Stephen Morgenstern (Special share the common goal of help- Physical Disabilities Barbara C. Wallace (Health Education) ing people to realize their full Research in Special Education Education) Christine E. Pawelski (Special potential as learners, to make Supervision of Special Education) informed decisions, and to Education attain the best possible quality

173 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES of life. Health and learning are Current knowledge in behav- We encourage multidiscipli- sional with dual preparation inextricably linked. Optimal ioral science and education is nary efforts within the faculty able to “bridge the gap” learning cannot take place in integrated with field-based and hope that, in the course of between research underlying an atmosphere permeated with applications for health promo- their studies, students will cognition and behavior and the physical, psychological, and tion and disease prevention. acquire the valuable skill of problems encountered in social health problems, and working collaboratively with schools and clinics. optimal health cannot be Special Education experts in other disciplines. achieved without skill in learn- Among the programs included The program leads to an ing and literacy. in Special Education are: Applied Educational advanced master’s degree and is Administration and Supervi- intended primarily for qualified One way to enhance learning Psychology professionals with experience in sion of Special Education Pro- Neurosciences and Education potential is by overcoming grams, Applied Behavior such fields as school psychology, health-related constraints and Reading Specialist occupational therapy, physical Analysis and Behavioral Disor- Reading and Learning barriers to literacy through ders, Blindness and Visual therapy, learning disabilities, work at both the individual and Disabilities and reading. For most gradu- Impairment, Deaf or Hard of School Psychology community levels. Some pro- Hearing, Guidance and Habil- ates, the degree is designed to grams prepare professionals to itation, Instructional Practice, supplement their professional work with individuals and draw Mental Retardation, Physical Neurosciences and training; however, some go on on and contribute to the behav- to further graduate study. Disabilities, Research and Education ioral sciences and education. Supervision of Special Educa- (Code: TKN) Degree Requirements: Others emphasize the develop- tion programs. ment and assessment of innova- Program Coordinator: Professor The program of study in neuro- Ursula Kirk tive, multidisciplinary, commu- These programs prepare stu- sciences and education offers a nity-based interventions. systematic sequence of courses dents to serve as leaders and Degree Offered: scholar-practitioners skilled in within the neurosciences. Master of Education (Ed.M.) Basic courses The programs in the Depart- the development, evaluation • provide a thor- ment fall into the following ough introduction to the and application of practices Special Application categories: that improve the life prospects neural bases of behavior. Requirements/Information: Advanced courses of people with disabilities. • explore Applied Educational Psychology Applications are considered for implications of brain-behav- the fall term only. An interview ior research for educational The fields of study included in American Sign Language, The is recommended. and clinical practice. this program are: Neurosciences Teaching of ASL as a Foreign • Supervised practica enable stu- and Education, Reading Spe- Language Students who enter the pro- cialist, Reading and Learning dents to make use of neu- Teaching American Sign Lan- gram with a master’s degree ropsychological assessment Disabilities, and School Psy- guage (ASL) as a Foreign Lan- may apply up to 30 points of chology. Such study prepares findings for instruction and guage prepares students to acceptable graduate credit learning. students to serve as educators, serve as scholar-practitioners toward the Ed.M. Enrollment scientists, and service providers who are skilled, knowledgeable may be on a full- or part-time in a variety of settings, includ- Professional Studies and practiced in the develop- basis. Students may enter the All students are expected to ing universities, schools, psy- ment, evaluation and imple- program with only a bachelor’s choeducational clinics, hospital- develop or enhance their compe- mentation of pedagogy that degree but must combine tencies in and understanding of: based child study clinics, and will instruct and educate indi- study of the neurosciences with community agencies. a) the psychological processes viduals unfamiliar with ASL, earning an M.A. in an applied underlying development and the deaf community, and the area such as Learning Disabili- learning, b) the nature of psy- Health Studies culture of individuals who are ties or Reading Specialist. The choeducational assessment, c) The health studies program deaf or hard of hearing. M.A. provides a sequence of the social and philosophical includes: Health Education, supervised practica and oppor- foundations of education, and d) Nursing Education, Nutrition Typically, the population that tunities to acquire professional the theory and practice within a (Applied Physiology and Nutri- these scholar-practitioners will skills and experience. particular field of education or tion, Community Nutrition eventually instruct and educate clinical specialization. Thus, all Education, Dietetic Internship, are individuals who themselves Program Description: students must offer the mini- Nutrition and Public Health, have hearing, are in regular This is the first and only grad- mum preparation and point dis- Nutrition Education), and Phys- education programs, and pos- uate program focused on the tribution outlined below within ical Education. These programs sess a wide range of cognitive, educational and clinical impli- the four areas. Prior study at the prepare students to serve in social, and academic abilities cations of recent advances in graduate level may be applied leadership roles in community- and cultural backgrounds. understanding brain-behavior to meet these requirements if based organizations, govern- relationships. The objective of judged to be acceptable. ment agencies, corporations, The Department faculty offers the program is to prepare a health care settings, and schools. a broad spectrum of expertise. new kind of specialist: a profes-

174 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Students who are not qualified Learning and Cognition: • HBSK 5072, Developmental in a paper of publishable form through prior study at the • HBSK 5023, Cognitive Neuropsychology (3) and quality which is submitted undergraduate or graduate development (if not applied for permanent record at the level to meet the requirements toward Developmental Educational and Clinical Teachers College Library, and for registration, certification or requirements) Applications of the in an oral presentation of the licensure in an area of educa- • HBSK 5097, Psychology of Neurosciences work to the students and fac- tional or clinical practice must instruction (3) All students are expected to ulty of the Neuroscience and select one of the following three • A&HG 4011, Cognition offer minimally 24 points of Education program. areas for professional specializa- • A&HG 4002, Learning study in Neuroscience and tion within this program: Education course work. At Field Work/Case Studies a) Psychoeducational Practice- Psychological Evaluation least three courses (9 points) • HBSK 5274, Field Work: Reading, and Assessment must be selected for the Core Neuropsychological b) Elementary Education, The two courses (or their Courses. The Integrative Semi- Approaches to reading and c) Special Education, equivalents) indicated below nar (minimum of 3 points) is learning disabilities (0–4) d) Human Development, Cog- are required. required during work on the • HBSK 5375, Case studies of nition and Learning, or • HUDM 4050, Introduction Ed.M. paper. The four addi- reading and learning dDis- e) Motor Learning. to measurement (2–3) tional courses (12 points) nec- abilities from a neuropsycho- • HBSK 5320, Individual essary to fulfill the point logical perspective (3) In effect, students fulfill the psychological testing (3) requirement may be selected master’s level requirements in for the remaining Advanced Advanced Topical Seminars one of these three areas, and Educational or Clinical Course, Field Work/Case Stud- • HBSK 6575, Seminar in thus qualify for the M.A. Specialization ies, Workshops/Conferences, or neuroscience and education degree during the 60-point Minimally, 15 points of gradu- Advanced Topical Seminars. (3) program of study for the Ed.M. ate study representing a cohe- • BBSQ 6510, Seminar: Neu- sive sequence of courses in such Advanced Courses ropathologies of speech (3) Other students who are profes- areas as: audiology, counseling Minimally, three courses from • HBSR 6561, Seminar in neu- sionally qualified before entry psychology, educational psy- those listed below or (equiva- romotor processes (2–3) to this program may elect to chology, elementary education, lents): earn the M.A. degree during motor learning, nursing, sci- • HBSK 5338. Neuropsychol- Summary of Point Distribution study toward the Ed.M. For ence education, speech pathol- ogy assessment in education (Ed.M.) these students, program plans ogy and special education. and clinical practice (3) Professional studies (27–32 can be arranged to lead to the • HBSK 5033. Human clinical points) M.A. degree in one of the fol- Neurobiological Bases of neuropsychology (3) • Psychological processes (6) lowing areas: Educational Psy- Behavior and Educational • HBSK 5044. Educational • Psychological evaluation and chology-Reading, Elementary Applications and clinical applications of assessment (6) Education, Motor Learning, neuroscience technology (3) • Educational or clinical spe- Science Education, Develop- Core Courses • HBSK 5139. Fundamentals cialization (15–18) mental Psychology, or Special The courses indicated below of psychopharmacology (3) Education. In such cases, there are for students with little or • HBSK 5371. Educational Neurobiological bases or may be requirements in addi- no prior background in Neuro- neuropsychology (3) behavior and educational appli- tion to those outlined below. sciences. With consultation cations 18–30 points and approval of the advisor, Integrative Seminar • Core courses in neurosciences Psychological processes under- three to four courses are The Seminar HBSK 5575 is (9–12) lying development, learning required unless equivalent required of all students and is • Educational and clinical and cognition preparation can be demon- taken in conjunction with applications of the neuro- One course in each of the areas strated. preparation of the Ed.M. pro- sciences (18) below is required. • HBSK 5070, Neural bases of ject. It may be taken for two • Integrative seminar in neuro- language, and cognitive semesters (fall and spring of one sciences and education Developmental Psychology: development, Section 1 (3) academic year), beginning with (HBSK 5575) (3 or more) • HBSK 5024, Early language Section 2 (3) the second year of the student’s development (2–3) • BBSQ 4043, The human ner- full-time equivalent enrollment Electives (3–12 points) • HBSK 4024, Developmental vous system (3) in the program (15 points). A Minimum Total (60 points) psychology: Adulthood and • BBS 5069, Brain and behav- total of at least 3 points must life-span (2–3) ior I: Communication in the be accrued in this year. Opportunities for student par- • HBSK 5219, Adulthood (3) nervous system (2) ticipation in research are avail- • HBSK 5023, Cognitive • BBS 5069, Brain and behav- The Ed.M. project entails a able. Preparation of a master’s development (2–3) ior II: Perception, emotion, committee of one advisor in thesis is required for the degree. • HBSK 4020, Theories of memory and cognition (1–2) the Neuroscience program and human development (3) • BBSQ 4040, Speech and lan- at least one other appropriate Note: Teachers College students guage disorders (3) faculty member. It culminates enrolled in selected doctoral pro-

175 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES grams may arrange a focus in the HBSK 5070. Neural bases for of neuropsychological assessment • CCPJ 4064. Principles and area of Neurosciences and Educa- language and cognitive develop- findings. Special fee: $150. methods of psychological tion. These include Clinical Psy- ment Section 1 (3) Section 2 (3) counseling (3) chology, Counseling Psychology, Professor Kirk. Permission HBSK 5375. Case studies of • HBSJ 4160. Guidance of chil- Developmental Psychology, Educa- required. Examination of neural reading and cognitive develop- dren and youth (2–3) mechanisms involved in language, ment from a neuropsychological • HBSK 4073. Psychoeduca- tional Psychology, Motor Learn- reading, and the acquisition of aca- perspective (4) tional assessment and inter- ing, Science Education, Special demic skills. Particular attention Professor Kirk. Permission vention (1–3) Education, and Speech Sciences. to language disorders, variations in required. Prerequisite: previous • HUDK 5023. Cognitive devel- cerebral organization, and hemi- courses in neuropsychological and opment (3) Neurosciences and sphere specialization. educational assessment. Interpre- • HUDK 5024. Language devel- tation and implications of neu- opment (2–3) Education HBSK 5072. Developmental ropsychological assessment for • HBSK 5031. Family as context (Code: TZL) neuropsychology (3) effective educational interven- for child development (3) Faculty. Permission required. Pre- tions. Materials fee: $100. • HBSK 5096. The psychology requisite: HBSK 4075 or HBSK of memory (3) Clinical 5070 or HBSK 5068 or equivalent HBSK 5575. Integrative seminar • HBSK 5320-HBSK 5321. Indi- Neuropsychology background in basic neurosciences; in neurosciences and education vidual psychological testing also recommended: an introduc- (3) (2–3) (Code: TZK) tory course in developmental psy- Professor Kirk. Primarily for stu- • BBSQ 4043. The human ner- chology. Focus on neurobiological dents in the Neurosciences and vous system (3) Degree Offered: processes underlying pre- and Education program during prepa- • BBSQ 6513-BBSQ 6517. Semi- Certificate of Attendance post-natal development of the cen- ration of the final Ed.M. project; nars in basic and applied tral nervous system. Particular others by permission. In-depth speech science (3) Special Application attention is devoted to processes examination of the implications for • BBSR 4055. Neuromotor Requirements/Information: related to early perceptual-motor education and clinical practice of processes (3) Applicants must be qualified and cognitive development and to defined areas within the neuro- • BBSR 6562-BBSR 6565. Semi- professionals who hold the doc- educational and clinical problems sciences. nar in neuromotor processes toral degree. in development. (2–3) Advanced Study • CCPX 4030. Psychology of HBSK 5139. Fundamentals of adjustment (3) Program Description: psychopharmacology (3) HBSK 9410. Supervised intern- ship, advanced study level (1–6) The Program in Neurosciences Faculty. Permission required. Independent Study and Research and Education offers Postdoc- Mechanisms of action and behav- Professor Kirk. Internship for toral Advanced Study pro- ioral effects of drugs on the central Advanced Study program students Students may register for intensive grams in both Neurosciences nervous system. Focus on drugs in Clinical Neuropsychology or in individual study of a topic of spe- and Education and Clinical influencing learning and memory Neurosciences and Education. cial interest. Registration in inde- Supervised experience with assess- pendent study is by permission of Neuropsychology. Contact and those used for psychiatric and neurobiological conditions. ment and intervention techniques the instructor under whose guid- Professor Ursula Kirk for more in the neurosciences as they apply ance the work will be undertaken. information. HBSK 5274. Fieldwork: Neu- to education and clinical practice. Credit may range from 1 to 3 ropsychological approaches to points each term. Courses: reading and cognitive develop- HBSK 9910. Independent study, advanced study level (2–3) The following courses may be Neurosciences and Education ment (1–3) Professor Kirk. Permission Independent study vehicle for stu- taken by students in the Ed.M. BBS 5069. Brain and behavior I, required. Corequisite: HBSK dents in Advanced Study program Program in Neurosciences and II (3) 5375. Supervised experience in to engage in supervised research or Education. The last digit of each Professor Gentile. General intro- neuropsychological assessment and independent readings in neuro- course number corresponds to the duction to higher brain functions intervention. Special fee: $100. sciences and education or clinical area of study: Psychology; Neuro- with particular emphasis on corti- neuropsychology. sciences and Education; HBSK cal processes. Analysis and discus- HBSK 6383. Neuropsychologi- 4904; HBSK 6904. sion of behavior in selected topical cal assessment of children and Additional Courses Relevant to areas: attention, cognition, con- adults (3) Neurosciences and Education Doctoral students in other programs at sciousness, perception and lan- Professor Kirk. Permission the college may register for the follow- (For course descriptions, see other guage; consequences of damage on required. Prerequisites: HBSK ing courses: program listings) learning and memory. 5033 or HBSK 5070; and HBSK • HBSK 4904. Research and • MSTC 5052-MSTC 5053. Bio- 5320. Analysis, administration, independent study (1–3 each chemistry and cell biology HBSK 5033. Human clinical and interpretation of special proce- course) (3–4) neuropsychology (3) dures used to assess brain dam- • HBSK 6904. Advanced • MSTC 5055. Electron Professor Kirk. Permission age/dysfunction in adults and chil- research and independent microscopy (3) required. Prerequisite: HBSK 4075 dren. Special fee: $150. study (1–3 each course) or equivalent. Cognitive and emo- • MSTC 5152. Biochemistry and • HBSK 7504. Dissertation sem- cell biology laboratory (2) tional disorders associated with par- HBSK 5371. Educational neu- inar (1–3 each course) Permis- ticular brain functions or locations. ropsychology (1–3) sion required. Development of Professor Kirk. Permission doctoral dissertations and pre- required. Educational applications sentation of plans for approval.

176 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Registration limited to two revise techniques and strate- • HBSK 5376, Practicum in Completion of M.A. Project terms. gies when necessary. intervention with reading The Master’s integrative project • HBSK 8900. Dissertation • Evaluate commercially pre- and school subject difficul- can address a number of areas advisement (0 each course) pared instructional and test- ties (HBSK 4072 and HBSK related to reading and related Individual advisement on doc- ing materials analytically and 5373 prerequisite or corequi- learning difficulties among toral dissertation. Fee equal to 3 points at current tuition rate for critically. site, permission required) (3) children and adults. This cul- each term. See catalog on contin- • Are able to interact with fam- • HBSK 5374, Advanced minating project is intended to uous registration for ilies to promote reading and practicum in psychoeduca- be completed during the final Ed.D./Ph.D. degrees. writing habits in children. tional assessment of reading term of a student’s enrollment • Are able to work collabora- and school subject difficul- in the program under the tive with other professionals ties (HBSK 5373 & HBSK supervision of an advisor. Reading Specialist and institutions. 5376 prerequisites) (3) (Code: TKU) • HBSK 5377, Advanced Courses: Program Coordinator: Professor Successful completion of the practicum in intervention Dolores Perin program leads to eligibility for with reading and school sub- See courses in Reading Specialist, New York State certification as ject difficulties (HBSK 5376 Reading and Learning Disabili- Degree Offered: a Reading Teacher (those who prerequisite) (3) ties, and School Psychology pro- Master of Arts (M.A.) do not have a New York State • HBSK 4074, Reading com- grams below. teaching license are required to prehension strategies and Program Description: take the standardized tests man- study skills (3) Reading and Learning The Reading Specialist M.A. dated by New York State before • HBSK 4085, Behavioral program provides students applying for certification). management in the class- Disabilities (Code: TZB) with a broad foundation in room (child focus) (3) or Program Coordinators: applied educational psychology Prepared to serve children and • HBSK 4077, Adult basic lit- Professor Kim Reid and as it relates to literacy acquisi- adults with a wide variety of eracy (adult focus) (3) Professor Dolores Perin tion, and concentrated prepara- educational needs, the pro- • HBSK 5580, Seminar in con- tion in the assessment and gram’s graduates are in great sultation and evaluation in Degree Offered: remediation of reading and demand as reading specialists reading (to be taken during Master of Education (Ed.M.) writing difficulties. Students in schools, community agen- the final Spring of the pro- may focus on work with child, cies, psychoeducational clinics, gram) (3) Special Application adolescent, or adult learners. and private practice. Requirements/Information: With advisor’s approval, one of Applicants must hold a gradu- Graduates of the program: Degree Requirements: the following may be substi- ate M.A. degree in Learning • Understand the normal The Master of Arts consists of tuted for HBSK 5580: Disabilities or Reading from acquisition of literacy skills. approximately 34 points, and • HBSK 5272. Supervised field either Teachers College or • Understand the cognitive can be pursued either part-time placement in reading (per- another accredited institution. processing problems experi- (two academic years and two mission required) (1-3) Admission decisions are based enced by students with read- summers) or full-time (one aca- • HBSK 4903. Research-Inde- upon undergraduate and grad- ing, writing, and other learn- demic year and two summers). pendent study, reading (per- uate academic records (a GPA ing disabilities. A completion of a Master’s mission required) (3) of B+ or better is required), • Understand literacy processes Integrative Project is required • HBSK 6576. Acquisition of letters of recommendation, and in terms of linguistic, ethnic, for graduation. reading and writing ability a personal statement. Appli- and cultural diversity. (permission required) (3) • Understand the affective com- Required Courses (10 required cants must also have at least ponents of literacy difficulty. courses, total 28–30 points): Elective Courses (2 or 3 courses, three years of full-time teach- ing experience either at the • Identify cognitive processing • HUDK 5090, Psychology of total 6 points): See advisor. time of admission, or before problems that underlie read- language and reading (2–3) the granting of the degree. ing decoding, reading com- • HUDM 4050, Introduction Course grades prehension, and writing dif- to measurement (2–3) If courses are graded, students Program Description: ficulties. • HBSK 4072, Theory and should take them for a grade, The Reading and Learning • Complete an assessment of techniques of assessment and rather than pass/fail. Disabilities Ed.M. requires a reading, writing, and related intervention in reading (3) minimum of 60 points, and is skills. • HBSK 5373, Practicum in offered to applicants who have • Formulate and deliver an psychoeducational assess- either teacher certification or a appropriate intervention plan ment of reading and school master’s degree in a related area based on previous findings subject difficulties (HBSK and who desire additional spe- and continuous diagnostic 4072 prerequisite or corequi- cialized training, without mak- teaching. site, permission required) (3) • Evaluate the effectiveness of ing the extended commitment remedial interventions and required to undertake a doc-

177 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES toral degree. Graduates are eli- • C&T 4136, Methods and • HUDK 4121, Developmen- on the application form under gible for state certification as a materials for reading instruc- tal psychopathology (2–3 “Area of Specialization.” reading teacher and as a teacher tion (2–3 points) points) of special education. • C&T 4138, Teaching read- • HBSK 5070. Neural bases Program Description: ing: a whole language per- for language and cognitive Our program involves the Applicants who have neither a spective (2–3 points) development (3 points) application of cognitive and master’s degree nor teaching • C&T 4705*, Observation developmental psychology to certification in either Reading and student teaching: learn- Testing and Measurement Core the promotion of competence in Specialist or Learning Disabili- ing disabilities (3 points.) A total of at least 13 points are learning and mental health in ties should apply to the Master • C&T 4853, Multisensory needed to fulfill this core schools and other educational of Arts degree in one of these teaching of basic language requirement. contexts. Course work provides two areas. Subsequent to com- skills (3 points) • C&T 4004*, Tests and reme- students with a strong founda- pleting this Master of Arts • HUDK 5090, Psychology of dial work for children with tion in the theory and research degree, persons are eligible to language and reading (2–3 learning disabilities (2–3 of cognitive and developmental apply for admission to the points) points) psychology and its application Ed.M. program in Reading and • HBSK 5099, Theories of • HUD M4050*, Introduction to (a) the instruction and learn- Learning Disabilities. cognitive processes in writ- to measurement (2–3 points) ing of school related subjects, ing (3 points) • C&T 4301*, Practicum in particularly reading, and (b) the Degree Requirements: • HBSK 5376*, Practicum in the educational assessment of understanding and treatment of A total of at least 25 points intervention with reading exceptional children (3 mental health problems. Prac- must be taken to fulfill the and school subject difficulty points) tica and internship experiences reading and learning disabili- (3 points) • HBSK 5373*, Practicum in provide students with the ties core requirement. Courses • HBSK 5377, Advanced the psychoeducational assess- opportunity to apply this marked with an * are required practicum in intervention ment of reading difficulties (3 knowledge directly to their courses. Other courses necessary with reading and school sub- points) work with clients. to fulfill this core should be ject difficulty (3 points) • HBSK 5374*, Advanced selected in consultation with an • HBSK 5580*, Seminar in practicum in the psychoedu- Clients are seen in a variety of advisor. An integrative paper, consultation and evaluation cational assessment of read- contexts, including our collab- which is submitted to fulfill the in reading (3 points) ing difficulties (3 points) orating schools (we provide master’s special project require- • C&T 4501*, Core course: school psychological services to ment, is prepared during the teacher education lecture Courses: children and youth in 2 schools semester in which HBSK5580 (0–2 points) that serve children from is taken (usually the last spring • C&T 4504*, Child abuse and See courses in Reading Specialist, racially, ethnically, and linguis- semester of attendance). drug abuse detection and Reading and Learning Disabilities, tically diverse low and middle reporting (0 points) and School Psychology programs income environments). Faculty Reading and Learning listed below. research, all of which is cogni- Disabilities Core Learning and Development Core tively and/or developmentally • C&T 4000, Introduction to A total of at least 9 points are School Psychology oriented, provides yet another special education (2–3 needed to fulfill this core (Code: TKL-Ed.M.) vehicle for students (doctoral points) requirement. (Code: TKT-Ed.D.) primarily) to develop and apply • C&T 4050*, Introduction to • HUDK 4020, Theories of Program Coordinator: Professor their knowledge. learning disabilities (2–3 human development (2–3 Stephen Peverly points) points) The overall goal of the program • C&T 4051*, Education of • HUDK 4022, Developmen- Degrees Offered: is to educate school psycholo- students with learning dis- tal psychology: childhood Master of Education (Ed.M.) gists who can promote the cog- abilities (2–3 points) (2–3 points) Doctor of Education (Ed.D.) nitive, behavioral, and social • C&T 4052*, Diagnosis and • HUDK 4023, Developmen- growth and development of remediation of math learning tal psychology: adolescence Special Application children and families from problems (2–3 points) (2–3 points) Instructions/Information: diverse linguistic, cultural or • HBSK 4072*, Theory and • HUDK 4027, Development The GRE general test and an racial background, through the techniques of assessment and of mathematical thinking (3 academic writing sample (a ability to: intervention in reading (3 points) paper for a prior undergraduate • Assess and diagnose learning, points) • HUDK 4029, Theories of or graduate class) are required behavior, and emotional • HBSK 4074, Reading com- human cognition and learn- for applicants to both the problems and strengths, from prehension strategies and ing (2–3 points) Ed.M. and Ed.D. degrees. early childhood through study skills (3 points) • HBSK4076, Introduction to middle adulthood, with an • HBSK 4077, Adult basic lit- neuropsychology (3 points) Any student wishing to focus emphasis on school-age chil- eracy (3 points) • C&T 4079, Language devel- on Low Incidence/Handicaps/ dren and youth. opment and habitation: the Hearing Impaired or Neuro- • Generate recommendations foundations (2–3 points) psychology should indicate this that are developmentally

178 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

appropriate, remediate cation as a school psychologist Second Year: Suggested Sequence of Courses by deficits effectively, and pro- in New York State. Fall Year and Semester mote competence. • HBSK 5070, Neural bases for • Supervise other professionals- Ed.M. students should plan on language and cognitive devel- First Year: in-training in psycho-educa- three years of full-time atten- opment (Section 1) Fall tional assessment and educa- dance, including summers. • HBSK 5085*, Observing and • HBSK 4025, Professional tional interventions with Although part-time attendance assessing preschool children and ethical functions of clients; is possible, full-time atten- or school psychologists • Implement and evaluate theo- dance leads to a richer educa- • HBSK 4074, Development of • HBSK 5320, Individual psy- retically and empirically tional experience. Ed.M. stu- reading comprehension chological testing sound educational and mental dents must be available to strategies and study skills • HUDM 4122, Probability health intervention programs spend a minimum of one full • HBSK 5280, Fieldwork and statistical inference for school personnel, families day per week for practica in • HBSK 6382, Advanced • HBSK 4072, Theory and and children. Examples their first year and two full practicum in psychoeduca- techniques of reading assess- include cognitive-behavioral days per week for fieldwork in tional interventions in schools ment and intervention (Sec- individual and group inter- their second year. Internships • HUDF 4029, Sociology of tion 1) ventions for coping with are full-time. schools (HUDF 4021 and • HBSK 5373, Practicum in bereavement and anxiety - 4027 are acceptable alterna- diagnosis of reading and related problems and for Suggested Sequence of Courses by tives.) school subject difficulties developing study skills, social Year and Semester: (Section 1) skills, and early reading skills; Spring • HBSK 6570-HBSK 6578, • Implement and evaluate First Year: • HBSK 6383, Neuropsycho- Research practicum behavioral consultation with Fall logical assessment of children school personnel and parents • HBSK 4025, Professional and and adults Spring about children’s instruction ethical issues in school psy- • HBSK 5096, The psychology • HBSK 5321, Individual psy- and learning, mental health chology of memory chological testing and behavior. Examples • HBSK 4072, Theory and • HBSK 5280, Fieldwork • HBSK 4073, Psychoeduca- include consultation about techniques of reading assess- • CCPJ 6362, Group tional assessment and inter- maximizing the learning ment and intervention practicum (Section 2) vention and appropriate behavior of • HBSK 5320, Individual psy- • HBSS 6100, Measurement • HUDK 5023, Cognitive children with attention, chological testing and program evaluation development learning, conduct and social • HBSK 5373, Practicum in • HBSK 6380, Practicum in skill deficits. assessment of reading and Third Year: psychoeducational assess- • In addition, doctoral gradu- school subject difficulties • HBSK 6480, School psychol- ment with culturally diverse ates will be able to conduct • HBSK 5031, Family as a con- ogy internship (full-time students psychological research related text for child development placement) • HBSK 6570-HBSK6578, to children’s cognitive and Research practicum social-emotional functioning Spring *Take HBSK 5085 if you are and take leadership roles in a • HBSK 4073, Psychoeduca- interested in working with Summer broad range of settings such tionnal assessment and inter- young children; take HBSK • HUDM 5059, Psychological as schools, universities, psy- vention 4074 if you are interested in late measurement choeducational clinics, and • HUDK 5023, Cognitive elementary/middle school and • HUDM 5122, Applied community agencies. development high school populations. regression • HBSK 5321, Individual psy- Degree Requirements: chological testing Doctor of Education Second Year: • HBSK 6380, Practicum in Fall Master of Education The doctoral program (Ed.D.) psychoeducational assess- • HBSK 5085, Observing and requires 95+ points. Attain- The Master of Education pro- ment with culturally diverse assessing preschool children ment of the doctoral degree gram requires approximately students • HBSK 5070, Neural bases prepares students for certifica- 66 points of course work. The for language and cognitive tion as a school psychologist course of study stresses a firm Summer development and licensure as a psychologist. grounding in the core areas of • HUDM 4122, Probability • HBSK 5280, Fieldwork On average, doctoral students psychology, especially cogni- and statistical inference • HBSK 6382, Advanced should plan on five years of tive psychology, as well as in • CCPX 4137, Group dynam- practicum in psychoeduca- full-time attendance, including the tools traditionally used by ics: Theory and experience tional interventions in summers-three years of course school psychologists to apply schools work, a two-semester extern- their knowledge and skills to • CCPX 4137, Group dynam- ship in the third year, a full- school settings. Completion of ics: Theory and experience year internship during the fifth the Ed.M. program in School • HBSK 6570-HBSK6578, year, and a dissertation. Psychology can lead to certifi- Research practicum

179 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Spring Foci in School Psychology Neurosciences and Education involves working as a member • HBSK 6383, Neuropsycho- As mentioned previously, mas- The focus in Neurosciences and of a diagnostic/intervention logical assessment of children ter’s and doctoral students in Education requires a minimum team with children and adults and adults the School Psychology Program of 5 courses or 15 points. Of with known or suspected neu- • HUDM 5123, Experimental can choose, if they wish, to these courses, four are required. rological basis for their learning design focus on one of two areas: hear- One required course focuses on problems. • HBSK 5280, Fieldwork ing impaired or neuroscience children and meets the APA • CCPJ 6362, Group and education. Each of these General Psychology Require- Regular staffing sessions and practicum (Section 2) options is detailed below. ments for biological bases. occasional case conferences • HBSK 6570-HBSK6578, Another course focuses on the allow students to develop and Research practicum Hearing Impaired consequences of brain damage implement a neuropsychologi- The focus in Low Incidence in adults. cal perspective as well as to Summer Handicaps: Hearing Impaired become familiar with perspec- • CCPX 6020, History and requires a core of 9 courses (20 These two courses provide stu- tives on behavior which differ systems of psychology credits) plus appropriately dents with an understanding of from their own. Joint intake planned fieldwork and intern- the differences between the sessions and reporting sessions Third Year: ship experiences. One of these developing brain and the adult allow students to acquire facil- Fall courses will meet the program’s brain, as well as the differences ity in interpreting the results of • HUDF 4029, Sociology of special education requirement. involved in the consequences of neuropsychological testing to schools (HUDF 4021 and Students are expected to brain damage for the acquisi- clients and parents. 4027 are acceptable alterna- become proficient in communi- tion of skill and for the loss of tives.) cating by sign at an intermedi- an acquired skill. Courses: • HBSK 4074, Development ate level before the completion HBSK 4025. Professional and of reading comprehension of the program. A third course focuses on neu- strategies and study skills ropsychological assessment for ethical functions of school psy- • HBSK 5031, Family as a children and adults. The fourth chologists (3) The required courses are: Professor Peverly. Permission context for child develop- • BBSQ 4042, Audiology course is completed by work- ment ing two days in an external required. Overview of issues asso- • HBSE 4079, Language devel- ciated with the school psycholo- • HBSK 5271, Supervised opment and habituation: the placement. The fifth course, as gist’s roles within educational set- externship in psychoeduca- foundation well as additional course work, tings including assessment, tional practice (Section 1) • HBSE 6070, The psychology can be selected as an elective, intervention, and consultation • HBSK 6570-HBSK 6578, of deafness with the advice of an advisor. functions. Education law and ethic Research practicum • HBSE 4072, Development of are also stressed. Required Courses: language for people who are HBSK 4072. Theory and tech- Spring deaf or hard of hearing • BBS 5069, Brain and behav- • HBSK 5096, Psychology of ior I, II (3) niques of reading assessment • HBSE 5907, Linguistics for and intervention (3) memory ASL • HBSK 5070, Neural bases of • HBSK 5271, Supervised language and cognitive Professor Perin. Overview of theo- • HBSE 4071, Special methods ries, assessment, and intervention externship in psychoeduca- for teaching the hearing development Section 1, 2 techniques for reading and writ- tional practice (Section 1) impaired This course focuses on chil- ing. Both normal development and • ORLJ 5040, Research meth- • HBSE 4070, Psychosocial- dren and meets the general literacy difficulty are addressed. ods in social psychology cultural aspects of deafness psychology requirements for Materials fee: $50. • HBSK 5273, Supervised • HBSE 4871, American Sign biological bases. HBSK 4073. Psychoeducational experience in supervision Language I • HBSK 5033, Human clinical • HBSK 6570-HBSK 6578, neuropsychology assessment and interventions • HBSE 4872, American Sign (1–3) Research practicum Language II This course focuses on the consequence of brain damage Dr. Dillon. Psychoeducational in adults. assessment, diagnosis, and treat- There are many opportunities ment of child and adolescent disor- Fourth Year: for fieldwork and internship • HBSK 6383, Neuropsycho- ders. Materials fee: $50. • HBSK 8900, Dissertation experiences in the New York logical assessment of children advisement City area including public and and adults HBSK 4074. Development of • HUDM 6122, Multivariate private schools (e.g., St. Mary’s • HBSK 5274, Fieldwork: reading comprehension strate- analysis I/elective (in consul- School for the Deaf; St. Neuropsychological gies and study skills (3) tation with advisor) approaches to reading and Professor Peverly. Reading and Joseph’s School for the Deaf; study skills: Practical procedures and St. Francis School) and cognitive development Fifth Year: based on research findings appro- hospitals (e.g., Manhattan Eye priate for teachers, counselors, and • HBSK 6480, School psychol- and Ear Hospital). Students work one day in the ogist internship field and the equivalent of one others. For students at late elemen- tary levels through young adult- day at Teachers College. The hood. Materials fee: $25. Teachers College experience

180 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSK 4077. Adult basic literacy HBSK 5096. The psychology of perspectives. Part I covers the HBSK 6320. Practicum in col- (3) memory (3) administration of major measures. lege instruction (1–3) Professor Perin. Psychological and Professor Peverly. An analysis of Part II covers the interpretation Faculty. Permission required. Super- educational aspects of adult basic perspectives on human memory and integration of data into case vised experience in preparation of literacy for teachers, counselors, with particular attention to knowl- reports. Lecture plus lab/supervi- instructional materials and in and others who work with adults edge, attention, strategic processes, sory section. Supervisory fee: $100; assessment of student performance who seek to improve their basic metacognition, transfer, and con- materials fee: $50 per term. at the college and university level. reading and writing skills. text. The application of this infor- • HBSK 5320. Individual psy- mation to practice is stressed. chological testing I (3) HBSK 6380. Practicum in psy- HBSK 4085. Behavioral man- • HBSK 5321. Individual psy- choeducational assessment with agement in the classroom (3) HBSK 5099. Theories of cogni- chological testing II (1–3) culturally diverse students (2–3) Faculty. Behavioral analysis and tive processes in writing (3) Professor Brassard. Permission management techniques applied to Professor Perin. An examination of HBSK 5373. Practicum in psy- required. Supervised experience in the classroom. Observation and theoretical underpinnings of writ- choeducational assessment of psychoeducational assessment, recording of behaviors, behavior ing processes from vantage points reading (3) including observation, interview- change, reinforcement schedules, of educational and cognitive psy- Faculty. Prerequisite or corequisite: ing, and testing of children from shaping token economies, contin- chology. Topics include the acqui- HBSK 4072. Materials fee: $150. culturally diverse backgrounds; gency management, and evaluation sition of writing abilities across integration and interpretation of of behavior modification. Focus on the life-span, reading-writing rela- HBSK 5374. Advanced data. Consideration of intervention applications but includes familiar- tionships, and methods of assess- practicum in psychoeducational procedures. Students work with ization with research. ing writing samples. Prerequisite: assessment of reading (3) clients in the Center for Psycho- at least one course in reading, Faculty. Prerequisite: HBSK 5373. logical Services. Additional super- HBSK 4093. Research-indepen- writing or spoken language. Materials fee: $150. visory session required. Supervi- dent study in reading (1–3) sory fee: $100. Materials fee: $50. Faculty. Permission required. HBSK 5271-HBSK 5273. Field- HBSK 5375. Case studies of Individualized research and work in remedial reading and reading and cognitive develop- HBSK 6382. Advanced fieldwork projects in literacy school difficulties ment from a neuropsychological practicum in psychoeducational assessment and intervention. Permission required. perspective (4) and intervention in schools (3) • HBSK 5271. Dr. Dillon. Super- Professor Kirk. Materials fee: $150. Dr. Dillon. Permission required. HBSK 4770. Observation and vised externship in psychoed- Concurrent registration in HBSK student teaching: elementary ucational practice (1–3) HBSK 5376. Practicum in inter- 5280 (Fieldwork) required for all education (1–5) Supervisory fee: $100. vention with reading (3) School Psychology students. Cog- Permission required. Student • HBSK 5272. Professor Perin. Faculty. Prerequisite or corequi- nitive-behavioral interventions teaching under supervision, with Supervised field placement in site: HBSK 4072, HBSK 5373. with children, adolescents, and emphasis on reading instruction. reading (1–3) Materials fee: $150. their families. Special fee: $150. • HBSK 5273. Professor Brassard. HBSK 5031. Family as a context Supervised experience in HBSK 5377. Advanced HBSK 6383. Neuropsychologi- for child development (3) supervision (1–3) practicum in intervention with cal assessment of children and Professor Brassard. Prerequisite: any reading (3) adults (3) introductory developmental psy- HBSK 5280. Fieldwork in school Faculty. Prerequisite: HBSK 5376. Professor Kirk. Permission chology course. Examines theories psychological services (1–3) Materials fee: $150. required. Prerequisites: of family functioning and empirical Dr. Gotterbarn. Permission HBSK5033 or HBSK5070; and evidence of family processes that required. Limited to second-year HBSK 5579. Special topics in HBSK5320. Analysis, administra- mediate child development out- students in School Psychology. psychoeducational practice (1–3) tion, and interpretation of special comes. Emphasis on family factors Consists of two days per week of Faculty. Permission required. New procedures used to assess brain associated with children’s cognitive field placement for two semesters, and emerging developments and damage/dysfunction in adults and development and academic func- plus university-based supervision. practices are examined and evalu- children. Special fee: $150. tioning. Materials fee: $50. Must be taken concurrently with ated. Topics are announced in the HBSK 6382-HBSK 6383. Super- preliminary and final course sched- HBSK 6480. School psychologist HBSK 5070. Neural bases for vised experience of psychoeduca- ules distributed each semester. internship (0–4) language and cognitive develop- tional practice. Supervisory fee: Dr. Dillon. Permission required. ment Section 1, 2 (3) $100 per semester. HBSK 5580. Seminar in consul- Limited to Ed.M. or doctoral stu- See Program in Neurosciences and tation and evaluation in reading dents in school psychology. Super- Education for course description. HBSK 5320-HBSK 5321. Indi- (2–3) vised experience in the delivery of vidual psychological testing (3) Professor Peverly. Permission psychological services in approved HBSK 5085. Observing and Professors Kirk and Brassard. Per- required. Current topics in reading and appropriate agencies, institu- assessing preschool children (3) mission Required. Prerequisite or and schooling; professional issues; tions, and schools. Professor Boehm. Overview of corequisite: HUDM 4050 or equiv- preparation for integrative paper assessment procedures used with alent. This is a year-long course requirement. HBSK 6522. Seminar in cogni- preschool and kindergarten-age open to doctoral students in Coun- tive processes (3) children including review of seling and Clinical Psychology and Professor Peverly. Permission related tests, the development of to Ed.M. and doctoral students in required. Advanced discussion of observation procedures, and the School Psychology. Background, topics in cognitive psychology and development of screening pro- administration, and interpretation their implications for instruction. grams. Materials fee: $75. of major psychological tests from both nomothetic and ideographic

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HBSK 6570-HBSK 6578. HBSK 6584. Seminar in school application of principles of The program prepares gradu- Research in applied educational psychology consultation (1–5) behavioral and social sciences. ates who will assume positions psychology Professor Peverly. Advanced semi- of leadership and service as pro- Permission required. Prerequisite: nar in school consultation and As such, health education is fessional health educators in a familiarity with statistical proce- classroom management. concerned with motivating variety of practice, research, dures and research design. Required of all doctoral students HBSK 6590. Seminar in concept and enabling individuals and and policy-making settings. admitted in or after 1983. Students acquisition in young children (3) groups to assume responsibil- Graduates of the program take participate in ongoing research or Faculty. Permission required. Theo- ity for their health by learning positions as leaders in health other special projects under the ries (Bruner, Piaget, Gagne, Klaus- and adopting behaviors, and promotion and disease preven- direction of a faculty member. meier) and research on the develop- supporting social policies that tion programs of voluntary • HBSK 6570. Neurosciences ment of concepts of time, space, can promote and maintain health agencies, hospitals and and education (0–3) and quantity in young children. health. other health care organizations, Professor Kirk. school systems, business and • HBSK 6571. Cognitive HBSK 7503. Dissertation semi- The program at Teachers Col- industry, and health-related processes and strategies in nar: Schooling and Reading (1–3) lege is grounded in the belief governmental agencies in the young children (0–3) Faculty. Permission required. Professor Boehm. that community-level struc- United States and in other • HBSK 6572. Mathematics rea- HBSK 8902. Dissertation tures and organizations play a countries. They also serve as soning and mathematics edu- advisement: Schooling and key role in determining the educator-scholars in elementary cation (0–3) Reading (0) health of the people. It offers and secondary schools, colleges Professor Ginsburg. Faculty. Permission required. courses in which students learn and universities, and as health • HBSK 6573. Text comprehen- to analyze and understand, and services researchers in academic sion (0–3) Health Studies thus become able to influence medical centers. Professor Williams. community structures that Health Education • HBSK 6574. Cognitive either enhance or undercut Each degree program has some Nursing Education processes related to studying health-promoting individual flexibility in order to accommo- (0–3) Nutrition behaviors. date differences in previous pro- Professor Peverly. Applied Physiology and fessional preparation, interests, • HBSK 6576. Acquisition of Nutrition In addition to Health Educa- and professional career objec- reading and writing ability Community Nutrition tion courses, students are tives of students. In general, the (0–3) Education encouraged to pursue interdis- programs of study emphasize Professor Perin. Dietetic Internship Program • HBSK 6577. Psychoeduca- ciplinary study and research the development of competen- Nutrition and Public Health tional aspects of deafness throughout Teachers College, cies in assessing individual and Nutrition Education (0–3) as well as other divisions of community need for health edu- Physical Education Professor Kretschmer. Columbia University such as cation; planning effective health • HBSK 6578. Research: Family the School of Public Health education programs; imple- and school violence (0–3) Professor Brassard. Health Education and the Graduate School of menting health education pro- (Code: TSD) Arts and Sciences. The Center grams; coordinating the provi- HBSK 6575. Child development Program Coordinator: Professor for Health Promotion at Teach- sion of health education in the family context (1–4) Charles E. Basch ers College, which involves stu- services; acting as a resource Faculty. Permission required. Pre- dents and faculty, provides person in health education; requisite: HBSK 5031. Analysis of Degrees Offered: opportunities to take part in communicating health and current research of the family’s Master of Arts (M.A.) ongoing research projects in health educational needs, con- influence on the development of Master of Science (M.S.) health promotion and disease cerns, and resources; evaluating children. Individual exploration of Doctor of Education (Ed.D.) prevention. the effectiveness of health edu- research topics. cation programs; and conduct- Program Description: HBSK 6580. Advanced seminar Students also may participate ing research in health education. in psychology and education The Program in Health Educa- in research being conducted in (0–3) tion at Teachers College has the Research Division at the Students at both the master’s Faculty. Permission required. Pre- had a long history in preparing Hospital for Special Surgery, and doctoral levels are encour- requisite: HBSK 5080-HBSK health education specialists. the Department of Medicine at aged to become actively 5081. Limited to doctoral students Health education is a profes- the Weill Medical College of involved in departmental, col- in applied educational and devel- sional field that has expanded Cornell University, or with the lege, and university functions opmental psychology. Research rapidly, primarily because of Diabetes Research and Train- which facilitate interaction investigations of current educa- national policy that has ing Center at the Albert Ein- with faculty and other students, tional problems. emphasized health promotion stein College of Medicine. Both and which have the potential to and disease prevention. Its goal have multi-institutional collab- enrich the student’s intellectual is to facilitate voluntary orative efforts involving faculty and professional growth. They health-related behavioral and from the Program in Health are expected to undertake the social change through the Education at Teachers College. complex and challenging tasks associated with graduate study

182 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES and other related learning expe- required for applicants to the be noted that the point require- • HBSS 5111, Planning health riences in such a manner as to M.A. or M.S. programs. ments indicated for each area of education programs (3) demonstrate their intellectual study given below are mini- • HBSS 5112, Theory and discipline. Such discipline Doctoral applicants are mum requirements. practice of health communi- includes integrity, creativity, required to submit scores from cations (3) and innovation, as well as the the GRE General Test or the Major (21 Points) • HBSS 5113, Community student’s abilities to conceptu- Miller Analogies Test, and a Required Core Courses (12 points): health analysis (3) alize at a high level, think criti- writing sample (preferably a • HBSS 4100, Introduction to • HBSS 5115, Assessment and cally, communicate effectively course paper, Master’s thesis, or health education (3) counseling for health promo- both orally and in writing, and published article). • HBSS 4102, Principles of tion (3) provide leadership. epidemiology in health pro- • HBSS 5408, Practicum in Degree Requirements: motion (3) individual health advisement Students also are expected to • HBSS 4118, Relapse preven- (3) Master of Arts demonstrate the ability to tion for problem behaviors (3) • HBSS 5410, Practicum in appreciate, relate to, and com- The minimum College require- • HBSS 5110, Determinants of health education (1–6) municate with ethnically, ments for the Master of Arts health behavior (3) • HBSS 6100, Measurement racially, and linguistically degree in Health Education and program evaluation (3) diverse individuals and groups include satisfactory completion Elective Courses (9 points): • HBSS 6145, Health psychol- of people who possess different of a program of no less than 30 • HBSS 4000, A survey of ogy (3) personal, social, and cultural points of course work and a for- nutrition: fads and popular histories than their own. They mal essay, or 32 points with an fantasies (3) Essay or Integrative Project (0 are also encouraged to develop acceptable departmental inte- • HBSS 4010, Nutrition and points): a strong sense of professional grative project. At least 20 behavior (3) Broad and Basic Areas of Pro- identity and commitment to points must be earned in • HBSS 4011, Women and fessional Scholarship and Prac- professional affairs in health Teachers College courses. In weight (3) tice (6–9 Points) education. This might take the order to broaden the student’s • HBSS 4013, Nutritional • One course in learning theory form of active membership in background in education, no ecology (3) pertaining to a population appropriate national, regional, less than three Teachers College • HBSS 4110, Health promo- group of interest, such as the or local professional organiza- courses from outside the major tion for children and adoles- child, adolescent, adult, or tions, participation in profes- department, each for a mini- cents (3) older adult. sional meetings, presenting an mum of two points, must be • HBSS 4111, Addictions and • One course in communica- abstract or a paper at profes- taken. The remaining course dependencies (3) tions, computing or instruc- sional meeting, or serving on a work may be completed at • HBSS 4112, Social policy tional technology and media. professional committee. Teachers College or in other and prevention (3) • One course in research meth- graduate divisions of the Uni- • HBSS 4113, Human sexual- ods, evaluation, measure- Completion of the M.A. degree versity, but no more than 12 ity education (3) ment, or statistics. program makes graduates eligi- points from other faculties of • HBSS 4114, Health promo- ble to qualify for certification the University will be credited tion for multicultural popu- Master of Science toward the minimum point lations (3) as a Certified Health Education The Master of Science degree requirement. No transfer credit • HBSS 4115, Health promo- Specialist through the National requires a minimum of no is granted for work completed tion for aging adults (3) Commission for Health Educa- fewer than 60 points and an at other institutions. • HBSS 4116, Health educa- tion Credentialing, Inc. and as essay or project. The College tion for elementary teachers a Certified Alcoholism Coun- requires that a minimum of 30 The program of study includes (2–3) selor. Specific information points be completed under the required and elective courses in • HBSS 4117, AIDS education regarding each program and its auspices of Teachers College, several areas. The exact program (3) degree requirements can be including 18 points that must and sequence of study are deter- • HBSS 4120, Topics in health obtained by writing to the pro- be earned in Teachers College mined by the student’s previous education (2–3) gram coordinator, Professor courses. In order to broaden the academic preparation, profes- • HBSS 4130, Alcohol and Charles E. Basch. student’s background in educa- sional experience, and profes- health (3) tion, no less than three Teach- Special Application sional career objectives. Pro- • HBSS 4140, Developing ers College courses from out- Requirements/Information: grams of study typically exceed workplace health promotion side the major department, the minimum College require- programs (3) All programs have ongoing each for a minimum of two ment of 32 points. Selection of • HBSS 4141, Health and ill- admissions, and will review points, must be taken. The courses that fulfill an area ness in cross-cultural per- applications throughout the remaining course work may be requirement in the program of spective (3) year. Preference in scholarship completed at Teachers College study listed below is guided by • HBSS 4901, Research and awards will be for those stu- or in other graduate divisions individual needs of the student independent study in health dents who meet the priority of the University. deadline. The GRE test is not and is not limited to those education (1–4) courses that are listed. It should

183 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Although no transfer credit • HBSS 6100, Measurement required to prepare and present • HBSS 4118, Relapse preven- toward the Master of Science is and program evaluation (3) an acceptable essay or pre-doc- tion for problem behaviors (3) granted for work completed at • HBSS 6145, Health psychol- toral project prior to or during other institutions, a maximum ogy (3) the term in which 60 points of Advanced Core Courses (Required of 30 semester hours of gradu- • Elective Courses (12 points) applicable graduate study have 15 points): ate credit may be used from (See M.A. elective list for been completed. • HBSS 5110, Determinants of other recognized institutions to course selection) health behavior (3) reduce the degree requirement. • Essay or Integrative Project The program of study for the • HBSS 5111, Planning health Applicants who have com- (0 points) Doctor of Education degree in education programs (3) pleted the Master of Arts Health Education includes • HBSS 5112, Theory and (M.A.) degree in Health Edu- Broad and Basic Areas of Profes- required courses, course work practice of health communi- cation through Teachers Col- sional Scholarship and Practice in required areas, and elective cations (3) lege, which is applicable to the (18 Points): courses. The exact program and • HBSS 6100, Measurement M.S. degree, must offer a mini- • Nature of Education, Per- sequence of study is deter- and program evaluation (3) mum of 45 points of the sons, and Learning Processes mined by the previous acade- • HBSS 6145, Health psychol- required 60 points under (required 6 points) mic preparation, professional ogy (3) Teachers College registration. • Communications, Comput- experience, and professional ing and Instructional Tech- career objectives of the student. Elective Courses (21 points) (See The program of study for the nology and Media (required Programs of study typically M.A. list for course selection) Master of Science degree in 2–3 points) exceed the minimum College Health Education includes • Methods of Evaluation and requirement of 90 points, with Research Seminar and Preparation required and elective courses in Research (required 9 points) most candidates offering of the Dissertation (5 points): several areas. The exact pro- • General Research Methods between 90–120 points for the • HBSS 6510. Research semi- gram and sequence of study is (required 3 points) degree. Selection of courses nar in health education (3) determined by the previous • Statistics (required 3 points) that fulfill an area requirement • HBSS 7501. Dissertation academic preparation, profes- • Measurement and Evaluation in the program of study listed seminar in health education sional experience, and profes- (Required 2–3 points) below is guided by individual (2) sional career objectives of the needs of the student and are • HBSS 8900. Dissertation student. Selection of courses Doctor of Education not limited to those courses advisement in health educa- that are listed. that fulfill an area requirement The Doctor of Education degree tion (0) in the program of study listed requires a minimum of 90 post- A student who presents evi- Broad and Basic Areas of Scholar- below is guided by individual baccalaureate points and the dence of proficiency in those ship and Practice (27–30 Points): needs of the student and is not preparation and defense of a dis- required courses or in an area of limited to those courses that sertation. Up to 45 graduate • Nature of Education, Per- course work required for the are listed. It should be noted level points taken at other insti- sons, and Learning Processes program may, at the discretion that the point requirements tutions may be transferred (required 6–9 points) of the major advisor and upon indicated for each area of study toward doctoral requirements. • Communications, Comput- approval of the department given below are minimum Candidates for the Ed.D. degree ing and Instructional Tech- chairman, select and substitute requirements. are also expected to demonstrate nology and Media (required courses that represent more satisfactory performance on a 2–3 points) Major advanced study in the area in (36 Points): departmental Certification • Methods of Evaluation and Introductory Core Courses which the student has demon- Examination and to prepare and Research (required 17–18 (9 points): strated competence, or addi- defend an acceptable disserta- points) tional preparation in other • HBSS 4100, Introduction to tion project. In addition to the • General Research Methods areas in which the student’s health education (3) College requirements, all candi- (required 6 points) preparation is less extensive. It • HBSS 4102, Principles of dates for the Ed.D. degree in • Statistics (required 6 points) should be noted that the point epidemiology in health pro- Health Education must have • Measurement and Evaluation requirements indicated for each motion (3) fulfilled the equivalent of the (Required 5–6 points) area of study given below are • HBSS 4118, Relapse preven- requirements for the Master of minimum requirements. Courses: tion for problem behaviors (3) Arts (M.A.) degree in health education. Introductory Courses Advanced Core Courses (Required Major (50 Points) 15 points): Introductory Core Courses HBSS 4100. Introduction to For those students entering the (Required 9 points): health education (3) • HBSS 5110, Determinants of doctoral program with only a • HBSS 4100, Introduction to Professor Allegrante. Determi- health behavior (3) baccalaureate degree, the M.A. • HBSS 5111, Planning health health education (3) nants of health; relationship degree must be completed first. between health and human behav- • HBSS 4102, Principles of education programs (3) Those applicants who, at the ior; the role of health education as epidemiology in health pro- • HBSS 5112, Theory and time of admission to the pro- a strategy in health promotion and motion (3) practice of health communi- gram, do not present the equiv- disease prevention; selected issues cations (3) alent of a master’s thesis are and problems.

184 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSS 4102. Principles of epi- HBSS 4116. Health education HBSS 4130. Alcohol and health HBSS 5115. Assessment and demiology in health promotion for teachers (2–3) (3) counseling for health promo- (3) Ms. Whalen. Review of concepts, Professor Wallace. Background tion (3) Professor Basch. Principles and issues, and content relevant for and theory related to alcohol use Professor Wallace. Assessment of methods of epidemiologic investi- teaching children and adolescents; and misuse; health and social con- clients’ health compromising gation; application of epidemiol- methods and resources for teaching sequences of alcohol misuse; con- behaviors to reduce relapse and ogy to prevention and control of various content are integrated sideration of special populations, facilitate referrals to mental health disease, using health education. throughout; topics include alcohol such as children of alcoholics; staff; interventions for motiva- and drugs, sexuality, environmen- review of alternative approaches to tional counseling, psychoeduca- HBSS 4110. Health promotion tal health, diet, weight and weight prevention and treatment. tional group, and focus group for- for children and adolescents (3) control, stress, and child abuse. mats are covered. Professor Basch. Basic topics in HBSS 4140. Developing work- promoting child and adolescent HBSS 4117. AIDS education place health promotion pro- HBSS 5408. Practicum in indi- health; relationships between (2–3) grams (3) vidual health advisement (3) school, family, and community in Dr. Fullilove. The role of schools, Professor Allegrante. Provides a Faculty. Individual and small promoting the health status of parents, and communities in edu- comprehensive step-by-step group practice in the application school age children. cating youth about AIDS and process to designing, implement- of basic principles of counseling in human sexuality; review of meth- ing, and evaluating health promo- the area of health problems. HBSS 4111. Addictions and ods and resource materials for pro- tion programs at the workplace. dependencies (3) viding such education; considera- HBSS 5410. Practicum in health Professor Wallace. Social-psycho- tion of controversial issues HBSS 4141. Health and illness education (1–6) logical, cultural, clinical, and surrounding these topics. in cross-cultural perspective (3) Faculty. Permission required. pharmacological factors associated Faculty. Examination of the role of Advance registration required in with the use of psychoactive drugs HBSS 4118. Relapse prevention healing and medicine, both histor- the semester prior to taking the and other compulsive behaviors. for problem behaviors (3) ically and cross-culturally, and of course. Intensive field experience Professor Wallace. Theory and tech- the utility of considering cultural in a community setting. Essay HBSS 4112. Social policy and niques of relapse prevention across a practices and beliefs when design- required at end of field experi- prevention (3) range of addictive behaviors. Topics ing health education programs. ence. Sections: (1) Professor Alle- Professor Allegrante. Analysis of include relapse prevention for psy- grante (2) Professor Basch (3) Pro- current national health policy, its choactive substance use, eating dis- Intermediate and Advanced fessor Wallace. social, economic, and political orders, gambling, and sex. Courses determinants, and implications for HBSS 5710. Supervised teaching health education. HBSS 4120. Topics in health HBSS 5110. Determinants of in health education (1–6) education (2–3) health behavior (3) Faculty. Permission required. HBSS 4113. Human sexuality Faculty. Review and synthesis of Professor Allegrante. Theory-based Advance registration required in education (3) current knowledge on a selected analysis of the cultural, social-psy- the semester prior to taking the Mr. Rocco. Explore human sexual- topic related to health, such as chological, and social-structural course. Supervised health teaching ity from a variety of perspectives; teenage suicide, child abuse, vio- determinants of health-related in a school. Essay required at end explore their own attitudes about lence, teenage pregnancy, and behaviors; implications for planned of teaching experience. human sexuality and how they mental health. change at individual, small-group, affect them personally and profes- and community levels. HBSS 6100. Measurement and sionally; examine methods of HBSS 4121 Death education (3) program evaluation (3) teaching and designing sexuality Dr. Demmer. Designed to increase HBSS 5111. Planning health Professor Basch. Theory, methods, education programs. awareness/insight of the multidi- education programs (3) and problems of measurement and mensional aspects of death, dying, Professor Basch. Process of devel- evaluation; standards for evalua- HBSS 4114. Health promotion and bereavement. Gain skills as oping social, epidemiological, tion of health, education and for multicultural populations (3) health care professionals in dealing behavioral, and educational diag- related social programs; skills in Professor Wallace. Health status, with death, its causes, treatment of noses; principles of planning, critical evaluation of research and needs, and problems of multicul- life threatening illness, including implementing, and evaluating evaluation reports. tural populations in urban envi- AIDS, suicide, and violent death. health education interventions. ronments, and sensitivity to these Explore customs across cultures, HBSS 6145. Health psychology issues in effective programs afterlife beliefs, near-death experi- HBSS 5112. Social marketing (3) ences, and ethical issues. and health communications (3) Faculty. Topics include social HBSS 4115. Health promotion Ms. Bogart. Principles and theories learning theory, attribution, and for aging adults (3) HBSS 4122. Women’s health (3) of marketing and communication attitudes as they apply to health Dr. Fulmer. Changes in aspects of Dr. Whalen. Explore health issues applied to health education. Prac- promotion, disease prevention, health during the middle and later as they relate to the female body tice in developing and evaluating reactions to illness, and adherence years; recent developments in the and psyche including: body image, health communications. to treatment regimens. field of gerontology as well as leg- weight control, substance abuse, islation and community organiza- HIV, cancer, reproductive health, HBSS 5113. Community health tion designed to meet health needs contraceptives, abortion, domestic analysis and intervention (3) of aging persons. violence, rape, sexual harassment, Professor Basch. Survey and analysis and lesbian health issues with of concepts, issues, strategies, and attention paid to the media and methods relevant to community women’s health. health analysis and intervention.

185 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Seminars and Research Nursing Education: central to the program. (Under Major (35–45 points) the direction of Dr. Kathleen This includes introductory and HBSS 4901. Research and inde- Professorial Role pendent study in health educa- O’Connell, Isabel Maitland advanced courses in the tion (1–4) (Nurse Educator) Stewart Professor of Nursing selected area of specialization. Faculty. Permission required. (Code: TNP) Education, the program in Students may include depart- Research and independent study Program Coordinator: Kathleen nursing education is being mental courses listed under under faculty direction. Proposals A. O’Connell, Ph.D., R.N., redesigned for those entering role preparation and cognates must have prior approval of a fac- F.A.A.N. in the year 2001. For more related to the area of specializa- ulty member. Sections: (1) Profes- information, contact Dr. tion in this component. sor Allegrante (2) Professor Basch Degree Offered: O’Connell at (212) 678-3120 (3) Professor Wallace. Doctor of Education (Ed.D.) or O’[email protected]. Research (19–21 points) HBSS 5510. Seminar in health columbia.edu.) Appropriate courses related to education (3) Special Application design of the dissertation. Faculty. Current problems, issues, Requirements/Information: Graduates of the doctoral pro- and trends in health education. In addition to the requirements gram assume major positions Broad and basic areas (14–21 for admission to Teachers Col- in academic, health care, points) HBS I5690. Colloquium in lege, an applicant for the Doc- research and practice settings. This refers to the broad and health promotion (2–3) tor of Education degree must They are leaders and meet the basic areas of professional Faculty. Permission required. A be a Registered Nurse in any challenges of change in nursing scholarship. multidisciplinary colloquium U.S. state or in Canada and education and health care. involving faculty and students Their commitment to scholarly Electives (3–6 points) from several departments, as well hold a baccalaureate degree as guest lecturers from outside the with a cumulative grade point inquiry of critical issues that College and University. Analysis of average of 3.5 or better. Test face nursing education and the These courses should round out the content, theory, and method of scores of at least 540 on either instruction of current leaders scholarly studies. health promotion programs in var- the Graduate Record Examina- for the improvement of nursing ious settings. Faculty and students tion (GRE) or at least 54 on education and the health and Courses: discuss current research, practice, nursing care of the populations the Miller Analogy Test General Nursing Domain and policies in health promotion. nurses serve are essential in the (MAT), as well as a writing Courses sample (a course paper, master’s development of the arts, sci- HBSS 6510. Research seminar in thesis, or a published paper) are ence, and practice of nursing. Nursing domain courses deal with health education (3) required. Also required is a theory, professionalization, Faculty. Permission required. research, history, issues, and Review of research literature, professional resume. Placement of the Program in Nursing Education within the trends. These courses are open to methods, and problems in health students in any nursing sequence education. Program Description: Department of Health and of study. They are also open to Nurse education in an acade- Behavior Studies ensures a interested students, nurses, or non- HBSS 6901. Research and inde- mic setting began at Teachers multidisciplinary approach to nurses from other departments and pendent study in health educa- College in 1899. These pro- problems in nursing education, include course work in nursing tion (1–4) grams have a long and distin- society, and health. The Profes- theory, professional nursing, and Faculty. Permission required. guished tradition and commit- sorial Role program combines nursing research. Open to matriculated doctoral stu- ment to the education of nurses teaching, research, and services dents. Research and independent to society to meet scholarship Nursing Theory study under faculty direction. Pro- who have diverse roles in acad- posals must have prior approval of emic and community settings responsibilities of higher edu- HBS 4003. Crisis intervention (3) a faculty member. Sections: (1) within the United States and cation. This is a unique pro- Faculty. Study of general crisis Professor Allegrante (2) Professor abroad. gram that prepares nurse edu- phenomena within the framework Basch (3) Professor Wallace. cators to work in varied of crisis intervention theory. The programs reflect a commit- settings and accomplish behav- Analysis of individual, family, and HBSS 7501. Dissertation semi- ment to the scholarly inquiry of ioral change through educa- community dynamics. nar in health education (2) critical issues that face nursing tion. The Department provides Faculty. Permission required. Open education and influence the access to faculty expert in self- HBSN 4005. Theories of nurs- to certified doctoral candidates only. care, rehabilitation, violence, ing (3) character and goals of nursing Faculty. Theoretical foundations of Development and presentation of addictions, and child and ado- doctoral dissertation proposals. education programs. nursing. Critical analysis of theo- lescent health. ries that explain the nature of HBSS 8900. Dissertation advise- The curriculum is designed to nursing practice. ment in health education (0) provide an excellent foundation Degree Requirements: Faculty. Permission required. in scientific inquiry and nurs- The Doctor of Education pro- HBSN 5000. Nursing science (3) Individual advisement on doctoral ing theory and development, gram requires a minimum of Faculty. Prerequisite: HBSN 4005. dissertations. Fee: equal to 3 quantitative and qualitative 90 points beyond the baccalau- Examination of emerging issues in points at current tuition rate for research designs, as well as in reate degree. nursing research and health care. each term. Sections: (1) Professor curriculum and teaching. Relevance to theory development and health policy are emphasized. Allegrante (2) Professor Basch (3) Scholarly study of nursing is Professor Wallace.

186 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSN 5001. The practice of Professional Nursing HBSN 5043. Nursing research HBSN 6540. Seminar on disser- nursing science (3) development (3) tation design development (3) Faculty. Prerequisites: HBSN 4005 HBSN 4001. Contemporary Faculty. Prerequisites: HBSN Faculty. Permission required. Pre- and HBSN 5000. Design and issues in nursing (3) 4005, HBSN 5040, or equivalents. requisites: HBSN 5043, HBSN implementation of a nursing-sci- Faculty. Identification and analysis Philosophical foundations of 4005, HBSN 5005, statistics, and ence based strategy to advance prac- of current issues in nursing; devel- empirical and naturalistic inquiry certification. Required of all doc- tice. Priority given to populations opment of appropriate back- methods are examined with refer- toral candidates. Group critique of considered at risk or underserved. ground; formulation of personal ence to developing a domain sig- dissertation proposals; focus on stances on selected issues. nificant research problem. Empha- beginning to intermediate level HBSN 5005. Interdisciplinary sis given to clarification to study aspects of analysis of theory and theory in nursing (3) HBSN 4004. Historical trends in design within interdisciplinary research design. This course may Professor O’Connell. Prerequisites: nursing (3) knowledge relevant to nursing. be repeated as often as necessary HBSN 4005, HBSN 5040 or Faculty. Consideration of the his- until the student is ready for the equivalent. Evaluation of utility of tory of nursing and nursing educa- HBSN 5340. Practicum in departmental examination. Once theories and models from related tion, and its influence on current archives and historical research HBSN 6540 is taken, continuous disciplines in posing research developments in nursing. (3) Autumn/Spring enrollment in the problems in nursing. Focus on Faculty. Prerequisites: HBSN course is required until the semes- strategies of concept analysis and HBSN 4050. Health problems 5040 and HBSN 5043. An intro- ter during which the departmental theory derivation. and issues in society (3) duction to the theory and practice examination is held. Faculty. Political and economic of archives administration and his- HBS 5551. Bioethics (3) concepts influencing the delivery of torical research. Course treats the HBSN 6541. Advanced seminar Dr. Camuñas. Review of bioethical health care services. Consideration fundamentals of these two interre- on dissertation design develop- issues in society, health care, and of health issues facing the public lated fields through lectures, read- ment (3) health care delivery. and possible courses of action. ings, practical exercises, and a pro- Faculty. Permission required. Pre- ject involving: (1) arrangement requisite: HBSN 6540 and certifi- HBSN 6505. Theory construc- HBSN 5908. Independent study and description of a manuscripts cation. Focus on advanced aspects tion in nursing (3) in professional nursing (1–6) collection or (2) an oral history of research design and method. Faculty. Prerequisites: HBSN Faculty. Permission required. Indi- interview. Projects focus on the 4005 and HBSN 5005. Acquisi- vidual, guided learning experience Nursing Archives in Milbank HBSN 7500. Dissertation semi- tion of the fundamental logic of at the Master’s level in a selected Memorial Library. nar in nursing (3) theory development and its appli- aspect of professional nursing. Faculty. Permission required. Pre- cation to nursing. Understanding Topic agreed upon between stu- HBSN 5540. Seminar in Mas- requisite: HBSN 6540 and certifi- and use of theory construction. dent and faculty. ter’s thesis development (3) cation. The departmental examina- Faculty. Permission required. tion, involving presentation of HBSN 6507. Seminar on theory HBSN 6501. Seminar in profes- Group critique of thesis proposals; dissertation proposal for faculty in practice (3) sional nursing (3) analysis of theory and research approval. This course is required of Faculty. Prerequisites: 2 courses in Faculty. Prerequisites: 2 courses in design. Open only to students all certified doctoral candidates nursing theory. Design and evalua- nursing professionalism and/or his- writing theses. This course may be and may be taken only once. tion of theoretically/empirically tory. Examination of selected pro- repeated as often as necessary until derived models for advanced prac- fessional nursing problems or the student is ready to present the HBSN 8900. Dissertation tice in nursing education, manage- domain in depth. Course may be thesis proposal for faculty approval advisement in nursing (0) ment and care of clients. repeated for credit if different top- in HBSN 5541. Continuous Faculty. Individual advisement on ics are covered. Autumn/Spring enrollment is doctoral dissertation following HBSN 6600. Colloquium in required until the semester in completion of all course work. Fee nursing theory (3) HBSN 6908. Independent study which presentation is held. equal to 3 points at current Faculty. Prerequisites: 2 courses in in professional nursing (1–6) tuition rate for each term. For nursing theory. Examination of a Faculty. Permission required. Indi- HBSN 5541. Master’s thesis continuous requirements, see cata- selected nursing theory or theory vidual, guided learning experience seminar in nursing (3) log on continuous registration for problem in depth. Course may be at the doctoral level in a selected Faculty. Permission required. Pre- Ed.D. degree. repeated for credit if different top- aspect of professional nursing. requisite: HBSN 5540. Involves ics are covered. Topic agreed upon between stu- presentation of Master’s thesis pro- HBSN 6940. Independent study dent and faculty. posal for faculty approval. in nursing research (1–6) HBSN 6909. Independent study Faculty. Permission required. in nursing theory (1–6) Nursing Research HBSN 5940. Master’s advise- Allows student to contract with Faculty. Permission required. Indi- HBSN 5040. Methods in nurs- ment in nursing (3) individual faculty member for vidual, guided learning experience ing research (3) Faculty. Permission required. Indi- research related work in a defined in a selected nursing theory or the- Faculty. Prerequisites: HBSN vidual advisement on Master’s the- area of study. ory problem. Topic agreed upon 4005, HBSN 5000. Analysis of sis. May be repeated for up to 6 between student and faculty. hypothetical generation, study points. Involves active work toward Role Preparation Courses designs and data collection meth- completion of a thesis proposal that has been accepted by faculty. These courses focus on combining ods in nursing research with cognate and nursing knowledge emphasis on application to practice. and synthesizing knowledge needed for fulfillment of the role of nurse educator.

187 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

General Courses in Role HBSN 5031. Curriculum HBSN 6930. Independent study Applied Physiology and Nutrition Preparation designs and issues in nursing in nursing education (1–6) education (3) Faculty. Permission required. (Code: TZR) HBSN 5013. Informatics in Faculty. Prerequisite: HBSN 4331. Individual, guided learning expe- Degree Offered: nursing (3) Problems and issues in curriculum rience at the doctoral level in a Master of Science (M.S.) Faculty. Focus on computerized content, organization, and planning selected aspect of nursing educa- management information systems, for curriculum development. tion. Topic agreed upon between Community Nutrition Education computer-based analysis of deci- Selected nursing curricula critiqued. student and faculty. sion alternatives, assessing nursing (Code: TSC) care quality and cost-effectiveness, HBSN 5230. Field experience in Nursing Education: Executive Degree Offered: and other feedback mechanisms nursing education (3) Role Master of Education (Ed.M.) specific to the nursing organiza- Faculty. Permission required. Pre- tion. Special fee: $50. requisites: HBSN 4331, HBSN (On the master’s level, preparation Special Application 4332, HBSN 5530, HBSN 5031, for this role is identical with Requirements/Information: HBSN 6014. Managing the HBSN 5022. Supervised practice preparation for the professorial All programs have ongoing socially responsible organiza- in teaching student nurses in one role. The same courses are used for tion (3) this purpose.) admissions, and will review or both settings, classroom and/or applications throughout the Faculty. Analysis of selected social, clinical. economic, and political mega- HBSN 6220. Advanced study of year. Preference in scholarship trends that have or will continue HBSN 5530. Seminar: Clinical administration in schools of awards will be for those appli- to influence the direction of teaching and evaluation (3) nursing (3–6) cants who meet the College change in the health care industry. Faculty. Inquiry in effective Faculty. Permission required. priority deadline. The process of analysis is intended strategies for teaching and evalu- Problems and issues at both to serve as a conceptual framework ating students in the laboratory departmental and decanal levels. The GRE General Test is for the categorization of discrete setting. Analysis of theory and Observation and experience in required for all programs (or trends affecting the management related research. administration in a school of nurs- the Miller Analogies Test for of nursing services and programs. ing under preceptorship of a dean or director. the program in Applied Physi- HBSN 5930. Independent study ology and Nutrition). A writ- HBSN 6522. Policy formation in nursing education (1–6) and governance in nursing (3) Faculty. Permission required. HBSN 6521. Legal aspects of ing sample is required for doc- Faculty. Policy formation and gov- Individual, guided learning expe- nursing education (3) toral applicants, preferably a ernance within nursing organiza- rience at the master’s level in a Faculty. Legal responsibilities of master’s thesis, course paper, or tions and within the larger institu- selected aspect of nursing educa- faculty and administration in an published article. tion of which they are a part. tion. Topic agreed upon between educational setting. Exploration of external and inter- student and faculty. Applicants must also provide nal influences on policy formation HBSN 6625. Colloquium in evidence of completion of pre- in nursing. HBSN 6530. Seminar on cur- nursing education organization requisite courses, including (3) riculum in nursing education (3) introductory nutrition, statis- Professorial Role Faculty. Permission required. Pre- Faculty. Permission required. Open tics, general and organic chem- only to doctoral candidates. Inten- requisite: determined by instructor HBSN 4331. Curriculum in based on topic covered. Examina- istry, biochemistry (requiring nursing education (3) sive study of selected issues and/or designs in nursing curricula. tion of selected problems in nurs- organic chemistry as a prereq- Faculty. Application of curricu- ing educational organization in uisite) and human physiology. lum theories to the development HBSN 6532. Advanced teaching depth. Course may be repeated for The latter two must have been of nursing curriculum. Simulated credit if different topic covered. or real practice in curriculum strategies in nursing education taken within 5 years with a development. (3) grade of B or better. Foods Faculty. Prerequisite: HBSN 4332. Nutrition courses-in food science and in HBSN 4332. Classroom teaching Examination of generalized food management-and a course approaches to nursing education, Program Coordinator: Professor in nursing (3) Isobel R. Contento in microbiology are also Faculty. Corequisite or prerequi- subsuming but more generalized required for students wishing than teaching methods. Professor Lawrence H. Kushi site: HBSN 4331. Consideration of to become registered dietitians. teaching methods used in the col- HBSN 6635. Colloquium in Nutrition Education lege nursing classroom. Practice in Applicants to the Dietetic one or more of the methods. nursing education (3) Faculty. Prerequisite: determined (Code: TSA) Internship must submit an by instructor based on topic ADA Plan V verification state- HBSN 5022. Administrative Degrees Offered: roles of faculty (3) selected. Examination of selected ment in addition to being fully Faculty. Administrative responsi- problems in nursing education Master of Science (M.S.) admitted to the College. For bilities of faculty in collegiate practice and administration. Doctor of Education (Ed.D.) students who do not have a nursing programs. Types of admin- Course may be repeated for credit bachelor’s degree that satisfies istrative organizations, agency if different topic covered. Nutrition and Public Health Plan V, the needed course work relations, student relations, bud- (Code: TSB) can be taken at undergraduate get, collective bargaining, and nutrition programs in the New accreditation. Roles in hiring, Degrees Offered: Master of Science (M.S.) York metropolitan area while retention, promotion, and tenure completing the M.S. Students of faculty. Doctor of Education (Ed.D.)

188 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES may meet with our ADA acade- vice in nutrition counseling The program puts a heavy Accreditation by the American mic program advisor to develop and education in health promo- emphasis on providing students Dietetic Association (ADA). an integrated plan of studies. tion and disease prevention with practical educational expe- Two cohorts are admitted per programs in health agencies, riences in addition to tradi- year, in September and January. Admission to the doctoral pro- hospitals, private practice, tional classroom lectures and grams is based upon the appli- media organizations and the discussions. Among the course- The Internship is designed to cant’s academic and work workplace; to serve as teachers related educational experiences bridge a student’s academic edu- record. Normally a student or resource specialists in available to students are: team cation and professional career will be formally admitted to schools and universities; to fill projects in community nutri- and thus focuses on developing the Doctoral program only a variety of planning, instruc- tion, group planning and teach- practitioner skills. The Intern- after completion of course tional, and administrative roles ing of nutrition lessons to ship sequence of courses (HBSS work embodied in the 40- in community and public selected audiences in the com- 5241-HBSS 5244) is offered on point Master of Science health agencies; or to serve as munity, food education and a part-time basis requiring a degrees or the 60-point Master researchers in a variety of areas gardening projects in schools, year to complete. Students may of Education degree. related to behavioral aspects of dietary analyses and on-line complete the Master of Science diet, nutrition education, computer activities. concurrently with the Internship Program Description: nutritional epidemiology, clini- if academic requirements have As we enter the year 2000 cal nutrition, and sustainability In addition, all three Master of been satisfied. Students who suc- there is an increasing awareness of the food system. Science programs require a cessfully complete the Dietetic of the fact that the quality of block of supervised fieldwork Internship are then eligible to the diets that people habitually The program provides students as well as a substantial integra- take the registered dietitian cer- consume contributes to the a thorough grounding in nutri- tive project. This fieldwork can tification examination. quality of their lives. The Pro- tion science, nutrition educa- take place in the New York gram in Nutrition at Teachers tion, and clinical nutrition. In City area, in other parts of the Students may enroll for all College has, since its founding addition, the program empha- United States, or in an interna- degree programs on a full-time in 1909, been a leader in devel- sizes the development of com- tional setting, depending on or part-time basis. oping strategies for promoting petencies in: the interests of the student. health through encouraging • Designing and implementing Degree requirements: dietary change. nutrition education with Students are welcome to par- Master of Science individuals, groups, and ticipate in the activities of the Current academic initiatives communities Nutrition Education Program’s The major program emphases and research focus on analyzing • Facilitating healthful and community service organiza- are in the fields of Nutrition and facilitating change in indi- ecological food choices tions, NERP and the Earth Education, Nutrition and Pub- viduals and communities, and • Clinical assessments and Friends program, a food and lic Health, and Applied Physi- on ways of modifying both per- nutrition counseling environmental education pro- ology and Nutrition. All three sonal choice and the food sys- • Applying nutrition science gram designed for children, M.S. degrees require the fol- tem within which such choices and exercise science princi- parents and teachers, which lowing core courses: are made. In particular, faculty ples to exercising individuals provides students opportuni- • HBSS 4010, Food and behav- and students are engaged in a • Thinking critically and inde- ties to practice nutrition edu- ior number of food and nutrition- pendently cation. In addition, because of • HBSS 4013, Nutritional related demonstration and • Acting collaboratively and Teachers College’s location in ecology research projects which evaluate effectively with others in New York City, there are vir- • HBSS 4014, Community the cognitive and psychosocial organizations and communi- tually unlimited opportunities Nutrition factors influencing food choice ties with regard to important for students to become • HBSS 5010, Advanced nutri- in children, adolescents, and food and nutrition issues involved in a variety of tion I adults; characteristics of the • Conducting food and nutri- food/nutrition-related activi- • HBSS 5011, Advanced nutri- dietary change process; nutri- tion-related research ties. The faculty and staff can tion II tional epidemiology; food and arrange for students who have • HBSS 5013, Strategies for environment education in Because of the breadth of its credit hours available to nutrition education and schools; relationship of women aims, the program has long receive credit for such activi- health behavior change and food; food policy; and admitted academically quali- ties where appropriate. • HBSS 5014, Analysis of cur- social, economic, and techno- fied students with undergradu- rent literature and research in logical factors affecting the ate degrees in fields other than Dietetic Internship nutrition • HBSS 5015, Assessing nutri- long-term sustainability of the nutrition or the related sci- For students interested in pro- tional status and dietary food system. ences, so long as they can meet fessional certification as regis- behaviors the science prerequisites, since tered dietitians (R.D.), the • HBSS 5034, Clinical nutri- Building on its rich history, the such students often bring valu- Department sponsors a pre- tion Teachers College program aims able skills and attitudes to the professional internship pro- • HBSS 5036, Nutrition coun- to prepare graduates to take graduate study of nutrition. gram with Developmental positions of leadership and ser- seling

189 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

• HBSS 5232, Extended field- degree is equivalent to one Sports Medicine for certification Students will be expected to work in nutrition education offered by a School of Public as an Exercise Test Technolo- take courses in the following • HBSS 6100, Measurement Health. gist, Exercise Specialist, Fitness categories: and evaluation in health edu- Instructor, and/or Program I. Major Field and Specializa- cation In addition to the core in Director. (See section below on tion (54–60 points) nutrition science and the Applied Physiology and Nutri- II. Research and Evaluation Nutrition Education: behavioral sciences, course tion for more details.) (13–18 points) Students working toward the work is required in vital statis- III. Broad and Basic Areas of 40-point Master of Science tics, epidemiology, and pro- Community Nutrition Education: Professional Scholarship degree in Nutrition Education gram planning. Other courses The program of study for the (15–24 points) have the option of electing in public health are selected to 60-point Master of Education courses that will especially complement the student’s pre- degree in Community Nutri- The specific courses selected equip them to conduct individ- vious academic background tion Education includes addi- will depend on the student’s ual and group and work experiences, and to tional course work in advanced particular background, inter- counseling/patient education or take into account the student’s nutrition and permits a stronger ests and goals. In consultation to provide food and nutrition interests and career goals. emphases in the behavioral sci- with a Faculty Advisor, stu- education in community, ences and education. A commu- dents should develop a pro- school, work site, or mass The Nutrition and Public nity-based, research, or other gram plan early in their course media settings in the United Health major prepares gradu- integrative project is required. of study to provide a rational States or developing countries. ates to take leadership roles in basis for their course selection. government, community, and Doctoral Degrees Courses: In addition to the core curricu- public health agencies, carry- The Program in Nutrition Edu- lum in nutrition science, the ing out a variety of planning, cation offers Doctor of Educa- Introductory courses behavioral aspects of diet, and instructional, and administra- tion degrees in two areas of spe- HBSS 4000. Introduction to nutrition education, students tive tasks related to health pro- cialization: Nutrition Education are required to take HBSS motion and disease prevention. nutrition: Facts, fallacies, and and Nutrition and Public Health. trends (3) 5513 Seminar in nutrition edu- These include community and The two specializations prepare cation. They are also required individual nutritional assess- Professor Contento and Dr. Sporny graduates for a variety of leader- (Fall). Prerequisites: None (Course to take at least one elective in ment and evaluation; program ship positions in policy-mak- is offered to nonmajors and to those each of the categories: nature of planning and participation in ing, education and administra- desiring admission to the Nutrition persons and the learning multidisciplinary health teams tion in schools and colleges, in Program and to the Dietetic Intern- process, and curriculum or to provide programs to meet government, and in public ship Program.) Overview of the sci- planning. public needs. health and other service agen- ence of nutrition and its relation- ship to health, taught through an cies. The program’s goal is to Applied Physiology and Nutrition: analysis of historic and contempo- Students select their remaining turn out graduates capable of courses from a variety of other The Program in Nutrition Edu- rary controversies, such as fat versus initiating needed action and of carbohydrates in the diet; vegetari- disciplines in keeping with cation and the Program in responding positively and cre- their own goals and their area Applied Physiology offer a joint anism; and supplement use. Special atively to the clearly inevitable attention will be paid to American of specialization, including course of study leading to a 45- changes of the coming decades trends in food consumption and nutrition education in commu- point Master of Science degree in the physical, intellectual, and their impact on health and to the nities, work sites and schools; in Applied Physiology and political environments in which dietary practices employed in the nutrition counseling; mass Nutrition (APN). In addition the food, health, and educa- pursuit of weight maintenance, media; or international com- to the core courses in nutrition, tional systems operate. health, and fitness. munity nutrition education. students are required to take a HBSS 4007. Foods and their The program conforms to the core of courses in applied physi- The general requirements for guidelines for the training of ology (see section below on uses (1) the Doctor of Education Faculty. A practical course for Nutrition Education Specialists APN for more details). The include a minimum of 90 grad- set forth by the Society for program prepares students to nutrition majors and nonmajors uate credits, of which at least who wish to learn food composi- Nutrition Education. provide individual counseling 45 must be taken under Teach- tion and how to use food in nutri- and group education in nutri- ers College registration. Over- tionally, ecologically, economically, Nutrition and Public Health: tion and exercise and to design all, students will be expected to and culturally appropriate ways. The Program in Nutrition and and implement exercise and develop competence in nutri- Public Health is an approved nutrition programs in weight tion science, behavioral science, HBSS 4010. Food, nutrition and program of the Association of control centers, work sites, fit- behavior (3) methods of empirical research Professor Contento. For nonmajors Faculties of Graduate Programs ness centers, health centers, and data analysis, and educa- in Public Health Nutrition. schools, and hospitals. and majors. A study of physiologi- tion, in addition to developing cal, psychological, and socio-cul- Course work for the 40-point special skills and knowledge Master of Science degree con- Students in this program tural factors that affect eating appropriate to their chosen behaviors and the development of forms to the recommendations develop competencies required degree in nutrition education or individual and cultural food pat- of that association, so that the by the American College of public health nutrition. terns. Topics include: the chemical

190 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES senses, why we like sweet, salt, and Intermediate and Advanced individuals and communities from HBSS 5231-HBSS 5233. fat; self-regulation of what and how Courses clinical assessments, dietary Extended fieldwork in nutrition much we eat; effect of early experi- intakes, and behavioral evaluation. education, nutrition and public ences with food; food and mood; HBSS 5010. Advanced nutrition health, and applied physiology interaction of food and culture I (3) HBSS 5018. Nutrition and and nutrition through history; eating, cooking, Dr. Simpson. Prerequisite: courses human development (3) Dr. Sporny. Permission required. A and time use trends; meat mean- in biochemistry and physiology. Dr. Sporny (Summer Session A). block of supervised field experience ings; psychosocial and cultural fac- In-depth review of current knowl- Prerequisite: HBSS4000 or equiva- required of all majors. Fieldwork is tors in food choice. edge and research on biochemical lent. The focus of this course is on taken near completion of course and physiological aspects of energy the physiologic changes and nutri- work. HBSS 4011. Weight, eating metabolism, carbohydrates, lipids tional needs throughout the life • HBSS 5231. Nutrition and problems, body image, and and lipid metabolism, and pro- cycle. Pregnancy, fetal develop- public health (2–4) women (2) teins; regulation of intake and ment, infancy, childhood, adoles- • HBSS 5232. Nutrition educa- Drs. Akabas and Bernstein. This impact on health and disease. cence, adulthood, and the later tion (2–4) course for students and practition- years will be examined. Special • HBSS 5233. Applied physiol- ers examines the psychological, HBSS 5011. Advanced nutrition attention will be paid to the follow- ogy and nutrition (2–4) sociological, physiological, and II (3) ing issues: breast feeding versus nutritional issues related to weight, Dr. Pinto. Prerequisites: courses in bottle feeding, introduction of solid HBSS 5241-5244. Preprofes- eating disorders, and body image biochemistry and physiology. In- foods to infants, coping with picky sional practice in nutrition and interventions. The issues will depth review of current knowledge eaters, maintaining a healthy feed- Dr. Yung. Permission required. be discussed using case material and research on the biochemical and ing relationship between caregiver Prerequisite: HBSS 5013, HBSS and the research literature. physiological aspects of vitamins and child, preventing health and 5034, HBSS 5331. Preprofessional and minerals; applications to diet. dietary problems in children and practice in service settings in met- HBSS 4013. Nutritional ecology adolescents (including disordered ropolitan New York, Rockland and (2–3) HBSS 5013. Strategies for nutri- eating), women’s nutrition and Westchester counties and Con- Dr. Liquori and Professor Gussow. tion education and health reproductive function, menopause necticut including experiences in Nutrition and food as viewed behavior change (3) and hormone replacement therapy, clinical nutrition, community from a global, ecological perspec- Professor Contento. Permission and the changes that occur in an nutrition, and food service man- tive. Topics include: food/popula- required. Understanding and aging person and the dietary modi- agement. Cumulative experience tion problems and food aid, food application of theoretical frame- fications needed to promote health totals 1000 hours. Malpractice/ product development and promo- works from the behavioral sciences and prevent disease. personal liability insurance, health tion here and abroad, energy and and education to design and insurance, lab coat, and physical food relationships, food safety and deliver food and nutrition educa- HBSS 5031. Nutrition adminis- exam required. the changing American diet, tion and exercise promotion to tration (1–3) • HBSS 5241. Preprofessional organic agriculture and natural various groups and to facilitate the Faculty. Prerequisites: HBSS 4014, practice in clinical nutrition food, biotechnology, and other adoption of healthful behaviors. HBSS 5015. Managing nutrition/ (3) topics as appropriate. Includes both didactic and prac- health programs in private practice Dr. Yung. Special fee: $150. tice components. and community settings. Includes • HBSS 5242. Preprofessional HBSS 4014. Community nutri- managing self and staff in terms of practice in community nutri- tion (2) HBSS 5014. Analysis of current time and budget; seeking funding; tion (3) Professor Kushi. Nutrition as a literature and research in nutri- planning and marketing. Dr. Yung. Special fee: $150. career. Survey of nutrition services tion (3) • HBSS 5243. Research and both private and government Professor Kushi. Permission HBSS 5034. Clinical nutrition (3) Independent Practice (1) sponsored; professional roles. The required. Prerequisite or parallel: Ms. Dolins. Prerequisites: courses Dr. Yung and Dr. Schorow. development of nutrition policy HBSS 5010-HBSS 5011, basic sta- in biochemistry and physiology. Special fee: $20. and legislation, and ethical and tistics course, a research design Discussion of the etiology and • HBSS 5244. Preprofessional legal issues in nutrition practice. course. Critical examination and pathogenesis of selected disease practice in food service (2) evaluation of current controversies states and implications for nutri- Ms. Maro. Special fee: $20. HBSS 4150. Sports nutrition (3) and issues in nutrition and food. tional management. Ms. Dolins. For nonmajors only. A Topics are reviewed and discussed HBSS 5333. Practicum in com- practical course designed to help in depth. Students learn how to HBSS 5036. Nutrition counsel- munity service (1–2) health professionals give the most analyze the medical and layperson ing (2) Faculty. Permission required. Pre- accurate and up-to-date informa- literature concerning such topics as Ms. Mesznik. Course provides con- requisite: HBSS 5034. Practical tion to active people helping to dietary fat and disease, weight loss ceptual basis for patient/client coun- experiences in community, food, improve health and performance. regimens, biotechnology, supple- seling and focuses on skills develop- and nutrition programs. Integration of principles of nutri- ments and alternative therapies. ment including verbal responses tion and exercise physiology and and problem-solving process. HBSS 5513. Seminar in nutri- application to exercising individu- HBSS 5015. Assessing nutri- Includes audiovisual support mate- tion education: Theory and als. Topics for discussion include tional status and dietary behav- rials, simulated practice and field applications (1–2) energy expenditure, fuel substrate iors (3) observations. Special fee: $10. Professor Contento. Permission metabolism, specific nutrient Professor Kushi. Prerequisite: required. An in-depth examination needs, ergogenic aids, hydration, Basic statistics course. Study of of the use of current theories and and weight issues for exercising methods for assessing food and research in the design, implemen- individuals and athletes. nutrient intake, energy expendi- tation, and evaluation of nutrition ture, and body composition, and education interventions. Course is for evaluating nutritional status of designed to supplement topics cov-

191 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES ered in HBSS 5013. Required of HBSS 7502. Dissertation semi- The undergraduate specializa- Degree Requirements: nutrition education majors and nar in nutrition (2) tions that provide the most rel- Students take a set of core doctoral students. Students may Professors Contento and Kushi. evant foundations for the APN courses in both nutrition and register for more than one semester. Permission required. Development program include nutrition, applied physiology. While the of doctoral dissertations and pre- exercise physiology, physical program provides a solid foun- HBSS 5593. Seminar in nutri- sentation of plans for approval. tion in exercise and sport (2–3) Sections: (1) Professor Contento education, biology, physical dation in the scientific basis of Ms. Dolins. Permission required. (2) Professor Kushi therapy, nursing, health educa- nutrition and exercise, it also Prerequisites: Advanced Nutrition tion, and psychology. emphasizes practical applica- I or Applied Physiology I, a HBSS 8900 Dissertation advise- tions in all courses. The applied research design course. Discussions ment in nutrition (0) Program Description: physiology lab courses provide of interactions between exercise Advisement on doctoral disserta- The Program in Nutrition and hands-on experience in physio- and nutrition as applied to health tions. Fee: equal to 3 points at cur- the Program in Applied Physi- logical measurement tech- and fitness. Controversial topics rent tuition rate for each term. For ology offer a joint 45-point niques. The interviewing and emphasized. Majors in either requirements, see catalog on con- Master of Science degree pro- assessment courses provide first- applied physiology or nutrition are tinuous registration for Ed.D. gram. There are two main ratio- hand experience in collection of eligible to enroll during their sec- degree. Sections: (4) Professor Con- ond year of study. (See also section tento (5) TBA nales for this program. First, nutritional data. Courses in on interdisciplinary degree pro- both disciplines are concerned behavioral or educational meth- grams in this catalog.) with the theory of energy ods provide insight into how Applied Physiology and intake, transformation, and lib- applications are made in clini- Advanced Seminars and Nutrition eration. Second, there are many cal or educational fieldwork set- Research (Code: TZR) practical problems that can be tings. For clinical fieldwork Program Coordinators: more satisfactorily addressed by track students, the fieldwork HBSS 5092. Guided study in attending to both nutrition and and associated integrative pro- nutrition (1–4) Professor Isobel R. Contento Faculty. Permission required. (Nutrition Education) exercise than by attending to ject develop concrete applica- Opportunity for advanced students Professor Ronald DeMeersman either one alone. Most promi- tion skills. Our location in New to investigate areas of special inter- (Applied Physiology) nent are health problems such York City provides ready access est in nutrition. as obesity, cardiovascular dis- to a wide range of field experi- Degree Offered: ease, diabetes, and osteoporosis. ences and professional contacts HBSS 6500-HBSS 6501. Seminar Master of Science (M.S.) that are helpful in securing in nutrition (3 per section) Health professionals and educa- employment after graduation. Professors Contento and Kushi. tors need to know how these Permission required. For doctoral Special Application Requirements/Information: two aspects of lifestyle interact There are two tracks from and other advanced students. Eval- in children and adults to which students may choose. uative discussion of current litera- This program has ongoing ture on specific nutrition and food- admissions, and will review enhance health and prevent Students in the clinical field- related topics. applications throughout the disease. Another application is work track participate in field- year. to sports performance, physical work in some setting that pro- HBSS 6550-HBSS 6551. fitness, and ergonomics. vides services/education in Research seminar in nutrition The GRE General Test or Coaches, athletes, teachers, and both exercise and nutrition, (2–3 per section) Miller Analogies Test (MAT) is work physiologists can profit such as work site fitness pro- Professors Contento and Kushi. required. Prerequisites for from an understanding of how grams, health promotion pro- Permission required. Prerequisites: nutrition and exercise interact jects, etc. Contact Professor HBSS 5010-HBSS 5011 and admission include a strong aca- demic background, including to influence work capacity. To Contento for details. HBSS 5014. Required of all Ed.M. be effective in applying these and Ed.D. candidates. Students at least one course each in sta- may register for more than one tistics, human nutrition, concepts, professionals must be Students in the research track semester. Sections: (1) Professor human physiology, and bio- aware of appropriate educa- learn to conduct research by Contento (2) Professor Kushi. chemistry, the latter two taken tional and behavioral change participating in ongoing within the last five years, in theory and strategies. research projects involving the HBSS 6902. Research and inde- which grades of B or better interaction of exercise and pendent study in nutrition (1–4) were earned. The biochemistry The program prepares students nutrition. Contact Professors Professors Contento and Kushi. course must have had as a pre- to: DeMeersman or Contento for a Open to matriculated doctoral stu- • Provide individual counsel- list of current projects and dents. Research and independent requisite at least a one-semester course in organic chemistry. ing and group instruction in resources. study under faculty direction. Sec- nutrition and exercise tions: (1) Professor Contento Applicants who are deficient in (2) Professor Kushi. the required background in • Design, implement, and Students in both tracks can physiology and chemistry may evaluate exercise and nutri- complete the academic require- be admitted on probation, with tion programs in schools, ments for dietetic registration the understanding that the weight control centers, work (R.D.) through programs in the deficiencies will be completed sites, recreational agencies, New York area approved by the in the first year of study. health centers, and hospitals American Dietetic Association • Evaluate and apply research (ADA). Our ADA didactic pro-

192 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES gram advisor will work with Physical Education management, coaching, and submit letters verifying their students to facilitate the Program Coordinator: Professor related areas. physical education teaching process. The Program in Nutri- Stephen Silverman experience. tion offers a Dietetic Intern- Degree Requirements: ship. Students may complete Degrees Offered: After consultation with their Program Description: the Master of Science concur- Master of Arts (M.A.) advisor, students will select a The M.A. program is designed rently with the Internship if Master of Education (Ed.M.) minimum of 18 points in so physical educators can academic requirements have Doctor of Education (Ed.D.) in courses. At least six credits in develop greater knowledge been satisfied. In addition, the Movement Sciences and Curriculum and Teaching in about curriculum and teaching. program provides the academic Education Physical Education are The Ed.M. program is background needed for the vari- required. Additional courses designed to prepare teachers for ous certifications of the Ameri- Program Description: may be selected from the fol- leadership roles in schools. The can College of Sports Medicine. The program in Physical Edu- lowing areas: program provides opportuni- cation has a long and distin- • Applied physiology ties to study school-wide issues The M.S. in Applied Physiology guished history. Teachers Col- • Motor learning of curriculum, teaching, and Nutrition requires the follow- lege offered one of the first • Psychosocial study of human administration, and school ing core of courses: graduate degrees in physical movement reform. Specialized concentra- • BBSR 4095-4519, Applied education and continues to • Health education tions also are available in phys- physiology and lab offer a wide array of opportuni- • Nutrition ical fitness program develop- • BBSR 5094-5194, Exercise ties for graduate study. In addi- ment and administration. A testing and training plus lab tion to courses in curriculum Integrative Paper: program leading to certifica- • HBSS 5010-5011, Advanced and teaching in physical educa- As part of their culminating tion as a director of physical nutrition I and II tion, there are a variety of other experience, students present a education is available. • BBSR 5095, Exercise and courses in the movement sci- special project that integrates health ences, health studies, curricu- their course experiences with The Teach and Study Program, • HBSS 5014, Analysis of cur- lum and teaching, and other an independently defined issue which is for qualified teachers of rent literature and research in areas that provide students of professional concern. physical education, assists appli- nutrition with many opportunities for cants in finding physical educa- • HBSS 4010, Food, nutrition course options. All programs Curriculum and tion teaching position (part- and behavior are designed to allow flexibility time or full-time) in schools in • HBSS 4013, Nutritional in program planning. Teaching in Physical the Teachers College vicinity. ecology Education • HBSS 4014, Overview of Students interested in other (Code: TRC) The Ed.D. program prepares nutrition service systems programs in Movement Science students to serve in leadership • HBSS 5034, Clinical nutri- and Education (Motor Learning Degrees Offered: roles as specialists in physical tion and Applied Physiology) should Master of Arts (M.A.) education curriculum and • HBSS 5036, Nutrition coun- consult the program descrip- Master of Education (Ed.M.) teaching, administrators in seling tions listed in the Department Doctor of Education (Ed.D.) schools and colleges, teacher • HBSS 5013, Strategies for of Biobehavioral Studies. educators, and/or researchers nutrition education and Special Application and faculty members in insti- health behavior change Requirements/Information: tutions of higher education. • HBSS 5015, Assessing nutri- Physical Education (Code: TRP) Teach and Study applicants tional status and dietary should request a separate appli- Degree Requirements behaviors cation from the program office. The specific career goals of the • BBSR 5582, Research design Degree Offered: student are used in planning Master of Arts (M.A.) They must also submit the in movement sciences, or Teachers College Application the graduate program. Pro- • HUDM 5021, Methods of for Admission. grams include one or more of empirical research, or Special Application the following features: • HBSS 6100, Measurement Requirements/Information: The GRE is not required. Doctoral applicants are and program evaluation required to submit a writing Field-Based Experiences • HBSS 5593, Seminar in sample (preferably a course The theoretical study of curricu- nutrition in exercise and Program Description: lum and teaching concepts is The program provides students paper, master’s thesis, or pub- sport lished article). Prior formal integrated with field-based with a broad background in applications of those concepts physical education, the move- training and/or teaching expe- rience in physical education is Part of the student’s graduate ment sciences, and related study experience takes place in areas. It is designed for stu- required for admission. Appli- cants without a major or minor elementary, secondary, or college dents whose career goals physical education settings. Stu- include teaching in schools and in physical education at the undergraduate level should dents who are concurrently other environments, fitness employed as physical education

193 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES teachers use their own schools as Research Competence (for Ed.D. HBSR 5240. Fieldwork in cur- HBSR 6900. Supervised inde- field sites; other students are students) riculum and teaching in physi- pendent research in movement assigned to selected field sites. All doctoral students develop cal education (2–4) sciences and education (1–8) proficiency in research and Field projects in program evalua- Permission required. For advanced Program Design and Development complete a dissertation under tion, curriculum development, students who wish to conduct analysis of teaching, and the appli- research under faculty guidance. See Students critically examine an the advisement of a faculty cation of teaching strategies. HBSR 4900 (General Offerings). array of traditional and innova- sponsor. With their career goals tive physical education pro- in mind, students design their HBSR 5543. Seminar in physical HBSR 7500. Dissertation semi- gram designs, and then formu- programs to include course education (2 or 3) nar in movement sciences and late their own conception of work and research experiences Examination of current issues in education (0–3) curriculum. Program evalua- to demonstrate research compe- curriculum and teaching in physi- Permission required. Candidate tion techniques are studied and tence and successfully complete cal education relative to diverse develops proposal for doctoral dis- then used to conduct field eval- the dissertation. student populations and associa- sertation in consultation with uations of ongoing programs. tions with other disciplines. advisor. Seminar convenes only on Students learn systematic tech- All doctoral students attend a Advanced students prepare and days when candidates present pro- present integrative papers. posals for approval. niques for program develop- continuous research semester ment and use them to plan during all semesters of their HBSR 6340. Supervision in HBSR 8900. Dissertation programs for field settings. enrollment in the program. physical education (3) advisement in movement sci- During the dissertation For doctoral candidates and super- ences and education (0) Teaching: Performance and process, students work closely visors in curriculum and teaching. Individual advisement on doctoral Analysis with an advisor and complete Field-based experiences in the dissertation. Fee: equal to 3 points Students critically evaluate pilot studies to enhance their analysis and evaluation of pro- at current tuition rate for each existing theories and models of research skills. Students who grams and teacher performance. term. For requirements, see catalog teaching, and devise their own are planning on academic on continuous registration for concepts of teaching. A spec- careers that will include con- HBSR 6540. Research seminar Ed.D. degree. in curriculum and teaching in trum of analytic techniques is ducting research may partici- physical education (3) used to analyze videotaped and pate in faculty research pro- Examines research problems and Special Education live samples of interactive jects throughout their program methodologies in curriculum and Program Coordinators: see teaching. to further enhance their teaching in physical education. below research preparation. Study and Application of Concepts Courses that overlap all Degrees Offered: of Human Movement and Health Courses: Movement Sciences Programs Master of Arts (M.A.) Students study theory and Master of Education (Ed.M.) HBSR 4070. Introduction to the HBSR 5040. Curriculum designs research in the applied sciences psychosocial study of human Doctor of Education (Ed.D.) in physical education (3) of anatomy, movement analy- movement (2–3) Doctor of Philosophy (Ph.D.) Review of existing curriculum sis, exercise physiology, health, Professor Muzii. A general overview designs; traditional and new. Sys- nutrition, and motor learning, of knowledge and theory pertaining Administration of Special tematic development of curricu- and their applications to pro- to the psychosocial dynamics of Education Programs lum plans. gram designs and teaching behavior in sports and dance. (Code: TEF) strategies. HBSR 5041. Analysis of teach- HBSR 4900. Research and inde- Program Coordinator: Professor ing in physical education (3) pendent study in movement sci- Dennis Mithaug Culminating Experience An analysis of the decisions and ences and education (1 or more) Degree Offered: Ed.D. Students in the M.A. and Ed.M. actions of teachers in relation to Permission required. Master’s their role as director of learning. programs are required to com- degree students undertake research Includes experiences in executing Behavioral Disorders (Autism, plete a culminating experience and independent study under the and analyzing teaching skills. Emotional Disturbance) that integrates material from direction of a faculty member. their course work. This experi- (Code: TEK) HBSR 5043. Administration of ence can be field-based, theoret- HBSR 5200. Fieldwork in Program Coordinator: Professor physical education and athletics movement sciences and educa- ical, or a research project related (2–3) R. Douglas Greer tion (1–4) to physical education. The stu- Dr. Meyers. For prospective and Degrees Offered: M.A., Ed.D., Permission required. For dent and his or her advisor will in-service administrators. Prepara- Ph.D. advanced students prepared to discuss and design an individual tion for carrying out administra- investigate problems. experience that helps meet the tive functions related to program Blindness and Visual Impairment planning, scheduling, budgeting, goals of the student’s program. HBSR 5582. Research design in equipment and facilities, safety (Code: TEB) movement sciences and educa- and liability, staff development, Program Coordinator: tion (3) community relations, and others. Dr. Virginia S. Stolarski Basic concepts of research design Degrees Offered: M.A., Ed.D., and statistical analysis. Students Ph.D. in Physical Disabilities learn to interpret articles and design projects.

194 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Cross-Categorical Studies Special Application and family studies and child clinical and counseling psychol- (Code: TEZ) Requirements/Information: development. ogy programs. The Center is Program Coordinator: Professor All Applicants: Interviews are • Service Delivery Systems. housed in excellent facilities at Dennis Mithaug required for applicants to the Includes administration and Teachers College and provides Degree Offered: Ed.D. Blindness and Visual Impair- supervision, pedagogy, opportunities for practicum ments, Deaf or Hard of Hear- enrichment and acceleration, experience and research-based ing, and Mental Retardation interdisciplinary program- demonstrations of effective Deaf or Hard of Hearing programs. Other program coor- ming, community-based sys- practice. The Center includes (Code: TED) dinators may arrange for appli- tems change, infancy/early testing rooms, observation Program Coordinator: Professor cants to have an admissions childhood intervention, ele- rooms, and audio and video Robert Kretschmer interview, if necessary. mentary education, transi- recording capabilities. Degrees Offered: M.A., Ed.D., tion and habilitation, urban Ph.D. in Physical Disabilities M.A. Applicants: Experience in education, and technology. The Center for Opportunities special education is not a pre- • Exceptionality Areas. Pro- and Outcomes for People with Guidance and Habilitation requisite for acceptance. vides course work in behav- Disabilities (formerly the (Code: TEG) ioral disorders (e.g., autism, Research and Demonstration Program Coordinator: Professor Doctoral Applicants: Submit emotional disturbance), Center for the Education of Linda Hickson an academic or professional blindness and visual impair- Children with Disabilities) Degree Offered: M.A. writing sample. ment, deafness and hearing provides support for research impairment, mental retarda- and scholarship that increases Instructional Practice in Special Program Description: tion (including autism), and understanding of how to Education The special education pro- physical disabilities. enhance prospects for inclu- grams at Teachers College • Assessment and Intervention sion and self-determination (Code: TEA) build upon a more than 75- Strategies. Includes manage- among individuals with spe- Program Coordinators: all year tradition of leading the ment of social and unsocial cial needs. faculty field of special education in behavior, communication Degree Offered: Ed.M. policy, practice, and research and language, mobility, The Center provides opportuni- for individuals with disabili- mathematics, reading, prob- ties for students to participate Mental Retardation (including ties across the age span. lem solving, visual skills and in research and evaluation pro- Autism) visual perceptual processing, jects in such areas as diversity (Code: TEM) Students who earn M.A., and self-regulation. and cultural differences; lan- Program Coordinator: Professor Ed.M., Ed.D., and Ph.D. • Research and Evaluation. guage and communication; Linda Hickson degrees in special education Includes applied behavior motivation and verbal behavior; Degrees Offered: M.A., Ed.D., from Teachers College assume analysis, experimental systems of schooling and mod- Ph.D. leadership and scholarly posi- research with individuals, els of service delivery; inclusion tions at all levels of profes- group experimental design, and its social impact; families Physical Disabilities sional activity including pub- program evaluation, ethnog- and siblings; cognition, person- lic and private schools, raphy, and post-positivistic ality, problem solving, and self- (Code: TEP) community and national ser- inquiry. regulated thinking; reading, Program Coordinators: Profes- vice agencies, hospital and literacy, and the arts; interper- sor Dennis Mithaug, Dr. Vir- rehabilitation programs, col- In addition to lectures and sonal decision-making and ginia S. Stolarski, and Professor leges and universities, research seminars in the preceding five abuse prevention, personnel Robert Kretschmer centers, and local, state, and areas of study, students partici- preparation; social justice and Degrees Offered: M.A., Ed.D., federal educational agencies. pate in special projects and social policy; and self-determi- Ph.D. complete practicum assign- nation and independence. The graduate course work, ments in a variety of settings, Research in Special Education independent studies, research which include the following: The Fred S. Keller School, New (Code: TER) projects, and dissertations draw Rochelle CABAS(r) Program, Program Coordinators: Profes- from the following five areas: The Center for Educational and David Gregory School and The sors Linda Hickson and R. • Special Education Founda- Psychological Services provides Margaret Chapman School Douglas Greer tions. Includes course work child-centered demonstrations serve as training and research Degree Offered: Ed.D. on theories of process and of assessments, instructional sites for students enrolled in models of practice, cognitive practices, and follow-up evalua- the behavioral disorders and Supervision of Special structure and process, behav- tions that promote student- behavior analysis programs in Education ioral selectionism and com- directed learning and perfor- special education. These schools plex behavior, disability con- mance across settings and time. use comprehensive applications (Code: TES) structs, equity and excellence Special education students of behavior analysis (CABAS(r)) Program Coordinator: Professor in public policy, psycholin- work in collaboration with stu- within a cybernetic system. Dennis Mithaug guistics and verbal behavior, dents from school psychology, They provide training and Degree Offered: Ed.M. health and nutrition as well as research that is responsive to

195 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES student behavior and consistent careers in the education of peo- Core Departmental Requirements • HBSE 4064, Transcription of with the epistemological tenets ple with retardation. for Special Education M.A. nemeth code of behavioral selectionism. Stu- Students • HBSE 4700, Pre-Student dents in the M.A. Program in Degree Requirements: • HBSE 4002, Instruction and teaching seminar (required Behavioral Disorders are curriculum for students with for pre-service applicants) Master of Arts required to do their practica at disabilities • HBSE 4706, Observation/ CABAS® schools. Behavioral Disorders • HBSE 4015, Applied behav- Student teaching in special Blindness and Visual ior analysis I—pedagogy, education: BVI The Department maintains Impairment management and curriculum • HBSE 4880, Opportunities close working relationships Deaf or Hard of Hearing • HBSE 4079, Language devel- and outcomes for people with with a wide network of public Guidance and Habilitation opment and habilitation: the disabilities and private schools, agencies, Mental Retardation foundation • HBSE 5062, Orientation and and clinical facilities. Students Physical Disabilities • HBSE 4082, Assessment and mobility may participate in field-based evaluation of exceptional • HBSE 5306, Advanced prac- activities ranging from the Students who enroll in the learners tica in special education: BVI Very Special Arts Festival M.A. programs prepare for • HBSE 4092, Introduction to • HBSE 5063, Technology for hosted by the New York City positions as teachers and clini- Foundations of Special Edu- people with visual impair- Board of Education and Teach- cians who serve individuals cation Opportunity ments ers College to tutoring pro- with a full range of abilities • BSE 4300, Supervised grams for children with dis- and disabilities in a wide array Practicum in Educational Specialization Requirements, Deaf abilities living in of settings based in schools, Assessment of Exceptional or Hard of Hearing (TED): neighborhood communities. communities, and agencies. Children (required for majors • HBSE 4070x, Psychosocial They specialize in serving indi- in TEB, TEM, and TEP) and cultural aspects of people Financial Aid viduals with disabilities across who are deaf or hard of hear- In addition to College-wide the age span, birth to death, Specialization Requirements, ing, I financial aid, instructional, from one or more of the above Behavioral Disorders (TEK): • HBSE 4070y, Psychosocial research, and administrative service delivery categories. • HBSE 4015, Applied behav- and cultural aspects of people internships may be available ior analysis I—Pedagogy, who are deaf or hard of hear- through the Program in Special Students who gain admission management and curriculum ing, II Education. The Department work with a faculty advisor to • HBSE 4041, Education of • HBSE 4071, Special methods collaborates with schools and design a program that meets persons with behavioral dis- of teaching people who are agencies in the metropolitan their interests and fulfills the orders (two courses) deaf or hard of hearing area to provide internships. requirements for a degree in • HBSE 4043, Applied behav- • HBSE 4072, Development of When funds are available, fed- special education with related ior analysis II—Pedagogy, language of people who are eral traineeships and assistant- New York State teacher certifi- management and curriculum deaf or hard of hearing ships are awarded by the pro- cation. Candidates for the M.A. • HBSE 4704X, Observation • HBSE 4073, Teaching of gram to qualified students. In degree must complete super- and student teaching in spe- speech to people who are deaf order to be eligible for a federal vised practica requirements cial education (3 points each or hard of hearing traineeship, an applicant must arranged on the Teachers Col- term) • HBSE 4074, Linguistics of be a United States citizen and lege campus and in schools and • HBSE 4704Y, Observation American Sign Language be fully admitted to a degree agencies in the City. They also and student teaching in spe- • HBSE 4079, Language devel- program. must complete an integrative cial education (3 points each opment & habilitation: The project, or, in the case of the term) foundation Students are encouraged to Blindness and Visual Impair- • HBSE 4700, Observation apply for all types of financial ment Program, complete a Specialization Requirements, and teaching of the—deaf or aid for which they are eligible. comprehensive examination, Blindness And Visual Impair- hard of hearing Paid internships are available prior to award of the degree. In ments (TEB): • HBSE 4700, Observation for some students who have designated programs, master’s • HBSE 4060, Nature and and student teaching of the been admitted to the Program degree course work also fulfills needs of people with blind- deaf or hard of hearing in Behavioral Disorders. The the requirements for New York ness and visual impairment • HBSE 4871, American Sign New York City Board of Educa- State Certification as a Teacher • HBSE 4061, Anatomy and Language I tion has, for a number of years, of Special Education, Teacher physiology of the visual sys- • HBSE 4872, American Sign provided full scholarships for of the Blind and Partially tem and related implications Language II anyone interested in becoming Sighted, or Teacher of the Deaf • HBSE 4062, Methods and a teacher for individuals who and Hearing Impaired. materials for people with are deaf, hard of hearing, blind blindness and visual impair- or visually impaired. Endowed ment fellowships and research assist- • HBSE 4063, Transcription of antships are available to stu- literary braille dents who are preparing for

196 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Non-Department Requirements: • HBSE 4880, Opportunities Master of Education Core Requirements for all Ed.M. • A&HL 4101, Phonetics and and Outcomes for People Instructional Practice in Special Education Majors: phonology with Disabilities Special Education (TEA) • HBSE 5010, Problems and • BBSQ 4042, Introduction to Supervision of Special issues in special education audiology Master of Arts Education Programs (TES) • HBSE 6001-I, Research in special education—quantita- • BBSQ 5125, Clinical Guidance & Habilitation tive/empirical-I approaches to aural habilita- (TEG) Students interested in advanced tion study in selected areas of special • HBSE 6001-II, Research in special education—qualita- The M.A. in Guidance and education may seek the Ed.M., Specialization Requirements, tive methods-II Habilitation, which does not which represents a broadening Mental Retardation (TEM): • HBSE 6001-III, Research in lead to New York State teacher and refinement of knowledge special education—single • HBSE 4010, Nature and certification, is available to and skills in areas such as those subject design-III needs of students with men- interested students with a listed above. Award of the • HBSE 6010, Advanced study tal retardation broad range of career goals. Ed.M. requires satisfactory • HBSE 4011, Education of completion of a special project of problems and issues in students with mental retar- Required Department Courses: reflecting the attainment of special education dation • HBSE 4010, Nature and advanced professional compe- Specialization Requirements: • HBSE 4031, Education of needs of students with men- tencies. Successful candidates • HBSE 4092, Introduction to students with physical dis- tal retardation for the Ed.M. are eligible for foundations of special educa- abilities • HBSE 4011, Education of additional certifications as well. tion opportunity • HBSE 4083, Education of students with mental retar- The Ed.M. in Supervision of • HBSE 5310, Advanced prac- young children with sensory dation Special Education Programs tica in special education: pol- impairments • HBSE 4015, Applied behav- leads to New York State super- icy and administration in • HBSE 4700, Pre-student ior analysis visory certification. special education teaching seminar • HBSE 4060, Blindness and • HBSE 6002, Administration • HBSE 4701, Observation & visual impairment Ed.M. Instructional Practice of special education programs student teaching in mental • HBSE 4070, Nature and (TEA) • HBSE 6004, Public policy retardation—I needs of persons who are deaf and administration in special • HBSE 4701, Observation & or hard of hearing Core Requirements for all Ed.M. education student teaching in mental • HBSE 4071, Special meth- Special Education Majors: • HBSE 6410, Advanced retardation—II ods—teaching children who • HBSE 5010, Problems and internship: policy and admin- • HBSE 4880, Section 2. are deaf or hard of hearing issues in special education istration in special education Opportunities and outcomes • HBSE 4082, Assessment & • HBSE 6010, Advanced study for people with disabilities evaluation of exceptional of problems and issues in Non-Department Courses Required learners special education Specialization Requirements, for All Student Majors in Degree • HBSE 4092, Introduction to Physical Disabilities, Pre- & Program: foundations of special educa- Specialization Requirements: In-Service (TEP): • ORLA 4001, Overview of tion opportunity Students work in collaboration administration • HBSE 4010, Nature and • HBSE 4880, Opportunities within faculty advisor to select • ORLA 4021, Introduction to needs of students with men- and outcomes for people with course work that builds upon management systems tal retardation disabilities their previous professional • ORLA 4039, Leadership and • HBSE 4011, Education of • HBSE 5309, Advanced prac- experiences and increases their institutional analysis students with mental retar- tica in special education: current repertoire of skills and • ORLA 4042, The role of the dation habilitation of persons with knowledge. state in education gover- • HBSE 4031, Education of developmental disabilities nance, policy & practice students with physical dis- • HBSE 5309, Advanced prac- Non-Department Courses Required • HUDM 4122, Probability abilities tica in special education: for All Student Majors in Degree and statistics • HBSE 4040, Introduction to habilitation of persons with Program: • HUDM 5122, Applied behavioral disorders developmental disabilities • HUDM 4122, Probability regression analysis • HBSE 4083, Education of • HBSE 5909, Problems in and statistical inference young children with sensory special education: guidance, • HUDM 5122, Applied impairments habilitation, & career educa- regression analysis Doctor of Education • HBSE 4700, Pre-student tion Exceptionality Focus Areas: teaching seminar • HBSE 6004, Policy and Supervision of Special Edu- Behavioral Disorders • HBSE 4703, Observation & administration cation Programs (TES) Blindness and Visual student teaching in physical Department Courses Required Impairment disabilities—I for All Student Majors in Cross-Categorical • HBSE 4703, Observation & Degree Program Deaf or Hard of Hearing student teaching in physical Mental Retardation disabilities—II Physical Disabilities

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Professional Specialization Areas: and Sciences. This degree pro- • HBSE 6410, Advanced • HBSE 5907, Problems in Academic Cognate gram is administered jointly by internship: policy and special education: deaf or Administration and Teachers College and the Grad- administration in special hard of hearing Supervision uate Faculty of Columbia Uni- education • HBSE 6070, Psychology of Instructional Leadership versity. Prospective students deafness Pedagogy may obtain information on pro- Specialization Requirements, • HBSE 6407, Advanced Research and Evaluation gram offerings by contacting Blindness and Visual Impairment internship: deaf or hard of Technology in Special the program office. (TEB): hearing Education • HBSE 5063, Technology for • HBSE 6507, Advanced semi- Urban Special Education Department Courses Required special learners nar: special education—deaf for All Student Majors in • HBSE 5306, Advanced prac- or hard of hearing Students of exceptional ability Degree Program tica in special education: who are interested and com- Core Requirements for all Ed.D. blindness and visually Specialization Requirements, mitted to contributing to spe- and Ph.D. Special Education impaired Mental Retardation (TEM): cial education through leader- Majors TEB, TED, TEF, TEK, • HBSE 5901, Problems in • HBSE 5301, Advanced prac- ship and scholarly work may TEM, TEP, TEZ): special education: mental tica in special education: apply for the Ed.D. degree, • HBSE 5010, Problems and retardation mental retardation which represents the highest issues in special education • HBSE 5906, Problems in • HBSE 5901, Problems in level of achievement in the pro- • HBSE 6001-I, Research in special education: blindness special education: mental fession. The doctoral program special education—quantita- and visual impairment retardation prepares graduates to assume tive/empirical-I • HBSE 6406, Advanced • HBSE 6401, Advanced leadership roles in teacher edu- • HBSE 6001-II, Research in internship: blindness and internship: mental retardation cation programs in colleges and special education—qualita- visual impairment (two • HBSE 6501, Advanced semi- universities in this country and tive methods-II semesters) nar—special education: men- in other countries, to adminis- • HBSE 6001-III, Research in • HBSE 6506, Advanced semi- tal retardation ter special education programs special education—single nar: blindness and visual in schools and agencies, and to subject design-III impairment (two semesters) Specialization Requirements, conduct research in special • HBSE 6010, Advanced study Physical Disabilities (TEP): education and related services. of problems and issues in Specialization Requirements, • HBSE 5303, Advanced prac- special education Behavior Disorders (TEK): tica in special education: Students may focus their work • HBSE 7500, Dissertation • HBSE 5040, Behavior analy- physical disabilities and course of study by excep- seminar in special education sis: advanced seminar • HBSE 5903, Problems in tionality focus, by age of pupil, • HBSE 8900, Dissertation • HBSE 5304, Advanced prac- special education: physical and by professional specializa- advisement in special educa- tica in special education: disabilities tion. Students may tailor their tion behavior disorders • HBSE 6403, Advanced course work to meet minimum • HBSE 5904, Problems in internship: physical disabili- requirements for New York Specialization Requirements, special education: behavior ties State certification as School Administration & Supervision disorders • HBSE 6503, Advanced semi- Administrator and Supervisor. (TEF): • HBSE 5915, Organization nar: physical disabilities • HBSE 4092, Introduction to and supervision of special Doctor of Philosophy foundations special education education through organiza- Specialization Requirements, Exceptionality Focus Areas: opportunity tional behavior analysis Research in Special Education • HBSE 5310, Advanced prac- (TER): Behavioral Disorders • HBSE 6015, Verbal behavior tica in special education: pol- Mental Retardation • HBSE 6031, Single case • HBSE 5312, Advanced prac- icy and administration in Physical Disabilities (includ- experimental design in educa- tica in special education: special education ing Blindness and Visual tion, medicine, and therapy research • HBSE 5310, Advanced prac- Impairments, Deaf or Hard of • HBSE 6504, Advanced semi- • HBSE 5912, Problems in tica in special education: pol- Hearing) nar: special education-behav- special education: research icy and administration in ior disorders • HBSE 6412, Advanced Research and Evaluation special education internship: research Emphasis • HBSE 6002, Administration Specialization Requirements, • HBSE 6512, Advanced semi- of special education programs Hearing Impairment (TED): Students with excellent poten- nar: research • HBSE 6004, Public policy tial as researchers and theoreti- • HBSE 5307, Advanced prac- and administration in special cians who are interested in tica in special education: deaf Non-Department Courses education scholarly careers in special edu- or hard of hearing Required for All Student • HBSE 6410, Advanced cation, education, and related Majors in Degree Program internship: policy and social sciences may apply for • HUDM 4122, Probability administration in special the Ph.D. degree program, and statistical inference education which represents the highest • HUDM 5122, Applied level of achievement in the Arts regression analysis

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Courses: information on computer applica- HBSE 4015. Applied behavior HBSE 4060. Nature and needs tions with students who require analysis I: Pedagogy, manage- of people with blindness and A complete listing of the special education and related ser- ment, and curricula (2–3) visual impairment (2–3) course offerings in Special Edu- vices. Materials fee: $25. Professor Greer. Basic applications Dr. Stolarski. HBSE B majors cation appears below. Courses for learners without reading or must enroll for 3 points. Introduc- HBSE 4006. Working with fam- writing repertoires. Strategic tion to the education of people required for degree programs ilies of children with disabilities applications of the science of with blindness and visual impair- generally are given one or more (2–3) behavior to instruction, manage- ment; historical aspects; develop- times each year. Specific details Dr. Stolarski or Dr. Culverhouse. ment, curriculum-based assess- ment of professional agencies and regarding scheduled times for Current and historical perspectives ment, isolation of locus of learn- services; psychosocial aspects of particular courses may be on parent involvement in the spe- ing/behavior problems, measurably blindness; problems and issues of obtained by contacting the cial education and habilitation of effective instructional practices. the field. Special fee: $40. program coordinator or by con- infants, children, and youth with sulting the schedule of classes disabilities. Emphasis on strategies HBSE 4031. Education of stu- HBSE 4061. Anatomy and phys- which is published each semes- and materials to facilitate a contin- dents with physical disabilities iology of the visual system and ter by the College. uum of parent and family partici- (2–3) related implications (2–3) pation. Special fee: $10. Dr. Pawelski. Curriculum adapta- Dr. Stolarski. HBSE B majors tion, methods, and materials for must enroll for 3 points. Structure Foundations, Exceptionalities, HBSE 4008. Disability: Recon- instruction; school programming and function of the human eye; and Methods sidered and reconstructed (2–3) for students with disabilities in visual perceptual development; HBSE 4000. Introduction to Dr. Bejoian. The course introduces regular classes, special classes, hos- anomalies and diseases; functional special education (2–3) students to the study of disability pitals, and home instruction. and traditional methods of vision Dr. Stolarski (Spring, Summer Ses- as social construct framed within a screening; interpretation of med- sion A). Permission Required. reconstructivistic context that HBSE 4040. Introduction to ical reports and records; analysis of Enrollment limited to 25 students. challenges current theoretical and behavioral disorders in children environmental factors; utilization A first course in special education practical approaches and incorpo- and young adults (2–3) of low vision. Observations, simu- offered for students who are not rates individual, interpersonal, Professor Greer. Origins and lations, and clinical practice. For special education majors. The educational, and organizational descriptions of behavioral disorders special educators, health profes- course is a study of the nature, psy- perspectives. Special fee: $10. and social maladjustment; ontoge- sionals, and reading specialists. chosocial and educational needs of netic and phylogenetic evidence, Special fee: $40. individuals, across the life-span, HBSE 4010. Nature and needs overview of treatments. with physical, mental, emotional, of persons with mental retarda- HBSE 4062. Methods and mate- or sensory impairments. Emphasis tion (2–3) HBSE 4041. Education of per- rials for people with blindness is placed on the way these special Professor Hickson. Different sons with behavioral disorders and visual impairment (2–3) education programs fit, or should degrees of mental retardation and (2–3) Dr. Stolarski or Ms. Saunders. Pre- fit, into ongoing work in schools. their causes and foundations of Dr. Twyman. Permission required. requisite: proficiency in Braille and Special fee: $25. educational programming, psycho- Fall: Assessment, curriculum typing, or HBSE 4063 (may be logical bases of suitable curricula design, and methodology for taken concurrently). Learning theo- HBSE 4001. Teaching students and methods. Materials fee: $10. teaching and remediating the ries; programs, methods, materials, with disabilities in the regular behavioral disorders of young chil- and aids in the education of blind classroom (2–3) HBSE 4011. Education of per- dren with or without developmen- and visually impaired learners. Professor Mithaug (Summer Ses- sons with mental retardation tal disabilities and adolescents Observation and clinical practice in sion A) or Dr. Convertino (Spring). (2–3) with developmental disabilities assessment, development of instruc- Problems of educational assess- Dr. Culverhouse. Instructional and related conditions (i.e., tional objectives, and adaptation of ment, curriculum and teaching, strategies and program develop- autism); Professor Greer for Sum- materials. Special fee: $40. organization, and guidance of stu- ment for persons with mental retar- mer A: Assessment, curriculum dents with physical, cognitive, dation at different maturational lev- design, and methodology for HBSE 4063. Literary Braille affective, and sensory disabilities. els. Organization and planning of teaching and remediating the transcription (3) For non-majors. activities and materials; curriculum behavioral disorders of children Ms. Amato. Corequisites: HBSE selection, analysis, and develop- and adolescents without develop- 4060 and HBSE 4061. Research HBSE 4002. Instruction and ment. Materials fee: $20. mental disabilities. Materials fee: and practice in communication curriculum for students with $10 each semester. skills and media. Transcription disabilities (2–3) HBSE 4012. Program and cur- and reading literary Braille; meth- Professor Hickson. Approaches to riculum development for per- HBSE 4043. Applied behavior ods for teaching aural and tactile educational placement, assessment, sons who are severely/pro- analysis II: Pedagogy, manage- reading. Special fee: $40. curriculum and instruction for stu- foundly handicapped (2–3) ment, and curricula (2–3) dents with disabilities with an Professor Hickson. Program and Professor Greer. Prerequisite: HBSE 4064. Nemeth code and emphasis on issues related to curriculum development for chil- HBSE 4015. Advanced applica- technology (2–3) inclusion. Materials fee: $10. dren with severe/profound handi- tions to learners with writing, Ms. Amato. Prerequisite: HBSE caps at different maturational lev- reading, and self-editing reper- 4063 or Library of Congress Certi- HBSE 4005. Computer applica- els. Identification and critical toires. Teaching operations and fication in Braille Transcription. tions in special education (2–3) analysis of existing curricula, curricula designed to teach acade- Corequisite: HBSE 4062. Tran- This course is intended to provide methods, materials; evaluation and mic literacy, self-management, and scription of Nemeth code Braille; pre-service and in-service special use of community resources. Mate- problem solving. Data based appli- tactile graphics; mathematics and education teachers with basic rials fee: $10. cations required. Special fee: $15. science methods and media. Spe- cial fee: $40.

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HBSE 4070. Psychosocial and HBSE 4079. Language develop- HBSE 4700-HBSE 4710. Obser- HBSE 5010. Study of the philo- cultural aspects of people who ment and habilitation: The vation and student teaching in sophic foundations of special are deaf or hard of hearing I, II foundations (2) special education education (3) (2) Professor Kretschmer. Course Permission required. Course Professor Kretschmer. Permission Dr. Rosen. Introduction to the designed to establish a firm foun- requires 3–5 days a week for par- required. For post-Master’s and education of children, youth, and dation in generative syntax, seman- ticipation in community, school, advanced Master’s students in the adults who are deaf or hard of tics and pragmatics as it relates to and agency programs and a weekly Department of Health and Behav- hearing; historical development; language development and habili- seminar on campus. ior Studies in special education. psychosocial and cultural aspects; tation. Materials fee: $10. • HBSE 4700. Pre-student Overview of major philosophic ori- problems and issues of the field. teaching (2) (pre-service and entation within Social Sciences and Materials fee: $10. HBSE 4082. Assessment and first year teachers) Special Education. Special fee: $10. evaluation of learners with • HBSE 4701-I. Mental retarda- HBSE 4071. Special methods of exceptionalities (2–3) HBSE 5040. Behavior analysis: tion I (3) (pre-service and first teaching people who are deaf or Dr. Stolarski. Enrollment limited to Advanced seminar (3) hard of hearing I, II (2–3) 20 per term. Assessment and evalu- year teachers) Professor Greer. Permission Dr. Berchin-Weiss (I), Ms. Hart- ation procedures as related to imple- • HBSE 4701-II. Mental retarda- required. Prerequisites: HBSE man (II). Study of special methods mentation of educational plans for tion II (3) (in-service teachers) 4015 and HBSE 4043. Advanced of teaching in programs for chil- learners with exceptionalities. • HBSE 4703. Physical disabili- issues in applied behavior analysis dren and youth who are deaf or Applications of assessment data in ties (3) and behaviorism as they relate to hard of hearing at nursery, elemen- instructional programs for children • HBSE 4704. Behavioral disor- special education. Topics and pro- tary, and secondary levels, with with impairments: cross- categori- ders (3) jects involving parent and teacher particular attention to the develop- cal. Special fee: $50. (This course is • HBSE 4706. Blindness and training, research methodology, ment of language within the acad- a prerequisite for HBSE 4300), visual impairment (1 or 3) legislation, behavioristic theories. emic/language arts subject areas. which is now offered in the spring. Special fee: $20 Materials fee: $10. HBSE 5062. Orientation and HBSE 4083. Education of young • HBSE 4707-I. Deaf or hard of mobility (2–3) HBSE 4072. Development of children with sensory impair- hearing I (4) Dr. McMahon. HBSE B majors language of people who are deaf ments (2–3) • HBSE 4707-II. Deaf or hard of must enroll for 3 points. Principles or hard of hearing I, II (2–3) Dr. Stolarski. Diagnostic theories hearing II (4) and practices of orientation and Professor Kretschmer. Language and techniques of teaching young • HBSE 4709. Habilitation (3) mobility with primary emphasis on development of deaf or hard of children with multiple sensory • HBSE 4710. Mental retarda- training for people with blindness hearing individuals at different impairments; sensory motor, cog- tion/sensory impairment (3) and visual impairments. Develop- maturational levels. Prerequisite: nitive, language, and adaptive ment of self-concept, environmental HBSE 4079 or equivalent. skills development. Team HBSE 4871. American Sign Lan- awareness, and orientation to the approaches, including involvement guage I (1–2) environment from infancy through HBSE 4073. Teaching of speech of parents. Materials fee: $30. Dr. Rosen. A course designed to adolescence. Study of validated to people who are deaf or hard develop beginning receptive and mobility techniques. Practice of of hearing (2–3) HBSE 4092. Introduction to expressive skills in American Sign techniques under conditions simu- Ms. Rothschild. Development of foundations of special educa- Language. lating blindness; observations and speech in children who are deaf or tion opportunity (2–3) practice in preparing and present- hard of hearing, methods of teach- Professor Mithaug. Theory and HBSE 4872. American Sign Lan- ing material. Materials fee: $20. ing speech to children who are practice in the habilitation and guage II (2) deaf or hard of hearing, develop- redress of human relationships Dr. Rosen. A course designed to HBSE 5063. Technology in the ment of educational programs for affecting people with disabilities develop intermediate receptive and education of people with dis- the maximum utilization of resid- across the life span. Materials fee: expressive skills in American Sign abilities (2–3) ual hearing. Lab required. Materi- $10. Language Dr. Stolarski. Technological aids als fee: $10. and devices in the education of HBSE 4300. Supervised HBSE 4880. Opportunities and people with disabilities, including HBSE 4074. Linguistics of practicum in the educational outcomes colloquium for peo- those with blindness or visual American Sign Language (3) assessment of exceptional chil- ple with disabilities (0–2) impairments, with instruction in Professor Kretschmer. An in depth dren (2–3) (Section 001 Colloquium, Section use of electronic mobility aids, study of the phonology, morphol- Supervisors affiliated with CEPS. 002 Annual Conference). Professor Optacon, low vision aids, electronic ogy, syntax, and pragmatics of Permission required. Prerequisite: Hickson and Dr. Stolarski. Braille, and other auditory and tac- American Sign Language. Aspects HBSE 4082. Participation in Biweekly research colloquia spon- tual devices. Field trips, demon- of the psycho- and socio-linguistics interdisciplinary, psychoeduca- sored by the Center for Opportuni- strations, and laboratory sessions. of this language are stressed. tional assessment of exceptional ties and Outcomes for People with children. Analysis of observational Disabilities provides a forum for HBSE 5072. Language and com- HBSE 4078. Problems in the edu- and test data; formulation of edu- the presentation and discussion of munication for persons who are cation of bilingual children who cational programs for exceptional research findings by Center deaf or hard of hearing (2) are deaf or hard of hearing (2–3) learners. Conducted in the Center researchers and their colleagues Professor Kretschmer. Communi- Faculty. Introduction to the psy- for Educational and Psychological from the field. Annual Spring con- cation systems and theories, prin- chosocial, linguistic, cognitive, and Services (CEPS) or in appropriate ference is offered for credit. Stu- ciples of psycholinguistics applied academic effects of bilingualism community facilities. Course meets dents enrolling for Section 001 (1) to language learning in persons and techniques for intervention and the equivalent of one full day a must attend biweekly colloquia in who are deaf. assessment for the Hispanic child week. Lab fee: $150. fall and spring. who is deaf or hard of hearing.

200 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSE 5300-HBSE 5314. • HBSE 5904. Behavioral disor- HBSE 6003. Teacher education • HBSE 6401. Mental retarda- Advanced practica in special ders (1–4) in special education (3) tion (1–6) education Professor Greer. Dr. Stolarski. Permission required. Professor Hickson. Permission required. Guided expe- • HBSE 5906. Blindness and Open only to advanced students. • HBSE 6403. Physical disabili- riences in selected special educa- visual impairment (1–4) Organization and development of ties (1–6) tion programs for advanced stu- Dr. Stolarski. personnel preparation programs in Professor Mithaug or Dr. dents. Weekly seminar meetings. special education in colleges and • HBSE 5907. Deaf or hard of Stolarski. Supervised group field visits. Pre- agencies. Focus on preservice and • HBSE 6404. Behavioral disor- service internships arranged. Stu- hearing (1–4) continuing professional develop- dents submit reports analyzing Professor Kretschmer. ment programs. ders (1–6) experiences. • HBSE 5909. Guidance, habili- Professor Greer. • HBSE 5300. General (1–6) tation, and career education HBSE 6004. Public policy and • HBSE 6406. Blindness and Faculty/Staff. (1–4) administration in special educa- visual impairment (1–6) • HBSE 5301. Mental retarda- Professors Hickson and Mithaug. tion (3) Dr. Stolarski. tion (1–6) • HBSE 5910. Policy and Professor Mithaug. Provides ana- • HBSE 6407. Deaf or hard of Professor Hickson. administration (1–4) lytic perspective to assess special hearing (1–6) • HBSE 5303. Physical disabili- Professor Mithaug. education policies and practices Professor Kretschmer. within the social and economic ties (1–6) • HBSE 5911. Teacher educa- • HBSE 6409. Guidance, habili- contexts that affect immediate and Professor Mithaug or tion (1–4) tation, and career education long-term expectations, opportu- Dr. Stolarski. Professor Mithaug and Dr. (1–6) Stolarski. nities, and outcomes for persons Professors Hickson and Mithaug. • HBSE 5304. Behavioral disor- with disabilities. ders (1–6) • HBSE 5912. Research (1–4) • HBSE 6410. Policy and Faculty. administration (1–2) Professor Greer. HBSE 6010. Advanced study of • HBSE 5914. Behavior analysis Dr. Kelly. (4 credits for full-year • HBSE 5306. Blindness and problems and issues in special continuous enrollment required). visual impairment (1–6) (1–4) education (3) Dr. Stolarski. Professor Greer. Professor Mithaug. Permission • HBSE 6411. Teacher educa- • HBSE 5307. Deaf or hard of • HBSE 5915. Supervision and required. Required of doctoral stu- tion (1–6) hearing (1–6) administration of special edu- dents in Special Education in the Dr. Stolarski. Professor Kretschmer. cation and human resource Department of Health and Behav- • HBSE 6412. Research (1–6) • HBSE 5309. Habilitation of agencies through organiza- ior Studies. Design and appraisal Professor Hickson. persons with developmental tional behavior analysis (3) of current practices and policies in HBSE 6500-HBSE 6510. disabilities (1–6) Professor Greer. the education of exceptional chil- dren and adults. Advanced seminars in special Professors Hickson and Mithaug. education. • HBSE 5310. Policy and HBSE 6001. Research in special education (2–4) HBSE 6015. The verbal behav- Permission required. For doctoral administration (3) Permission required. Prerequisites: ior model: Individual educa- students in special education and Dr. Kelly. Letter grade (6 credits HUDM 4122 and HUDM 4123. tional programming (3) related fields. Recent develop- for full-year continuous enroll- Instruction in the development, Professor Greer. Prerequisites: ments in theory and research as ment required). conduct, and reporting of research. HBSE 4015 and HBSE 4043. Stu- related to the specialization from • HBSE 5311. Teacher educa- Student research studies. All doc- dents will master Skinner’s model psychological, educational, socio- tion (1–6) toral students in Special Education of communicative behavior, the logical, and/or medical sources. Dr. Stolarski. in Health and Behavior Studies associated literature, and major • HBSE 6500. General (3) • HBSE 5312. Research (1–6) must take all three sections. Stu- theoretical papers. Research and Faculty. Faculty. dents register for II and III in the data-based schooling applications • HBSE 6501. Mental retarda- • HBSE 5314. Behavior analysis same semester. Special fee: $30. of the model will be made to peda- tion (1–3) and instruction (1–6) • HBSE 6001-I. Research and gogy and curriculum. Professor Hickson. Professor Greer. empirical design (2-4) • HBSE 6503. Physical disabili- Professor Hickson, Fall. HBSE 6070. Psychology of deaf- ties (1–3) HBSE 5901-HBSE 5915. Prob- • HBSE 6001-II. Qualitative ness (2) Professor Mithaug or Dr. Professor Kretschmer. Permission lems in special education approaches (2) Stolarski. required. Effects of deafness on Permission required. Qualified stu- Professor Kretschmer, Spring. • HBSE 6504. Behavioral disor- intellectual and personality devel- dents work individually or in ders (3) • HBSE 6001-III. Single case opment. Social psychology of deaf- small groups under guidance on Professor Greer. practical research problems. Pro- studies (2) ness. Implications for education. • HBSE 6506. Blindness and posed work must be outlined prior Professor Greer, Spring. to registration; final written report HBSE 6400-HBSE 6413. visual impairment (3) required. HBSE 6002. Administration of Advanced internships in special Dr. Stolarski. special education programs (3) HBSE 5901. Mental retarda- education. • HBSE 6507. Deaf or hard of • Professor Mithaug. For post-mas- tion (1–4) Permission required. Post-master’s hearing (2) ter’s special educators. Prerequi- level. Intensive in-service internship Professor Kretschmer. Professor Hickson. site: basic courses in school admin- • HBSE 5903. Physical disabili- at agency chosen to meet individual • HBSE 6509. Guidance, habili- istration and experience in special student’s needs. Students submit ties (1–4) tation, and career education (3) education. Foundations of leader- reports analyzing experiences. Professor Hickson. Professor Mithaug or Dr. ship and management of special Stolarski. • HBSE 6400. General (1–6) education programs. Faculty.

201 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

• HBSE 6510. Policy and repeated measurement, generality, and cognitive psychology; aca- education programs and possess administration (3) relevant statistical techniques, demic assessment, second lan- a wide range of cognitive, Professor Mithaug. direct and systematic replication, guage instructional design, social, and academic abilities selection of group or single case curriculum development, and and diverse cultural back- HBSE 7500. Dissertation semi- designs. assessment; and research grounds. They will be able to nar in special education (3) methodology, as they pertain to consume, apply, and generate Professor Hickson (Spring). Per- the language, community, and research on the instructional mission required. Only advanced Program in the Teaching doctoral students in special educa- of American Sign culture of persons who are deaf process as presented formally tion programs are eligible. Prereq- and the hard of hearing. within journals and texts on uisites: HBSE 5010, HBSE 6001, Language (ASL) as a the teaching of ASL and other and HBSE 6010. Development of Foreign Language ASL is a naturally developing second languages, communica- doctoral dissertations and presen- (Code: TEL) language of deaf and many tion skills, deaf studies, cur- tation of plans for approval. Special hard of hearing people in the riculum design, and the cogni- fee: $10. Program Coordinators: Profes- sor Robert E. Kretschmer and United States, possessing a lin- tive, social and affective Dr. Russell S. Rosen guistic system with its own development of the learner. HBSE 8901-HBSE 8910. Disser- phonological, morphological, tation advisement in special syntactic, and discourse struc- Degree Requirements: education (0) Degree Offered: Advisement on doctoral disserta- Master of Arts (M.A.) tures that are distinct from The Master of Arts Program in tions. Fee: 3 points at current English language. ASL users the Teaching of ASL consists of tuition rate for each term. For Special Application have developed a literary tradi- a minimum of 40 credit points requirements, see catalog on con- Requirements/Information: tion in oratory, folklore, and distributed in the following tinuous registration for The M.A. Program in the performance art, all recorded manner: 12 points of course Ed.D./Ph.D. degrees. Teaching of American Sign either in print or in permanent work on professional founda- • HBSE 8901. Mental retarda- Language has ongoing admis- media like film and video. The tions, 24 points of course work tion (1–3) American deaf community of and practica experiences in the Professor Hickson. sions, and applications are received and reviewed through- persons, groups, and organiza- area of ASL and deaf studies, • HBSE 8903. Physical disabili- tions provides the basis for cul- and 4 credits of electives. For ties (1–3) out the year. For financial assis- tance, preference is given to tural identity and group cohe- students not proficient in ASL, • HBSE 8904. Behavioral disor- sion for about one million they will be expected to take ders (1–3) students who meet the priority deadline of January 15. deaf, hard-of-hearing and hear- additional course work to Professor Greer. ing individuals, who share a develop the necessary level of • HBSE 8906. Blindness and In addition to general College set of characteristics that bind proficiency expected. visual impairment (1–3) them together, such as knowl- Dr. Stolarski. admission requirements, the Program has two additional edge of ASL and traditions for M.A. Practica are an integral • HBSE 8907. Deaf or hard of social behavior. part of the M.A. degree, and hearing (1–3) requirements: demonstrated proficiency in American Sign students spend anywhere from Professor Kretschmer. ASL has been afforded the sta- 6 to 15 hours per week in • HBSE 8910. Administration Language and an interview with the Program coordinators. Profi- tus of a foreign language, and teaching time. The students (1–3) it can be pedagogically will enroll in two semesters of Professor Mithaug. ciency in ASL at the Intermedi- ate-Plus Level is required for approached with individuals student teaching and practica HBS 5590. Introduction to graduation; students need to unfamiliar with it in a manner experience associated with behavior analysis for applied bring documentation such as similar to other foreign lan- course work. Students will par- settings (3) SCPI and ASLPI. Students who guages. Students in the pro- ticipate in introductory field Professor Greer. Prerequisites: are not proficient in ASL at this gram will be practiced in cur- observations and student teach- HBSE 4015 and HBSE 4043. riculum design and execution ing for five days weekly for 12 Introduction to applied research in level as measured by nationally- recognized assessments may in general and the curriculum weeks in each semester. education, medicine, and therapy principles found in Modem which is characterized by absolute need to take additional conversa- tional ASL courses. An interview Languages for Communication In addition, the students would unit measurement, functional rela- as a model. need to identify pertinent tionships between variables, exper- may be scheduled by contacting imentation, and individual subject the Program coordinators. issues of ASL teaching and/or designs. Writing skills are empha- Students will be prepared to deaf studies, embark on a sized. Special fee: $5. Program Description: become professionals who review of literature, formulate The M.A. Program in the approach the profession of research questions and HBS 6031. Single case experi- Teaching of American Sign teaching ASL as a foreign lan- hypotheses, conduct data col- mental design for behavior guage in a highly scholarly lection and analysis, and pre- analysis in education, therapy, Language (ASL) as a Foreign Language provides students manner and as a contextual- pare an M.A. Project. As for and medicine (3) ized, investigatory, cultural, the final Master’s research Professor Greer. Permission with foundations in linguistics and applied linguistics; anthro- and problem-solving event paper, it will be completed required. Topics include inter-sub- with learners who typically during the final student teach- ject and intra-subject designs, pology; sociolinguisitics; social have hearing, are in regular ing placement. The topics will

202 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES be decided upon jointly by the • HBSK 4022, Developmental Student Teaching/Practica student and the Program Coor- psychology: Childhood, or (6 credits) dinators, with input from the • HBSK 4023, Developmental HBSE 4707, Observation and master cooperating teacher, and psychology: Adolescence student teaching of ASL, I, II should arise out of some class- room concern. Anthropological Foundations (3): Electives (4 credits): • MSTF 4003, American cul- • MSTU 5183, Designing edu- Students who successfully com- ture and education, or cational video, or plete the Masters Program and • MST 5003, Communication • A&HL 4019, Orality, literacy met all of the requirements for and culture, or and technology, or state certification will be recom- • A&HL 4021, Foundations of • A&HL 4050, The study of mended to the New York State bilingual and bicultural edu- literature Education Department for a cation certification as a Teacher of Courses American Sign Language. They Specialization (18 credits) Other courses in the Program are will also be able to obtain a described elsewhere. The following national certificate from the Deaf community and culture (6): are courses specific to the Program. American Sign Language Teach- • HBSE 4070, Psychosocial ers Association. Those individu- and cultural aspects of per- HBSE 4075. Selected topics in ASL and deaf community and als planning to teach in a state sons who are deaf or hard of culture (2) other than New York will be hearing, I, II. Dr. Rosen. Literary and artistic helped by the Teachers College • HBSE 4075, Selected topics works on meaning of deafness, Registrar and the Office of in ASL and deaf community presentations and representations Teacher Education to explore and culture of deafness, American Sign Lan- certification requirements in guage, and deaf people in society and certification reciprocity Language and Communication by individuals who are deaf will relationships with other states. (6 to 14 credits): be examined. Course studies on • HBSE 4079, Language devel- the complexities that deaf indi- Courses required: opment and habilitation: The viduals face in experiencing, liv- ing and identifying with, and foundations reflecting on deafness. Foundation (12 credits) • A&HL 4087, Introduction to second language acquisition HBSE 4076. Methods and mate- Curriculum Design (3): • HBSE 4074, Linguistics of rials in teaching American Sign • C&TY 4052, Designing cur- American Sign Language Language and deaf community riculum and instruction, or and culture (2) • A&HL 4021, Foundations of (HBSE 4871-4. American Sign Dr. Rosen. Current theories and bilingual and bicultural edu- Language, I–IV*) approaches in curriculum design cation, or and instructional methods in sec- • A&HL 4127, Bilingual- Curriculum and Instruction ond language acquisition and the teaching and learning of American bicultural curriculum: Mul- (4 credits): Sign Language and deaf commu- tilanguages • HBSE 4076, Methods and nity and culture will be discussed. materials in teaching ASL Materials on American Sign Lan- Pedagogy (3): • HBSE 4072, Teacher-as- guage and American deaf commu- • C&TY 4005, Principles of Researcher nity and culture will be intro- teaching and learning, or duced. Students will develop • A&HL 4049, Foreign lan- Assessment (2): curriculum and instructional guage teaching: Styles and • HBSE 4307, Assessment in methods to apply current methods, or ASL and deaf studies, or approaches to classroom practice. • A&HL 4076, TESOL • A&HL 4088, Second- HBSE 4307. Assessment of methodologies for K–12 language testing American Sign Language and deaf community and culture (2) Learner Characteristics (3): Dr. Rosen. Models of assessment of • HBSK 4029, Theories of American Sign Language and deaf human cognition and learn- community and culture will be ing, or discussed and evaluated. Students • HBSK 4020, Theories of will select appropriate assessment human development, or procedures based on reasons for assessment and will construct a complete plan for assessment.

203 D EPARTMENT OF H UMAN D EVELOPMENT

Chair: Professor James E. Corter Associate Professors: entists and educators with theo- about cognitive and develop- Location: 453 Grace Dodge Peter W. Cookson, Jr. (Adult ries, empirical methods and mental theories and research Telephone Number: and Continuing analytic tools for understanding • publishers and software com- (212) 678-3882 Education/Sociology and and conducting research in panies looking for people Fax: (212) 678-3837 Education) human development and cogni- with knowledge of cognition James E. Corter (Cognitive tion, and for helping solve edu- and development, and expe- Programs: Studies in Education/Mea- cational and social problems. rience in instructional design • research organizations seeking Cognitive Studies in Education surement, Evaluation, and people to conduct basic Developmental Psychology Statistics) Cognitive Studies in research and work on instruc- Measurement, Evaluation, and Suniya S. Luthar (Developmen- Education tal Psychology) tional applications of comput- Statistics (Code: TKE) Jane A. Monroe (Measurement, ers and related technologies. Politics and Education Program Coordinator: Professor Evaluation, and Statistics) Sociology and Education James E. Corter H. Jane Rogers (Measurement, For the doctoral programs, Evaluation, and Statistics) work settings after graduation Faculty: Degrees Offered: might include: research organi- Educational Psychology zations, or universities seeking Professors: Adjunct Associate Professors: Master of Arts (M.A.) faculty in cognitive psychology, J. Lawrence Aber (Develop- Julia A. Graber (Developmen- Master of Education (Ed.M.) educational psychology, educa- mental Psychology/National tal Psychology) Doctor of Education (Ed.D.) tional technology, and reading. Center for Children in Elizabeth C. Vozzola (Develop- Doctor of Philosophy (Ph.D.) Poverty {part-time}) mental Psychology) Students in the Cognitive John B. Black (Cognitive Bruce L. Wilson (Sociology and Special Application Studies in Education Program Studies in Education/ Education) Requirements/Information: begin by taking a set of core Instructional Technology GRE general test is required background courses, then pur- and Media) Assistant Professors: for admission to the doctoral sue one of five concentrations: Lois Bloom (Developmental Lawrence T. DeCarlo programs. cognition and learning, intelli- Psychology)—Emeritus (Measurement, Evaluation, gent technologies, reading Jeanne Brooks-Gunn (Develop- and Statistics) Program Descriptions: research, cognitive studies of mental Psychology) Clea Fernandez (Developmen- In the Cognitive Studies in educational practice, or psy- Robert L. Crain (Politics and tal Psychology/Cognitive Education Program, students chology of training and perfor- Education/Sociology and Studies in Education) examine the cognitive mecha- mance support in the work Education)—Emeritus nisms that underlie learning place. Students beyond the Herbert P. Ginsburg (Develop- and thinking in school and non- Adjunct Assistant Professors: M.A. level take more advanced mental Psychology/Cogni- school settings. The program courses, specifically including a tive Studies in Education) Ivo Antoniazzi (Measurement, trains students in basic theories statistics sequence. Deanna Kuhn (Developmental Evaluation, and Statistics) of human cognition, the prac- Psychology/Cognitive Stud- Meryle M. Kaplan (Develop- tice and interpretation of empir- In addition, each student regis- ies in Education) mental Psychology) ical cognitive and developmen- ters for research practicum Gary Natriello (Sociology and John N. Larson (Cognitive tal research—and how to use seminars during which they Education) Studies in Education) research to improve educational complete a substantive project Ernst Z. Rothkopf (Cognitive Laurie Miller-McNeill (Politics practices and develop innovative as a culminating experience for Studies in Education/ and Education) methods built around new tech- that degree. Choice of advanced Instructional Technology and Dale T. Snauwaert (Politics and nologies. Studies in cognitive, courses and research seminars Media) Education) developmental and educational should be shaped by the stu- Joanna P. Williams (Cognitive psychology, and computer sci- dent’s area of concentration, as Studies in Education) For information about faculty ence provide students with a described below. Students Richard M. Wolf (Measure- and their scholarly and research valuable perspective on cogni- whose interests do not fit one ment, Evaluation, and Statis- interests, please refer to the tion and learning. of these tracks may design their tics)—Emeritus “Faculty” section of the Cata- own concentration in consulta- log. The curriculum and program tion with their advisor. Adjunct Professors: requirements are designed to Hugh F. Cline (Sociology and Departmental Mission: prepare graduates for careers in Concentration in Cognition and Education) The Department of Human several possible settings. For Learning: the Master’s programs, these Alan R. Sadovnik (Sociology Development is devoted to pro- The concentration in Cognition settings include: and Education) moting an understanding of and Learning is designed for • school systems seeking human development in fami- students interested in theories instructional technology lies, schools and social institu- of human cognition and learn- coordinators and teachers tions across the life span. The ing, and experimental who are knowledgeable Department provides social sci- approaches to learning, memory,

204 D EPARTMENT OF H UMAN D EVELOPMENT language, reasoning, and prob- experience for masters students Degree Requirements: Specialized Courses lem solving. The culminating is an empirical study in the (11–13 points): Master of Arts-32 points experience for master’s students area of reading. Selected in consultation with an in this program is to conduct an Core Courses (9 points): advisor, and focusing on one of empirical research study in the Concentration in Cognitive • HUDK 4029, Theories of the following concentrations: area of cognition or learning. Studies of Educational Practice: human cognition and learning Cognition and Learning: • HUDK 4080, Educational This concentration is for stu- • HUDK 5034, Theories of psychology Concentration in Intelligent dents interested in understand- human cognition and • HUDK 5023, Cognitive Technologies: ing and facilitating the think- learning: Research methods development The Intelligent Technologies ing and learning involved in and applications • HUDK 4015, Psychology of concentration offers a program educational activities. Students Statistics/Research Design of study for students whose will learn about cognitive thinking (3 points): • HUDK 4027, Development interests include developing processes involved in both for- At least one of the following: cognitive science-based theo- mal and informal education of mathematical thinking • HUDM 4120, Basic concepts retical frameworks for inform- and how they are influenced by • HUDK 5091, Applied psy- in statistics ing the design of educational various factors, including class- cholinguistics • HUDM 4122, Probability technology, as well as for stu- room structure, teacher belief • HUDK 5024, Language and statistical inference dents wishing to create educa- systems, student motivation, development • HUDM 5122, Applied tional applications that serve as and educational policy. The • HUDM 5058, Choice and regression analysis testbeds for such theoretical program’s focus on understand- decision making • HUDM 5123, Experimental frameworks. ing cognitive processes and • HUDK 6620, Special topics design development is designed to in developmental psychology • HUDM 5021, Methods of By offering this concentration, help prospective and practicing • HBSK 5096, Psychology of empirical research the Program in Cognitive teachers, and other educators, memory Studies recognizes the impor- improve educational practice. Research (3 points): tance of computational and The culminating experience for Intelligent Technologies: • HUDK 5324, Research work allied technologies to both masters students is an empiri- • HUDK 4035, Technology practicum or, by permission, guide and be guided by cogni- cal study of cognition in a and human development a 6000-level research work tive research. Many of the classroom setting. • HUDK 5039, Design of practicum courses in this concentration intelligent learning environ- ments are cross-listed with the Pro- Concentration in Psychology of Breadth Requirement • HUDK 5198, Psychology of grams in Communication, Training and Performance (4–6 points): instructional systems design Computing, and Instructional Support in the Work Place: At least two of the following: Technology (MSTU). As a cul- • HUDK 6620, Special topics This concentration prepares • A&HL 4000, Study of lan- minating experience, masters in developmental psychology students for careers of research guage students in this concentration • MSTU 4083, Instructional and development in training • A&HF 4081, Philosophies of create and evaluate an educa- design of educational tech- and other related work in busi- education tional technology application. nology ness and industry. Students • MSTU 4008, Information study psychological fundamen- technology and education Reading Research: Concentration in Reading tals, statistical tools, and • MSTU 4036, Hypermedia • HUDK 4010, Psychology of Research: instructional technology. and education reading This concentration prepares Emphasis is on thorough scien- • MSTU 4133, Cognition and • HUDK 5024, Language students to do basic research in tific and practical grounding computers development reading, research and theory on for 1) the design, development, • MSTF 4010, Social context • HUDK 5080, Experimental all aspects of the psychology of evaluation, and management of of education psychology of schooling and reading (e.g. basic skills, com- instructional programs in • ORLJ 4005, Organizational reading prehension and aesthetic industrial and business set- psychology • HUDK 5091, Applied psy- response) in order to improve tings, and/or 2) the develop- • HBSK 4075, Brain and cholinguistics educational practice. Students ment and evaluation of job- behavior • HUDK 6620, Special topics address the connections related documents, manuals • BBSQ 4040, Speech and lan- in developmental psychology between written and oral lan- and computer programs for use guage disorders • HUDK 5090, Psychology of guage, and between reading in practical settings. As a cul- language and reading and writing skills. Individual minating experience, masters • HUDK 6095, Critical review differences are also addressed, students will create and evalu- of current journals in psy- especially with respect to stu- ate a set of training materials chology dents with learning disabili- or a performance support sys- • HBSK 5099, Theories of cog- ties, adult literacy, learning tem, or conduct a related nitive processes in writing from text and educational pol- research study. icy issues. The culminating

205 D EPARTMENT OF H UMAN D EVELOPMENT

Cognitive Studies of mance support system, or a Cognition and Learning: • HUDK 4074, Reading com- Educational Practice: related research study. • HUDK 5034, Theories of prehension strategies and • HUDK 4035, Technology human cognition and learn- study skills and human development Master of Education-60 points ing: Research methods and • HUDK 4127, Developmen- • HUDK 4074, Reading com- Core Courses (9 points): applications tal psychology for educa- prehension strategies and • HUDK 4029, Theories of • HUDK 4015, Psychology of tional reform study skills human cognition and learning thinking • HUDK 5097, Psychology of • HUDK 4127, Developmen- • HUDK 4080, Educational • HUDK 4027, Development instruction tal psychology for educa- psychology of mathematical thinking • HUDK 6620, Special topics tional reform • HUDK 5023, Cognitive • HUDK 5024, Language in developmental psychology • HUDK 5097, Psychology of development development • HUDF 4021, Sociology of instruction • HUDM 5058, Choice and education • HUDK 6620, Special topics Statistics/Research Design (12+ decision making • HUDM 5055, Evaluation of in developmental psychology points): • HUDK 5091, Applied psy- institutions, programs, and • HUDF 4021, Sociology of • HUDM 4120, Basic concepts cholinguistics curricula education in statistics (if no undergrad- • HBSK 5096, Psychology of • HUDM 5055, Evaluation of uate statistics) memory Training and Performance in institutions, programs, and • HUDM 4122, Probability • HUDK 6620, Special topics the Workplace: curricula and statistical inference in developmental psychology • HUDK 4035, Technology • HUDM 5122, Applied and human development Training and Performance in regression analysis Intelligent Technologies: • HUDK 5039, Design of the Workplace: • HUDM 5021, Methods of • HUDK 4035, Technology intelligent learning environ- • HUDK 4035, Technology empirical research and human development ments and human development • HUDM 5059, Psychological • HUDK 5039, Design of • HUDK 5198, Psychology of • HUDK 5039, Design of intel- measurement intelligent learning environ- instructional systems design ligent learning environments ments • HUDK 6620, Special topics • HUDK 5198, Psychology of Research (6 points): • HUDK 5198, Psychology of in developmental psychology instructional systems design • HUDK 5324, Research work instructional systems design • HUDF 5020, Methods of • HUDK 6620, Special topics practicum or, by permission, • HUDK 6620, Special topics social research: Survey meth- in developmental psychology a 6000-level research work in developmental psychology ods • HUDF 5020, Methods of practicum. • MSTU 4083, Instructional • HUDM 5055, Evaluation of social research: Survey meth- design of educational tech- institutions, programs, and ods Breadth Requirement (6 points): nology curricula • HUDM 5055, Evaluation of At least two of the following: • MSTU 5030, Intelligent institutions, programs, and • A&HL 4000, Study of lan- Reading Research: computer assisted instruction curricula guage • HUDK 4010, Psychology of Note • MSTU 5030, Intelligent • A&HF 4081, Philosophies of reading : At least 2 courses (mini- computer assisted instruction education • HUDK 5024, Language mum of 4 points) must be • MSTU 4008, Information development taken outside the department. Note : At least 2 courses (mini- technology and education • HUDK 5080, Experimental Integrative Project: mum of 4 points) must be • MSTU 4036, Hypermedia psychology of schooling and Varies accord- taken outside the department. and education reading ing to selected concentration: • MSTU 4133, Cognition and • HUDK 5090, Psychology of Cognition and Learning—an Integrative Project: Varies computers language and reading empirical cognitive research according to selected concen- • MSTF 4010, Social context • HUDK 5091, Applied psy- study; Intelligent Technolo- tration: Cognition and Learn- of education cholinguistics gies—creation and evaluation of ing—an empirical cognitive • ORLJ 4005, Organizational • HUDK 6095, Critical review an educational technology pro- research study; Intelligent psychology of current journals in psy- gram; Reading Research—an Technologies—creation and • HBSK 4075, Brain and chology empirical reading research evaluation of an educational behavior • HUDK 6620, Special topics paper; Cognitive Studies of technology program; Reading • BBSQ 4040, Speech and lan- in developmental psychology Educational Practice—an Research—an empirical read- guage disorders • HBSK 5099, Theories of cog- empirical study of cognition in ing research paper; Cognitive nitive processes in writing a classroom setting; and Train- Studies of Educational Prac- Specialized Courses (33–36 ing and Performance in the tice—an empirical study of points): Selected in consulta- Cognitive Studies of Educa- Workplace—creation and evalu- cognition in a classroom set- tion with an advisor, and focus- tional Practice: ation of a set of training materi- ting; and Training and Perfor- ing on one of the following • HUDK 4035, Technology als or performance support sys- mance in the Workplace—cre- concentrations: and human development tem, or a related research study. ation and evaluation of a set of training materials or perfor-

206 D EPARTMENT OF H UMAN D EVELOPMENT

Doctor of Philosophy-75 points Core Courses (minimum of Additional Requirements: Two • HUDM 5123, Experimental General Psychology (12 points): 18 points): papers, one in theory and design One course each in 4 of the fol- At least 6 of the following: application, another in empiri- • HUDM 6122, Multivariate lowing areas: • HUDK 4027, Development cal research; certification analysis I 1. Development: of mathematical thinking examination; and an approved • HUDK 5022, Emotional • HUDK 4029, Theories of dissertation. Core Courses (minimum of development human cognition and learning 24 points): • HUDK 5023, Cognitive • HUDK 4080, Educational Doctor of Education-90 points At least 8 of the following: psychology • HUDK 4027, Development development General Psychology (12 points): • HUDK 5023, Cognitive of mathematical thinking • HUDK 5024, Language One course each in 4 of the development • HUDK 4029, Theories of development, or following areas: • HUDK 5034, Theories of human cognition and learning • HUDK 5029, Personality 1. Development: human cognition and learn- • HUDK 4080, Educational development and socializa- • HUDK 5022, Emotional ing: Research methods and psychology tion across the life span development applications • HUDK 5023, Cognitive • HUDK 5023, Cognitive • HUDK 5197, Psychology of development 2. Personality: development training in business and • HUDK 5034, Theories of • CCPX 5032, Personality • HUDK 5024, Language industry human cognition and learn- and psychopathology development • HUDK 5198, Psychology of ing: Research methods and • CCPX 5034, Develop- • HUDK 5029, Personality instructional systems design applications mental psychopathology, development and socializa- • HUDK 6095, Critical review • HUDK 5090, Psychology of or tion across the life span • G 4003, Personality of current journals in psy- language and reading chology • HUDK 5197, Psychology of 2. Personality: • HUDK 5090, Psychology of training in business and 3. Social Bases of Behavior: • CCPX 5032, Personality language and reading industry • ORLJ 5540, Proseminar in and psychopathology • MSTU 4133, Cognition and • HUDK 5198, Psychology of social psychology, or • CCPX 5034, Develop- computers instructional systems design • G 4006, Social psychology mental psychopathology • HUDK 6095, Critical review • G 4003, Personality 4. Measurement: Research Apprenticeship of current journals in psy- (6 points): chology. • HUDK 5059, Psychologi- 3. Social Bases of Behavior: Two semesters in a research • MSTU 4133, Cognition and cal measurement • ORLJ 5540, Proseminar in practicum: computers social psychology • HUDK 6529, Research 5. Biological Bases of Behavior: • G 4006, Social psychology • HBSK 4075, Brain and practicum in cognitive devel- Research Apprenticeship opment (6 points): behavior 4. Measurement: • HUDK 6539, Research Two semesters in a research • HBSK 5068, Introduction • HUDK 5059, Psychologi- practicum in educational practicum to neuropsychology cal measurement • HBSK 5070, Neural bases psychology, cognition, and • HUDK 6529, Research learning practicum in cognitive devel- of language and cognitive 5. Biological Bases of Behavior: • HUDK 6592, Advanced opment development • HBSK 4075, Brain and research seminar: learning • HUDK 6539, Research • BBSQ 4043, Human ner- behavior and instruction practicum in educational vous system, or • HBSK 5068, Introduction • HUDK 6598, Advanced psychology, cognition, and • G 4004, Physiological to neuropsychology research seminar: Instruc- learning psychology • HBSK 5070, Neural bases tional theory • HUDK 6592, Advanced of language and cognitive research seminar: Learning Statistical and Research development Special Seminars (minimum of 9 and instruction Methodology (15 points): • BBSQ 4043, Human ner- points): • HUDK 6598, Advanced • HUDM 4122, Probability vous system • HUDK 6620, Special topics research seminar: Instruc- and statistical inference • G 4004, Physiological in developmental psychology tional theory • HUDM 5059, Psychologi- psychology) cal measurement (taken during both first and Special Seminars • HUDM 5122, Applied second years Statistical and Research (minimum of • HUDK 7502, Dissertation 9 points): regression analysis Methodology (15 points): seminar • HUDK 6620, Special topics • HUDM 5123, Experimen- • HUDM 4122, Probability in developmental psychology tal design, or and statistical inference Non-departmental Courses (mini- (taken during both first and • HUDM 6122, Multivari- • HUDM 5059, Psychological mum of 8 points): second years) ate analysis I measurement At least 3 courses outside the • HUDK 7502, Dissertation • HUDM 5122, Applied department are selected in con- seminar regression analysis sultation with an advisor.

207 D EPARTMENT OF H UMAN D EVELOPMENT

Non-departmental Courses (mini- framework for reasoning about the HUDK 5091. Applied psy- and the kinds of knowledge they mum of 8 points): most developmentally-appropriate cholinguistics (3) have yielded. At least 3 courses outside the uses of technology for people at Professor Williams. Permission department are selected in con- different ages. required. Prerequisite: HUDK HUDK 5024. Language devel- sultation with an advisor. 5090 or equivalent. Guided opment (2–3) HUDK 4080. Educational psy- research in psycholinguistics with Faculty. Survey of research and chology (3) emphasis on studies relating lan- theory in the development of lan- Additional Requirements: Two Professor Williams. Examines guage to cognitive processes, school guage, beginning with communi- papers, one in theory and landmark issues in educational learning, and social processes. cation and the origins of language application, and one in empiri- psychology, highlighting philo- in infancy and emphasizing acqui- cal research; certification sophical underpinnings and empir- HUDK 6095. Critical review of sition of the forms of language in examination; and an approved ical evidence, tracing each issue current journals in psychology relation to their content and use. dissertation. from its roots to contemporary (3) debates and evaluating current Professor Williams. Limited to HUDK 5080. Experimental psy- Courses: educational practice. candidates in psychology; others chology of schooling and read- by permission. Critical review of ing (2–3) Basic and General Courses HUDK 5020. Development of current journals in psychology and Professor Williams. Permission creativity (2–3) education, analysis of articles, dis- required. Open only to doctoral HUDK 4010. Psychology of Faculty. Major theories and con- cussion of general trends in current students in psychology. Critical reading (3) temporary research in creative theoretical and research literature, evaluation of experimental investi- Professor Williams. Exploration of work, emphasizing case studies of and guidance in preparing manu- gations of cognitive processes and theoretical models and critical exceptional and historically influ- scripts for publication in peer- school-related problems. empirical issues pertaining to ential individuals. reviewed journals. those language processes inherent HUDK 5197. Psychology of in reading and in writing. Analysis HUDK 5023. Cognitive devel- HBSK 5096. The psychology of training in business and of instructional strategies in terms opment (3) memory (3) industry (3) of cognitive models. Professor Kuhn. Theory and Professor Peverly. An analysis of Professor Rothkopf. The design, research on the development of cog- perspectives on human memory conduct, and evaluation of training HUDK 4015. Psychology of nitive processes across the life span. with particular attention to knowl- in closed systems. A critical review thinking (3) edge, attention, strategic processes, of available methods for task Professor Black. Examines cogni- HUDK 5034. Theories of metacognition, transfer, and con- analysis, formative development, tive psychology theories and human cognition and learning: text. The application of this infor- and the creation of performance research about various kinds of Research methods and applica- mation to practice is stressed. aids. Special fee: $15. thinking, what each kind is best tions (3) suited for, and problems people Professors Rothkopf and Black. MSTU 4133-4134. Cognition HUDK 5198. Psychology of have with it. Also examines the Prerequisite: HUDK 4029 or and computers instructional systems design best ways of learning from each equivalent. Introduction to tech- Professor Black. Ideas about cogni- (2–3) kind of thinking. Critically exam- niques in psychological investiga- tion and knowledge representation Dr. Larson. Enrollment limited. ines the various thinking skills tions of learning, language, mem- and how they relate to the use of Systematic approaches to instruc- curricula that have been proposed. ory and thought, psychological computers in instruction. The stu- tional design in schools and corpo- analysis of instruction and other dent selects a subject area, learns rate settings. Theoretical and HUDK 4027. Development of practical problems. to represent knowledge from it so empirical bases. Analysis of case- mathematical thinking (3) that it can be implemented in a based examples. Materials fee: $25. Professor Ginsburg. The develop- HUDK 5039. Design of intelli- computerized instructional system, ment of informal and formal math- gent learning environments (3) and uses the knowledge represen- HUDK 5324. Research work ematical thinking from infancy Faculty. Prerequisite: MSTU 4083 tation to characterize the cognitive practicum (1–3) through childhood with implica- or permission of instructor. Covers prerequisites and consequences of Faculty. Students learn research tions for education. ideas about representation of learning to use computers. skills by participating actively in knowledge, models of the learner, MSTU 4133. Cognition and an ongoing faculty research project. HUDK 4029. Theories of human and teaching strategies that have computers (3) Special fee: $25. cognition and learning (3) been developed in artificial intelli- MSTU 4134. Cognition and HUDK 6522. Seminar in cogni- Professors Black and Rothkopf. gence and cognitive psychology. computers lab (1–3) tive processes (3) Cognitive and information-pro- Students have the opportunity to Permission required. Corequisite: Faculty. Permission required. cessing approaches to attention, design and implement intelligent MSTU 4133. Special fee: $25. Advanced discussion of topics in learning, language, memory, and computer-assisted instruction cognitive psychology and their reasoning. materials. Special fee: $50. Advanced and Specialized implications for instruction. HUDK 4035. Technology and Courses HUDK 5090. Psychology of lan- HUDK 6523. Seminar in cogni- human development (3) guage and reading (2–3) HUDK 4120. Empirical study of tive development (1–3) Professor Black. Examines the use Professor Williams. Basic theories, human development (3) Professor Ginsburg or Kuhn. Per- and design of various educational empirical findings, and educational Professor Fernandez. An introduc- mission required. Prerequisite: technologies (computer software, applications in the psychology of tion to the research methods that HUDK 5023. Advanced topics in multimedia shareware, TV, World language and reading: the cogni- have been employed by cognitive research and theory in cognitive Wide Web sites, etc.) from the tive processes involved in the per- and developmental psychologists, development. perspective of basic research and ception and production of oral and as well as an overview of how theory in human cognitive and written language. these methods have been applied social development. Provides a

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HUDK 6530. Seminar in theo- current models such as Tversky See also: M.A. program, as well as those retical issues in cognitive and and Kahneman’s “Prospect The- Program in Applied Linguistics: whose previous training is in educational psychology (1–3) ory.” The focus is on psychological • A&H 4000. Study of lan- psychology. Faculty. Permission required. or descriptive models of how peo- guage (2–3) Limited to doctoral candidates in ple make decisions, although Program Description: psychology. methods of rational decision analy- Program in School Psychology: The Master of Arts in develop- sis are briefly discussed. • HBSK 4074. Reading com- HUDK 6539. Research prehension strategies and mental psychology typically practicum in educational HBSK 4074. Reading compre- study skills (2–3) requires completion of 32 psychology, cognition, and hension strategies and study • HBSK 4077. Adult basic lit- points, normally achieved in 12 learning (1–3) skills (2–3) eracy (2–3) months of full-time study or Faculty. Permission required. Professor Peverly. Reading and • HBSK 5096. The psychol- proportionately longer for part- Limited to doctoral candidates in study skills: Practical procedures ogy of memory (3) time study. psychology. based on research findings appro- priate for teachers, counselors, and Program in Instructional Technol- In accordance with individual HUDK 6592. Advanced others. For students at late elemen- ogy & Media: interests and objectives, stu- research seminar: Learning and tary levels through young adult- • MSTU 4008. Information dents acquire familiarity with instruction (3) hood. Materials fee: $25. technology and education Professor Rothkopf. Permission (3) basic theoretical and research required. Limited to doctoral can- HBSK 4077. Adult basic literacy • MSTU 4019. Social cogni- orientations as well as exposure didates only. Review and discus- (2–3) tion and communication (3) to substantive knowledge in the sion of advanced topics in learning, Faculty. Psychological and educa- • MSTU 4080. Television and areas of cognitive, language, memory, and cognition, and their tional aspects of adult basic literacy video applications in educa- personality and social function- relationship to educational issues for teachers, counselors, and others tion (3) ing and development. Opportu- and problems. This course may be who work with adults deficient in • MSTU 4083. Instructional nity exists for the study of repeated. basic reading and writing skills. design of educational tech- deviant as well as normal psy- nology (3) chological functioning within a HUDK 6595. Seminar in lan- Independent Study and Research • MSTU 4085. New technolo- developmental framework. guage and reading (3) gies for learning (2–3) Professor Williams. Permission Students may register for intensive • MSTU 5030. Intelligent required. Analysis of current individual study of a topic of spe- computer-assisted instruc- Students may register for inde- research and theory in the study of cial interest. Registration in inde- tion (3) pendent study in order to language and reading. pendent study is by permission of • MSTU 5183. Designing undertake theoretical or empiri- the instructor under whose guid- educational video (3) cal research projects or field- HUDK 6598. Advanced ance the work will be undertaken. • MSTU 5190. Preproduction work. Students whose goal is to Credit may range from 1 to 3 research seminar: Instructional of educational video pro- acquire professional skills in theory (2–3) points each term except for HUDK grams (3) 8901 (Dissertation Advisement); clinical or counseling psychol- Professor Rothkopf. Permission • MSTU 5191-5192. Educa- ogy may enroll in introductory required. Limited to doctoral can- and registration is not limited to tional video production I course offerings, which in many didates. Advanced topics in the one term. Hours for individual and II (3–4) systematic management of instruc- conferences are to be arranged. • MSTU 5193. Design and cases can be applicable if the tion, the development of instruc- evaluation of experimental student is later admitted to one tional materials and devices, and HUDK 4902. Research and education video (2–3) of the more advanced master’s or their relationship to learning, independent study (1–3) • MSTU 5194. Models of doctoral programs in these areas. memory, and cognition. interactive learning (3–4) HUDK 6902. Advanced research • MSTU 6030. Software eval- In order to accommodate the and independent study (1–3) HUDK 6529. Research uation (3) diverse aims of individual stu- practicum in cognitive develop- HUDK 7502. Dissertation semi- dents, a considerable degree of ment (2–3) flexibility has been built into Professor Kuhn. Permission nar (1–3) Psychology: required. Permission required. Development the course of study leading to of doctoral dissertation and presen- Developmental the M.A. degree. An attempt (Code: TKA) HUDK 6630. Special topics in tation of plans for approval. Regis- has been made to minimize cognitive or educational psy- tration limited to two terms. Program Coordinator: Professor specific course requirements, chology (3) Suniya S. Luthar and the student will find that Faculty. Permission required. Top- HUDK 8901. Dissertation there is a good deal of freedom ics to be announced. advisement (0) Degree Offered: to choose from among the Individual advisement on doctoral Master of Arts (M.A.) dissertation. Fee to equal 3 points many offerings provided by HUDM 5058. Choice and deci- Teachers College and the sion making (3) at current tuition rate for each Special Application term. See catalog section on Con- Columbia University Graduate Professor Corter. Prerequisite: Requirements/Information: HUDM 4122 or equivalent. Sur- tinuous Registration for faculties. In consultation with Ed.D./Ph.D. degrees. Applicants who have under- an advisor, students may create veys quantitative models of indi- graduate degrees in fields other vidual decision making, from the an individually tailored pro- introduction of the notion of “util- than psychology will be con- gram of study, or may enter a ity” by Daniel Bernoulli through sidered for admission to the concentration in Developmen-

209 D EPARTMENT OF H UMAN D EVELOPMENT tal Studies for Educators, or Elective Courses (minimum of 6 in evaluating applicants is mental Psychology which serve Risk and Prevention. points): given to prior achievements to define the character of the At least 3 other psychology and recommendations, particu- program, and to ensure that all The course of study has four courses (2 or 3 points each), 2 larly as evidence of a self-moti- students have a common expe- main components: or 3 of which must be in devel- vated research involvement. rience and acquire a common • A basic course in methods of opmental psychology. level of expertise in dealing research. Previous work in psychology is with the core issues in the field. • Required courses in cognitive Breadth Requirement (minimum highly desirable but there are development, personality of 6 points): no fixed course requirements. The courses offered through development in atypical pop- Three courses taken for either 2 Expertise in a related field, the program provide content in ulations, and developmental or 3 points each, including: such as linguistics, philosophy, the research and theoretical lit- psychology and education. • HUDM 4120, Basic concepts anthropology or biology, may erature relating to all phases of • Electives in developmental in statistics, or equivalent; qualify a student as well. At the psychology of human psychology plus relevant and at least 2 courses in pro- least one year of full-time study development. All age groups electives offered by other grams at Teachers College in residence, i.e., two semesters are covered, from infancy Teachers College and Colum- other than Developmental of 12 or more credits per through childhood, adolescence bia University psychology Psychology. semester, is required. to adulthood, and later life. programs. Course work in developmental • Broad and basic areas of Research Requirement (3 points): Program Description: psychology can be supple- scholarship. • HUDK 5324, Research work The 75–point doctoral degree mented by courses in the other practicum. prepares students for faculty psychology programs at Teach- Students completing the M.A. positions in colleges and univer- ers College as well as by degree accept positions in Concentrations: Within the con- sities, and for positions as associ- courses in the social sciences, research laboratories or field straints described above, the ates and consultants in research linguistics, and other fields settings, in biomedical institu- student may design a program laboratories, biomedical schools, offered at Teachers College and tions, in educational, commu- of study in coordination with and other applied settings. by the graduate faculty of the nity, and child care agencies, an advisor, or concentrate in Throughout their program, doc- University (including the and as instructors in commu- Risk and Prevention (in collabo- toral candidates work in a close Columbia University College nity colleges, or go on to pursue ration with the programs in apprentice relationship with a of Physicians and Surgeons). more advanced degrees in par- Clinical Psychology and School faculty advisor of their choice. ticular areas of specialization. Psychology); Developmental Stud- The Ph.D. degree requires com- The doctoral program is ies for Educators (in collaboration pletion of 75 points with an focused primarily on training Degree Requirements: with the programs in Cognitive empirical research thesis. in the conduct of empirical Studies in Education and Cur- (e.g., experimental, observa- Master of Arts riculum and Teaching). For The aim of instruction at the tional, and interview) research. Either 32 points and a special those with an interest in Educa- doctoral level is to produce a Other types of research (theo- project or 30 points and a for- tional Policy, a concentration in psychologist who can make a retical, descriptive, and histori- mal thesis. this area is offered in collabora- sound and innovative research cal) may be undertaken in spe- tion with the programs in Soci- contribution to the study of cial circumstances of student Basic Courses (12 points): ology and Education, and Poli- human development, who is and advisor competence. • HUDK 4120, Empirical tics in Education. concerned with the relationship study of human development between development and edu- Degree Requirements: • HUDK 5023, Cognitive Developmental cation, and who is equipped to The 75-point course of study has development teach about such matters. Stu- four components: • HUDK 5121, Personality Psychology dents acquire the conceptual • General Psychology. Students development and socializa- (Code: TKD) background and methodological choose four courses, with at tion in early childhood Program Coordinator: Professor skills necessary for faculty posi- least one chosen from each of Suniya Luthar tions in colleges and universi- the following areas: Learning And either of the following: ties, or for positions as associates and Cognition, Personality, Degree Offered: and consultants in research lab- Social Bases of Behavior, • HUDK 5034, Development Doctor of Philosophy (Ph.D.) oratories, biomedical schools Measurement, and Biological and psychopathology: Atypi- and other applied settings. Bases of Behavior. cal contexts and populations Special Application • Doctoral Requirements. Stu- • HUDK 4127, Developmen- Requirements/Information: While consultation between dents are required to take tal psychology for educa- This program accepts applica- student and faculty advisor is advanced courses in develop- tional reform tions for fall semester only. considered to be the best way mental psychology as well as GRE and Subject Test in Psy- to decide which steps should be proseminar. chology are required. Admis- taken towards these goals, • Methodology. All students are sion to the program is highly there are specific requirements required to at least take the competitive. Primary emphasis for all students in Develop- one-year statistics sequence

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(Probability and statistical inference Third Year of Study: Two statis- riage, family, child rearing, work HUDK 4620. Departmental col- and Applied regression analysis), tics courses—HUDM 6122, and social class in adulthood loquium (2–3) ordinarily in the first year. Multivariate analysis I; and socialization. Presentation and discussion of HUDM 6123, Multivariate research topics by faculty, visiting Students are required to take a analysis II. Continued enroll- HUDK 4027. The development psychologists, and students. of mathematical thinking (3) special certification examination ment in HUDK 6620, Special Professor Ginsburg. The develop- HUDK 5020. The development in methodology. Students, in topics in developmental psy- ment of informal and formal math- of creativity (2–3) consultation with their advisor, chology. Other requirements ematical thinking from infancy Faculty. Permission required. Major should also enroll in the neces- include a theoretical paper (con- through childhood with implica- theories and contemporary research sary advanced course work to comitant with enrollment in tions for education. in creative work, emphasizing case prepare for both the research HUDK 6901, Advanced studies of exceptional and histori- methods component of the certi- research and independent study HUDK 4030. Cognitive clinical cally influential individuals. fication examination and their in developmental psychology) interview (3) own research work. and certification examination. Professor Ginsburg. Introduction HUDK 5021. Aesthetic develop- • Qualifying Paper. Students After meeting certification to the cognitive clinical interview ment (2–3) and exploration of how it has and Faculty. Investigation of the gene- are required to write a theo- requirements, 15 points (which can be used in psychological and sis of aesthetic development from retical and empirical paper to may be completed during the educational research and assess- childhood to maturity; special qualify for dissertation status. third and fourth years) are taken ment. attention given to making and in consultation with an advisor. responding in the arts and to the First Year of Study: Four basic HUDK 4045. Cross-cultural role of the imagination in stretch- courses in developmental psy- Fourth Year of Study: Comple- psychology of teaching and ing the boundaries of knowledge. chology, one in each of the fol- tion of the 15 points begun in learning: An in-depth look at lowing areas—cognitive devel- third year. HUDK 7501, Dis- Japan (2–3) HUDK 5022. Emotional devel- opment, social/emotional sertation seminar in develop- Professor Fernandez. Explores the opment (2–3) development, empirical meth- mental psychology. Comple- value of cross-cultural comparisons Faculty. Theory and research in the for thinking about teaching and development of emotional experi- ods, and psychopathology. Two tion of an approved doctoral learning. A case study approach is ence and expression. courses in statistics—HUDM dissertation. used to examine work comparing 4120, Basic concepts in statis- education in Japan and the US. HUDK 5023. Cognitive devel- tics; and HUDM 4122, Proba- Courses: opment (3) bility and statistical inference. HUDK 4120. The empirical Professor Kuhn. Theory and A research seminar, HUDK HUDK 4021. Developmental study of human development (3) research on the development of cog- 6620, Special topics in devel- psychology: Infancy (2–3) Professor Fernandez. An introduc- nitive processes across the life span. opmental psychology. One Faculty. Review of research and tion to the research methods that course (3 more to be taken in theory in early perceptual, cogni- have been employed by cognitive HUDK 5024. Language devel- tive, and social/emotional develop- the second year) of the general and developmental psychologists, opment (2–3) ment, with particular attention to as well as an overview of how Faculty. Survey of research and psychology requirement. the interaction of biological and these methods have been applied theory in the development of lan- environmental factors in early life. and the kinds of knowledge they guage, beginning with communi- Second Year of Study: Two have yielded. cation and the origins of language advanced developmental HUDK 4022. Developmental in infancy and emphasizing acqui- courses in cognitive develop- psychology: Childhood (2–3) HUDK 4121. Development and sition of the forms of language in ment, social/emotional devel- Faculty. Children’s cognition, per- psychopathology: Atypical con- relation to their content and use. opment, empirical methods, or ception, representation, language, texts and populations (3) psychopathology. Two statistics affect, personality, and sexuality. Professor Luthar. Using contempo- HUDK 5027. Moral develop- courses—HUDM 5122, Family structure and school as rary research as the basis, the focus ment (2–3) they influence these aspects of Applied regression analysis; is on the interface between classi- Faculty. Prerequisite: HUDK childhood. cal developmental psychology the- 4020, HUDK 4023, HUDK and HUDM 5123, Experimen- ories and patterns of development 4024, or equivalent. Investigation tal design. Continued enroll- HUDK 4023. Developmental identified in atypical contexts of the major theoretical and empir- ment in HUDK 6620, Special psychology: Adolescence (2–3) (e.g., poverty) and among atypical ical approaches to the study of how topics in developmental psy- Dr. Graber. Theoretical and empir- populations (e.g., resilient youth). morality develops with particular chology. Three courses satisfy- ical studies of personality and Implications for interventions and emphasis on the behaviorist, cog- ing the general psychology social development processes in policy are also discussed. nitive, psychoanalytic, and requirement specified above. adolescence. An ecological systems sociopolitical approaches. Other requirements include approach is emphasized. HUDK 4127. Developmental completion of an empirical psychology for educational HUDK 5029. Personality devel- HUDK 4024. Developmental paper (concomitant with reform (3) opment and socialization across psychology: Adulthood and the Professor Ginsburg. Attempts to the life span (2–3) enrollment in HUDK 6901, life span (2–3) utilize developmental theories and Faculty. Theory and research regard- Advanced research and inde- Faculty. Theories of adult develop- research in the improvement of ing the interaction between natu- pendent study in developmen- ment, with an emphasis on the education are examined critically. rally developing personality struc- tal psychology). historical transformation of adult tures and socialization processes roles, and the significance of mar- throughout life. Special fee: $40.

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HUDK 5036. Child and adoles- consciousness and the symbolic HUDK 6523. Seminar in cogni- HUDK 8900. Dissertation cent development and social order of society. Topics include: tive development (1–3) advisement (0 each course) policy (2–3) the “self” the “other”, intersubjec- Professor Ginsburg or Kuhn. Per- Individual advisement on doctoral Professor Brooks-Gunn. This tivity, social perception, communi- mission required. Prerequisite: dissertation. Fee to equal 3 points course provides a foundation of cation, metaphor, myth, stories, HUDK 5023. Advanced topics in at current tuition rate for each knowledge concerning the role of and media images. research and theory in cognitive term. See catalog section on Con- child and adolescent development development. tinuous Registration for perspectives in informing social HUDK 5130-HUDK 5131. Com- Ed.D./Ph.D. degrees. policy. Students will investigate munity research practicum HUDK 6524. Seminar in lan- policy issues related to: poverty, (3 each) guage development (3) families, child care, and education. Faculty. Supervised experience in Faculty. Permission required. Pre- Measurement, various types of community agen- requisite: HUDK 5024. Analysis Evaluation, and HUDK 5092. Sociocultural fac- cies (i.e., schools, hospitals, clinics) of current research in the study of tors in psychological develop- with a focus on developing language development. Individual Statistics ment (3) research skills. Integration of theo- exploration of particular research Program Coordinators: Faculty. This course examines the retical and observational knowl- problems. Professors Jane A. Monroe impact of ethnic culture, religion, edge will be stressed. Open to (Applied Statistics) and economics, education, and gender degree candidates in Developmen- HUDK 6529. Research Lawrence T. DeCarlo and sexuality on the process of psy- tal Psychology. practicum in cognitive develop- (Measurement and Evaluation) chological development. ment (2–3) HUDK 5523. Seminar in adoles- Professor Kuhn. Permission HUDK 5121. Personality devel- cent development and develop- required. Applied Statistics opment and socialization in mental problems (3) (Code: TMX) childhood (2–3) Professor Luthar. Permission HUDK 6572. Research in Professor Brooks-Gunn. Prerequi- required. Prerequisite: HUDK applied educational psychology: Degree Offered: site: HUDK 4020 or equivalent. 4023. Seminar designed to exam- Mathematics reasoning and Master of Science (M.S.) Contemporary theory and research ine theory, research, and practice mathematics education (3) on children’s adaptation to devel- perspectives related to social and Professor Ginsburg. Permission opmental tasks of early childhood. emotional domains during the required. Students participate in Special Application Comparison of typical and atypical period of adolescence. ongoing research. Requirements/Information: pathways in early social-personal- GRE General Test is required ity development. Analysis of the HUDK 5324. Research work HUDK 6620. Special topics in for the M.S. in Applied Statis- logic and method of empirical practicum (2–3) developmental psychology (3) tics. Background in calculus is studies of early development. Faculty. Students learn research Permission required. Topics to be also required. skills by participating actively in announced. HUDK 5122. Psychological fac- an ongoing faculty research project. Program Description: tors in later life (3) Independent Study and Research The M.S. in Applied Statistics Faculty. Research findings, theo- HUDK 6010. Developmental requires at least one year of retical conceptions, and unresolved research methods (3) Students may register for intensive issues with respect to cognitive, Professor Kuhn. Advanced survey individual study of a topic of spe- study. This master’s degree social, and personality functioning of both new and classical methods cial interest. Registration in inde- provides training for a number in later life. for conducting research designed to pendent study is by permission of of positions in educational answer developmental questions. the instructor under whose guid- research bureaus and testing HUDK 5123. Psychological ance the work will be undertaken. organizations. In addition to development of women (3) HUDK 6036-HUDK 6037. Child Credit may range from 1 to 3 the satisfactory completion of Faculty. Theoretical and empir- and family policy (2–3 each) points each term except for course work, an integrative HUDK 8900. (Dissertation hours ical issues concerning women’s Professor Brooks-Gunn. Provides a project is required. multi-disciplinary perspective on for individual consultation are to psychosocial development, be arranged.) viewed in the context of mod- child and family policy. Also pro- Degree Requirements: ern feminist thought. vides a foundation of knowledge concerning the role of child and HUDK 4901. Research and Master of Science-32 points family perspectives in informing independent study (1–3 each HUDK 5125. Cross-cultural policy. course) Statistics (21 points): developmental psychology (2–3) Prerequisites: Any 2 of the follow- • HUDM 4122, Probability Professor Fernandez. Survey of psy- ing: HUDF 4000; HUDF 4024; HUDK 6901. Advanced and statistical inference chological studies of development HUDK 4120; HUDK 4121; C&T research and independent study • HUDM 5122, Applied in different cultures, with emphasis 4113; C&T 5113 (1–3 each course) on perceptual and cognitive issues regression analysis and methodological problems spe- • HUDM 5123, Experimental HUDK 6520. Seminar in social HUDK 7501. Dissertation semi- cific to cross-cultural research. nar (1–3 each course) design development (3) • HUDM 6122, Multivariate Faculty. Permission required. How Permission required. Development HUDK 5128. Social-cognitive analysis I people become socialized and how of doctoral dissertations and pre- development (2–3) psychology deals with the process sentation of plans for approval. • HUDM 6123, Multivariate Faculty. Permission required. in terms of developmental con- Registration limited to two terms. analysis II Developmental theory and research cepts. Special fee: $25. • W 4105, Probability; and W on the relation between individual 4107, Statistical inference are

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taken at Columbia Univer- of educational settings. Gradu- The Ed.D. is appropriate for Electives: sity’s Graduate School of Arts ates acquire specialized knowl- individuals who wish to focus Chosen in consultation with and Sciences. edge and skills in test theory, on the application of measure- an advisor and designed to test and instrument develop- ment and evaluation tech- strengthen and broaden the stu- Computer Language (3 points): ment and validation, program niques in education, psychol- dent’s professional preparation. Selected in consultation with evaluation, and quantitative ogy, and business and industry. an advisor. analysis of educational and psy- Both doctoral degrees are Culminating Experience: An eval- chological data. accepted as qualification for uation project. Research Design (3 points): faculty positions in Schools of Selected in consultation with Some graduates pursue careers Education in the United States. Doctor of Philosophy-75 points an advisor. Possible courses as college professors teaching Measurement and Evaluation Core measurement, evaluation, and Degree Requirements: include HUDM 5021, Meth- (25 points): ods of empirical research; statistics. Some are employed Master of Education-60 points • HUDM 5059, Psychological in city or state departments of HUDM 5055, Evaluation of measurement education in the planning and Measurement and Evaluation Core institutions, program, and cur- • HUDM 5124, Multidimen- supervision of testing programs (18 points): ricula; and HUDF 5020, sional scaling and clustering and research and evaluation • HUDM 5059, Psychological Methods of social research: Sur- • HUDM 5125, Psychological projects. Others work for test measurement vey methods. scaling publishers, licensure and certi- • HUDM 5055-5056, Evalua- • HUDM 5250, Research Electives fication boards, and govern- tion of institutions, pro- (5 points): practicum in measurement ment agencies in the construc- grams, and curricula I and II Selected in consultation with and evaluation tion of tests or in the • HUDM 6051-6052, Theory an advisor and within the areas • HUDM 6051-6052, Theory management of large-scale test- and practice of test construc- of Management Science, Eco- and practice of test construc- ing programs. Still others work tion I and II; plus an addi- nomics, Public Health, Com- tion I and II in applied measurement, evalu- tional 3 points in evaluation puter Science, Psychology, and • HUDM 6055, Latent struc- ation, research design, and sta- Sociology. ture analysis tistics in a variety of social sci- Quantitative Methods (15 points): Distribution Requirement: ence, health care, business, and • HUDM 4122, Probability And at least 3 points selected At least 2 of the above courses industrial settings. and statistical inference • HUDM 5122, Applied from the following: (for a minimum of 2 points • HUDM 5055-5056, Evalua- The Ed.M. in Measurement regression analysis each) must be taken at Teach- tion of institutions, pro- and Evaluation is a two-year • HUDM 5123, Experimental ers College from outside the grams, and curricula I and II master’s degree. It provides design department. • HUDM 5058, Choice and training for a number of posi- • HUDM 6122, Multivariate decision making Culminating Experience: tions in educational research analysis I; and 3 points in Special • HUDM 5550, Current bureaus and testing organiza- data management project. issues in measurement and tions. In addition to the satis- evaluation factory completion of course Psychology (12 points): Measurement and • CCPJ 5062, Career counsel- work, an integrative project is Taken in one or more of the ing and development Evaluation required for the master’s following areas: Developmen- (Code: TMM) tal psychology, cognitive stud- degree. Quantitative Methods and ies, counseling psychology, Research Design (28 points): Degrees Offered: A doctorate is required for organizational psychology, or • HUDM 4122, Probability Master of Education (Ed.M.) most college teaching positions social psychology. and statistical inference Doctor of Education (Ed.D.) and for positions of professional • HUDM 5021, Methods of Doctor of Philosophy (Ph.D.) responsibility in testing orga- Research Methods (6 points): empirical research nizations, departments of edu- • HUDM 5021, Methods of • HUDM 5122, Applied Special Application cation, and licensure and certi- empirical research regression analysis Requirements/Information: fication boards. The Ph.D. is • HUDM 5250, Research • HUDM 5123, Experimental GRE General test is required appropriate for individuals practicum in measurement design for all programs in Measure- with strong quantitative and and evaluation • HUDM 6026, Statistical ment and Evaluation. A work- technical skills who wish to treatment of mass data ing knowledge of calculus is focus on theoretical issues in Other Aspects in Education (6–9 • HUDM 6122-6123, Multi- required for doctoral study. measurement and evaluation, points): variate analysis I and II or who have a strong back- One course in foundations of • HUDM 7500, Dissertation Program Descriptions: ground in a substantive area of education; and 2 courses in seminar The Ed.D. and Ph.D. programs psychology in which they wish curriculum and teaching and/or • HUDM 8900, Dissertation in measurement and evaluation to further the development and educational administration. advisement are designed to prepare gradu- application of measurement • Also W4105, Probability; ates for careers in a wide range techniques. and W4107, Statistical infer-

213 D EPARTMENT OF H UMAN D EVELOPMENT

ence, taken at the Graduate Quantitative Methods and and limitations on enrollment. In HUDM 5059. Psychological School of Arts and Sciences Research Design (31 points): addition to the courses listed measurement (3) of Columbia University. • HUDM 4122, Probability below, students should consult the Professor DeCarlo. Open to doc- and statistical inference offerings of other programs in psy- toral and Ed.M. students in psy- Psychology (minimum of 15 • HUDM 5021, Methods of chology, many of which are chology; others only by permis- required or recommended in the sion. A previous course in points): empirical research program guides obtainable from statistics or measurement is rec- In consultation with an advisor, • HUDM 5122, Applied the department office. ommended. Critical examination a group of courses aimed at regression analysis of basic issues in assessing psycho- substantive preparation in the • HUDM 5123, Experimental Measurement and Evaluation logical characteristics. Validity, field of psychology. design reliability, units of measurement; • HUDM 5124, Multidimen- HUDM 4050. Introduction to theories of aptitude and intelli- Non-department Requirement sional scaling and clustering measurement (2–3) gence; use of multiple measures in Professor DeCarlo. General issues prediction and diagnosis. (7 points): • HUDM 5125, Psychological of reliability, validity, norms, etc. Courses in the social sciences, scaling Techniques of appraising aptitude, curriculum and teaching, and • HUDM 6122-6123, Multi- HUDM 5250. Research achievement, personality; teacher- practicum in measurement and educational administration variate statistics I and II made tests; standardized tests in evaluation (0–4) selected in consultation with an • HUDM 7500, Dissertation selection, pupil classification, Permission required. Students advisor from offerings at Teach- seminar guidance. enrolled are expected to spend a ers College and other branches • HUDM 8900, Dissertation semester involved in a research of Columbia University. advisement; and a data man- HUDM 5021. Methods of project, either assisting a faculty agement course empirical research (3) member or in an applied setting. Special Requirements: The first two Professor DeCarlo. An introduc- A formal report will be submitted. years require full-time study. An tion to the methods of scientific Psychology (minimum of inquiry, research planning, and empirical paper and a research 18 points): HUDM 5550. Current issues in techniques of making observations measurement and evaluation (3) paper; certification examination; In consultation with an advisor, and analyzing and presenting data. and completion of an approved Faculty. Prerequisites: HUDM a group of courses aimed at Topics include: methods of 6051 and HUDM 6122. Selected doctoral dissertation. substantive preparation in the inquiry, the role of research in the- topics of current interest to mea- field of psychology. ory, formulating problems and surement theory or practice exam- Doctor of Education-90 points hypotheses, sampling, measure- ined in depth. Related Courses ment, and the design of empirical Measurement and Evaluation Core (minimum of 6 points): research. Opportunity to design HUDM 5552. Problems and (31 points): Selected from the areas of cur- research projects. procedures in the measurement • HUDM 5059, Psychological riculum development, guid- of attitudes (1) measurement HUDM 5055-HUDM 5056. ance, applied human develop- Faculty. Prerequisite: HUDM 4050 • HUDM 5055-5056, Evalua- Evaluation of institutions, pro- ment, supervision, and or equivalent. Half-semester course. tion of institutions, pro- grams, and curricula (3 each) Introduction to Likert and equal administration, and in consul- grams, and curricula I and II Faculty. Permission required. Pre- appearing interval scale methods. tation with an advisor. • HUDM 5250, Research requisites: HUDM 4050 and HUDM 4122 or equivalent. Com- practicum in measurement HUDM 5553. Questionnaire Electives (maximum of 10 bined lecture, discussion, labora- and evaluation construction (1) points): tory, and fieldwork course on the • HUDM 5550, Current Faculty. Prerequisite: HUDM Selected to meet special inter- problems, issues, and procedures 4050 or equivalent. Half-semester issues in measurement and ests and needs. involved in designing and carrying course. Introduction to item writ- evaluation out evaluation studies. ing and the construction of ques- • HUDM 6051-6052, Theory Special Requirements: The first tionnaires and interview schedules. and practice of test construc- HUDM 5058. Choice and deci- two years require full-time tion I and II sion making (3) HUDM 5554. Performance and study. Certification paper and • HUDM 6052, Latent struc- Professor Corter. Prerequisite: proficiency evaluation (1) examination; completion of an ture analysis HUDM 4122 or equivalent. Sur- Faculty. Prerequisite: HUDM 4050 approved doctoral dissertation. veys quantitative models of indi- or equivalent. Half-semester course. vidual decision making, from the And at least 3 points selected Introduction to measures for assess- Courses: introduction of the notion of “util- ing performance and proficiency. from the following: ity” by Daniel Bernoulli through • HUDM 5058, Choice and Courses at the 4000-level usually current models such as Tversky HUDM 6051-HUDM 6052. decision making do not require permission of the and Kahneman’s “Prospect The- Theory and practice of test • HUDM 5552, Problems and instructor and are open to nonma- ory.” The focus is on psychological construction (3 each) procedures in the measure- jors as well as majors. Many 5000- or descriptive models of how peo- Professor Rogers. Permission ment of attitudes level offerings are also open to ple make decisions, although required. Prerequisites: HUDM • HUDM 5553, Questionnaire nonmajors with appropriate back- methods of rational decision analy- 5059, HUDM 5122, or equiva- construction grounds; 6000-level courses are sis are briefly discussed. lents. Psychometric theory underly- • HUDM 5554, Performance usually limited to majors with ing test construction and the appli- and proficiency evaluation. advanced standing in the program. cation of theory to making tests. See listings below for prerequisites

214 D EPARTMENT OF H UMAN D EVELOPMENT

HUDM 6055. Latent structure ables. Lab devoted to computer Independent Study and Research Special Application analysis (3) applications. Lab fee: $75. Students may register for intensive Requirements/Information: Professor DeCarlo. Permission The GRE general is required required. Prerequisites: HUDM HUDM 5124. Multidimensional individual study of a topic of spe- cial interest. Registration in inde- for all doctoral applicants. Doc- 6122 and HUDM 6052. Study of scaling and clustering (3) toral applicants are reviewed latent structure analysis, including Professor Corter. Permission pendent study is by permission of measurement models for latent required. Prerequisites: HUDM the instructor under whose guid- for Fall term only. traits and latent classes, factor 4122 and HUDM 5122 or equiva- ance the work will be undertaken. analysis, structural equations, and lent. Methods of analyzing proxim- Credit may range from 1 to 3 Program Description: categorical data analysis. ity data (similarities, correlations, points each term except for HUDM The Politics and Education etc.), including multidimensional 8900 (Dissertation Advisement); program is a base for students HUDM 6552. Seminar: Selected scaling, which represents similari- and registration is not limited to who wish to study educational topics in measurement theory (3) ties among items by plotting the one term. Hours for individual con- ferences are to be arranged. policy, whether federal, state or Faculty. Prerequisite: HUDM items into a geometric space, and local, from pre-school to 6051 and HUDM 6122. One or cluster analysis for grouping items. HUDM 4901. Research and independent study: Measure- higher and adult education. more topics of current interest Students learn not only about examined in depth. HUDM 5125. Psychological ment and evaluation (1–3) scaling (3) HUDM 4902. Research and the formulation of policies, but independent study: Applied how to evaluate their effective- Statistics Professor DeCarlo. Permission required. Prerequisites: HUDM statistics (1–3) ness. The program provides HUDM 4120. Basic concepts in 4122 and HUDM 5122 or equiva- HUDM 6900. Advanced training and hands-on experi- statistics (3) lent. Methods for deriving research and independent ence in evaluation methods, Faculty. Descriptive statistics numeric scales from psychological study (1–3) and both quantitative and HUDM 7500. Dissertation including organizing, summariz- data. Topics include Thurstonian qualitative methods. ing, reporting, and interpreting and Rasch approaches to scaling, seminar (1–3) data. Understanding relationships analysis of paired comparisons, Permission required. Develop- expressed by crosstabulation, ment of doctoral dissertations Students in the program pur- psychological measurement, addi- sue the study of policies affect- breakdown, and scatterdiagrams. tive conjoint measurement, and and presentation of plans for Designed as a one-semester intro- foundations of measurement. approval. Registration limited ing K–12 public education, duction to statistical methods. Will to two terms. four-year and community col- include reading journal articles. HUDM 6026. Statistical treat- HUDM 8900. Dissertation leges, pre-school programs, ment of mass data (3) advisement (0) parenting and parent-school HUDM 4122. Probability and Professor Corter. Prerequisite: Individual advisement on doc- coordination, technology in statistical inference (3) HUDM 5123 or equivalent. toral dissertation. Fee to equal 3 education, school choice, char- points at current tuition rate for Professors Corter and Rogers. Pre- Examines problems involved in ter schools, school restructur- requisite: HUDM 4120 or under- preparing and analyzing large data each term. See section in catalog graduate statistics course. Elemen- on Continuous Registration for ing, and teacher empower- sets. Includes a survey of data ment. tary probability theory; random manipulation and statistical tools Ed.D./Ph.D. degrees. variables and probability distribu- in SAS (Statistical Analysis Sys- tions; sampling distributions; esti- tem). Optional topics: introduc- The program is managed by mation theory and hypothesis test- Politics and Education the Committee on Politics and tion to numerical methods and (Code: TFG) ing using binomial, normal, t, chi survey of “data mining” tools. Education, headed by Prof. square, and F distributions. Dale Mann of Educational HUDM 6122. Multivariate Program Committee: Professor Administration, and Prof. HUDM 5122. Applied regres- analysis I (3) Dale Mann (Educational Robert McClintock of History sion analysis (3) Professor Monroe. Permission Administration), and Professor and Education who also serve Faculty. Prerequisite: HUDM required. Prerequisite: HUDM Robert McClintock (History as faculty advisors. Students are 4122 or permission of instructor. 5122 or equivalent background; and Education) Least squares estimation theory. encouraged to take related HUDM 5123 recommended. An Program Coordinator: Professor course work with the extended Traditional simple and multiple introduction to multivariate statis- Robert McClintock. For addi- regression models, polynomial tical analysis, including matrix “Faculty in Politics and Educa- regression models, with grouping tional information call (212) tion”, with professors repre- algebra, general linear hypothesis 678-3391. variables including one-way and application, profile analysis, senting numerous departments ANOVA, two-way ANOVA, and principal components analysis, dis- at Teachers College, including analysis of covariance. Lab devoted criminant analysis, classification Degrees offered: school and classroom reform to applications of SPSS regression methods, and SPSS programs. Master of Arts (M.A.) with Gary Natriello; school- program. Lab fee: $75. Master of Education (Ed.M.) business partnerships and HUDM 6123. Multivariate Doctor of Education (Ed.D.) school-to-work programs with HUDM 5123. Experimental analysis II (3) Doctor of Philosophy (Ph.D.) design (3) Thomas Bailey and Terry Orr; Professor Monroe. Permission Educational Policy concentra- state and federal policy making Faculty. Prerequisite: HUDM required. Prerequisite: HUDM tion (option available) 5122. Analysis of variance models 6122. A continuation of multi- with Dorothy Shipps and including within subject designs, variate statistical analysis, includ- Thomas Sobol; child and ado- mixed models, blocking, Latin ing canonical analysis, lescent development with Square, path analysis, and models MANOVA, and factor analysis. Jeanne Brooks-Gunn and with categorical dependent vari- Use of SPSS programs. Suniya Luthar; school finance

215 D EPARTMENT OF H UMAN D EVELOPMENT with Craig Richards; school • HUDF 5042, Urban politics Culminating Experience: Master’s • HUDF 5029, Sociological choice with Peter Cookson; and education examination. research methods in educa- international education policy • HUDF 5045, Race, ethnicity tional settings with Gita Steiner-Khamsi; spe- and US educational policy Master of Education-60 points • HUDF 5046, Education and Additional Courses cial education policy with Den- Required Courses (12 points): (36 points): politics in Western thought nis Mithaug; health policy Select from the following: In consultation with an advi- • ORLA 4030, Ethical issues with John Allegrante and Bar- • HUDF 4000, Education and sor, policy-related courses are in educational leadership bara Wallace; non-public public policy selected from Teachers Col- • ORLA 4040, Education pol- schooling and charter schools • HUDF 4040, American poli- lege, the Graduate School of icy decision making with Pearl Kane, and law and tics and education Arts and Sciences, and the • ORLA 4042, Role of the education with Jay Heubert. • HUDF 4042, Comparative School of International and state in education, gover- politics and education Public Affairs. At least 3 nance, policy and practice Students choose policy courses • HUDF 4043, Political courses must be from outside • ORLA 4086, Law and educa- offered throughout Teachers thought and education the department. tional institutions: Social College as well as the various • HUDF 5042, Urban politics policy—student personnel Culminating Experience: other schools of Columbia and education Master’s • ORLA 5012, Community University including the Law • HUDF 5045, Race, ethnicity essay or examination. politics, community policies School, the School of Interna- and US educational policy and administrators Note: Degree tional and Public Affairs, and • HUDF 5046, Education and Refer to the • ORLA 5541, Federal poli- Requirements the graduate departments of politics in Western thought section of this cat- tics, federal policies and Sociology, Political Science • ORLA 4030, Ethical issues alog for information regarding administrators and History. in educational leadership transfer credits. • ORLA 5645, Topics in policy • ORLA 4040, Education pol- planning and implementa- Doctor of Philosophy-75 points Students are also encouraged to icy decision making tion: Intergovernmental gain teaching experience, as • ORLA 4042, Role of the Required Courses (12 points): relationships this is integral for anyone seri- state in education, gover- Select from the following: • ORLA 5646, Topics in policy ous about affecting change in nance, policy and practice • HUDF 4000, Education and planning and implementa- the educational policy arena. • ORLA 4086, Law and educa- public policy tion: Concepts and tech- Many students attend the pro- tional institutions: Social • HUDF 4040, American poli- niques gram part-time while teaching policy—student personnel tics and education in public or private schools. • ORLA 5012, Community • HUDF 4042, Comparative Statistics (3 points): Applicants interested in both politics, community policies politics and education HUDM 4122, Probability and teacher certification and policy and administrators • HUDF 4043, Political statistical inference; or HUDM study are encouraged to apply • ORLA 5541, Federal poli- thought and education 5122, Applied regression to the 40-point pre-service tics, federal policies and • HUDF 5042, Urban politics analysis. M.A. in Curriculum and administrators and education Teaching or one of the high • ORLA 5645, Topics in policy • HUDF 5045, Race, ethnicity Methodology (3 points): school education programs, fol- planning and implementa- and US educational policy One of the following: lowing up with the Ed.M in tion: Intergovernmental rela- • HUDF 5046, Education and • HUDF 5020, Methods of Politics and Education. tionships politics in Western thought social research: Survey • ORLA 5646, Topics in policy • ORLA 4030, Ethical issues methods Politics and Education students planning and implementa- in educational leadership • HUDF 5021, Methods of may also choose to participate tion: Concepts and techniques • ORLA 4040, Education pol- social research: Evaluation in the Educational Policy Con- icy decision making methods centration if they wish to fur- Statistics (6 points): • ORLA 4042, Role of the • HUDF 5029, Sociological ther hone their policy skills. HUDM 4122, Probability and state in education, gover- research methods in educa- statistical inference; and nance, policy and practice Degree Requirements: tional settings HUDM 5122, Applied regres- • ORLA 4086, Law and educa- Master of Arts-32 points sion analysis tional institutions: Social Additional Courses (17 points): policy—student personnel Required Courses (9 points): In consultation with an advisor, Methodology (6 points): • ORLA 5012, Community Select from the following: policy-related courses are Two of the following: politics, community policies • HUDF 4000, Education and selected from Teachers College, • HUDF 5020, Methods of and administrators public policy the Graduate School of Arts and social research: Survey meth- • ORLA 5541, Federal poli- • HUDF 4040, American poli- Sciences, and the School of ods tics, federal policies and tics and education International and Public Affairs. • HUDF 5021, Methods of administrators • HUDF 4042, Comparative At least 3 courses must be from social research: Evaluation • ORLA 5645, Topics in policy politics and education outside the department. • HUDF 4043, Political methods planning and implementa- thought and education tion: Intergovernmental rela- tionships

216 D EPARTMENT OF H UMAN D EVELOPMENT

• ORLA 5646, Topics in policy Doctor of Education-90 points Seminars and Colloquia Intermediate planning and implementa- Required Courses (12 points): (6 points): HUDF 5042. Urban politics and tion: Concepts and tech- Select from the following: Two of the following: education (3) niques • HUDF 4000, Education and • HUDF 5640, Colloquium on Faculty. Politics in the nation’s public policy the politics of education largest cities with a particular focus Statistics (6 points): • HUDF 4040, American poli- • HUDF 6540, Seminar in pol- on educational politics and policy. • HUDM 4122, Probability itics and education tics and education HUDF 5044. Modern political and statistical inference • HUDF 4042, Comparative • HUDF 7500, Dissertation • HUDM 5122, Applied seminar theory and education (3) politics and education Dr. Snauwaert. Explores a number regression analysis • HUDF 4043, Political Additional Courses (60 points): of educational policy issues from thought and education the perspective of contemporary Methodology (6 points): • HUDF 5042, Urban politics In consultation with an advisor, political theory. Two of the following: and education policy-related courses are • HUDF 5020, Methods of • HUDF 5045, Race, ethnicity selected from Teachers College, HUDF 5045. Race, ethnicity, social research: Survey meth- and US educational policy the Graduate School of Arts and and U.S. educational policy (3) ods • HUDF 5046, Education and Sciences, and the School of Faculty. Examination of the impact of race and ethnicity on the forma- • HUDF 5021, Methods of politics in Western thought International and Public Affairs. social research: Evaluation At least 3 courses must be from tion and implementation of poli- • ORLA 4030, Ethical issues cies such as desegration, affirma- methods in educational leadership outside the department. • HUDF 5029, Sociological tive action, bilingual education, • ORLA 4040, Education pol- and choice. research methods in educa- icy decision making Additional Requirements: Foreign tional settings • ORLA 4042, Role of the language and certification HUDF 5046. Education and state in education, gover- examinations. Completion of politics in Western thought (3) Seminars and Colloquia nance, policy and practice an approved dissertation. Faculty. Study in historical per- (6 points): • ORLA 4086, Law and educa- spective of the interactions Two of the following: tional institutions: Social Note: Refer to the Degree between technological innovation and education. • HUDF 5640, Colloquium on policy—student personnel Requirements section of this cat- the politics of education • ORLA 5012, Community alog for information regarding Advanced • HUDF 6540, Seminar in pol- politics, community policies transfer credits. itics and education and administrators HUDF 5640. Colloquium on the • HUDF 7500, Dissertation • ORLA 5541, Federal poli- Courses: politics of education (3) seminar tics, federal policies and Introductory Faculty. Continuous participation administrators required of doctoral students until Political Science (6 points): HUDF 4000. Education and their dissertation proposals are • ORLA 5645, Topics in policy public policy (3) accepted. A critical review of Two courses in political science planning and implementa- from the Graduate School of Faculty. Current issues in Ameri- important works in politics and tion: Intergovernmental rela- can educational policy. education, discussions with invited Arts and Science selected in tionships consultation with an advisor. guests, presentations of work in • ORLA 5646, Topics in policy HUDF 4040. American politics progress. planning and implementa- and education (3) Additional Courses (39 points): tion: Concepts and tech- Faculty. Introduction to the basic HUDF 5642. Colloquium in In consultation with an advisor, niques analytical categories of political political economy and educa- policy-related courses are science as they apply to the politics tion (3) of education, including the influ- selected from Teachers College, Statistics (6 points): Faculty. Political and economic the Graduate School of Arts and ence of federal, state, and local perspectives on contemporary • HUDM 4122, Probability governments in school policy- problems of public policy and Sciences, and the School of and statistical inference International and Public Affairs. making, decentralization, school education. • HUDM 5122, Applied finance, and desegregation. At least 3 courses must be from regression analysis outside the department. HUDF 5645-HUDF 5646. Policy HUDF 4042. Comparative seminar (3 each) Methodology (6 points): politics and education (3) Faculty. An examination of policy Additional Requirements: Foreign Two of the following: Faculty. The politics of education formation, analysis, implementa- language and certification • HUDF 5020, Methods of in settings outside the U.S. Topics tion, and evaluation in education. examinations. Completion of social research: Survey include the role of education in political development, political an approved dissertation. methods HUDF 6540. Seminar in politics socialization, and student politics. of education (3) • HUDF 5021, Methods of Note: Refer to the Degree Faculty/Staff. Permission required. social research: Evaluation HUDF 4043. Political thought Selected topics in the politics of Requirements section of this cat- methods alog for information regarding and education (3) education. • HUDF 5029, Sociological Faculty. Study of the educational transfer credits. research methods in educa- imperatives inherent in the classics tional settings of Western political thought.

217 D EPARTMENT OF H UMAN D EVELOPMENT

Individualized Studies doctoral applicants are The program in Sociology and Note: (minimum of 4 points): HUDF 5430. Internship (1–6) reviewed for Fall term only. Education also offers a special- At least 2 courses must be Permission required. Supervised ization in Educational Policy taken outside the department. experience in diverse settings Program Description: for students in the M.A. and designed to develop skills in pol- The sociological inquiry of edu- Ed.M. programs. Culminating Experience: Master’s icy-related research, development, cation began at Teachers College examination. planning, and evaluation. in the first decade of this cen- Degree Requirements: tury. Sociology was established Master of Education-60 points Master of Arts-32 points HUDF 7503. Dissertation as the first social science disci- Sociology Core (12 points): seminar (0–3) pline providing a basic frame- Sociology Core (minimum of Select from: Permission required. Required of work for the study of education, 12 points): doctoral students in the semester • HUDF 4021, Sociology of complementing the long-estab- Select from: following successful completion of education lished reliance on psychology. • HUDF 4021, Sociology of certification examinations. • HUDF 4022, Sociology of Over this ninety-year period, education urban education the sociology and education pro- • HUDF 4022, Sociology of HUDF 8903. Dissertation • HUDF 4023, Poverty and advisement (0) gram has applied research find- urban education the underclass Individual advisement on doctoral ings to education and has exam- • HUDF 4023, Poverty and • HUDF 4024, Social stratifi- dissertations. Fee: to equal 3 points ined basic issues in education the underclass cation and education at current tuition rate for each from a sociological perspective. • HUDF 4024, Social stratifi- • HUDF 4027, Sociology of term. For requirements, see section Although the program’s theory cation and education classrooms in catalog on Continuous Registra- and research have emphasized • HUDF 4027, Sociology of tion for Ed.D./Ph.D. degrees. • HUDM 4028, Sociology of schools and colleges, attention classrooms the life course always has been given to educa- • HUDM 4028, Sociology of Advanced students may register • HUDF 4029, Sociology of for intensive individual study of tion in other contexts. the life course • HUDF 4029, Sociology of schools some aspect of their specialization. • HUDF 4031, Sociology of Registration is only by permission The program staff for sociology schools evaluation of the instructor under whose and education includes sociolo- • HUDF 4031, Sociology of • HUDF 4032, Gender and guidance the work will be under- gists from other programs at evaluation inequality: Role of the school taken. Times for individual confer- the College, and the Depart- • HUDF 4032, Gender and • HUDF 4033, School ences will be arranged. Enrollment ment of Sociology of the Grad- inequality: Role of the school improvement in the inner city may be for 1 or more points each uate School of Arts and Sci- • HUDF 4033, School term, and registration is not lim- • HUDF 4640, Introductory ences. Staff strengths are in improvement in the inner city ited to one or two terms. colloquium in sociology of sociology of education gener- • HUDF 4640, Introductory education ally, but also in organizational colloquium in sociology of HUDF 6940. Studies in politics • HUDF 5020, Methods of studies, family and community education and education (1–15) social research: Survey education, stratification, racial • HUDF 5020, Methods of methods See: Program in Sociology and Edu- issues, and urban sociology. The social research: Survey • HUDF 5021, Methods of cation for additional courses of program provides training and methods social research: Evaluation interest. hands-on experience in evalua- • HUDF 5021, Methods of methods tion methods and both quanti- social research: Evaluation • HUDF 5027, Adolescents Sociology and Education tative and qualitative methods. methods • HUDF 5027, Adolescents and delinquency (Code: TFS) • HUDF 5029, Sociological The curriculum of the Sociol- and delinquency research methods in educa- ogy and Education program • HUDF 5029, Sociological Program Coordinator: Professor tional settings emphasizes issues in urban research methods in educa- Gary Natriello • HUDF 6525, Seminar in education, including the social tional settings sociology of education Degrees offered: organization of urban schools • HUDF 6525, Seminar in and school systems, and the sociology of education Master of Arts (M.A.), Educa- Research Methods (9 points): success or failure of urban tional Policy (option available) • HUDM 4122, Probability schools in meeting the educa- Research Methods (6 points): Master of Education (Ed.M.), and statistical inference tional needs of the diverse pop- HUDM 4122, Probability and Educational Policy (option • HUDM 5122, Applied ulations they serve. The pro- statistical inference; and one available) regression analysis; and one gram faculty are actively course in qualitative methods, Doctor of Education (Ed.D.) course in qualitative meth- engaged in the analysis and selected in consultation with Doctor of Philosophy (Ph.D.) ods, selected in consultation evaluation of educational poli- an advisor. with an advisor. Special Application cies and programs designed to serve educationally disadvan- Electives: (14 points): Selected in Requirements/Information: Concentration (9 points): taged populations. collaboration with an advisor. The GRE general is required Courses in Sociology of Educa- for all doctoral applicants, and tion or an additional area of

218 D EPARTMENT OF H UMAN D EVELOPMENT concentration, selected in con- • HUDF 7500, Dissertation Seminars and Colloquia HUDF 4022. Sociology of urban sultation with an advisor. seminar (6 points): education (3) Select from: Dr. Sadovrik. Analysis of urban Electives (30 points): Statistics (9 points): • HUDF 4640, Introductory school systems, schools, and stu- Select in consultation with an • HUDM 4122, Probability colloquium in sociology of dents. advisor from offerings at Teach- and statistical inference education HUDF 4024. Social stratification ers College or other schools of • HUDM 5122, Applied • HUDF 5620, Advanced col- and education (3) Columbia University. regression analysis loquium in sociology of edu- Professor Cookson. An examination • HUDM 5123, Experimental cation of the link between education and Note (minimum of 8 points): design • HUDF 6525, Seminar in social inequality in Western soci- At least 2 courses must be sociology of education eties, questioning whether schools taken outside the department. Classical and Modern Sociological • HUDF 7500, Dissertation are a mechanism of social mobility, Theory (6 points): seminar enabling poor and disadvantaged Culminating Experience: Master’s • G 4050, Classical sociology children to get ahead in life, or examination. theory Statistics (6 points): whether schools perpetuate the hardships faced by poor and minor- • G 4156, Contemporary soci- Select from: ity populations. Topics include the Doctor of Philosophy-75 points ological theory, taken at the • HUDM 4122, Probability importance of quantity and quality Graduate School of Arts and and statistical inference Sociology Core (9 points): of schooling for adult success; the Sciences. • HUDM 5122, Applied • HUDF 5022, Sociological ways in which race/ethnicity, sex regression analysis analysis of educational and social class background struc- Additional Requirements: Certifi- • HUDM 5123, Experimental ture students’ educational experi- systems cation examination, foreign design ences; the role of tracking and abil- • HUDF 6534, Sociological language requirement, and an ity grouping within schools; and theory in educational approved dissertation. Classical or Modern Sociological the link between schooling and the research Theory (3 points): economy. • HUDF 6021, Sociological Note: Refer to the Degree Taken at the Graduate School research methods: Reporting HUDF 4027. Sociology of class- Requirements section of this cat- of Arts and Sciences. rooms (3) alog for information regarding Sociology Electives (21 points): Professor Natriello. An examination transfer credits. Electives (47 points): 12 points taken at Teachers of sociological research on the struc- Select in consultation with an College and 9 points taken at ture and operation of classrooms. Doctor of Education-90 points advisor. Particular attention to the processes the Graduate School of Arts of stratification, socialization, legit- and Sciences, selected in collab- Sociology Core (9 points): Additional Requirements: Certifi- imation, and social organization. oration with an advisor. • HUDF 5022, Sociological cation examination and an analysis of educational approved dissertation. HUDF 4028. Sociology of the Methodology (9 points): systems life course (3) Six points selected from: • HUDF 6534, Sociological Faculty. Sociologists define the Note: Refer to the Degree • HUDF 5020, Methods of theory in educational research life course of individuals by when, Requirements section of this cat- social research: Survey • HUDF 6021, Sociological and in what order, people assume alog for information regarding methods research methods: Reporting key social roles, such as becoming transfer credits. • HUDF 5021, Methods of an adult, or moving from the workforce to retirement. This social research: Evaluation Sociology Electives (12 points): Courses: course looks at the sociology of methods Selected in collaboration with the life course, focusing on how • HUDF 5029, Sociological an advisor. HUDF 4010. Sociology of online historical and societal factors research methods in educa- learning (3) combine with the personal charac- tional settings. Three points Methods Sequence (6 points): Professor Natriello. Exploration of teristics of individuals to produce taken at the Graduate School Select from: the social dimensions of online unique life course patterns. of Arts and Sciences. • HUDF 5020, Methods of learning. Students examine the Includes case studies of parent- social research: Survey structure of online learning pro- hood, divorce, widowhood, and Seminars and Colloquia methods grams, the social organization of the transition to adulthood. (6 points): • HUDF 5021, Methods of online learning communities, and HUDF 4029. Sociology of Select from: social research: Evaluation the social experience of online learning activities. schools (3) • HUDF 4640, Introductory methods Professor Natriello. An examina- colloquium in sociology of • HUDF 5029, Sociological HUDF 4021. Sociology of tion of sociological research on the education research methods in educa- education (3) structure and operation of schools. • HUDF 5620, Advanced col- tional settings Faculty. A broad analysis of educa- Particular attention to the loquium in sociology of edu- tion using basic sociological con- processes of socialization, stratifica- cation cepts, including schools as organi- tion, and legitimation as well as • HUDF 6525, Seminar in zations, socialization, stratification, social organization and the sociol- sociology of education and ethnic relations. ogy of school curriculum.

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HUDF 4030. Sociology of edu- (quantitative and qualitative), and HUDF 5120-HUDF 5123. Edu- Individualized Studies cational processes in formal why of evaluation. Through a cation in community settings organizations (3) blend of theoretical and case study Professor Leichter. Permission HUDF 4903. Research and inde- Professor Natriello. An introduc- examples, students will actively required. A review and analysis of pendent study (1–3) tion to organizational theory as it engage a wide range of issues and educational issues and opportuni- Permission required. applies to a variety of institutions become informed consumers of ties in various community set- with particular attention to the program evaluations. tings. Students may elect to take HUDF 5100. Supervised potential of educational activities one or more for 1–2 points each. research and practice (1–6) as a force in formal organizations. HUDF 5022. Sociological analy- Special fee: $5. Professor Natriello. sis of educational systems (2–3) • HUDF 5120. Museums HUDF 4031. Sociology of Professor Natriello. Analysis of (1–2) HUDF 6200. Field research out- evaluation (3) local and national education sys- • HUDF 5121. Community side the United States (0) Professor Natriello. An examina- tems through application and centers (1–2) Faculty. Permission required. tion of the social dimensions of the adaptation of organization theory, • HUDF 5122. Correctional Required of doctoral students development and operation of dif- with special attention to problems institutions (1–2) when choice of doctoral research ferent kinds of evaluation systems of innovation. • HUDF 5123. Outdoor edu- necessitates data generation in in modern societies. Major topics cational programs (1–2) other countries. One year of field include the social, political and HUDF 5023. The family as experience under supervision in intellectual contexts for evaluation, educator (3) HUDF 5620. Advanced collo- approved geographical and institu- the institutional bases of evalua- Professor Leichter. Permission quium in sociology of education tional site. Students secure tion activities, the social settings required. Analysis of the family as (1–3) approval of department chair and in which evaluation takes place, educator and its interrelations with Faculty. This course is designed to principal advisor in advance, and and the effects of evaluations on schools and other educational enhance student knowledge of render periodic reports. individuals and groups. institutions. Emphasis on inquiry social theory in sociological deriving from educational practice research. Particular attention is HUDF 7503. Dissertation semi- HUDF 4032. Gender and and behavioral science theory. devoted to deductive models of nar (0–3) inequality: The role of the explanation and their use in the Permission required. Required of school (2–3) HUDF 5026. The family and construction of theory and its doctoral students in the semester Faculty. A study of the extent and television (3) application as a basis for empirical following successful completion of causes of gender inequality in soci- Professor Leichter. Permission inquiry. certification examinations. ety, and the ways in which schools required. An analysis of the impact work both to reduce and exacer- of television on the family’s educa- HUDF 5621. Technology and HUDF 8903. Dissertation bate inequality. tive functions, with special atten- society (3) advisement (0) tion to the process by which the Dr. Cline. Explores the many and Individual advisement on doctoral HUDF 4033. School improve- family mediates television. varied dimensions of the impact of dissertations. Fee: to equal 3 points ment in the inner city: A socio- changing information technologies at current tuition rate for each logical view (2–3) HUDF 5028. School dropouts on major social institutions in con- term. For requirements, see section Faculty. A sociological examina- and educational policy (3) temporary society. in catalog on Continuous Registra- tion of effective inner-city school Faculty. A consideration of a vari- tion for Ed.D./Ph.D. degrees. reforms via lectures, readings, and ety of issues associated with the HUDF 6021. Social research field visits. phenomenon of school dropouts. methods: Reporting (1–2) Advanced students may register Topics include measuring dropouts Faculty. Student teams will ana- for intensive individual study of HUDF 4620. Introductory collo- and dropout rates, the causes and lyze data and write a social science some aspect of their specialization. quium in sociology of education consequences of dropping out of article. Registration is only by permission (1–3) school, what works in dropout pre- of the instructor under whose Faculty. Permission required. vention, and educational policy HUDF 6520. Seminar in fami- guidance the work will be under- Intensive readings and discussions and school dropouts. lies and communities as educa- taken. Times for individual confer- of basic literature in sociology of tors (1–3) ences will be arranged. Enrollment education, with attention to com- HUDF 5029. Sociological Professor Leichter. Permission may be for 1 or more points each mon issues and research strategies. research methods in educa- required. A research seminar in the term, and registration is not lim- tional settings (3) family and the community as edu- ited to one or two terms. HUDF 5020. Methods of social Faculty. Methods for the analysis cational systems. research: Survey methods (3) of quantitative data and hypothesis HUDF 6920. Studies in sociol- Faculty. Relationship between testing. Use of SPSS computer pro- HUDF 6525. Seminar in sociol- ogy and education (1–15) research problem and study gram for cross-tabulation, correla- ogy of education (1–3) design, choice of population, sam- tion, and multiple regression. Faculty. A seminar for doctoral pling methods, instrument con- students to further their profes- struction, interviewing, data pro- HUDF 5030. Sociological theo- sional development and to prepare cessing, and analysis. ries of education (3) for doctoral research. Faculty. Prerequisite: one sociology HUDF 5021. Methods of social of education course or consent of HUDF 6534. Sociological theory research: Evaluation methods the instructor. An intensive analy- in educational research (3) (3–6) sis of the major theoretical writ- Professor Natriello. Application of Faculty. Introduction to the princi- ings of functionalist, Marxist, sociological theories to educational ples of program evaluation. The Weberian, and feminist scholars. research and development within a course addresses the what, how variety of institutions.

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Chair: Professor Herve Varenne Departmental mission: family, community, school, the in comparative and interna- Location: 348 Macy Hall As Teachers College embarks workplace. In all these domains, tional education. Telephone Number: 678-3947 upon a new century, it is people will be educated to par- Fax: 212-678-8237 strengthening its commitment ticipate in a world that is Comparative and Email: [email protected] to the international arena. For increasingly international and the first time, it has commit- transcultural. International Education (Code: TFI) Programs: ted the resources of an entire Such education will take place Program Coordinator: Professor Anthropology and Education department to developing not only in schools, colleges, and Gita Steiner-Khamsi Applied Anthropology research and instructional pro- universities but in all societal Comparative and International grams in international and transcultural studies. As indi- institutions—families; churches, International Educa- Education synagogues, mosques, and tem- International Educational cated by the name of the new tional Development department, the College is ples; libraries, museums, and Development (Code: TFZ) broadening its approach to parks; mass media such as news- Bilingual/Bicultural Education Program Coordinator: Professor this area. The introduction of papers, magazines, radio, televi- Economics and Education Gita Steiner-Khamsi the term trans-cultural conveys sion, and computer networks; an additional perspective that and the various kinds of work- Degrees offered: Faculty: reflects the challenges of the places that are emerging in our Master of Arts (M.A.) era in which we live. technological era. Professors: Master of Education (Ed.M.) Doctor of Education (Ed.D.) Thomas R. Bailey New technologies have led to Our departmental mission is to [Code: TFZ only] George C. Bond a rapidly increasing flow of prepare professionals who can Doctor of Philosophy (Ph.D.) Lambros Comitas people, information, goods, provide leadership in the new [Code: TFI only] Charles C. Harrington and services within and across kinds of educative configura- (Mathematics, Science, and national boundaries. As these tions that will emerge in the Special Application Technology) boundaries become more per- next century. To prepare stu- Requirements/Information: Clifford A. Hill meable, modern societies are dents for these leadership roles, Applicants to the international Hope Jensen Leichter characterized by greater diver- we offer a range of professional education programs should Henry Levin sification of people and specializations within our indicate their tentative area of Mun C. Tsang resources. Such diversification department: applied educa- specialization on their applica- Herve Varenne introduces complex forces that tional finance; bilingual/bicul- tion forms. Doctoral applicants can be best understood as tural education; civic educa- must submit an academic writ- Associate Professors: transcultural. As individual tion; language, literacy, and ing sample and should arrange and institutional identities technology; family and com- Jo Anne Kleifgen if possible for an interview increasingly reflect diverse munity education; gender Francisco Rivera-Batiz prior to applying. A social sci- cultural traditions and values, studies; and peace education. Gita Steiner-Khamsi ence educational background is a major challenge to education Maria Emilia Torres-Guzman preferred for those who wish to is to promote new ways of We work with other depart- be considered for the Ph.D. understanding and negotiat- ments at the College to provide Assistant Professor: program in Comparative and ing these identities. our students additional special- Frances Vavrus izations in such areas as adult International Education. Our own country is a powerful education, conflict resolution, Adjunct Professor: example of an international and curriculum and teaching, edu- Program Description: cational leadership, health edu- In 1899, Teachers College Joseph Paul Martin transcultural society, and the metropolitan area in which cation, and policy studies. In became the first graduate insti- addition, we cooperate with the tution in the United States to Adjunct Associate Professors: Teachers College is located is a particularly vivid expression of School of International and develop a program in compara- Robert W. Bailey such a society. New York City Public Affairs at Columbia tive and international studies Betty A. Reardon and the United States are, in University to provide regional in education. The Program fac- Dale T. Snauwaert many ways, harbingers of what specializations (e.g., African ulty were co-founders of the the 21st century will bring to Studies, Eastern European Comparative and International Instructor: cities and countries around the Studies, Middle East Studies, Education Society in 1954 and world. Russian Studies, East Asian edited the Society’s journal, Eric Larsen Studies, South Asian Studies). Comparative Education Review, for many years. Participating Faculty from the International and transcultural forces will be increasingly pre- Finally, we work with faculty Graduate School of Arts & members in academic disci- From the 1960s, Teachers Col- Sciences: sent in all societies, and these forces will be crucial in under- plines such as anthropology, lege also became instrumental Myron L. Cohen standing education in every economics, history, political in the study of the interna- Ralph L. Holloway domain of human experience— science, and sociology to pre- tional development of educa- pare our students to do research tion, founding the program in

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International Educational Social Psychology, Philosophy, libraries, community agencies, Those who specialize in Family Development. The Faculty of Political Science, Religion and religious institutions, as well as and Community Education the programs continues to be Sociology. the schools. will design their programs of active in conducting research study from the courses in Fam- or participating in educational International Educational Since the configurations of ily and Community Education activities around the world. Development these educational networks and listed below. In consultation The programs, in addition to institutions are subject to with an advisor they may also Students seeking masters and the Institute for International change-sometimes drastically- select courses from other doctoral degrees in the Interna- Studies, play dominant roles in as in the case of new technolog- departments in Teachers Col- tional Educational Develop- international activities and ical enterprises studies in Fam- lege, as well as from elsewhere ment program select an acade- research at Teachers College. ily and Community Education in Columbia University. mic or professional field of examine the changing linkages Opportunities are available for interest and either a transcul- The programs in Comparative among educative institutions individually designed pro- tural or geographical area of and International Education in the community. grams of study and research. study. and International Educational Development provide advanced Fundamental changes in educa- Finance and Planning Several academic and profes- preparation for professional tion also stem from the exten- The Finance and Planning con- sional areas of concentration are careers in a wide range of sive transnational migration and centration is devoted to the offered, including: teaching, policy and evalua- immigration taking place in preparation of researchers, pol- Bilingual/bicultural Education, tion, administrative and many areas of the world today. icy analysts, as well as managers Family and Community Educa- research roles. Students may Given increasing geographic and leaders in the financing and tion, Finance and Planning, combine their studies with any mobility, together with new planning of education. The Language, Literacy and Tech- area of concentration offered forms of communication, an courses are designed to examine nology, and Peace Education. throughout the College. understanding of the connec- issues and topics central to the tions between local and global financing and planning of edu- In conjunction with, but out- Graduates of the programs are cultures, and the resources fami- cation at various levels across side the department, specializa- found in numerous educational lies and communities bring countries today and in the new tions are offered in: positions including academic from one area to another is century. These issues and topics • Adult Education research and teaching, in edu- essential for educators and pol- include: financing quality basic cational planning, implementa- • Communication (computing icy makers. Thus, another focus education for all, equity and tion, and evaluation roles in and technology) of study is family migration, efficiency in financing, higher- foundations, non-governmental • Conflict Resolution immigration, and education. education finance, privatization organizations, governmental • Curriculum and Teaching and educational choice, interna- institutions, businesses and • Educational Administration The specialization offers courses tional aid and education, deci- corporations, and private and • Health Education for those in the various majors sion analysis and planning in public educational institutions. • Higher Education within the department, as well education, as well as the inter- • Mathematics Education as those from other depart- national and transcultural con- Comparative and International • Policy Studies ments of Teachers College, texts of educational financing Education • Science Education Columbia University, Union and planning. • TESOL Theological Seminary, and Jew- Students in this program select ish Theological Seminary who This concentration is intended an academic discipline and a Family and Community Education feel their future work will bene- for students who will pursue a geographical area of specializa- Teachers College continues its fit from new perspectives on career dealing with financial tion for masters and doctoral long history of groundbreaking families and communities. and planning aspects in a vari- degrees. Within the depart- work through the new special- ety of education settings, ment, the program offers acad- ization in Family and Commu- Courses examine basic including schools and universi- emic disciplinary specializa- nity Education. In this special- processes of education within ties, government education tions in anthropology and ization a founding premise families, for example, the social departments and ministries, economics, and the following concerning educational config- construction of family memo- international development geographical areas of specialty: urations is central. ries, the mediation of television organizations, as well as non- African Studies, the Caribbean, and other forms of technology profit and community organi- Eastern European Studies, In all societies individuals learn by families, as well as the zations. In addition to courses Middle East Studies, Russian from many others in their changing configurations of listed below, students can Studies, East Asian Studies and social networks, e.g. parents, education in community set- select relevant courses from South Asian Studies and South siblings, grandparents, peers, tings, for example, linkages departments such as Organiza- American Studies. clergy, as well as teachers and among museums, families and tion and Leadership, Arts and other professionals. What is schools. Frameworks for these Humanities, as well as from In conjunction with, but out- more, education takes place courses are interdisciplinary, the larger university. side the department, degree through many institutions, e.g. drawing upon concepts from specializations are offered in families, day-care centers, busi- the social sciences and the History, Organizational and nesses, the media, museums, humanities.

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Language, Literacy, and Degree Requirements: Master of Education (60 points) nomic planning; the methods, Technology The programs are designed to assumptions, validity, and useful- Core Courses: 9 points In response to new media that provide students challenging ness of the major approaches; • Specialization Courses: are fostering alternative forms course work related to interna- examples mainly from the less 18 points (in an academic of global communication, the tional and transcultural developed countries. discipline for Comparative department has developed a dimensions of education. and International Education ITSF 4090. Issues and institu- concentration in Language, Lit- Requirements include work in tions in international educa- eracy, and Technology that four areas: a core curriculum, a or in a professional field of education for International tional development (3) explores the relations between specialization which is either Professors Tsang and Vavrus. traditional forms of communi- an academic discipline or a Educational Development, as Required of all first-year students cation and the newly emergent professional field of education, listed in the“Program in the program. This course ones. In addition to the courses transcultural or geographi- Description” above) explores current issues and debates listed below, students can select cally-related study, and elec- • Transcultural/Geographical regarding the nature of develop- relevant courses from depart- tive credits. area studies: 18 points ment and international education. ments such as Mathematics, • Electives: 15 points ITSF 4091. Comparative educa- Science, and Technology and The program arrangements are • Ed.M degree candidates must complete a special integra- tion (3) Arts and Humanities as well as designed to be as flexible as Professor Steiner-Khamsi. from the larger university. possible so that previous educa- tive project designed to illu- Required of all first-year students tional and professional experi- minate a major aspect of the in the program. Introduction to Peace Education ence and the future career goals program of study. theories in comparative education, In recognition of the unprece- of the student may be taken cross-national comparative analy- dented dimensions and overrid- into account in the choice of Doctor of Education (90 points) sis, educational indicator research, educational transfer and borrow- ing significance of issues of appropriate course work. (International Educational security, war and peace, human ing, and relation between culture Development only) and education. rights and social justice, sus- Each student is expected to Core Courses: 12 points tainable development and eco- assume major responsibility for • Courses in a field of profes- ITSF 4092. Qualitative research logical balance in the nuclear formulating, in cooperation sional education: 27 points and evaluation in international age, the department has devel- with the program advisor, a • Transcultural/geographical education (3) oped its concentration in Peace plan of study that will best area studies: 27 points Professor Steiner-Khamsi. Section Education. Students are meet the general program • Electives: 24 points 1 The study of qualitative method- encouraged to follow a pro- requirements in a way most ologies appropriate to various kinds of educational programs, gram that will prepare them to compatible with her/his own Doctor of Philosophy (75 points) pursue the objectives of peace professional goals. issues, and problems in diverse education in whatever area of (Comparative and International research settings. Section 2 Enroll- Education only) ment limited. Evaluation of ongo- education they choose to con- Master of Arts (32 points) ing international or multicultural centrate. In addition to the Core Courses: 9 points Core Courses: 6 points, includ- education projects in New York courses listed below, students • Courses in an allied disci- ing ITSF 4090 and ITSF 4091 City or abroad. (also offered as an can select relevant courses pline: 30 points • Specialization Courses: online course). offered within other programs • Transcultural/geographical 12 points (in an academic at Columbia University, Jewish area studies: 18 points ITSF 4093. Preparation of Theological Seminary, and discipline for Comparative • Electives: 18 points instructional materials for Union Theological Seminary. and International Education developing countries (3) Students may also opt for a or in a professional field of • All doctoral students must Faculty. Problems, issues, and combined specialization in education for International pass a certification examina- approaches in the preparation of Educational Development, as written and other instructional Peace Education and Conflict tion and prepare and present materials for developing countries. Resolution, which consists of listed in the “Program a dissertation which addresses three peace education and two Description” above) a theme, problem, or issue in • Transcultural/geographical ITSF 4094. Educational plan- conflict resolution courses. the area of specialization ning in international educa- area studies: 6 points within the framework of tional development (1–3) At least one course in Conflict • Electives: 8 points comparative and international Point allocation to be determined Resolution is required of all educational development. by topic each time course is offered students specializing in peace • Each M.A. candidate must Ph.D. students must also pass Topic courses explore issues related education. The course may be complete a special integra- an oral certification exam. to the socioeconomic and cultural chosen from among the follow- tive project, demonstrating context of educational planning and the ability to integrate, syn- policy studies. They consider the ing, depending on previous Courses: relation to specific issues to various knowledge of the field. Those thesize, and apply what has General approaches to planning and their without previous background been learned in the program attendant outcomes. Topics include: must choose either ORLJ 5340 of study. ITSF 4054. Education and • Professor Levin, Topic 1: Pri- or ORLJ 6040. strategic planning (3) vatization and school choice Faculty. Educational planning • Professor Martin, Topic 2: within the context of national eco- Human rights

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• Professor Steiner-Khamsi, • ITSF 5692. Theory and teach- context of educational planning ITSL 4801. African-American Topic 3: Civic literacy ing techniques: New trends in and policy studies. They consider language and communication • Professors Tsang and Levin, international education (3) the relation to specific issues to (non-credit or 1) Topic 4: Methods of decision Faculty. various approaches to planning and Professor Hill. An exploration of analysis in education their attendant outcomes. the varieties of African American • Professor Tsang, Topic 5: ITSF 6590. Doctoral seminar in • Professor Levin, Topic 1: Privati- language use, with particular Financing of education: inter- international and transcultural zation and school choice attention to the communicative national and comparative per- studies (1–3) • Professors Tsang and Levin, functions they serve. spectives Faculty. Permission required. Pre- Topic 4: Methods of decision • Professor Vavrus, Topic 6: sentation of research in progress and analysis in education ITSL 4811-ITSL 4813. Computer Gender examination of professional roles. • Professor Tsang, Topic 5: Financ- based language teaching (non- • Faculty, Topic 7: Race and ing of education: International credit or 1 each course) ethnicity Family and Community Education and comparative perspectives Professor Kleifgen. Theoretical rationale. Examination of lesson ITSF 5023. The family as ITSF 4096. Strategic planning • ORLC 4031. Financial admin- design, organization and operation educator (3) and organizational change in istration of higher education of language instructional courseware Professor Leichter. Permission international and national edu- institutions (Professor Baldwin) for first and second language learn- required. Analysis of the family as cational settings (3) • ORLC 4046. School finance: ers. Assumes no computing experi- educator and its interrelations with Faculty. This course will focus on Policy and practice (Professor ence. Courses meet on weekends. schools and other educational organizational and programmatic Richards) • ITSL 4811. Computers, lan- institutions. Emphasis on inquiry change and role of strategic plan- • ORLC 5016. Law and educa- guage and children deriving from educational practice ning in the change process. Stu- tional institutions (Faculty) • ITSL 4812. Computers for and behavioral science theory. dents will apply a series of planning • ORLC 5025. Ecology of educa- high school and adult lan- and implementation techniques tional management (Professor guage learners ITSF 5026. The family and such as “the future search planning Richards) • ITSL 4813. Special topics in television (3) conference,” action/implementation • ORLC 4500. Special topics in computers and language Professor Leichter. Permission planning, and basic tracking sys- higher and adult education: required. An analysis of the impact tems in analyzing existing, and Financing of higher education MSTU 4049. Computers and of television on the family’s educa- developing new case studies. (Professor Levin) writing (2–3) tive functions, with special atten- Professor Kleifgen. An examination tion to the process by which the ITSF 5580. Postcolonial studies Language, Literacy, and of the relationship between com- family mediates television. of education (2–3) Technology puters and the writing process. The Professor Steiner-Khamsi. Prereq- course explores the effects of elec- ITSF 5120-ITSF 5123. Education uisites: ITSF 4090 and ITSF 4091, ITSL 4011. Introduction to com- tronic text on traditional notions of in community settings completed or taken concurrently. puters, language, and literacy text, literacy, and communication. Professor Leichter. Permission This course explores the impact of (2–3) Assumes no computing experience. required. A review and an analysis missionary, colonial education, and Professor Kleifgen. Sociocultural Lab fee: $25. of educational issues and opportuni- neo-colonial education on school implications of computer use in ties in various community settings. reform both in dependent countries education; viability of software use ITSL 5519. Research in language Special fee: $5. and in former colonial countries. in the light of language learning and literacy I (2–3) • ITSF 5120. Museums (3) theories; evaluation of electronic Professor Hill. Research in such • ITSF 5121. Community cen- ITSF 5590. Education and the materials for use by bilingual, ESL, areas as spatial, temporal, textual, ters (2–3) development of nations (3) and native- and foreign-language and social deixis in language, with • ITSF 5122. Correctional insti- Faculty. Permission required. This learners. Material fee: $20. particular attention to culturally tutions (1–2) course pursues educational issues variant norms and their implica- • ITSF 5123. Outdoor education within transcultural contexts, ITSL 4019. Orality, literacy, and tions for educational practice. and cultural tourism (1–2) including topics such as colonial- technology (2–3) Materials fee: $20. ism, nationalism, and multi- Professor Hill. An examination of ITSF 6520. Seminar in families national and donor influences in literacy as a set of social practices, ITSL 5520. Research in language and communities as educators education. embodied both in the traditional and literacy II (2–3) (1–3) practice of oral culture and in the Professor Hill. Research in the vari- Professor Leichter. Permission ITSF 5691-ITSF 5692. Collo- rapidly emerging practices of eties of language used in literate required. A research seminar in the quium on international educa- technological culture. Materials expression, with particular atten- family and the community as edu- tion and the United Nations fee: $20. tion to culturally variant norms and cational systems. Permission required. Enrollment their implications for educational limited. Through class interchange ITSL 4190. Communicative practice. Materials fee: $20. and use of United Nations human Finance and Planning practices: Intercultural perspec- tives (2–3) ITSL 6032. Research issues in and material resources, partici- ITSF 4054. Education and Professor Kleifgen. A topical course computers, language, and pants develop innovative teaching strategic planning (Faculty) materials suitable for their own exploring language as situated literacy (3) social practice and focusing on Professor Kleifgen. Permission educational systems. Courses may ITSF 4094. Educational plan- communication within and across required. Research in the use of be taken independently. ning in international educa- national boundaries. Domains digital technology for language • ITSF 5691. Goals and content: tional development (1–3) examined include schooling, work, and literacy development. Tech- Major world developments Point allocation to be determined community, and the public arena. niques of computerized analysis. and their implications for by topic each time course is offered Both spoken and written modes are New research directions. Materials education (3) Professor Steiner- Topic courses explore issues related considered. fee: $20. Khamsi. to the socioeconomic and cultural

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ITSL 6125. Research issues in ORLJ 6350. Advanced university complex maximizes students registered at either communicative practices (3) Practicum in Conflict Resolu- the interaction between stu- graduate school. By this agree- Professor Kleifgen. Permission tion and Mediation, Part One dents and faculty while offer- ment, all applied anthropologi- required. A critical review of ing a variety of scholarly and cal training at Columbia Uni- selected research directions and ORLJ 6040. Fundamentals of professional resources. versity is administered through paradigms for the analysis of spo- Cooperation, Conflict Resolu- ken and written communication. tion, and Mediation in Different Teachers College. The Joint Institutional Settings Both programs prepare stu- Program offers a course of Peace Education dents to enter current research study and thorough training in and policy conversations about applied anthropology that is ITSF 4603. Human and social Anthropology and education and the application certified by both institutions, dimensions of peace (1–2) Education of anthropology to other fields. and capitalizes on the strength Professors Reardon and Snauwaert. The programs are built on the of the university’s faculty. Focuses on issues and problems of (Code: TFA) human rights, global ethics, gender Program Coordinator: premise that one can apply issues, and various aspects of struc- Professor Lambros Comitas anthropology only to the This program focuses on the tural and cultural violence. Offered extent that one has been rigor- complex issues involved in in distinct versions in fall and ously trained in the theory and applying anthropological spring; one emphasizing ethical Applied Anthropology methodology of the discipline. knowledge and approaches to issues and the other gender per- (Code: TFO) matters of policy concern in spectives. Another course in human Program Coordinator: Theoretical emphasis is given medicine, psychiatry, psycho- rights may be substituted for the Professor Lambros Comitas to social and political processes, analysis, economic and com- specialization in peace education. cultural theory, and psycholog- munity development, educa- Degrees Offered: ical anthropology—all from a tion, businesses and ITSF 4611. Education for global strong cross-cultural and com- corporations, institutional pro- security (1–3) Anthropology and Education Professor Reardon. Explores issues parative perspective. Method- grams, and ecological and envi- of peace and violence from various Master of Arts (M.A.) ological emphasis is placed on ronmental change. perspectives, among them femi- Master of Education (Ed.M.) intensive and systematic nism and environment, emphasiz- Doctor of Education (Ed.D.) ethnography. The faculty has a Resources ing alternative analytic frame- Doctor of Philosophy (Ph.D.) distinguished record of publi- Both programs are conducted works and various values systems. cations and research projects, in collaboration with the Applied Anthropology most of which has been con- Department of Anthropology ITSF 4613. Fundamental con- ducted in the United States, at Columbia University, cepts in peace education (1–2) Doctor of Philosophy (Ph.D.) Africa, the Caribbean, South Columbia’s Graduate School of Professor Reardon. Introduction to theory and practice and the inter- America, and Europe. Arts and Sciences, the School of national literature of the field as it Special Application International and Public has been developed over the past Requirements: Affairs, and other professional three decades. Applications are reviewed for Anthropology and Education schools and institutions of the these programs on an ongoing University (School of Public The program in Anthropology ITSF 4614. The United Nations basis. Preference in scholarship Health, Lamont-Doherty Labo- and Education offers a discipli- as peace educator (2–3) awards will be for those appli- ratory, etc.). Faculty. This course reviews and cants who meet the priority nary approach which carefully explores and contributes to the assesses the work of the world orga- deadline. In addition, our location in analysis and understanding of nization and how it facilitates the New York City allows students learning necessary to an integrated educational processes in schools The GRE General Test is easy access to a myriad of pres- global society. It is problem focused and classrooms, in families, on required, except of international tigious academic and research and the focus problem is different street corners, in community students for whom the TOEFL institutions and provides a nat- each semester. (This course takes centers, in churches and in all is required. If the applicant will ural laboratory for student place partly on site at the UN) settings where education may be in or near New York City, an research on ethnicity, migra- proceed. The department houses ITSF 4800. International Insti- interview with one of the pro- tion, and urban life. Through the largest group of anthropolo- tute on Peace Education (1–2) gram faculty is recommended. the Inter-University Doctoral gists of education to be found in Professor Reardon. (Summer Consortium, students may take any university in the world. optional) An intensive course of full Program Descriptions: courses to fulfill their Teachers days over one or two weeks, focus- Teachers College has been a College program requirements ing on a specific peach education pioneer in both Anthropology Applied Anthropolgy (a joint at the Graduate School and the issue or theme; internationally program) staffed with international partici- and Education and Applied University Center of the City pants; offered jointly with cooperat- Anthropology. These two pro- In 1968, Teachers College and University of New York, Ford- ing universities in other countries. grams function as one entity the Graduate School of Arts ham University, the New and provide a unique research and Sciences of Columbia Uni- School for Social Research, and ORLJ 5340. Basic Practicum in training experience for a very versity initiated and imple- New York University. Conflict Resolution and Media- select group of students. This mented a Joint Program of tion Skills highly personal academic envi- Applied Anthropology. This Most of the programs’ gradu- ronment within the larger joint venture trains graduate ates find academic posts and

225 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES administrative positions in col- achieved in conjunction with dents must also complete a national studies, or to enhance leges, universities, and profes- other teacher education pro- written examination on anthro- technical skills used in conjunc- sional schools. Others locate in grams in the department and in pology and education. tion with but outside the major federal and international agen- the college. course of study. At least three of cies, research institutes, private Dissertation Requirements these courses (8-9 points) must foundations, medical institu- Minimally, candidates for the After passing the certification be taken in fields foundational tions, consulting firms, and Ed.M. degree in anthropology examination, the candidate to anthropology (economics, social welfare and community and education take 21 points in should begin writing a disser- history, linguistics, philosophy, service organizations in the courses related to the main tation proposal. One or two psychology, sociology.) United States and abroad. fields of the discipline, includ- years of anthropological field ing at least 15 points in socio- research is required for the col- Doctor of Philosophy Degree Requirements: cultural anthropology. A mini- lection of original field data Each student develops, in col- mum of three courses (6–9 based on the dissertation Anthropology and Education laboration with an advisor, a points) must be taken in fields research proposal. After the program of study in anthropol- Master of Arts foundational to anthropology proposal is approved by the ogy designed to establish a (economics, history, linguistics, Department, the candidate is The Master of Arts program in high level of competency. A philosophy, psychology, sociol- required to register for contin- Anthropology and Education is minimum of 75 points of ogy.) An additional 30–36 uous dissertation advisement designed for students who are acceptable graduate credit is points must also be taken to until the dissertation has planning to enter one of the required for the Doctor of Phi- complete the course of study. received final approval. doctoral programs, as well as losophy (Ph.D.). Of these 75 those seeking a terminal mas- points, a maximum of 45 These courses should be chosen ter’s degree. Administrators, Doctor of Education points can be completed so as to enhance the professional counselors, evaluators, research A minimum of 90 points of through another Faculty of preparation of the student in his associates, and teachers in ele- acceptable graduate credit is Columbia University, or a or her expected field of practice. mentary and secondary schools required for the Doctor of Edu- maximum of 30 points may be Up to 30 of the required 60 can improve their work cation (Ed.D.), 45 of which transferred or earned in courses points may be transferred from through learning how anthro- must be completed through from other recognized gradu- previous course work to the pological methods are applied Teachers College registration. ate schools. A total of 40–45 extent that they fulfill some of to educational problems, pol- Forty-two points of major points of major courses is the requirements listed above. icy, and practice. courses are required. These required. Students are also required to courses prepare students with conduct an integrative project The program requires at least the requisite knowledge of These courses prepare students in addition to the 60 points of four courses (12 points) in epistemological, theoretical, with the requisite knowledge course work. anthropology offered through methodological, ethnographic, of epistemological, theoretical, the Department. The program and substantive areas of anthro- methodological, ethnographic, should include at least one col- Doctoral Degrees pology. They aim to develop and substantive areas of loquium or seminar level The Doctor of Education and competency in the discipline, anthropology. They aim to course; three courses (6–9 Doctor of Philosophy degree while addressing the specific develop competency in the dis- points) in the fields founda- tracks are for students who intellectual interests of the stu- cipline, while addressing the tional to anthropology (eco- plan to engage in scholarly dent. Fifteen points in research specific intellectual interests of nomics, history, linguistics, writing and research, applied methods and statistical courses the student. philosophy, psychology, sociol- research and evaluation, or are also required. ogy); and four other courses teaching and administrative At least 15 points of the anthro- (9–12 points) that directly con- responsibilities at colleges, uni- The knowledge of education pology requirements must be tribute to the emerging profes- versities, professional schools of and educational institutions, of taken within the program. A sional interest of the candidate. education and medicine, persons and the learning minimum of 25 points of the The M.A. program requires an research institutes, or state, process, and the various forms 40 points required in anthropol- integrative project as well as an federal, and international agen- of measurement and evaluation ogy must be taken at Teachers internship in addition to the cies and bureaus. The following in cognate areas prepares pro- College, or in other Faculties of 32-point program. are required of students in both gram graduates with the Columbia University. Within the Ed.D. and Ph.D. tracks: knowledge and skills necessary the major course requirements, Master of Education for researching and working in 15 points in required courses Certification Requirements The Master of Education’s a variety of formal and non-for- must be taken: the four semes- degree program is flexible, Certification is the means of mal educational settings ter sequence of colloquiums and allowing students to address indicating that the student is through 18 points of broad and summer field research (a mini- various professional concerns, regarded as having attained the basic areas. mum of 12 points) and an inde- satisfy diverse academic needs, expected competencies out- pendent study (3 points) used in and enhance professional skills. lined in the course require- This leaves 15 points of elec- preparation for the certification In the Ed.M. program, Teacher ments above. An overall Grade tives to increase competence in examination and dissertation Certification may also be Average of B+ is expected. Stu- comparative, regional or inter- proposal. Fifteen points in

226 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES research methods and statistical develop competency in the dis- Foreign Language Requirement sociocultural patterns of popula- courses are also required. The cipline, while addressing the Each candidate must satisfy tions residing in urban settings, remaining 15 points of electives specific intellectual interests of the foreign language require- with emphasis on domestic, ethnic, are used to increase competence the student. ment by demonstrating profi- class, and educational relationships. in comparative, regional or ciency in two scholarly lan- ITSF 4016. Culture and society international studies, or to At least 15 points of the guages, or one scholarly in Africa (3) enhance technical skills used in anthropology requirements language and one field lan- Professor Bond. A general survey of conjunction with but outside must be taken within the pro- guage, or one scholarly lan- sub-Saharan Africa, using contribu- the major course of study. At gram. A minimum of 25 guage and a two semester tions from theoretical approaches least three of these courses (8-9 points of the 40 points sequence of prescribed statis- to anthropological research in the points) must be taken in fields required in anthropology must tics courses. area. Emphasis on socioeconomic, foundational to anthropology be taken at Teachers College, or ideological and religious, educa- (economics, history, linguistics, in other Faculties of Columbia Courses: tional, and political analysis of philosophy, psychology, sociol- University. Up to 15 points in African communities. Introductory Courses ogy.) Of the 75 graduate points anthropology courses may be ITSF 4017. Anthropological per- required for the degree, a mini- taken at other graduate institu- ITSF 4003. American culture and education (3) spectives on homelessness and mum of 45 must be taken for an tions who are members of the social control (3) evaluative letter grade. Inter-University Doctoral Con- Professor Varenne. An orientation to American culture and education. Faculty. Theoretical and ethno- sortium, to satisfy major course graphic analyses of contemporary Foreign Language Requirement requirements. ITSF 4010. Cultural and social forms of social exclusion in urban Each candidate must satisfy bases of education (3–4) settings. Emphasis on the interac- the foreign language require- Within the major course Professor Comitas. Analyses of tion between institutional ment by demonstrating profi- requirements, 30 points in basic anthropological concepts, arrangements and the experience ciency in two scholarly lan- required courses must be taken: with particular reference to the of homelessness. guages, or one scholarly the four semester sequence of sociocultural context of education and the role of educational institu- ITSF 4018. Anthropology and language and one field lan- colloquiums and summer field development in Africa (3) guage, or one scholarly lan- research (a minimum of 12 tions in community, national, and regional development. Four-point Professor Bond. This course consid- guage and a two semester points); an additional theory ers issues and problems of develop- sequence of prescribed statis- course outside of the first enrollment requires attendance at film showings before or after class. ment in sub-Saharan Africa. It tics courses. semester colloquium examines specific development pro- (3 points); two ethnography ITSF 4011. Social context of jects from different theoretical and Applied Anthropology courses, one within and one out- education (3–4) empirical perspectives. side of one’s interest (6 points); Doctor of Philosophy Professor Bond. The exploration of two sub-discipline courses (6 anthropological and social science ITSF 4034. Dynamics of family Each student, in collaboration points), one in linguistics and concepts for the analysis of educa- interaction (3) tional, cultural, and social institu- Professor Varenne. An introduc- with an advisor, develops a one from either archaeology or tion to communication patterns program of study in anthropol- physical anthropology; and an tions, organizations and processes of different peoples of the world. inside families, with a special ogy designed to establish a independent study (3 points) emphasis on both their complexity high level of competency. A used in preparation for the certi- Four-point enrollment requires attendance at film showings before at the interpersonal level and their minimum of 75 points of fication examination and disser- or after class and additional dis- simplicity within the social struc- acceptable graduate credit is tation proposal. cussion sessions held at hours to ture of a community. Class time is required for the Doctor of Phi- be arranged. dominated by cross-cultural data losophy (Ph.D.). Fifteen (15) points in research on family structure and videotape methods and statistical courses ITSF 4012. Cross-cultural studies analyses of communication pat- Of these 75 points, a maxi- are also required. The remain- of learning (3–4) terns within American families. mum of 45 points can be com- ing 15 points of electives are Professor Harrington. Analyses of pleted through another Faculty used to increase competence in basic anthropological concepts, Intermediate Courses of Columbia University, or a comparative, regional or inter- with particular reference to the ITSF 5000. Methods of inquiry: maximum of 30 points may be national studies, or to enhance influence of cultures and subcul- Ethnography and participant tures on the learning process, to transferred or earned in courses technical skills used in con- observation (3) education in multicultural class- Professor Harrington. The meth- from other recognized gradu- junction with but outside the rooms and to the relevance of psy- ate schools. Forty to forty-five major course of study. At least ods of the behavioral and social sci- chological anthropology to educa- ences as they relate to ethnography points of major courses are three of these courses (9 points) tional issues. Four-point and participant observation. required. must be taken in fields founda- enrollment requires attendance at Emphasis on the role of theory, tional to anthropology (eco- film showings before or after class characteristics and relative efficien- These courses prepare students nomics, history, linguistics, and additional discussion sessions cies of various research techniques, with the requisite knowledge philosophy, psychology, sociol- held at hours to be arranged. and the importance of integrated of epistemological, theoretical, ogy.) Of the 75 graduate points research design. methodological, ethnographic, ITSF 4014. Urban situations and required for the degree, a mini- education (3–4) and substantive areas of mum of 45 must be taken for Professor Bond. An introduction to anthropology. They aim to an evaluative letter grade. the anthropological study of the

227 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES

ITSF 5001. Ethnography and ITSF 5013. Psychological Colloquia ITSF 6515. Topics in anthropol- participant observation: Struc- anthropology (3) ogy and education: Resilience in tural and interpretive analysis Professor Harrington. The con- ITSF 5610. First-year colloquium at-risk population (1–3) (3) cepts, theories, and methods of in applied anthropology (3) Professor Harrington. Permission Professor Varenne. Permission psychological anthropology. Cross- Professors Bond and Varenne. Per- required. required. ITSF5000 or equivalent cultural studies of learning mission required. This is a year- required. Emphasis on the issues processes. Emphasis on recent long critical review of important ITSF 6516. Topics in anthropol- arising out of ethnographic work in the field, problems of works in anthropology and educa- ogy and education: Drugs and research as they arise during a pilot cross-cultural methodology, and tion and applied anthropology. society (1–3) project from entry into the field to the study of socialization. During the spring semester stu- Professor Comitas. Permission the writing of the results. dents present proposals for their required. ITSF 5014. Symbolic anthropol- summer fieldwork before the ITSF 5002. Ethnography and par- ogy (3) members of both programs. ITSF 6911. Work Group in psy- ticipant observation: Compara- Professor Varenne. An introduc- Required of, and open only to, chological anthropology tive and qualitative analysis (3) tion to the anthropological study first-year doctoral students. Meets Professor Harrington. This work Professor Harrington. Permission of symbols and meaning with concurrently with MSTF 5611 group meets every other week to required. ITSF5000 or equivalent emphasis on the relation between during the spring semester. discuss current issues in psycho- required. Issues of comparative and cultural constructions of the world logical anthropology. It also dis- quantitative analysis of data gener- and action in the world. ITSF 5611. Second-year collo- cusses and reviews current ated by ethnographic/participant quium in anthropological research and proposals for research observation inquiries. ITSF 5015. Political anthropol- method (3) of work group members, includ- ogy: Labor, race, and belief (3) Professors Harrington and Comi- ing faculty, alumni, and doctoral ITSF 5003. Communication and Professor Bond. This course consid- tas. Permission required. This is a students concentrating in psycho- culture (3) ers the theories and concepts used year-long review of the methods of logical anthropology. Professor Varenne. Introduction to by anthropologists and other social field research and data analysis in anthropology, with special refer- major theories of human commu- scientists in the analysis of political Individualized Studies nication and culture as they relate behavior and institutions. It ence to educational systems and and build on each other. emphasizes the comparative study processes. Network analysis, sys- Advanced students may register of political systems, movements, tematic observation, quantification for intensive individual study of procedures, participant observa- ITSF 5005. Interdisciplinary and processes within the context of some aspect of their specialization. tion, ethnographic interview, use of study of the family (3) rural and urban situations. Registration is only by permission film and videotape, cross-cultural Professor Varenne. Critical exami- of the instructor under whose survey techniques, and testing and nation of the interaction of inter- ITSF 5016. Ethnography of the guidance the work will be under- experimental design. During the nal and external forces and their classroom (3) taken. Times for individual confer- spring semester, students report on effects upon individuals and fami- Professor Varenne. Introduction to ences will be arranged. Enrollment their completed summer fieldwork lies, drawing upon perspectives of the ethnographic investigation of may be for 1 or more points each before the members of both pro- various social science disciplines. classrooms and to the educational term, and registration is not lim- policy issues it addresses. grams. Required of, and open only ited to one or two terms. to, second-year doctoral students. ITSF 5010. Social organization Meets concurrently with MSTF and comparative institutions (3) ITSF 5017. Anthropology and 5610 during the spring semester. Bilingual/Bicultural Professor Bond. An introduction the law (3) to selected theories of social orga- Faculty. Analysis of various legal Education nization and their application to systems in state and stateless soci- Research Seminars (Code: TLB) the analysis of small-scale society eties with case materials and other ITSF 6511. Seminar in psycho- Program Coordinator: Professor as a background to the analysis of readings used to illuminate basic logical anthropology (3) Maria Torres-Guzman social and educational problems. assumptions behind “legal’’ Professor Harrington. Permission processes. In this context, what required. Prerequisite: MSTF 5013. ITSF 5011. Process and change American lawyers mean when they Degree Offered: Master of Arts (M.A.) in Africa (3) say that their education and train- ITSF 6512. Social theory and Professor Bond. Anthropological ing enables them to “think like structure (3) studies of social systems, cultural lawyers’’ is examined. Professor Bond. Investigation of Special Application change, and development. Special issues and problems in social the- Requirements/Information: emphasis on the role of politics, ITSF 5019. Applied Social ory through the analysis of relevant Fluency in English and either religion, economics, and education Science: Theory, Policy, and literature in the social sciences. Spanish, Chinese, Korean, in change processes. Practice (3) Haitian Creole, or Russian is Professor Bond. This course will ITSF 6513. Topics in anthropol- required for all Bilingual/ ITSF 5012. Culture and society introduce students to the anthro- ogy and education: Religion and Bicultural programs. Appli- in the Caribbean (3) pological analysis of organizations Politics in Contemporary Africa Professor Comitas. Detailed survey, through the theoretical literature; cants must establish language (1–3) proficiency before being admit- utilizing contributions from theo- the analysis of case studies within Professor Bond. Permission retical approaches to anthropologi- the contexts of historical processes required. ted. It is recommended that cal research in the area. Emphasis such as globalization and moder- students take a language exam- on socioeconomics, community nity and their affects on empirical ITSF 6514. Topics in anthropol- ination in their language of studies, and sociopolitical analyses. situations and policies. ogy and education: Cultural specialization and have their analysis (1–3) scores forwarded to the Pro- Professor Varenne. Permission gram in Bilingual/Bicultural required.

228 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES

Education Office. All appli- study in consultation with an TCTB Education of Teachers TYDB Early Childhood Edu- cants must also submit a sepa- academic advisor. of Science (Ed.M., cation (M.A., Ed.M., rate program application Ed.D.) Ed.D.) directly to the Program in Program Concentration TCXB Supervision in Science TYPB Elementary/Child- Bilingual/Bicultural Education Bilingual/Bicultural Education Education (M.A., hood Education-Pre- Office, furnish a professional Emphasis M.S., Ed.M., Ed.D.) service (M.A.) resume and schedule an inter- TDAB Adult and Continu- TYZB Curriculum and view; please contact the Pro- Students may, if approved, be ing Education (M.A., Teaching (M.A., gram in Bilingual/Bicultural admitted to a cooperating Ed.D.) Ed.M., Ed.D.) Education Office for the pro- degree program with an TEBB Blind and Visual gram application. emphasis in Bilingual/Bicul- Impairment (M.A., Courses: tural Education. The substance Ed.D.) Program Description: and scope of courses within the TEDB Hearing Impairment ITSL 4020. Language and the Teachers and administrators in emphasis (please see cooperat- (M.A., Ed.D.) bilingual special education school systems across the coun- ing programs below) are con- TEGB Guidance and Reha- child: The foundations (2–3) try and around the world are tingent on the degree sought, bilitation (M.A.) Faculty. This course examines theo- facing the challenge of educat- TFAB Anthropology and ries and principles of practice from on the major field the student the fields of linguistics, bilingual ing growing numbers of lin- has chosen, and on whether the Education (M.A., education, and special education as guistically and culturally student wishes to meet bilin- Ed.M., Ed.D.) they apply to bilingual special edu- diverse student populations. In gual teacher certification TFGB Politics and Educa- cation. It introduces a cross-disci- an effort to prepare these pupils requirements and, thus, is tion (M.A., Ed.M., plinary approach to instructional for full participation in an highly individualized. Ed.D.) planning for bilingual children increasingly literate, techno- TFHB History and Educa- with handicapping conditions. logical, and interdependent Students may apply either for a tion (M.A., Ed.M., world community, many master of arts or doctoral Ed.D.) ITSL 4021. Foundations of bilin- schools are offering bilingual/ degree with a bilingual empha- TFIB Comparative Educa- gual/bicultural education (3) bicultural instruction. tion (M.A., Ed.M., Faculty. Historical review of sis in a cooperating Teachers bilingual educational practices in College program. Emphasis Ed.D.) the United States. Analysis of lin- Teachers College has responded code “B” must be specified TFSB Sociology and Educa- guistic, psychological, social, cul- to the need for professionals with the program code on the tion (M.A., Ed.M.) tural, political, and judicial prepared to provide services in application. Many of the coop- TFZB International Educa- underpinnings of current prac- bilingual/multicultural school erating programs also lead to tional Development tices in the field. settings by offering a program New York State certification. (M.A., Ed.M., Ed.D.) of studies designed to prepare Please refer to the description TGMB Music Education ITSL 4024. Linguistic founda- graduates for teaching, admin- of the participating degree pro- (M.A., Ed.M., Ed.D., tions of bilingual/bicultural istrative, and related roles in gram to determine application Ed.DCT) education (3) TJEB Counseling Psychol- Faculty. Introduction to the study bilingual/bicultural instruc- deadlines. For further program of bilingualism. Application of tional settings. The program is information, contact the Pro- ogy (Ed.M.) sociolinguistic, psycholinguistic, interdisciplinary in nature. gram in Bilingual/Bicultural TKEB Educational Psychol- and applied linguistic theory to Education at Teachers College, ogy Human Cogni- the design and implementation of Degree Requirements: Box 122, 525 West 120 Street, tion and Learning bilingual/bicultural educational New York, NY 10027, tele- (M.A., Ed.D.) models and materials. Students The M.A. student must com- phone: (212) 678-3758. TKRB Educational Psychol- completing a concentration in plete a course of study in one of ogy: Remedial Read- bilingual education may take two routes: in-service or pre- Participating Degree Programs ing (M.A.) ITSL 4000 or ITSL 4001 in lieu service. Pre-service students with an Emphasis in Bilingual TLAB Applied Linguistics of this course. must meet a minimum of 40 Education: (M.A., Ed.M., Ed.D.) ITSL 4025. Cross-cultural points and in-service students a TABB Educational Adminis- TLEB Teaching of English communication and classroom minimum of 33 points. The tration (M.A., Ed.M., (M.A., Ed.M., Ed.D., ecology (3) pre-service program is available Ed.D.) Ed.DCT) Faculty. Examination of the influ- to the Spanish language group; TCAB Mathematics Educa- TLSB Teaching of Spanish ence of culture in the design and the in-service to all language tion (M.A., M.S., (M.A., Ed.M., Ed.D., implementation of school instruc- groups listed above. The M.A. Ed.M., Ed.D.) Ed.DCT) tion. Identification of salient theo- program leads to elementary TCEB Elementary School TLXB TESOL-Japan retical issues related to culture and and bilingual education state Science Education TLZB Teaching of English to social organization as they relate to certification. In addition to Speakers of Other Lan- the education of ethnolinguistic (M.A., M.S., Ed.M., and minority children. Exploration departmental requirements, Ed.D.) guages (M.A., Ed.M., of the learning/teaching processes M.A. degree candidates are TCHB Secondary School Sci- Ed.D., Ed.DCT) within the context of multicultural required to complete an inte- ence Education (M.A., TMMB Measurement and and bilingual classroom settings grative project. Students M.S., Ed.M., Ed.D.) Evaluation: (Ed.M.) from a cultural perspective. Reflec- should choose their program of tion upon the role of the teacher in

229 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES creating cultural learning environ- bilingual/bicultural curriculum. ITSL 4720. Student teaching in much attention is given to the eth- ments. Survey of research Offered in six sections, contingent bilingual/bicultural education nolinguistic, social, economic, and approaches which serve as tools to on projected enrollments for each (3–4) political nuances of each nation. examine classroom interaction. language group. Faculty. Permission required. Stu- • ITSL 4121. Multilingual (all dent teaching in a bilingual educa- ITSL 5511. Bilingual/multicul- ITSL 4026. Social and cultural language groups) tional setting on an elementary or tural educational leadership dimensions of bilingual • ITSL 4122. Spanish secondary level. Experiences (1–3) education (3) • ITSL 4123. Chinese include first language, TESOL, Faculty. Permission required. This Faculty. Bilingual education in a • ITSL 4124 Korean content area observation, and seminar will focus on a) integrat- cross-cultural perspective. A criti- • ITSL 4125. Russian supervised practice. ing the knowledge of educational cal analysis of selected issues in • ITSL 4126. Haitian-Creole administration within the context bilingual education in the context ITSL 5021. Assessment and eval- of bilingual/bicultural environ- of society and culture, drawing on ITSL 4127-ITSL 4132. Bilin- uation in bilingual education (3) ments, b) integrating theory and sociological and anthropological gual/bicultural methods and Faculty. Permission required. Pre- practice, c) defining leadership concepts as they relate to in-school materials: Criteria for design requisite: introductory course in needs for bilingual/bicultural set- and out-of-school language learn- and selection (3 each course) educational or psychological tings and d) reflecting on the prac- ing. Special attention is directed to Faculty. Permission required. Pre- assessment. Survey of tools and tice of educational administration. the role of bilingualism as a major requisites: (1) ITSL 4121-ITSL techniques used in different types resource in education for democra- 4126 and (2) proficiency in English of assessment and evaluation ITSL 5512. Bilingual/multicul- tic pluralism and intercultural and another language (Spanish, Chi- including linguistic, psychoeduca- tural education program devel- understanding. nese, Korean, Haitian Creole, Russ- tional, and programmatic areas; opment and change theory (1–3) ian). Analysis, creation, and devel- principles, limitations, and alter- Faculty. Permission required. ITSL 4027. Current topics in opment of appropriate bilingual/ natives applied to the above as Analysis of change theory with bilingualism and bilingual/ bicultural instructional methods they pertain to effective bilingual emphasis on factors affecting bicultural education (1–3) and materials for use in the lan- programs. Emphasis on methods of development, implementation, Faculty. Studies of selected topics guage arts and content areas, with assessment and evaluation that can staffing, and administration of in bilingualism and bilingual/ application to multimedia be used by the teacher/supervisor bilingual/bicultural programs. bicultural education, with special approaches; critique of current com- with the limited English profi- attention directed to current policy mercially prepared products; review ciency (LEP) child. ITSL 5513. Staff development in and research issues and to social and survey of approaches to develop- multilingual/multicultural set- and political developments in the ment in the first/second language ITSL 5022. Administration of tings (3) United States. (Spanish, Russian, Chinese, Korean, bilingual programs (3) Professor Torres-Guzman. Permis- Haitian Creole) and English; consid- Faculty. Focus on managerial, sion required. Critical study of ITSL 4028. Teaching reading in eration and preparation of instruc- legal, and financial issues in bilin- theory and practice of staff devel- bilingual settings (3) tional alternatives to texts. Offered gual education, with particular opment in multilingual/multicul- Faculty. Prerequisite: completion in six specific language groups. emphasis on urban and suburban tural settings. of at least one graduate or under- • ITSL 4127. Multilingual (all settings at elementary and sec- graduate introductory course in language groups) ondary school levels. ITSL 6521. Seminar in bilingual- reading and TL4021. An overview • ITSL 4128. Spanish ism and bilingual education (3) of approaches to teaching reading • ITSL 4129. Chinese ITSL 5023. Guidance and coun- Faculty. A review of research in in bilingual settings. Techniques • ITSL 4130. Korean seling of bilingual/bicultural bilingual/bicultural education for assessing pupil readiness for • ITSL 4131. Russian children, adolescents and their from an interdisciplinary perspec- reading in the native or second • ITSL 4132. Haitian Creole families (3) tive. The focus is on the analysis language. Development of tech- Faculty. Guidance and counseling of research, evaluation methodolo- niques for teaching reading in the ITSL 4133-ITSL 4137. Curricu- theory, research and practice gies and findings, and their poten- native language. Criteria for intro- lum and methods for bilingual regarding bilingual and racially/ tial application to current theory duction of reading in the second teachers (non-credit or 1–3) culturally diverse children, adoles- and practice. language and for selection of cul- Faculty. Permission required. Pre- cents and their families. The turally appropriate materials. requisites: ITSL 4021 and ITSL course examines paradigms used to ITSL 5202. Fieldwork (1–6 each Techniques to manage dual lan- 4121-ITSL 4126. Intensive review understand the behavior of bilin- course) guage reading programs. of curriculum and methods appro- gual/bicultural children, the Permission required. Opportunity priate to the teaching of the sub- impact of various factors on their for qualified students, individually ITSL 4121-ITSL 4126. Bilin- ject areas in bilingual instructional functioning, models for assessing or in small groups, to develop and gual/bicultural curriculum settings. Offered as needed for their functioning, and preventive pursue projects, in consultation design: Cognitive, linguistic, those wishing N–9 bilingual and rehabilitative interventions to with an advisor, in schools, com- and cultural considerations teacher certification. effect change. munities, and other field settings. (3 each course) • ITSL 4133. Science Faculty. Permission required. Pre- • ITSL 4134. Mathematics ITSL 5024. Bilingual/Multi- ITSL 6202. Advanced fieldwork requisites: (1) an introductory • ITSL 4135. Language arts lingual education: International (1–6 each course) course in curriculum design and a • ITSL 4136. Foreign languages perspectives (3) Permission required. course in foundations of bilin- • ITSL 4137. Social studies Torres-Guzman. A survey of bilin- gual/bicultural education; (2) com- gual/multilingual educational ITSL 5201-ITSL 5207. Fieldwork plete proficiency in the English ITSL 4323. Practicum in bilin- policies and practices in highly (1–6 each course) language and one additional lan- gual/bicultural education (1–6) industrialized and developing Permission required. Opportunity guage. A critical analysis of lin- Faculty. Permission required. nations. While such models and for qualified students, individually guistic, cognitive, and cultural Practicum for experienced teachers designs are analyzed from a com- or in small groups, to develop and considerations in the design of in bilingual settings. parative educational perspective, pursue projects, in consultation

230 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES with an advisor, in schools, com- Applications are reviewed on an Master of Arts dents are taught skills that are munities, and other field settings. ongoing basis, and will be an essential building block for The titles of ITSL 5201-ITSL The objective of the Program reviewed throughout the year. in Economics and Education their career development. Stu- 5207 parallel those of ITSL 4901- Preference in scholarship awards dents will take courses in eco- ITSL 4907. with a specialization in Educa- will be for those applicants who tional Policy is to equip educa- nomic and policy analysis in ITSL 6201-ITSL 6207. Advanced meet the priority deadline. tional professionals and policy- education, applied statistics, fieldwork (1–6 each course) makers with the skills required management tools in educa- Permission required. See descrip- Program Description: for the effective design and tion, development issues and tion for ITSL 5201-ITSL 5207. Economics is a powerful tool implementation of educational educational policy, and in for scholars and educational policy. The program has a related fields as electives. In the ITSL 6401-ITSL 6407. Intern- practitioners who wish to summer session, students will ship in college teaching (1–6 strong emphasis on the finan- develop a better understanding cial, managerial, and develop- apply the knowledge acquired each course) of educational institutions and during the academic year in a Permission required. Occasional mental challenges facing edu- decisions. The program in Eco- cational institutions in master’s project. opportunities in college programs nomics and Education at in areas represented by the depart- developing countries and ment. Students must inquire to see Teachers College was one of the economies in transition. Currently, a limited number of if opportunities are available dur- first of its kind and has main- scholarships are available ing any given semester. Course tained its position of leadership The Program can be completed through the Joint Japan/World titles parallel those of ITSL 4901- in this rapidly growing field. within one year and is highly Bank Graduate Scholarship ITSL 4907. focused to accommodate the Program. For information Graduates hold teaching posi- demands of promising profes- about the program, call the Courses Open to Non-Majors tions in university and college sionals and policy-makers. The Program coordinator. A number of departmental offer- faculties, and administrative or course of study is designed to ings are suitable for non-majors research positions in a variety convey the lessons of educa- A student may also pursue a because of their non-technical of settings, including founda- tional research and practice as Master of Arts program in Eco- nature. Consult advisors about tions, government depart- well as management science nomics and Education, without other courses not listed. ments, and international agen- through the intensive study of a specialization in Educational cies. Increasingly, schools and actual educational policy suc- Policy. The student will design • ITSL 4021. Foundations of universities are appointing that program under the guid- bilingual/bicultural education cesses and failures. The curricu- economists with a special lum of the Program assumes ance of the academic advisor. (3) appreciation of educational • ITSL 4025. Cross-cultural that students possess some mea- goals and procedures to con- Doctor of Philosophy communication and class- sure of intellectual maturity duct institutional research. room ecology (3) and exposure to the problems of This program is intended for Some have gone into private • ITSL 4027. Current topics in educational policy-making. individuals who want to acquire business. bilingualism and bilingual/ advanced training in the theory, bicultural education (1–3) The Program begins in Sep- methods, and practices in the • ITSL 5023. Guidance tech- Students in the program tember and concludes in economics of education. It is a niques for the bilingual/ develop an array of skills in the August of the following year. It selective program to prepare bicultural child and family (3) application of economic con- consists of two semesters and a individuals for leadership roles cepts and theory, in benefit- summer session. in teaching, research, or admin- cost analysis and other evalua- Economics and istrative settings. tive procedures, and in the The curriculum of the program Education statistical treatment of mass aims to: The coursework for this pro- (Code: TFE) data. Within broad college and • build students’ technical gram consists of three parts: Program Coordinator: Professor university guidelines, students competence in the basic tools core courses, courses in research Thomas Bailey may pursue individually of educational management methods, and courses in a spe- designed programs that satisfy and policy making cialized area of study. The Degrees Offered: their unique interests and • provide the academic and available specialized areas Master of Arts (M.A.), career objectives. Master of Education (Ed.M.) professional environment for include: education and eco- nomic development, education Doctor of Philosophy (Ph.D.) With the help of an academic students to apply these skills and transition to work, educa- (Ed. Policy option available) advisor, students select courses • educate students about the tional finance, economic evalu- from those offered within the global educational landscape, ation and cost analysis in edu- Special Application program of economics and edu- including current thinking cation, economics of urban and Requirements/Information: cation and supplement these on educational reform and minority education, economics The GRE General Test is with courses outside the the financing of education. of educational technology, required for the Ph.D. Pro- department, including courses teachers markets, and others. gram. Some background in offered in other schools of In order to achieve these goals, economics is preferred. Columbia University. the program begins in Septem- ber with an intensive two- semester session in which stu-

231 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES

Courses: ITSF 4059. Education, economic • ORLJ 5046. School finance: ITSF 7500. Dissertation seminar growth, and competitiveness (3) Resource allocation (3) in international and transcul- ITSF 4050. Economics of Professor Bailey. The relation • ORLC 4030. The economics of tural studies (0–3) education (3) between education and economic post-secondary education (3) Permission required. Proposal Professors Bailey, Levin and Tsang. growth, productivity, and competi- • ORLC 4031. Financial admin- writing. Required of doctoral stu- Teaches the basic economic con- tiveness of the firm and the macro- istration of higher education dents in the semester following cepts and methods to be used for economy. Focuses on the educa- institutions (3) successful completion of certifica- further study and analysis of edu- tional implications of the changing • HUDM 4126. Applied regres- tion examinations. cational finance, education and nature of work, greater interna- sion analysis (3) inequality, education and eco- tional competition, and the varying ITSF 8900. Dissertation advise- nomic growth, the impact of edu- rates of productivity growth. See also in the Columbia University ment in international and tran- cational policies on educational Bulletin: Econ G4213, Macroeco- scultural studies (0) outcomes, school reform, and ITSF 4094. Educational plan- nomic analysis; Econ G6211-G6212, Individual advisement on doctoral school choice. ning in international educa- Microeconomic analysis; Econ G6411- dissertations. Fee: to equal 3 points tional development (3) G6412, Introduction to econometrics; at current tuition rate for each ITSF 4051. Education and Point allocation to be deter- Econ G6451-G6452, Economics of term. For requirements, see section economic development (3) mined by topic each time labor and population; Econ W4228, in catalog on Continuous Registra- Professors Rivera-Batiz and Tsang. course is offered The urban economy; Econ W4328, tion for Ed.D./Ph.D. degrees. This course examines the links Topic courses explore issues related Economic development; Econ W4410, between education and various to the socioeconomic and cultural Mathematical methods for economists; In each of the areas within the aspects of economic development. context of educational planning Econ W4460, Health economics. department, advanced students may Topics include the impact of and policy studies. They consider register for intensive individual human capital accumulation on the relation to specific issues to Departmental Courses study of some aspect of their spe- economic growth, the educational cialization. Registration is only by various approaches to planning and ITSF 4600. Group studies in edu- attainment of men and women in their attendant outcomes. permission of the instructor under developing countries, the effects of cational issues (1–3 per section) whose guidance the work will be • Professor Levin, Topic 1: Privati- Permission required. Opportunity schooling on labor force participa- zation and school choice undertaken. Times for individual tion, wages and fertilities, and the for groups to organize colloquia, conferences will be arranged. • Professors Tsang and Levin, seminars, or practica, with faculty issues of school finance and educa- Topic 4: Methods of decision Enrollment may be for 1 or more tional policy in the Third World. sponsorship, for the study of spe- points each term, and registration is analysis in education cific educational issues, problems, • Professor Tsang, Topic 5: Financ- not limited to one or two terms. ITSF 4052. Education and or policies, and for the develop- ing of education: International ment of particular skills, in accor- economic growth (2–3) and comparative perspectives ITSF 4900. Studies in interna- Faculty. Relation of education to dance with emerging social situa- tional and transcultural studies economic growth in the context tions and urgent common (1–15) ITSF 4151. Special topics in the concerns. Students wishing to of less developed countries, the economics of education (3) ITSF 6900. Studies in interna- social returns to education, engage in such studies must pre- tional and transcultural studies Professors Bailey, Levin, Rivera- sent a plan and secure the sponsor- migration and “brain drain,” and Batiz and Tsang. A seminar on top- (1–15) manpower planning. ship of a faculty member of the ITSF 6950. Studies in economics ics in the economics of education. department who will serve as Themes to be announced each term. and education (1–15) ITSF 4054. Education and advisor. Registration and evaluation ITSF 6990. Studies in interna- strategic planning (3) procedures will be worked out and tional educational development ITSF 5650. Readings in the carried through with this advisor. Faculty. Educational planning economics of education (3) (1–15) within the context of national eco- Professor Bailey. Selected readings ITSF 6991. Studies in compara- nomic planning; the methods, ITSF 5430. Internship (1–6) tive education (1–15) in the economics of education. Rec- Permission required. Supervised assumptions, validity, and useful- ommended for students with back- ness of the major approaches; experiences in diverse settings ground in economics or a related designed to develop skills in examples mainly from the less discipline. As the selection of read- developed countries. research, development, planning, ings differs in different semesters, a and evaluation. student may register for more than ITSF 4057. Economics of urban one semester of ITSF 5650. and minority education (3) ITSF 6200. Field research outside the United States (0) Professor Rivera-Batiz. Policy-ori- See also: ented approach to the connections Permission required. Required of • ORLJ 4025. School business doctoral students when choice of between education and the econ- administration (3) omy in an urban context. Topics doctoral research necessitates data • ORLJ 5020. Information generation in other countries. One include urban industrial restruc- systems for decision-making turing and socioeconomic trends, year of field experience under in learning organizations (3) supervision in approved geographi- equity in school finance, teacher • ORLJ 5021. Management salaries, public versus private roles cal and institutional site. Students science (3) secure approval of department chair in education, linkages between • ORLJ 5025. Strategic manage- schools and the business sector, the and principal advisor in advance, ment in education I: Fiscal and render periodic reports. economics of discrimination, and systems (3) immigration policy issues. • ORLJ 5026. Strategic manage- ment in education II: Micro computer (3)

232 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

Chair: Professor O. Roger Instructors: • the understanding of environ- technology in particular is shaped by, and in turn shapes, the vision Anderson Eric Cohen mental sciences and improved Room 321 Thompson Hall global utilization of the envi- informing a specific culture and its Barbara Abbate-Sturman curriculum, and how the global Telephone: (212) 678-3405 Roberto Agodini ronment and the linkages Please direct admissions between science and society sharing of technology is inexorably Yoonil Auh contributing to the emergence of a questions to the Office of • the use of computers, com- Sheila Kieran-Greenbush common global curriculum. Spe- Admissions, (212) 678-3710. Craig Bolotin puter modeling and instru- cial fee: $25. Robert Matsuoka mentation in mathematics and science instruction. Programs: David Miele Communication, Communication and Education Charles Schultheiss The primary goal of the pro- Computing and Education David Van Esselstyn Computing, and gram in Computing, Commu- Instructional Technology and nication, and Technology is to Technology in Education Media For information about faculty utilize multimedia effectively Program Coordinator: Mathematics Education and their scholarly and research in education. Faculty in these Professor Robert McClintock Science Education interests, please refer to the “Faculty” section of the Catalog. programs are concerned with: • the individual and coopera- Communication and Education Faculty: tive use of technologies in Departmental mission: (Code: TUC) Professors: education, including distance The primary goal of this learning Degrees Offered: O. Roger Anderson Department is to understand • the implications of global, Master of Arts (M.A.) John Black the impact of interrelated dis- multicultural perspectives on Master of Education (Ed.M.) Herbert Ginsburg ciplines of science, mathemat- technology development Doctor of Education (Ed.D.) Robert McClintock ics, technology and communi- • the training of professionals Ernest Z. Rothkopf cation media on education. in the fields of computing, Computing and Education Herve Varenne communication, and instruc- (Code: TUD) Bruce R. Vogeli Science—and the world we tional technology. have come to know through These programs link the Col- Degree Offered: Visiting Professors: science—is the foundation lege to ongoing university ini- Master of Arts (M.A.) Henry Pollak upon which technology is tiatives in communication. formed and transformed. Soci- J. Phillip Smith Instructional Technology and ety is not only the environment Departmental Core Courses Media Associate Professors: in which science, mathematics, MST 5042. Science, technology, technology and communica- and society (3) (Code: TUT) Angela Calabrese-Barton (On tions media develop, it also is Faculty. The nature and interrela- leave 2000–2001) the force that shapes the nature tionships of science, technology, Degrees Offered: Robert P. Taylor of such work. Within that and society as represented in policy Master of Arts (M.A.) and curriculum for education. Jo Anne Kleifgen framework, these scientific dis- Master of Education (Ed.M.) ciplines can free, but also con- Doctor of Education (Ed.D.) Research Associate Professor: strain, collective and individual Other Department-Wide potential. Consequently, the Courses Frank Moretti MST 4005. Teaching mathe- Special Application relationship between society matics and science in diverse Requirements/Information: Adjunct Professor: and the sciences has important cultures (1–3) M.A. and Ed.M. applicants are implications for each of the Faculty. Principles, techniques, reviewed on an ongoing basis. Joel E. Schneider Department’s fields of study. and issues in the teaching of math- For scholarship awards, appli- ematics and science in other cul- cants who meet the priority Assistant Professor: The program in science and tural and national settings. deadlines receive preference. Elaine Howes mathematics education addresses such topics as: MST 5003. Communication and Doctoral applicants are culture (3) Adjunct Assistant Professors: • the education of mathematics required to submit a writing and science teachers and Professor Varenne. Introduction to major theories of human commu- sample and results from the Jamsheed Akrami teacher educators GRE General Test. They are Howard Budin nication and culture as they relate • the acquisition of scientific and build on each other. also strongly encouraged to Michael Ryan and mathematical literacy to arrange for an interview, and Keith Sheppard foster the future development MST 5555. Technology and should meet the January 2 Robert Steiner of science and technology the emergence of a global cur- application deadline. Thane Terrill riculum (3) Kathy Powell Professor Taylor. This course deals with the impact of technology on human society over the ages, how

233 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

In addition to academic crite- changes in the media of Communication, Computing, with CCTE faculty members ria, CCTE takes into account intellectual production. and Technology in Education and students and provide a the relevance of its resources to • With digital information aims to prepare students to deal wide range of internship and a prospective student’s profes- and communications tech- with both the present and fieldwork opportunities. sional goals as described in the nologies, the separation of future implications of new personal statement in making schools and higher education media, and to play a construc- Communication and Education admission decisions. into two, largely distinct, tive role in shaping the educa- Through the program in Com- educational cultures will tional response to innovations munication and Education, Program Descriptions: markedly diminish. in information and communica- students prepare for a variety Communication, Computing, • With the emerging intellec- tions technologies. Although of roles: and Technology in Education tual conditions, activities these concerns are common to • Teaching and research posi- provides a cluster of degree contributing to the creation all three programs, each has tions in higher education; programs for students who of knowledge will increase in distinctive nuances with respect for work in schools using seek to develop leadership relative value, while those to methods and purpose: information and communi- capacities in the uses of infor- devoted solely to its dissemi- • Communication and Educa- cations technologies as mation and communication nation will decrease. tion relies primarily on social means for improving educa- technologies in education. It • Campuses will remain science inquiry to understand, tional practice serves students, staff, and fac- important foci of intellectual interpret, and shape how • Conducting formative and ulty members who share a activity while participation information and communica- evaluative research in the commitment as educators to in them will become more tions technologies influence areas of educational media use digital technologies to flexible via networks sup- culture and education. and information technologies improve education at all levels. porting asynchronous, dis- • Computing and Education • Careers as innovators in the Work through CCTE should tributed involvement. works with computer infor- design and use of new media move simultaneously towards • Specialists in education will mation systems to facilitate for educational purposes two different poles-towards a need to work closely with the effective extension of dig- • Work in business and gov- comprehensive understanding scholars, scientists, and pro- ital technologies into educa- ernment designing and of the cultural and historical fessionals to embed powerful tional practice. implementing corporate implications of new technolo- learning experiences in digi- • Instructional Technology and communication programs. gies for education and life and tal technology for advancing Media concentrates on the towards purposefully selecting knowledge. creation and application of The program uses the methods and shaping the uses of new • Increasingly, educators will innovative technologies, of the social sciences, encom- media in educational practice de-emphasize imparting a guided by a research tradi- passing both qualitative and at all levels. static stock of information tion grounded in pedagogy quantitative approaches to the and ideas, and will instead and cognitive science, in study of communication and CCTE’s programs deal with the seek to enable all people to order to make new media education. They ask, in partic- many ways in which material contribute to the advance- work as powerful tools for ular, how education and other culture changes and shapes ment of knowledge. study and teaching. social systems change under educational practice at all its • Demand for highly skilled the impact of new media. Fac- levels. Here are some assump- educators will increase, and Across the three programs, stu- ulty members and students tions about the long-run effects preparing them will largely dents and faculty members all pursue three broad areas of that innovations in information be a field-based engagement engage in research, develop- inquiry, enabling them to: and communications technolo- in situations where students ment, theory, and application. • Reflect on the historical gies are having on education interact with new knowl- All three programs put a high effects of media and on the and culture. Work through edge resources. priority on group work, field cultural uses of develop- CCTE should lead faculty and • Schools and other educa- work and internships, and ments such as face-to-face students to study, criticize, tional institutions will planning, implementing, and speech, writing, printing, develop, and extend proposi- increase in public impor- completing innovative projects. photography, film, radio, tions such as these. tance, and the educating Schools, computer companies, television, computers, and • When changes in informa- professions will increasingly businesses, and other agencies networked multimedia tion and communications become high-tech and high- are normally partners in pro- • Use anthropological and lin- technologies transform the prestige professions. jects, providing environments, guistic methods to study how ways people create, dissemi- • Changes in information and materials, personnel, or oppor- the diverse forms of commu- nate, and apply knowledge, communications technolo- tunities for carrying them out. nication, information process- deep changes in educational gies will resuscitate the pro- The Institute for Learning ing, and cognition condition practices occur. gressive movement in educa- Technologies educational practice • Educational institutions, tion, enabling it to be both (http://www.ilt.columbia.edu) • Explore positive and negative including schools of educa- broadly egalitarian and intel- and the Center for Technology effects of media on social tion, will undergo prolonged lectually rigorous. and School Change relations and develop strate- change and significant trans- (http://www.tc.columbia.edu/~ gies for using information formation, occasioned by academic/ctsc/) work closely

234 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

and communications tech- address the need for appropriate • How should educators deploy, such opportunities are of three nologies to improve condi- software throughout education manage, and evaluate infor- types: assistantships in research tions of education and life. and the search for appropriate mation and communications and development projects, pedagogies for teaching com- technologies in classrooms for instructorships to teach basic In the course of completing a puting at diverse levels, from optimal educational effect? courses in our field, and intern- degree, the student should early childhood through matu- ships in industry, government, expect to attend closely to both rity. A second major direction These questions remain matters and education. The precise technical artifacts and to human seeks to develop and implement of basic concern within this opportunities that exist in activity; that is, both to mater- appropriate patterns of use for program and in the related pro- these areas continually change ial systems of communication in computers at various levels of grams in the area of Communi- as projects, here and elsewhere, which technologies are the mat- formal education, paying atten- cation, Computing and Tech- begin, proceed, and culminate. ter of primary interest and to tion to matters of equity, peda- nology. The World Wide Web To find out about these oppor- interpersonal, direct communi- gogical value, and the produc- and related technologies have tunities, students should con- cation dynamics in which tive allocation of scarce lowered the costs of distance sult individual faculty. unmediated exchanges, face-to- educational resources. Students learning programs greatly face, are the subject of inquiry. in this program should master while increasing their flexibil- Degree Requirements: A major theme for continuous the skills needed to design, ity. Through Instructional Requirements do not determine reflection should be the diverse implement, and manage the Technology and Media, faculty all the courses a student should ways in which the modes of substantive uses of digital members and students join to take; they should help structure communication condition the telecommunications systems for develop the skills needed to the type and character of stu- meanings actually and poten- educational purposes. make full use of the new dent choices. The college-wide tially communicated—whether opportunities in distance and degree requirements are stated in face-to-face conversation or Instructional Technology distributed learning. on page 282 in this bulletin. through a global broadcast and Media The following description of Participants in this and other steps through programs specific using satellite transmission. Students who have earned programs share a basic convic- to Communication, Comput- degrees in Instructional Tech- Computing and Education tion that good design in educa- ing, and Technology in Educa- nology and Media find posi- tive matters starts with careful tion amplifies the college-wide Students who complete the tions in education, government, attention to the needs and requirements and should serve master’s program in Computing and industry. Some continue to characteristics of the students as an aid for structuring an and Education take positions in: work within formal education, that the design will serve. The individualized program of • schools, as computer coordi- as teachers, researchers, or ability to understand the stu- study based on previous experi- nators or teachers using administrators on the elemen- dent, through empirical ence, professional goals, and advanced technologies in the tary, secondary, or college level. research and empathic engage- interests. Enrolled students can classroom Others work in training and ment will make the design of obtain further specifics about • new media companies, devel- development departments in instructional technology be requirements and the academic oping software and multime- business or government agen- more than just technically pro- calendar from the program dia applications for education cies. An increasing number ficient, but educationally valu- office, Box 8, (212) 678-3344, and training work as independent profes- able as well. In all, this atten- or from our website, • academic computer centers sionals in a variety of settings, tion to the student defines the thales.ilt.columbia.ilt/ccte/ and corporate information such as educational service, pro- technological humanism we programs/. Following the services, and in education duction consulting, and pub- seek through all components of requirements is a necessary, but departments at the federal, lishing. Still others have estab- the programs in CCTE, a not sufficient, way to a degree. state, and local levels, manag- lished themselves as researchers, humanism that combines the Degrees represent advanced lev- ing the integration of infor- designers, and producers for use of sophisticated technology els of mastery in rigorous schol- mation and communications innovative multimedia projects. with humane commitments for arship and disciplined practice. technologies into schools. guiding purposes. In meeting requirements, stu- In recent years, students in the dents should find ways to meet Within the general area of com- program have made three ques- Financial Aid and Other the intrinsic demands of the puting and education, faculty tions paramount: Assistance field, which cannot be reduced members and students study • Which emerging technolo- to simple steps. the interactions between com- gies hold greatest promise for In addition to college-wide puting and education, interac- enriching the learning expe- financial aid opportunities and tions that grow ever more pow- rience throughout the educa- student services, the faculty Master of Arts erful and diverse. One tional enterprise? members of CCTE are commit- The Master of Arts (M.A.) important effort aims to • What pedagogical strategies ted to generating an increasing degree is granted upon satisfac- improve how computing, should designers embody in range of opportunities for tory completion of 32 points including programming, is instructional materials, remunerative work that will and an integrative special pro- taught in schools, and in this including those based on integrate well into our pro- ject. In these programs, the area we make special efforts to multimedia? gram of studies. Essentially M.A. degree serves two main

235 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY functions: in part as a mark of Computing and Education ther information on Fieldwork and use the scope of the Ed.M. entry-level professional qualifi- • MSTU 4000, Core Seminar in and Internships below. program to build academic and cations in the fields we cover, Communication, Computing, experiential foundations for and in part as a grounding for and Technology in Education Master of Education their achievement. further, more advanced special- • MSTU 4022, Telecommunica- This degree is designed for stu- ization in the field. Students tions, distance learning, and col- dents who have completed a Doctor of Education should consult with a faculty laborative interchange • MSTU 4031, Programming I master’s degree. Up to 30 Doctor of Education (Ed.D.) advisor and choose their courses points of graduate credit degree candidates should read with care in light of these func- (required of those who are not proficient programmers) earned elsewhere may be “Requirements for the Degree tions. Teachers College has a counted toward the minimum of Doctor of Education,’’ which breadth requirement, which • MSTU 4052, Computers, prob- lem solving, and cooperative 60-point requirement. Candi- can be obtained from the Office students fill by taking three learning dates for the Master of Educa- of Doctoral Studies. It states courses, each for at least 2 • MSTU 4085, New technologies tion (Ed.M.) who have not met the formal requirements for the points, outside the area of Com- for learning the Core Requirements for the degree and lays out the steps munication, Computing and • MSTU 4133, Cognition and M.A. degree in their program, leading to it. Communication, Technology (i.e., courses with a computers must do so in order to com- Computing, and Technology in prefix other than MSTU). • MSTU 5555, Technology and the emergence of a global cur- plete the Ed.M. In addition to Education requirements riculum completing the minimum include basic courses, a skill Unless a faculty advisor autho- course requirements and devel- concentration, and independent rizes an exemption, all M.A. oping a skill specialization, projects, all leading to the cer- candidates should complete the Instructional Technology & Media candidates for the Ed.M. tification examination and the following Program require- degree will be expected to cul- dissertation. ments. They should take • MSTU 4000, Core Seminar in minate their work through a MSTU4000, Core Seminar in Communication, Computing, research or development pro- Doctoral candidates should Communication, Computing, and Technology in Education • MSTU 4008, Information tech- ject submitted to the faculty. consult CCTE’s description of and Technology, for 2 points as This project should be one that the specific steps to the doctor- early in their program as possi- nology and education • MSTU 4083, Instructional represents the student’s inter- ate in Communication and ble. They should take four ests well, one that allows him Education and Instructional courses from the core in their design of educational technology • MSTU 4133, Cognition and or her to display the specialized Technology and Media. These area, listed here, and at least computers skills developed in study for steps to the doctorate have one course from the core in • MSTU 5020, Computer-medi- the degree. been designed to ensure that each of the other areas. ated communication students develop ability in one • MSTU 5030, Intelligent com- Students accepted for a doc- or more modes of inquiry, con- Where appropriate to special puter-assisted instruction toral program should earn the tribute professionally to a field • MSTU 5510.01, Topical Semi- circumstances arising from a Ed.M. as an integral part of through conferences, presenta- student’s interests or from nar—Design of distributed instruction their doctoral work. The Ed.M. tions, or publications, and par- scheduling constraints, a stu- can be, however, far more than ticipate actively in CCTE func- dent may substitute other Candidates for the M.A. degree a stepping stone to a doctorate. tions outside class work. courses from CCTE offerings in It has great flexibility and stu- consultation with his or her will be expected to culminate their work with an integrative dents can use it to lay a strong Programs are planned individ- advisor for the core courses foundation for significant posi- ually in consultation with a listed here. project. Such a project might be a review essay in which they tions of leadership that demand faculty advisor, starting with high levels of skill but do not the admission interview and Core Program Courses give a thorough, well-written summation of current research require doctoral-level academic initial writing assignments. certification. Doctoral candidates should Communication and Education and development work in an area of their choice within the develop a systematic plan for • MSTU 4000, Core Seminar in broad field of Information and For instance, students can put study early in their program, Communication, Computing, Communications Technologies together a very effective 60- encouraging sustained consid- and Technology in Education in Education or a multimedia point program dealing with eration of a dissertation area • MSTU 4010, Theories of com- instructional application. In “school media for curriculum and tailoring course selection munication innovation.” In a similar way, to support dissertation work. • MSTU 4016, History of commu- addition, we recommend nication strongly that students take one can develop a very strong The doctorate represents the • MSTU 4018, Design & commu- some Fieldwork or Internships grounding in educational soft- highest level of educational nication in modern culture as an integral part of their mas- ware development through the preparation achievable in the • MSTU 4049, Computers and ter’s program, for experientially Ed.M. degree. It can serve field. To complete it well, stu- writing grounded learning is an invalu- many purposes: one needs to dents should meet all require- • MST 5003, Communication and able preparation for profes- think through one’s aspirations ments with a fullness and in an culture sional practice. We include fur- intellectual spirit consonant • MSTU 5020, Computer-medi- with this status. ated communication

236 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

Special Degree Cohorts: The Intensive Master’s Program sations with leaders in the field. MSTU 4022. Telecommunica- in Computing and Education: Special fee: $25. tions, distance learning, and collaborative interchange (3) The Internship-Based Cohort This track was designed pri- Option: MSTU 4008. Information Professor Taylor. Introduction to the marily for those teachers who technology and education (3) use and educational implications of This track is for students who live too far from Manhattan to Professor Rothkopf. Analytic telecommunications, distance learn- will work full-time for a mas- attend courses during the regu- overview of the uses of information ing, and collaborative interchange ter’s degree in one of the pro- lar academic year. Students in technology in instruction. Exami- using telecommunications, particu- grams in Communication, this program attend intensive nation of psychological and practi- larly the Internet and the World Computing, and Technology in four-week sessions at Teachers cal impact of information technol- Wide Web. Special fee: $25. Education at Teachers College. College, usually in July, and do ogy on our culture and its educational institutions. Special MSTU 4023. Cinema as cross- The Cohort option is for stu- the remainder of their credit fee: $25. cultural communication (3) dents particularly interested in work through independent Professor Akrami. Analyzes how integrating advanced technolo- study. The degree can be MSTU 4010. Theories of films explore culture. Discussion gies into the school curricu- obtained in two summers and communication (2–3) of the film as well as on the cul- lum, K–12. the intervening academic year, Professor Moretti. A broad, multi- tural messages portrayed. Special but can also be done over a disciplinary survey of contempo- fee: $50. Each September, CCTE will longer period of time. rary perspectives on communica- admit up to 20 masters candi- tion. Topics include: definitions, MSTU 4030. Computer applica- dates who will study full-time Courses and independent study models and theories of information tions in education (3) as a cohort, completing their work focus on all aspects of processing, history of media Professor Budin & Ms. Kieran- change, cross-cultural communica- Greenbush. Hands-on experience degree in one year. Through using computers in teaching tion, interpersonal communica- learning a variety of computer courses, fieldwork, and intern- and learning, including theo- tion, and the uses and effects of applications, focusing primarily on ships, participants will study ries of instructional design, use mass media. Special fee: $35. word processors, spreadsheets, and leading efforts to develop the of software, new technologies database managing. Students cre- school curriculum through such as hypermedia and MSTU 4012. Film as art: ate their own educational applica- technological innovation. Par- telecommunications, teaching Introductory (2–3) tions. No computer background ticipants will take a prescribed strategies, and software pro- Professor Akrami. Film as 20th assumed. Special fee: $50. set of courses and engage in duction. The Intensive Pro- century art, emphasizing form and practical design and implemen- gram accepts up to about 20 style. Analysis of feature-length MSTU 4031. Programming I (4) tation work to fulfill current new students per summer, and and short films of different nations, Mr. Auh & Mr. Lawrence. Com- styles, themes, and genres. No pre- municating with computers and master’s degree requirements. over the past ten years more vious experience in film analysis humans through programs. Uses a They will acquire a theoretical than 150 students have com- needed. Special fee: $50. graphic language to formalize the basis for creative work with pleted the program. Housing is concepts behind software struc- technology in education arranged at a Columbia dormi- MSTU 4016. The history of ture, and a current, widely-used through selected courses. They tory. For more information, communication (3) implementation language such as will gain practical experience in write Howard Budin, Box 8, Professor Moretti. A comprehensive Java to construct representative the classroom uses of informa- Teachers College, call (212) survey of the history of communica- applications. Special fee: $50. tion technology via studio 678-3773, or visit tion, tracing the development of design work and internships at www.tc.columbia.edu/~ the dominant modes of transmit- MSTU 4035. The computer as innovative schools in New York academic/ctsc/imp.htm. ting knowledge, from speaking to an instructional aid (3) writing, from printing to the elec- Professor Budin. A presentation of City, working in implementa- tronic media. Special fee: $50. research and issues surrounding tion activities through the Eiffel Courses: the use of computing in schooling. Project, a U.S. Challenge Grant MSTU 4018. Design and commu- Cognitive and social effects of for Technology in Education. Most courses are offered once a year; nication in modern culture (3) computers on students are investi- a few are offered each term and Professor McClintock. How have gated and strategies are developed Upon completion, participants some once every two years. Current practices of abstract reasoning, the for integrating computing into the in the Internship Cohort scheduling information may be pursuit of formalism, and concep- curriculum. Special fee: $25. should be ready for leadership obtained from the program office. tualizing the structure of complex phenomena affected modern MSTU 4036. Hypermedia and roles on school faculties in MSTU 4000. Core seminar in using advanced information design and communication? Read- education (3–4) communication, computing and ings and class discussions explore Mr. Matsuoka, Mr. Leipolt, Ms. technology to transform the technology (1–2) this question, using examples Dimaraki, & Ms. Magar. Introduc- teaching and study of core cur- Professor McClintock and Faculty. drawn from architecture, fine art, tion to hypermedia products and riculum areas. For information, Required for incoming students. graphics, typography, photogra- programming and their role in write Robert McClintock, Box Meets with MSTU 6600. Discus- phy, advertising, industrial design, education. Four-point registration 136, Teachers College, call sion of critical issues, reading of formal organization, process con- is for hypermedia programming (212) 678-3344 or 678-3115, key works, development of project trol, transportation, information lab. Special fee: $50. or visit www.ilt.columbia.edu/ Communication, Computing, and theory and management, and academic/ibco/. Technology in Education, presen- major media of communication. tation of work in progress, conver- Special fee: $25.

237 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

MSTU 4037. Computers and MSTU 4083. Instructional MSTU 5020. Computer medi- MSTU 5201-MSTU 5202. Field- the uses of information in design of educational tech- ated communication (3) work (1–6) education (3) nology (3) Professor McClintock. Analyzes Permission required. Opportunity Professor Budin. This course Faculty. The nature of instructional characteristics of such computer- for qualified students, individually examines how computers can technology, systems approaches to mediated communication systems or in small groups, to develop and structure and present information, planning, managing, and evaluat- as networked multimedia, elec- pursue projects in schools, com- evaluates current educational soft- ing instructional processes and tronic mail, bulletin boards, and munity agencies, business organi- ware that uses information, and materials. Emphasis is on instruc- computer conferencing, and situ- zations and communication facili- considers the design of software for tional design. Special fee: $50. ates these systems in the context of ties. Students in their first term of integrating information applica- the emerging national information study are generally not accepted. tions into education. Prerequisite: MSTU 4085. New technologies infrastructure. Students will par- Conference hours are arranged. MSTU 4030 or equivalent com- for learning (2–3) ticipate in on-line communication puter experience. Professor Taylor and visiting systems. Special fee: $50. MSTU 5510. Topical seminar (3) experts. A survey of technologies Faculty. Permission required. Peri- MSTU 4049. Computers and such as multimedia and telecom- MSTU 5030. Intelligent com- odically under this number various writing (2–3) munications applied to learning puter-assisted instruction (3) faculty and staff members offer Professor Kleifgen. An examina- and research, with full demonstra- Faculty. Prerequisite: MSTU 4133. courses on important topics in tion of the relationship between tions and critical discussion by Participants study ideas about the communication, computing, or computers and the writing process. experts. Includes discussion of representation of knowledge, mod- instructional technology and media The course explores the effect of implications for educational els of the learner, and teaching which will be announced at least electronic text on traditional change. Special fee: $50. strategies that have been developed one semester in advance. Topical notions of text, literacy, and com- in artificial intelligence and cogni- seminars include the following: munication. Assumes no comput- MSTU 4086. Text understand- tive psychology, and they develop ing experience. Lab fee: $25. ing and design (3) and test intelligent computer- • Section 1. Topical Seminar: Professor Black. Covers ideas about assisted instruction materials for Authoring Systems (3) MSTU 4052. Computers, prob- how people understand textual topics of interest to them. Special Faculty. This seminar explores lem solving, and cooperative materials and learn from them; fee: $25. issues surrounding Authoring learning (3) then applies these ideas to the Tools, including the pragmatic Dr. Budin. Considers how comput- design of instructional text. Stu- MSTU 5031. Programming II question of how the design ers may be used to promote coop- dents design instructional materi- (3–4) process ought to be supported, erative learning in problem solving als for topics of interest to them. Dr. Keegan. Prerequisite: MSTU as well as the more challenging for students throughout the cur- Special fee: $25. 4031 or a solid basic knowledge of theoretical question of what, if riculum, focusing on the use of programming. Applies program- any, pedagogies should such simulations, databases, program- MSTU 4133-MSTU 4134. Cogni- ming to significant problems tools embody. Students will ming, and problem solving soft- tion and computers through team projects using Java examine a representative range ware. Course content will include Professor Black. Ideas about cogni- or C++ to construct salient appli- of authoring systems via course active participation in cooperative tion and knowledge representation cations. Special fee: $50. readings and demos, and will learning using computers as well and how they relate to the use of engage in the design and devel- as background work in educational computers in instruction. The stu- MSTU 5191-MSTU 5192. Educa- opment of an original authoring theory as it relates to problem dent selects a subject area, learns tional video production I and II tool or extension of an existing solving and cooperative learning. to represent knowledge from it so (3–4) tool. Special fee: $25. Special fee: $25. that it can be implemented in a Mr. Riccobon. Permission required computerized instructional system, for MSTU 5192. Practical studio • Section 5. Topical Seminar: MSTU 4078. Technology and and uses the knowledge represen- and field production experience of Schools as communications education in Western history (3) tation to characterize the cognitive educational video programs, with systems (3) Professor McClintock. An historical prerequisites and consequences of special concern for realizing educa- Professor Moretti. An analysis of inquiry into the educational impli- learning to use computers. tional purposes through directing, the “school” as an historical cations of technological change, • MSTU 4133. Cognition and scripting, staging, camera opera- entity conditioned by available particularly as it has affected cul- computers (3) Special fee: $25. tion, lighting, and sound design. communications technologies, tural values and the capacities to • MSTU 4134. Cognition and Special fee: $75. political ideologies, and cultural organize action and to communi- computers lab (1–3) Permission predispositions, followed by an cate ideas. Special fee: $30. required. Corequisite: MSTU MSTU 5194. Models of interac- in-depth exploration of the pos- 4133. Special fee: $25. tive learning (3–4) sibilities for the school of the MSTU 4080. Television and Faculty. This course explores the future based on new technolo- video applications in education MSTU 4901-MSTU 4902. psychological and educational lit- gies. Special fee: $25. (3) Research and independent erature on interactivity and learn- Faculty. The role of media literacy study (1–6) ing. What is the role of interactiv- • Section 6. Topical Seminar: is explored as a means to under- Permission required. For Master’s ity in learning and teaching with Technology, education, and stand our popular culture and foster students. The participating stu- new educational technologies? public policy (3) critical autonomy in young people. dent will propose a program of What are the key formats and Professor McClintock. A survey Emphasis is placed on critiquing independent research or project attributes of interactivity with of public policy issues influenc- educational television programs and development to a faculty member. electronic media? These and other ing the educational uses of infor- video and using them effectively in Students in their first term of questions are studied by discussing mation and communications the classroom. Special fee: $35. study are generally not accepted. current theory and research and by technologies. Issues will include Conference hours are arranged. evaluating state-of-the-art media federal policies to link class- projects. Special fee: $25. rooms to the information infra-

238 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

structure such as the e-rate, the curriculum, and how the global dents in the class. Topics vary from Doctor of Education Certificate ways research funding affects the sharing of technology is inexorably term to term. Course is for in the College Teaching of an educational uses of digital tech- contributing to the emergence of a advanced students who are design- Academic Subject nology, and intellectual property common global curriculum. Uses ing and conducting their own (Ed.D.C.T.A.S.) issues with respect to new media its own website, www.tc.colum- research projects; they may take Doctor of Philosophy (Ph.D.) in education. Special fee: $25. bia.edu/~global. Special fee: $25. the course as many times as they like. Special fee: $25. • Section 7. Topical Seminar: MSTU 5814. Work conference Special Application Technology and school (0–2) MSTU 6600. Colloquium in Requirements/Information: change (3) Faculty. Permission required. Communication, Computing, Applications are reviewed on Dr. Budin. This seminar will Occasional brief conferences con- and Technology in Education an ongoing basis. Preference in examine the history of educa- vened by Communication, Com- (0–3) scholarship awards will be tional expectations for technol- puting, and Technology on sub- Professor McClintock and Faculty. given to applicants who meet ogy and technology’s record in jects of special interest. Continuous participation required the priority deadline. changing schools, in the context of certified doctoral students. of theories of institutional MSTU 6030. Evaluating technol- Meets with MSTU 4000. Discus- Mathematics education students change and efforts through the ogy in education (3) sion of critical issues, reading of modern school restructuring Faculty. Limited enrollment. key works, formal proposal of dis- seeking Master of Arts, Master movement to include technol- Introduces a range of evaluative sertation topics, presentation of of Science and Master of Educa- ogy. The seminar will examine instruments and techniques and work in progress, conversations tion degrees are expected to recent documents and reports on applies them, through student with leaders in the field. Special have completed at least a strong using technology to effect teams, to a representative instruc- fee: $25. minor in mathematics. A major change. Part of the seminar’s tional software and to technology- in mathematics is desirable. work will involve planning for based educational innovations. MSTU 6901-MSTU 6904. effective change via new tech- Special fee: $25. Research and independent Mathematics education students nologies. Special fee: $25. study in Communication, seeking Doctor of Education or MSTU 6031. Multimedia educa- Computing, and Technology in Doctor of Education in College • Section 8. Topical Seminar: tional applications in software Education (1–6) Art, music, and technology: development (3–6) Permission required. For doctoral Teaching of an academic subject Their symbiotic interplay (3) Professor Taylor. Permission students. The participating stu- degrees are expected to have Professor Taylor. Students will required. Team approach to devel- dent will propose a program of completed at least the equiva- visit art exhibits, attend live oping computer-based educational independent research or project lent of an undergraduate major musical performances, and software using hypermedia, development to a faculty member. in mathematics. examine selected video and authoring languages, and pro- Students in their first term of computer artifacts, including gramming languages. Some back- study are generally not accepted. Mathematics education students web sites, to explore alternately ground in instructional design rec- seeking a Doctor of Philosophy the use of technology by the fine ommended. Special fee: $75. MSTU 7501-MSTU 7504. degree should have both under- arts and the use of these arts by Dissertation seminar (1) graduate and master’s degrees in technology, particularly with MSTU 6201-MSTU 6204. Faculty. Permission required. Pre- respect to the world wide impli- Advanced fieldwork (1–6) sentation of dissertation proposal their specialization. cations of this symbiosis for Permission required. Extended for approval by a sponsoring com- education. Special fee: $25. opportunities for students who mittee. Student arranges one two- Program Description: have completed MSTU 5200. hour meeting with his or her spon- Over its long and distin- • Section 9. Topical Seminar: soring committee. guished history, the Program Human capital in a digital MSTU 6401-MSTU 6404. in Mathematics Education has world (3) Internship (1–6) MSTU 8900. Dissertation stressed the preparation of Professor Rothkopf. This semi- Permission required. Prerequisite: advisement (0) leaders in education. These nar will examine the transmis- basic courses in the student’s spe- Advisement on doctoral disserta- leaders are successful scholars sion of information from cohort cialization, evidence of competence tions. Fee: to equal 3 points at cur- in their discipline, as well as to cohort-teaching, stored infor- in the internship area, and prior rent tuition rate for each term. See mation, communication nets, arrangement with cooperating section in catalog on Continuous theoretically and practically tool and device affordances, institution. Internship in schools, Registration for Ed.D. degree. based educators. Faculty and EPSSs, and media and other cul- colleges, Teachers College facilities staff are committed to the idea tural influences on the disposi- such as the Microcomputer of leadership training through tion to use information. Special Resource Center, community agen- Mathematics Education a variety of courses, workshops, fee: $25. cies, business organizations, com- Program Coordinator: Professor and research experiences. Many munication facilities. Students in Bruce R. Vogeli of these are performed in col- MST 5555. Technology and the their first term of study are gener- (Code: TCA) laboration with private, public, emergence of a global curricu- ally not accepted. and parochial schools in the tri- lum (3) Degrees offered: state metropolitan region. Professor Taylor. This course deals MSTU 6532. Seminar in cogni- Master of Arts (M.A.) with the impact of technology on tive science (1–3) Master of Science (M.S.) Through funded projects, dis- human society over the ages, how Professor Black. Permission Master of Education (Ed.M.) technology in particular is shaped required. In-depth discussion and sertation research, training and by, and in turn shapes, the vision critique of research proposed and Doctor of Education (Ed.D.) service to national teacher orga- informing a specific culture and its conducted by others and by stu- nizations, the faculty and stu-

239 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY dents in mathematics education Master of Education and Master plete a minimum of twenty Supervision in Schools have helped frame the curricu- of Science points after taking the certifica- Students interested in mathe- lum and methodology used in Both programs require 60 tion examination for the first matics supervision in schools the schools of this and other points (including up to 30 time, including points taking may elect to develop individual nations. The Mathematics Pro- points of transfer credit for the during the term in which that programs that reflect their spe- gram emphasizes strong con- Ed.M. and the M.S.) and examination is taken. cific background and interests tent preparation in a variety of involve extensive preparation and that draw on the resources areas of pure and applied math- in mathematics education. For Specializations of the Department and College, ematics relevant to education. the M.S. degree there is greater or they may work as part of the emphasis on preparation in Elementary School Mathematics staff of the field-based teacher Master’s level offerings in mathematics content. In the education programs. School and The Elementary School Mathe- mathematics are coordinated Ed.M. program there is greater university faculty work with matics program is designed for with methodology and supervi- emphasis on preparation in graduate students in a collabo- those who are preparing for sion appropriate for both pre- professional education. Pro- rative effort where teaching, positions of leadership in ele- service and in-service teachers. grams are arranged in consulta- pre-service and supervision mentary schools or in the train- Advanced master’s and doctoral tion with the major professor training, and education research ing of elementary school teach- programs complete preparation to meet both Department and are intimately related. ers. Programs for elementary for a variety of positions College requirements. including: teaching, supervi- school specialists emphasize Teacher Education in sory, and research roles span- knowledge of subject matter, Applicants for the Ed.M. and Mathematics methodologies, and curricula of ning the elementary through M.S. degrees also must prepare mathematics and include The Teacher Education in college levels of instruction. a written integrative project. Some courses offered through appropriate field experiences Mathematics program is these programs are intended with elementary school stu- designed to prepare scholars for Doctoral Degrees especially for students from dents and teachers. In addition educational leadership roles as other areas of study at Teachers The Department provides pro- to program offerings, students education professors in colleges College who need to acquire grams for both the Ed.D. and have access to courses in related and universities. Participants knowledge and skills in mathe- the Ph.D. degrees. In general, departments and institutions. in the program have opportu- matics but who do not wish to the Ed.D. degree places nities to build their mathemat- earn a degree in this area. emphasis on breadth of profes- Secondary School Mathematics ics content background sional course work with a focus through content courses in the The Secondary School Teaching on educational practice. All Department and the offerings Master of Arts program includes an in-service candidates are required to be of Columbia University. There component for experienced Emphasis is placed on those competent in statistical are opportunities, also, for pro- teachers and pre-service educa- competencies necessary for research methodology and fessional experiences in the pre- tion for students entering the effective mathematics teaching computer programming, to service and in-service teacher profession. In-service programs as a means of enhancing profes- have knowledge of the episte- education programs. are designed individually in sional growth of in-service and mology of mathematics and of pre-service teachers. Concep- consultation with a faculty psychology sufficient to be an College Teaching of an tual issues in teaching are advisor to reflect each teacher’s informed scholar-practitioner. Academic Subject translated into practice background and goals. The pre-service program stresses the Teachers College offers a doc- through group and individual- All doctoral candidates must direct application of theory to torate in college teaching that ized instruction in special have a written plan, approved practice with particular empha- emphasizes preparation in con- methods courses Master of Arts by their advisor. The approved sis on experiences with teach- tent coupled with a program of requirements include a culmi- plan should then be forwarded ing strategies that match class- professional education. Field nating scholarly project. to the Office of Doctoral Stud- room activities to student experiences can be pursued in ies. Following submission of characteristics, that examine mathematics, computing and A minimum of 32 points of the statement of total pro- teacher and student interper- several related disciplines. The course work is required. gram, the student normally sonal interaction, and that course content and sequence are Courses taken through these completes doctoral course reflect the historical and philo- especially organized to meet the programs and elsewhere at work and engages in doctoral sophical roots of the discipline. unique needs and career goals of Teachers College in mathemat- research and writing. Refer to Students who require addi- each candidate within the gen- ics, and mathematics educa- the Ph.D. and Ed.D. Require- tional mathematics content in eral requirements of the Ed.D. tion, and professional educa- ments Bulletin, prepared by preparation for student teach- degree at Teachers College. tion to meet individual needs the Office of Doctoral Studies, ing are advised to enroll in may be supplemented by for a fuller description. courses taken in other Faculties content courses in the summer Courses open to non-majors preceding the academic year A number of departmental of Columbia University. In planning a program of study, during which they enroll in offerings are suitable for non- it should be noted that doctoral student teaching. majors because of their non- students are required to com- technical nature. See course

240 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY descriptions that follow in the In addition to content courses All applicants for the M.A. tencies through a series of cer- sections about specific pro- in mathematics, students degree must prepare a written tification examinations taken grams. Consult advisors about should enroll in at least two project as a culminating inte- upon the completion of 60 other courses not listed. professional courses in mathe- grative experience. graduate points. Certification matics education including examinations test the student’s Mathematics MSTC 4019; MSTC 4020; Master of Science knowledge of current research and theory in mathematics • MSTC 4005, Teaching math- MSTC 5012 or MSTC 5520. Normally the program of stud- education and mathematics ematics and science in All students are encourages to ies for the Master of Science content. Examinations are diverse cultures take MSTC 5800-5801 for one (M.S.) degree should include offered once in the Autumn, • MSTC 4019, Mathematics to three points in at least two 42 points in courses in mathe- Spring, and Summer terms. teaching and learning: Learn- semesters. (Please see course matics and mathematics educa- Courses recommended as ing theories, methods, and lists below for descriptions.) tion. Preparation in mathemat- preparation for the examina- curriculum ics content should be of Master of Arts tions include MST4019/4020 • MSTC 4025, Teaching com- sufficient depth in two or three and 6000 level mathematics puter mathematics Normally students complete 24 areas to communicate content content courses. • MSTC 4026, Teaching credits in courses in mathemat- effectively at the freshman and applied mathematics ics and mathematics education sophomore college levels. Alge- Students must demonstrate • MSTC 4039, Mathematical including MSTC4019 (see bra and analysis are recom- acceptable proficiency in at foundations of programming course list below for descrip- mended as areas of concentra- least three of the following six • MSTC 4820, Basic Java Pro- tions) and selected courses in tion. Content courses can be mathematics content areas: gramming related disciplines such as statis- selected from courses offered by algebra, analysis, computer • MSTC 4827, C++ program- tics and computing. The the Department or from mathematics, foundations of ming workshop remaining 8 credits (3 courses) courses offered by the Graduate mathematics, geometry, and • MSTC 5010, Mathematics in are reserved for electives chosen faculty of Columbia University. probability and statistics. Stu- the elementary school from professional areas such as Preparation in computing and dents may sit for the examina- • MSTC 5020, Mathematics in psychology, philosophy, curricu- statistics is also recommended. tion in mathematics content multicultural education lum, etc. It is recommended during the regular certification • MSTC 5028, Pascal/data that students enroll in MSTC Master of Education examination times. Alterna- structures 5800-5801 Colloquia in Mathe- Typically the program of stud- tively, they may register for: • MSTC 5037, History of matics Education for one to ies for the Master of Education MSTC 5031, MSTC 5032, mathematics three points. Programs for spe- (Ed.M.) degree should include MSTC 4036, MSTC 6030, cialists in the teaching of ele- 42 points in courses in mathe- MSTC 6033, MSTC 6034, or Degree Requirements: mentary school mathematics matics and mathematics educa- MSTC 6126 and, with permis- should include MSTF 5010. tion. Preparation in mathemat- sion of the Department, sit for Mathematics Education Secondary school specialists ics content should be of the content area certification should enroll in MSTC 5023, Programming competencies in sufficient depth to provide examination upon completion MSTC 5032, and MSTC 5037. at least one computer language leadership to elementary and of the course. and further computer science (See course list below for secondary school teachers. Con- descriptions.) training equivalent to at least 6 tent courses can be selected Doctoral students whose theses points of graduate study ordi- from courses offered by the require statistical analysis Prospective community college narily are required of all stu- Department or from courses should include appropriate sta- teachers should select courses dents seeking degrees beyond offered by the Graduate Fac- tistics courses in their pro- in at least three mathematical the Master of Arts. These ulty of Columbia University. grams. These points can be areas such as analysis, algebra, points can either be included in Students interested in develop- included either in the mathe- computing, etc. in preparation the 42 point mathematics/ ing research competencies for matics/mathematics education for study beyond the master’s mathematics education require- further graduate study should requirement or can be taken as level. Preparation in comput- ment or can be taken as elec- elect at least 6 points prepara- electives. tives. In order to insure that ing is recommended for all tion in statistics. HUDM three specializations. Teachers prospective college teachers 4122/HUDM 5123 Probabil- Doctor of Education understand the history, organi- desiring a specialization in ity and statistical A program of study for the zation and function of Ameri- computing should enroll in inference/experimental design Doctor of Education (Ed.D.) can higher education, all stu- MSTC 4036, MSTC 5028 and are recommended. degree must include a mini- dents, seeking degrees beyond MSTC 5029. MSTC 4820 and MSTC 4827 are also recom- mum of 90 semester hours of the Master of Arts, should Doctoral Degrees approved graduate credit, at enroll in at least two courses mended. (See course list below All candidates for the Ed.D., least 45 points of which must related to college teaching for descriptions.) Pre-service Ed.D., C.T.A.S., or Ph.D. be taken under Teachers Col- offered by other departments. students should refer to the program brochure for informa- degrees are expected to demon- lege registration. In order to tion on additional require- strate both mathematics and permit the acquisition of broad ments for state certification. mathematics education compe- basic scholarship, each program

241 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY of study should include at least ject. Dissertations in mathe- Ordinarily, points in mathemat- candidate to enroll in relevant 70 points in mathematics and matics education can be (1) ics and mathematics education research courses and pertinent mathematics education and 20 experimental studies in learn- should include at least 50 points advanced study to enable effi- points in related disciplines. ing, (2) design and formative in mathematics content courses, cient preparation of the project. evaluation of mathematics cur- three points in either MSTC Dissertations in the college Ordinarily, points in mathe- ricula, or (3) analytical studies 5012 or MSTC 5520 and 12 teaching of mathematics can be matics and mathematics educa- in policy theory in mathemat- points of research preparation (1) experimental studies in tion should include at least 45 ics education. including MSTC 6500 and adult learning, (2) design and points in mathematics content MSTC 7500. (See course listing formative evaluation of college courses, 12 points in mathe- Doctor of Education in the below for description). Prepara- mathematics curricula, or matics education courses, and College Teaching of an tion in mathematics content (3) analytical studies in policy 12 points of research prepara- Academic Subject should be of sufficient depth in theory in mathematics post three areas to communicate con- secondary education. tion including MSTC 6500 The Program in Mathematics tent effectively at the freshman and MSTC 7500. (See course Education at Teachers College and sophomore college levels. Doctor of Philosophy listing below for descriptions.) offers a program of study lead- Algebra and analysis are recom- ing to the Doctor of Education The Doctor of Philosophy mended as initial areas of con- Professional courses taken out- Degree in the College Teaching (Ph.D.) degree emphasizes centration. Content courses can side the program of Mathemat- of Mathematics (Ed.D.C.T.A.S.) research competencies. The be selected from courses with ics Education normally should to prepare students for posi- degree requires a scholarly dis- the Department or from courses include 15 points in the curric- tions as teachers of mathemat- sertation of intellectual merit offered by the Graduate Facul- ular, psychological, and social ics in two- and four-year col- and sound research methodol- ties of Columbia University. foundations of education. Stu- leges. ogy. Thesis research may dents specializing in teacher include analytical studies of the Candidates for the Ed.D. in education are encouraged to This degree program is process of teaching or of the College Teaching who have not select elective courses related to designed to develop both the construction and evaluation of completed at least one year of higher education programs and depth and breadth in the stu- curriculum material, experi- full-time service as a college practices. Prospective mathe- dents’ knowledge of mathemat- mental studies of the teaching- teacher of mathematics/com- matics supervisors should select ics, but is intended to prepare learning process, including puting/statistics are required to courses relevant to curriculum graduates for careers in teach- studies of verbal learning and include MSTC4600 within design, supervision, evaluation, ing than in mathematics laboratory practice, or histori- their doctoral programs. (See and educational administration. research. For further details cal studies. course listing below for concerning general degree description). Interns will teach Preparation in computing and requirements, students should Candidates are encouraged to college mathematics courses statistics is also recommended. consult the bulletin, “Require- develop an association with a under the supervision of expe- Programming competencies in ments for the Degree of Doctor faculty member early in their rienced college teachers for a at least one computer language of Education in the College studies to identify a problem period of at least one semester. and further computer science Teaching of Mathematics”, area of mutual interest, to plan a training equivalent to at least 6 available in the Office of Doc- course of studies that leads to Candidates for the points of graduate study are toral Studies. the competencies needed to Ed.D.C.T.A.S. are required to desirable. Students whose the- complete dissertation research demonstrate competency in one ses involve statistical analysis A program of study for the and prepare for a professional language chosen from among are required to include appro- Ed.D.C.T.A.S., degree must role. Further details are available French, German, and Russian. priate statistics courses in their include a minimum of 90 in the Departmental brochure Students who require other programs. These points can be semester hours of approved on doctoral programs and in the languages for the preparation included either in the mathe- graduate credit, at least 45 general descriptions of doctoral of their theses may petition the matics/mathematics education points of which must be taken programs available from the department to request substi- requirement or can be taken as under Teachers College regis- Office of Doctoral Studies. tution. Students in mathemat- electives. tration. In order to permit the ics may not use computer lan- acquisition of broad and basic A program of study for the guages to satisfy the language The Ed.D. culminates in a scholarship, each program of Doctor of Philosophy degree requirement. scholarly project contributing study should include at least must include at least 45 points knowledge to the field and 75 points in mathematics and taken under Teachers College The Ed.D.C.T.A.S. degree should be planned early in the mathematics education, with at registration. In order to permit requirements include a schol- doctoral program when suffi- least 24 points in advanced the acquisition of broad and arly project contributing cient advanced courses have courses and 15 points in profes- basic scholarship, each program knowledge to the field and been completed to permit the sional educational disciplines, of study should include at should be planned early in the candidate to enroll in relevant and including at least two least: 60 points in mathemat- doctoral program when suffi- research courses and pertinent courses related to higher educa- ics, mathematics education, cient advanced courses have advanced study to enable effi- tion programs and practices. statistics and computing. At cient preparation of the pro- been completed to permit the

242 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY least 30 points should be in Theory and Methods MSTC 5022. Mathematics cur- MSTC 4039. Mathematical foun- riculum development (2–3) dations of programming (3) advanced courses—including MSTC 4019. Mathematics teach- research courses (MSTC 6500, Professor Vogeli. Principles, strate- Faculty. Logic, Boolean algebra, ing and learning: Learning theo- gies, and techniques for curricu- switching circuits, Turing MSTC 7500). (Any Teachers ries, methods, and curriculum (3) College course at the 6000 lum development and textbook machines and computability. Professor Vogeli. Cognitive devel- preparation in mathematics. level or above, any Columbia opment and learning strategies for MSTC 4820. Basic Java University Graduate School of teaching and the use of instruc- MSTC 5023. Problem solving (3) Programming (3) Arts and Sciences course with a tional materials. Curriculum Faculty. Theories and methods of Dr. Ryan. An intensive course in “G” prefix, any “W” course development techniques. Required mathematical problem solving Java Programming including numbered above 4000, or any for pre-service students. with applications to classroom classroom applications. transferred course with a grad- instruction. MSTC 4020. Mathematics teach- MSTC 4827. C++ programming uate-level prerequisite will be ing and learning: Historical per- considered an advanced course.) MSTC 5520. Seminar in the col- workshop (3) spectives, special students, and lege teaching of mathematics (3) Dr. Ryan. Types, operators, and Further, 15 points in the philo- research (3) sophical, psychological, and Faculty. Current issues in under- expressions in C++. Functions, Faculty. Historical/comparative graduate mathematics. Examina- program structure. Pointers, curricular foundations of edu- study of mathematical education tion of relations between elemen- arrays, classes and objects. cation, must be included in programs in the United States and tary and advanced mathematics. every Ph.D. program. abroad. Mathematics education See also: listings under Program MSTC 5027. Numerical with special student populations. for Pre-service Teacher Education. methods and computability (3) Candidates for the Ph.D. Current research in mathematics Faculty. Number representation. education. degree are required to demon- Content Courses Uncertainty and error. Numerical strate competency in two lan- solution of algebraic equations and MSTC 4025. Teaching computer Courses in mathematics review and systems. Numerical calculus. guages chosen from among mathematics (3) extended competencies that sup- French, German, and Russian. Numerical solution of differential Faculty. A review of teaching port graduate study and research equations. Students who require other methods and curricular innova- in mathematics education, statis- languages for the preparation tions in computing and computer tics, computing, and in other fields MSTC 5028. Pascal/data of their thesis may petition the mathematics. such as science education, mea- structures (3) Department to request substi- surement and evaluation. Professor Vogeli. Data types and tution. Students in mathemat- MSTC 4026. Teaching applied structures, stacks, queues, linked ics may not use computer lan- mathematics (3) MSTC 4031. Number theory (3) lists, trees, graphs, hashing. guages or statistics to satisfy Faculty. The role of applications in Faculty. Primes, composites, divis- mathematics curriculum. Mathe- the language requirement. ibility and factorization, congru- MSTC 5029. Fundamental matical models, use of calculators ence, historical topics. algorithms (3) and computers. Applications in Professor Vogeli. Searching and The Ph.D. dissertation is a the natural and the social sciences. MSTC 4032. Mathematical mod- scholarly study contributing sorting algorithms. Graph, tree, els in the behavioral sciences (3) and network algorithms. new knowledge to the field and MSTC 5010. Mathematics in the Dr. Pollack. Design and develop- should be planned early in the elementary school (3) ment of mathematical models of MSTC 5030. Topics in probabil- program when sufficient Professor Vogeli. Problems, issues, human behavior, including social, ity theory (3) advanced courses have been and methods in the teaching and political, management, and Faculty. Simple, compound, and completed to permit the candi- supervision of elementary school defense models. conditional probabilities and date to enroll in relevant mathematics. applications. Doctoral students research courses. Ph.D. disser- MSTC 4036. Discrete mathe- should register for MSTC 6030. MSTC 5011. Mathematics in the matics (3) tations in mathematics educa- secondary school (3) Dr. Pollack. Discrete mathematics, MSTC 5031. Topics in the foun- tion should be (1) experimental Professor Vogeli. Problems, combinatorics, graph theory. studies in learning, (2) analyti- dations of mathematics (3) issues, and methods in the teach- Faculty. Propositional and predicate cal studies in policy, theory in ing and supervision of secondary MSTC 4037. Computer graphics calculi, set theory, axiomatics, order mathematics education, or (3) school mathematics. Includes (3) types, and the linear continuum. other scholarly investigations field experiences. Required for Faculty. Transformations, scaling, of problems and issues of broad pre-service students. clipping, windowing, and hidden MSTC 5032. Topics in geometry/ significance in the field. line algorithms. Software develop- topology (3) MSTC 5012. Mathematics in ment for applications to mathe- Dr. Smith. Foundation of geome- two- and four-year colleges (3) Courses: matics and science education. try/topology. Emphasis upon the Faculty. Problems, issues, and relationship between topology Mathematics Education methods in the college teaching of MSTC 4038. Finite mathematics and geometry and other mathe- mathematics. (3) matical areas. Program Advisor: Professor Faculty. Statements, propositions, Bruce R. Vogeli. MSTC 5020. Mathematics and and sets. Vectors and matrices. MSTC 5033. Topics in algebra For certain courses in the pro- multicultural education (1–3) Probability. Applications: finite (3) gram in Mathematics Educa- Faculty. Survey of mathematical Markov chains, game theory. Faculty. Groups, rings, fields. Doc- tion, special fees, including lab- topics and methods appropriate toral students should register for oratory fees, may be assessed. for multicultural and bilingual MSTC 6033. programs.

243 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

MSTC 5034. Topics in analysis (3) Program for Pre-service Teacher MSTC 5264. Guided supervision doctoral candidates engaged in Faculty. Real or complex functions Education of student teaching in mathe- research. and their properties. Doctoral stu- matics and science (2) dents should register for MSTC Program Advisors: Staff Faculty. Permission required. MSTC 7500. Dissertation semi- 6034. Open only to doctoral students. nar in mathematics and science MSTC 4000. Science in sec- Guided field experience in super- education (0–3) MSTC 5035. Mathematical mod- ondary school (2–3) vising student teachers. Development of final doctoral dis- els in the natural sciences (3) Faculty. Foundations of science sertation proposals and presenta- Dr. Pollack. Simulation, informa- education. Planning, assessment, MSTC 5361. Guided supervision tion of proposals for departmental tion theory and coding, stochastic and management of instruction. of mathematics and science review. models, probabilistic systems, sim- Required of pre-service students. teaching practica (2) ple harmonic motion. Faculty. Permission required. MSTC 8900. Dissertation MST 4005. Teaching mathemat- Open to advanced Master’s stu- advisement in mathematics and MSTC 5037. History of mathe- ics and science in diverse cul- dents and Ed.D. students. science education (0) matics (3) tures (1–3) Individual advisement on doctoral Faculty. Historical development of Faculty. Principles, techniques, Independent, Advanced and dissertations. Fee: to equal 3 and issues in the teaching of math- major ideas in mathematics. Con- Dissertation Study points at current tuition rate for tributions of noteworthy mathe- ematics and science in other cul- each term. For requirements, see maticians. Analysis of mathemati- tural and national settings. MSTC 4901. Guided study in section in catalog on Continuous cal classics. mathematics education (1 or Registration for Ed.D./Ph.D. MSTC 4023. Mathematics for more) degrees. MSTC 5038. Topics in mathe- exceptional students (3) Faculty. Permission required from matical logic (3) Faculty. Content, methods, and the instructor with whom the stu- MSTC 9900. Research and inde- Faculty. Goedel’s completion theo- instructional models for teaching dent wishes to work. Independent pendent study in mathematics rem, Church-Turing thesis, exceptional students. study in selected areas. and science education (1 or Goedel’s incompleteness theorem. more) MSTC 4363. Science teaching MSTC 5800-MSTC 5801. Collo- Permission required. Open to MSTC 5126. Mathematical foun- practica for secondary educa- quia in mathematics education postdoctoral students accepted for dations of statistics (3) tion (1) (1–3) study at Teachers College. Faculty. Prerequisite: MSTC 5030 Faculty. Corequisite: MSTC 4000. Dr. Pollak. Lecture series featuring or MSTC 6030. Estimation, Directed field experiences and presentations by distinguished hypothesis testing, and tests based seminars explore school environ- guest speakers. Science Education on the chi-square distribution. The ments and teaching strategies. Program Coordinator: Professor normal distribution and its appli- MSTC 6400. Internship in O. Roger Anderson cations. Analysis of variance and MSTC 4760. Student teaching in mathematics and science educa- regression. Doctoral students mathematics and science (4) tion (1–6) Degrees offered: should register for MSTC 6126. Faculty. Permission required. Pre- Permission required. Supervised Master of Arts (M.A.) requisites: MSTC 4000 or MSTC intern service in a variety of field Master of Science (M.S.) MSTC 6030. Advanced topics in 5011. Open only to students settings including classroom enrolled in the pre-service pro- teaching at various levels, supervi- Master of Education (Ed.M.) probability theory (3) Doctor of Education (Ed.D.) Faculty. Open only to doctoral stu- gram. Students do supervised sion, curriculum development, and dents. Emphasis on proof and teaching in metropolitan area in-service education. Doctor of Education Certificate advanced applications. schools. Mathematics students reg- in the College Teaching of an ister for section 1; science stu- MSTC 6500-MSTC 6501. Academic Subject MSTC 6033. Advanced topics in dents, section 2. Research seminar in mathemat- (Ed.D.C.T.A.S.) algebra (3) ics and science education (0–3) Doctor of Philosophy (Ph.D.) Faculty. Open only to doctoral stu- MSTC 5010. Mathematics in the Professor Vogeli. Permission dents. Advanced study of groups, elementary school (3) required. Research oriented semi- Codes: See Program in Mathematics Edu- rings, and fields. nars dealing with a variety of TCB Science Education: Ph.D. cation for course description. issues and leading to preparation of preliminary proposals for the TCE Elementary School Sci- MSTC 6034. Advanced topics in ence Education: M.A., analysis (3) MSTC 5011. Mathematics in the doctoral dissertation. Required for Faculty. Open only to doctoral stu- secondary school (3) doctoral students. Science educa- M.S., Ed.M., Ed.D. dents. Advanced study of real or See Program in Mathematics Edu- tion students register for section 2 TCH Secondary School Science complex functions. cation for course description. of each course. After initial regis- Education: M.A., M.S., tration for credit, doctoral students Ed.M., Ed.D. MSTC 6126. Advanced topics in MSTC 5061. Evaluation in who wish to register in subsequent TCP College Teaching of the mathematical foundations mathematics education (3) semesters may do so for 0 credits. Physical Science: of statistics (3) Faculty. Theory and methods of Ed.D.C.T.A.S. evaluating pupils and programs in Faculty. Open only to doctoral stu- MSTC 6901. Research and inde- TCQ College Teaching of dents. Prerequisite: MSTC 5030 or the cognitive and affective pendent study in mathematics domains. education (1 or more) Earth Science: MSTC 6030. Advanced topics Ed.D.C.T.A.S. including hypothesis testing, dis- Permission required. Guided inde- tribution theory and analysis of pendent study leading to the TCR College Teaching of Bio- variance and regression. preparation of a major project or logical Science: paper. May be taken repeatedly by Ed.D.C.T.A.S.

244 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

TCT Education of Teachers of nizations, the faculty and stu- Master of Education and Master points after taking the certifica- Science: Ed.M., Ed.D. dents in science education have of Science tion examination for the first TCX Supervision in Science helped to frame the curriculum Both programs require 60 time, including points taking Education: M.A., M.S., and methodology used in the points (including up to 30 during the term in which that Ed.M., Ed.D. schools of this and other nations. points of transfer credit for the examination is taken. Science courses are organized Ed.M. and 28 for the M.S.) and Special Application around a global systems per- involve extensive preparation Specializations Requirements/Information: spective so that resources, nat- in science education. For the Applications are reviewed on ural phenomena and the human M.S. degree there is greater Elementary School Science an ongoing basis. Preference in impact on nature can be investi- emphasis on preparation in sci- The Elementary School Science scholarship awards will be for gated and translated into new ence content. In the Ed.M. pro- program is designed for those those applicants who meet the science curricula. gram there is greater emphasis who are preparing for positions priority deadline. on preparation in professional of leadership in elementary Master’s level offerings in sci- education. Programs are schools or in the training of Science education students ence content are coordinated arranged in consultation with elementary school teachers. seeking Master of Arts, Master with methodology and supervi- the major professor to meet Programs for elementary school of Science and Doctor of Edu- sion appropriate for both pre- both Department and College specialists emphasize knowl- cation degrees should have at service and in-service teachers. requirements. least the equivalent of a minor Advanced master’s and doctoral edge of subject matter, methodologies, and curricula of concentration in science. programs complete preparation Applicants for the Ed.M. and science and include appropriate for a variety of positions M.S. degrees also must prepare field experiences with elemen- Science education students including teaching, supervi- a written integrative project. seeking Doctor of Education, or sory, and research roles span- tary school students and teach- Doctor of Education in College ning the elementary through ers. In addition to program Doctoral Degrees Teaching of an Academic Sub- college levels of instruction. offerings, students have access ject degrees should have the Some courses offered through The Department provides pro- to courses in related depart- equivalent of an undergraduate these programs are intended grams for both the Ed.D. and ments and institutions. major in one science and some especially for students from the Ph.D. degrees. In general, course work in a second science other areas of study at Teachers the Ed.D. degree places Secondary School Science and mathematics. The master’s College who need to acquire emphasis on breadth of profes- Teaching sional course work with a focus degree is recommended. knowledge and skills in science The Secondary School Teaching on educational practice. All but who do not wish to earn a program includes an in-service candidates are required to be Science education students degree in these areas. component for experienced competent in statistical seeking a Doctor of Philosophy teachers and pre-service educa- research methodology and to degree should have both under- Master of Arts tion for students entering the have knowledge of the episte- graduate and master’s degrees profession. In-service programs Emphasis is placed on those mology of science and of psy- in their specialization. are designed individually in competencies necessary for chology sufficient to be an effective science teaching as a consultation with a faculty Program Description: informed scholar-practitioner. means of enhancing profes- advisor to reflect each teacher’s Throughout its long and dis- background and goals. The sional growth of in-service and All doctoral candidates must tinguished history, the Science pre-service program stresses the pre-service teachers. Concep- have a written plan, approved Education Program has stressed direct application of theory to tual issues in teaching are by their advisor. The approved the preparation of leaders in practice with particular empha- translated into practice plan should then be forwarded education. These leaders are sis on experiences with teach- through group and individual- to the Office of Doctoral Stud- successful scholars in their dis- ing strategies that match class- ized instruction in special ies. Following submission of cipline, as well as theoretically room activities to student methods courses. Master of the statement of total pro- and practically based educators. characteristics, that examine Arts requirements include a gram, the student normally The faculty and staff are com- teacher and student interper- culminating scholarly project. completes doctoral course mitted to the idea of leadership sonal interaction, and that work and engages in doctoral training through a variety of reflect the historical and philo- A minimum of 32 points of research and writing. Refer to courses, workshops, and sophical roots of the discipline. course work is required. the Ph.D. and Ed.D. Require- research experiences. Many of Students who require addi- Courses taken through these ments Bulletin, prepared by these are performed in collabo- tional science content in prepa- programs and elsewhere at the Office of Doctoral Studies, ration with private, public, and ration for student teaching are Teachers College in science, sci- for a fuller description. parochial schools in the tri- ence education, and professional advised to enroll in content state metropolitan region. courses in the summer preced- education to meet individual In planning a program of study, ing the academic year during needs may be supplemented by it should be noted that doctoral Through funded projects, dis- which they enroll in student courses taken in other Faculties students are required to com- sertation research, training and of Columbia University. teaching. service to national teacher orga- plete a minimum of twenty

245 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

Supervision in Schools sections about specific pro- professional education to meet courses; 12 points of science Students interested in science grams. Consult advisors about individual needs are supple- disciplinary courses; and up to supervision in schools may elect other courses not listed. mented by courses taken in 5 points of electives. to develop individual programs other Faculties of Columbia that reflect their specific back- Science University. No course work Other requirements that must may be transferred from other be met before graduation ground and interests and that • MSTC 4040, Science in institutions as part of this 32- include: (1) a passing score on draw on the resources of the childhood education point requirement. Only 8 the New York State Teachers Department and College, or • MSTC 4043, Science in the points earned in this Depart- Examinations: Liberal Arts and they may work as part of the environment ment as a non-degree student Science Test (LAST) and the staff of the field-based teacher • MSTC 4044, Biology may be included in the 32. Stu- Secondary Assessment of education programs. School and methods and curriculum dent teaching may not be com- Teaching Skills-Written (ATS- university faculty work with laboratory pleted before matriculation. W), (2) attendance at two State graduate students in a collabo- • MSTC 4048, Structure of approved sessions; Child-Abuse rative effort where teaching, physical science knowledge Emphasis is placed on enhance- and Substance Abuse, (3) suc- pre-service and supervision and curriculum design ment of science content mas- cessful completion of a course training, and education research • MSTC 4056, Earth science I: tery through appropriate grad- in multicultural education, and are intimately related. physical geography uate course work either in the (4) for those students wishing • MSTC 4057, Earth science candidate’s discipline or to certification in New York City, Teacher Education in Science II: physical geology increase the breadth of knowl- 3 credits in special education. • MSTC 4140, Laboratory The Teacher Education in Sci- edge in other science disci- methods and experiences for ence program is designed to plines at Teachers College and Master of Science and Master elementary school teachers prepare scholars for educational elsewhere within Columbia of Education • MSTC 4558, Seminar in leadership roles as education University. Appropriate alloca- environmental sciences for The Science Education program professors in colleges and uni- tion of professional education secondary and college offers curricula leading to a versities. Participants in the courses is recommended to teaching Master of Science (M.S.) degree program have opportunities to meet State certification require- • MSTC 5040, Science curricu- and a Master of Education build their science content ments. A minimum of 12–15 lum improvement in the ele- (Ed.M.) degree. Both programs background through content points in the breadth of science mentary school require a minimum number of courses in the Department and content, with sufficient depth • MST 5042, Science, technol- graduate points of course work the offerings of Columbia Uni- in one area of specialization to ogy, and society and a master’s paper (see versity. There are opportuni- communicate content effec- • MSTC 5052-MSTC 5053, below). The master’s paper for ties, also, for professional expe- tively is required. Also, 6–12 Biochemistry and cell either degree does NOT carry riences in the pre-service and points of general professional biology graduate credit but students in-service teacher education education are required. Stu- • MSTC 5152, Biochemistry can register for 1 or 2 credits of programs. dents must complete 3–6 and cell biology laboratory independent study (MSTC points of science education/pro- 4900) as a method of allowing College Teaching of an fessional science competencies Science Education time to work on the paper. Academic Subject courses, leaving 5–15 points in Master of Arts electives to be determined in Teachers College offers a doc- The M.S. and Ed. M. degrees consultation with an advisor. torate in college teaching that Emphasis is placed on those require a program planned in emphasizes preparation in con- competencies necessary for consultation with an advisor For pre-service candidates, i.e., tent coupled with a program of effective science teaching as a who may also sponsor the mas- those who intend to fulfill the professional education. Field means of enhancing profes- ter’s paper. The M.S. degree requirements of New York State experiences can be pursued in sional growth of in-service and requires more science subject for certification to teach science mathematics, computing and pre-practice through group matter course work than the in secondary schools, the gen- several science disciplines. The and individualized instruction Ed.M. degree, while the Ed.M. eral methods course is required course content and sequence are in a general methods course degree requires more intensive and precedes the semester in especially organized to meet the and in courses applicable to work in education including which student teaching is com- unique needs and career goals of specific sciences. science education. The M.S. pleted. The methods course is each candidate within the gen- degree is recommended for sci- offered in the Fall and student eral requirements of the Ed.D. A minimum of 32 points of ence educators who want a pro- teaching in the Spring. Pre-ser- degree at Teachers College. course work is required, plus an fessional degree with intensive vice program requirements are integrative essay written in the preparation in science subject as follows: MSTC 4000; 2 Courses open to non-majors final semester. (The pre-service matter. This degree is espe- points of electives in science A number of departmental program requires a 36-point cially appropriate for prospec- education methods; 7 points of offerings are suitable for non- program.) Courses taken in this tive community college field experience including, majors because of their non- and other departments of instructors who do not intend MSTC 4363, MSTC 4760; 8-9 technical nature. See course Teachers College in the sci- to pursue a doctorate immedi- descriptions that follow in the ences, science education, and points of professional education

246 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY ately. The Ed.M. degree is rec- may be an extension of some submitted to the Office of the The student, in consultation ommended for science educa- paper that has been prepared Registrar as part of general col- with an advisor, plans a pro- tors who want a professional for a course included in the lege-wide degree requirements gram of study consistent with degree with intensive prepara- program of the student. The but will remain in the Depart- the student’s prior education tion in science education. Both paper may take a variety of mental files. and oriented toward profes- programs include study to forms. It may be a report of an sional goals. This program plan some depth in science, work in empirical investigation, or it Doctor of Education and is approved by the advisor and the candidate’s specialization, may be a library type research Doctor of Education in the then submitted to the Office of and the development of some paper dealing with some prob- College Teaching of an Doctoral Studies. In planning a competence in method of lem in which the candidate has Academic Subject program of study, the student a special interest. The form of scholarly analysis. Credit The Science Education Program would be wise to pay particular the paper should be carefully obtained in either program offers curricula leading to the attention to the time when the chosen in the context of the may be applied toward the degree of Doctor of Education certification exam is taken. Stu- candidate’s professional goals. Ed.D. when the candidate (Ed.D.) There are two Ed.D. dents are required to complete The M.S. paper, however, must shows clear promise of success programs: (1) the Ed.D. for a a minimum of twenty points address a problem in science in further graduate studies and variety of careers including col- after taking the certification content either through scien- scholarly analysis. lege teaching of science educa- examination for the first time, tific laboratory research, a syn- tion or for professional positions including points taken during Master of Education thesis of scientific knowledge in elementary and secondary the term in which that exami- from the literature, and/or the A minimum of 24 points in schools, and (2) the Ed.D. in nation was taken. production of a novel model breadth of science content, but College Teaching of an Acade- synthesizing data. The latter with sufficient depth in a spe- mic Subject (Ed.D.C.T.A.S.). The certification examination is may be a computer-level simu- cialization to communicate These programs are intended to ordinarily taken no later than lation or theoretical model of content effectively are required. prepare students for leadership the term in which the student scientific phenomena. The M.S. Students are required to com- in science education. The pro- completes 60 points of gradu- paper may be a research thesis plete at least 9 points in profes- grams are designed to prepare ate study. A special certifica- in basic science within the can- sional education courses as well professional science educators tion examination is designed didate’s field of specialization, as 9 points in science education who are (1) educated both for each candidate. Usually, it as a compliment to the Ed.D. professional competencies. 3–6 broadly and deeply in science consists of a three-hour essay dissertation which may be points in statistics and/or subject matter, (2) competent examination in the candidate’s more educationally oriented. research design are also in methods of scholarly analy- field of specialization in science required. This leaves a remain- sis, and (3) have a deep under- education and a two-hour oral The Ed.M. thesis should focus ing 12–15 points of optional standing of education and sci- examination with at least two more on science education top- studies to be determined in ence education. Students should professors of the Department ics and can be either a synthesis consultation with the advisor. also consult the bulletin participating. The certification of information or an empirical “Requirements for the Degree oral examination consists of a study. The paper may form the short formal presentation on a Master of Science of Doctor of Education”, avail- basis for a subsequent doctoral able from the Office of Doctoral topic in science selected by the A minimum of 30 points in dissertation. In other cases, it Studies, for college-wide Ed.D. candidate followed by a period breadth of science content, but may be the culmination of requirements. of general questions on science with sufficient depth in a spe- studies that have been carried content and methodology of cialization to communicate out in the 60-point master’s A minimum of 30 points in scientific inquiry. content effectively are required. degree program. breadth of science content, but Students are required to com- Dissertation Guidelines with sufficient depth in a spe- plete at least 9 points in profes- The paper should be planned cialization to communicate Candidates in the sional education courses as well and prepared in cooperation content effectively are required. Ed.D.C.T.A.S., are recom- as 6 points in science education with a full-time member of the Students are required to com- mended to plan an M.S. paper professional competencies. 3–6 Science Education Program plete at least 12 points in pro- in experimental or theoretical points in statistics and/or staff. It should be approved by fessional education courses as science in their field of science research design are also a full-time member of this staff well as 21 points in science specialization. The M.S. is required. This leaves 9–14 before the application is made education professional compe- taken in regular course toward points of optional studies to be for the degree. Hence, the mas- tencies. Six points in statistics the Ed.D.C.T.A.S., and con- determined in consultation ter’s paper is a Departmental and/or research design are also tributes to the total points with the advisor. requirement for the M.S. required. This leaves a remain- required for the Ed.D. degree. and/or the Ed.M. degree. Its ing 21 points of optional stud- Master’s Paper acceptance needs to be noted ies to be determined in consul- The Ed.D. dissertation is a For the M.S. and the Ed. M. on the candidate’s application tation with the advisor. scholarly endeavor contribut- degrees in the Science Educa- for the award of either the M.S. ing new knowledge to the field tion Program, a master’s paper or Ed.M. degree. However, the and should be planned early in will be required. This paper approved paper is not to be the doctoral program when suf-

247 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

ficient advanced courses have courses in the nature of educa- Theory and Methods als, including new apparatus and techniques for laboratory study. been completed to permit the tion and the nature of persons MSTC 4000. Science in sec- candidate to enroll in relevant and the learning process. Each ondary school (2–3) MSTC 4043. Science in the research techniques courses and program will contain no less See Program for Preservice Teacher pertinent advanced study to than 13 points in the broad and environment (2–3) Education for course description. Faculty. Introduction to studies in enable efficient and high qual- basic areas of professional schol- environmental science, oceanogra- ity preparation of the thesis. arship. No more than 9 points MSTC 4040. Science in child- phy, and geology using field sites Dissertations in science educa- of “R” will be credited. In most hood education (2–3) and museums with applications to tion can be (1) experimental cases these courses will be taken Faculty. Corequisite: MSTC 4140. secondary school science. studies in learning, (2) design in the Graduate Faculties. Development of children’s experi- and formative evaluation of sci- ences in various areas of science. MSTC 4044. Biology methods Science activities, experiments, and curriculum laboratory (3) ence curricula, or (3) analytical A minimum of 50 points in the and materials demonstrated. studies in policy theory in sci- students specialization are Professor Anderson and Mr. Cov- otsos. Theoretical basis of sec- ence education. The candidate required, including 6–9 points MSTC 4048. Structure of physi- is recommended to seek an in the foundations of science ondary school science education cal science knowledge and cur- and its practical application to advisor within the department education, giving students a riculum design (2–3) biology teaching and laboratory who can best guide the design foundation in the philosophies Faculty. Analyses of the organiza- experiences. and completion of the type of and approaches to modern sci- tion of and relationships between thesis chosen. ence education; 0–8 points in concepts, laws, and theories in the MSTC 4045. Earth and environ- science education research physical sciences, using a variety of mental science curriculum and analytical techniques suitable for Doctor of Philosophy courses, and 40 points in their methods laboratory (3) curriculum design. science subject matter. Students Faculty. Prerequisite: MSTC 4056- This program is designed to are required to complete at least MSTC 4057 or equivalent. Lec- prepare students for leadership MSTC 5040. Science curriculum 13 points in broad and basic ture/discussion of new concepts in science education. The pro- improvement in the elementary areas of professional scholar- and practice with related labora- gram includes advanced prepa- school (3) tory curriculum material and ship, including, the nature of Faculty. Permission required. ration in science to develop microcomputer simulations. education and the nature of per- Designed for experienced elemen- both breadth and depth in sci- sons and the learning process. tary educators. Prerequisites: MSTC ence subject matter back- MSTC 4046. Chemistry curricu- Students are required to com- 4040 and MSTC 4140, or one year ground. Preparation in research lum and methods laboratory (3) plete 12 points of seminars and full-time elementary teaching methods in science education Faculty. Permission required. Indi- research methods courses as experience. Exploration of K–6 sci- vidualized work with secondary as well as study of recent devel- ence programs and materials with well, including MSTC7500 and chemistry curricula, stressing labo- opments in the broad field of application to classroom programs MSTC8900 (See course list ratory activity. professional education is as well as to school and district below for description.) included in the program. Stu- level curriculum development. MSTC 4047. Physical science dents should refer to the bul- curriculum and methods labo- Dissertation Requirements MST 5042. Science, technology, letin, “Requirements for the ratory (3) In addition to all other guide- and society (3) Degree of Doctor of Philoso- Faculty. Permission required. Dis- lines, it should be noted that Faculty. The nature and interrela- phy,” available from the Office cussion of secondary school curric- the thesis must be a research tionships of science, technology, of Doctoral Studies, for infor- ula, stressing laboratory activity. thesis based on a theoretical and society as represented in policy mation on admission, resi- rationale and exhibit thorough and curriculum for education. MSTC 4140. Laboratory meth- dence, certification, examina- and comprehensive mastery of ods and experiences for elemen- tions, foreign language MSTC 5540. Seminar in college a research discipline. A final tary school teachers (1) requirement, and the disserta- teaching of science (3) chapter that addresses the con- Faculty. Corequisite: MSTC 4040. tion. The general requirement Faculty. Critical study of programs, clusions of the research and its Laboratory experiences with ele- is for a minimum of 75 points objectives, content, methods, and mentary school science materials. implications for education is research studies in science teaching of approved graduate credit, at required. at post-secondary institutions. least 45 points of which must MSTC 5046. Advanced chem- be taken through Teachers Col- istry methods and curriculum Courses: Laboratory and Curriculum lege registration. Science Edu- laboratory (3) Methods Faculty. Permission required. Pre- cation is both the major field Science Education requisite: MSTC 4046 or equiva- and the area of specialization These courses provide extensive Program Advisors: Professors O. experience with laboratory and lent. Individualized work with for the Ph.D. in the Depart- Roger Anderson, Angela Cal- advanced topics from secondary ment of Scientific Foundations. curriculum materials used in sci- abrese-Barton, Elaine V. Howes. ence teaching. The elementary chemistry curricula, stressing labo- For certain courses in the program school laboratory focuses on expe- ratory activity. In order that candidates become in Science Education, special fees, riences with science materials in familiar with recent investiga- including laboratory fees, will be childhood education. The sec- See also: listings under Program for tions in the broad fields of pro- assessed. The amounts and courses ondary science laboratory courses Preservice and Teacher Education. fessional education, each pro- involved will be announced each also require critical study and eval- gram will include one or more semester in the Course Schedule uation of current curricular materi- Booklet for that semester.

248 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

Content Courses MSTC 4060. Concepts in chem- MSTC 5057. Coastal oceanogra- MSTC 4363. Science teaching istry II (2–3) phy (3) practica for secondary MSTC 4051. Modern concepts Faculty. Prerequisite: MSTC 4059. Faculty. Permission required. Pre- education (1) in protozoan biology (2–3) The historical development of requisite: MSTC 4056-MSTC Faculty. Corequisite: MSTC 4000. Professor Anderson. The physio- selected chemical concepts are 4057 or equivalent. Structure and Directed field experiences and logical ecology and life history of examined with respect to the argu- change in coastlines and continen- seminars explore school environ- free-living and parasitic protozoa. ments developed in their support, tal shelves, shelf resources, waves ments and teaching strategies. with the intent that current mean- and currents, and environmental MSTC 4052-4053. Plant biology ings will be elucidated in the implications. MSTC 4760. Student teaching in • MSTC 4052. Plant biology process. mathematics and science (4) (2–3) MSTC 5058. Advanced topics Faculty. Permission required. Pre- Professor Anderson. Introduction MSTC 4075. Concepts in in earth and environmental requisites: MSTC 4000 or MSTC to plant physiological ecology physics I (3) sciences (3) 5011. Open only to students with an emphasis on global sys- Faculty. Exploration of physics Faculty. Permission required. Pre- enrolled in the pre-service pro- tems. Laboratory sessions to be themes of molecules and molecular requisite: MSTC 4056, MSTC gram. Students do supervised announced. kinetic theory, heat, mechanics, 4057, MSTC 4558, or equivalent. teaching in metropolitan area • MSTC 4053. Plant biology II waves, electricity and magnetism, New concepts in geology, oceanog- schools. Mathematics students reg- (2–3) modern physics. Of particular raphy, and environmental sciences ister for section 1; science stu- Professor Anderson. Prerequisite interest to introductory physics, explored in lecture and laboratory dents, section 2. MSTC 4052 or equivalent. physical science and general sci- setting. Occasional field trips. Major organizing principles and ence teachers. MSTC 5010. Mathematics in the experimental evidence in plant MSTC 5152. Biochemistry and elementary school (3) physiological ecology including MSTC 4151. Survey of modern cell biology laboratory (1–3) See Program in Mathematics Edu- laboratory investigations suitable biological principles (3) Professor Anderson. Permission cation for course description. for secondary school and college Faculty. Interdisciplinary study of required. Recommended: MSTC curricula. scientific theories about origin and 5052 or MSTC 5053. Laboratory MSTC 5011. Mathematics in the evolution of life on earth. Includes techniques used in biochemical cel- secondary school (3) MSTC 4054. Human anatomy demonstration and laboratory lular biology, emphasizing experi- See Program in Mathematics Edu- and physiology (3) experiments. ments that can be adapted for sec- cation for course description. Professor De Meersman. Prerequi- ondary school biology courses. site: a basic biology course. A sur- MSTC 4558. Seminar in envi- MSTC 5061. Evaluation in vey of major organ systems and ronmental sciences for sec- MSTC 5552. Protozoan biology mathematics education (3) their physiology. Suitable for a ondary and college teaching (3) seminar (2–3) Faculty. Theory and methods of wide variety of professionals in Faculty. Exploration of environ- Professor Anderson. Prerequisite: evaluating pupils and programs in physical education, nursing, mental problems and issues as they MSTC 4051. Investigations of the cognitive and affective health, nutrition, and science. relate to science content instruc- broad contemporary issues in pro- domains. tion in the classroom and labora- tozoan biology, including cellular MSTC 4056-MSTC 4057. Earth tory. The global systems approach physiology, molecular biology, MSTC 5264. Guided supervision science will be stressed. physiological ecology, nutrition, of student teaching in mathe- • MSTC 4056. Earth science I: and behavior. matics and science (2) physical geography (3) Study of MSTC 5052-MSTC 5053. Bio- Faculty. Permission required. the earth in space, elements of chemistry and cell biology (2–4) Open only to doctoral students. cartography, atmospherics-mete- Program for Pre-service Teacher Professor Anderson. Prerequisite: Education Guided field experience in super- orology, climatology, and soils. organic chemistry. Autumn: Mod- vising student teachers. • MSTC 4057. Earth science II: ern advances in biochemistry Program Advisors: Staff physical geology (3) Discussion including molecular genetics and MSTC 5361. Guided supervision of earth materials, structure, his- metabolic pathways. Spring: Spe- MSTC 4000. Science in sec- of mathematics and science tory, and geomorphic processes. cialized topics in biochemistry and ondary school (2–3) teaching practica (2) cell biology. Additional lectures on Faculty. Foundations of science Faculty. Permission required. MSTC 4059. Concepts in chem- advanced topics for 4th point. education. Planning, assessment, Open to advanced Master’s stu- istry (2–3) and management of instruction. dents and Ed.D. students. Faculty. Prerequisite: one year of MSTC 5055. Electron Required of pre-service students. college chemistry. The growth of, microscopy (2–3) and change in, the major concepts Independent, Advanced and Professor Anderson. Enrollment MST 4005. Teaching mathemat- Dissertation Study of the science of chemistry are limited. An introduction to theory ics and science in diverse explored, from the Greek philoso- and practice in scanning and trans- cultures (1–3) MSTC 4902. Guided study in phers to the alchemists to those of mission electron microscopy. Faculty. Principles, techniques, science education (1 or more) modern chemistry. Concepts and issues in the teaching of math- Faculty. Permission required from explored: chemical composition MSTC 5056. General oceanogra- ematics and science in other cul- the instructor with whom the stu- and the elements; chemical phy (3) tural and national settings. dent wishes to work. Independent change, the acids, activity; the Faculty. Prerequisite: MSTC 4056- study in selected areas. Use of pro- nature of matter; the structure of MSTC 4057 or equivalent. Funda- MSTC 4023. Mathematics for fessional laboratory facilities. the atom and bonding. mentals of physical and geological exceptional students (3) oceanography. Special attention to Faculty. Content, methods, and aspects of oceanography related to instructional models for teaching earth science in schools. exceptional students.

249 D EPARTMENT OF M ATHEMATICS, SCIENCE, AND T ECHNOLOGY

MSTC 5000. Neurocognitive MSTC 8900. Dissertation models of information process- advisement in mathematics and ing (2–3) science education (0) Professor Anderson. Permission Individual advisement on doctoral required. An analysis of emergent dissertations. Fee: to equal 3 theory in neuroscientific bases of points at current tuition rate for cognition with applications to sci- each term. For requirements, see ence education. section in catalog on Continuous Registration for Ed.D./Ph.D. MSTC 5044. Selected topics and degrees. issues in science education (3) Faculty. Permission required. A MSTC 9900. Research and inde- focus on special issues in science pendent study in mathematics education (curriculum, instruction, and science education (1 or assessment, research, or content) more) which changes from one semester Permission required. Open to to another, highlighted by current postdoctoral students accepted for research and interest. study at Teachers College.

MSTC 6400. Internship in mathematics and science educa- tion (1–6) Permission required. Supervised intern service in a variety of field settings including classroom teaching at various levels, supervi- sion, curriculum development, and in-service education.

MSTC 6500-MSTC 6501. Research seminar in mathemat- ics and science education (0–3) Faculty. Permission required. Research oriented seminars dealing with a variety of issues and leading to preparation of preliminary pro- posals for the doctoral dissertation. Required for doctoral students. Science education students register for section 2 of each course. After initial registration for credit, doc- toral students who wish to register in subsequent semesters may do so for 0 credits.

MSTC 6902. Research and inde- pendent study in science educa- tion (1 or more) Permission required. For course description, see MSTC 6901.

MSTC 7500. Dissertation semi- nar in mathematics and science education (0–3) Development of final doctoral dis- sertation proposals and presenta- tion of proposals for departmental review.

250 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

Chair: Professor Charles C. Craig E. Richards (Educational Assistant Professors: Julie Ratner (Higher Education) Harrington Administration) Gregory M. Anderson (Higher Vincent Rudan (Nurse Execu- Location: 213 Main Hall Elaine L. Rigolosi (Nurse Education) tives) Telephone Number: Executives) Peter T. Coleman (Social- Richard E. Segall (Educational 212-678-3258 Thomas Sobol (Educational Organizational Psychology) Administration) Telephone Number for Admis- Administration) Elissa L. Perry (Social- Franceska Blake Smith (Adult sion Inquiries: Organizational Psychology) and Continuing Education) 212-678-3710 Adjunct Professors: Lisa Ann Petrides (Educational Barbara V. Strobert (Educa- tional Administration) Fax: 212-678-3937 Stephen D. Brookfield (Adult Administration) Ross Tartell (Social- Web Address: and Continuing Education) Dorothy Shipps (Educational http://www.tc.columbia.edu/ Organizational Psychology) Paul J. Edelson (Adult and Administration) ~academic/O&Ldept/ Elizabeth Haggerty Tucker Continuing Education) James D. Westaby (Nurse Executives) Keville C. Frederickson (Nurse (Social-Organizational Sally Vernon (Adult and Programs: Executives) Psychology) Continuing Education) Joseph N. Hankin (Higher Educational Administration: Marie P. Volpe (Adult and Education) Lecturers: Educational Administration Continuing Education) Joseph L. Moses (Social- Jeanne E. Bitterman (Adult (including Private School Janine Waclawski (Social- Organizational Psychology) and Continuing Education) Leadership) Organizational Psychology) Ruud van der Veen (Adult and Amy Taylor (Social-Organiza- Inquiry in Educational Admin- Continuing Education) tional Psychology) For information about faculty istrative Practice Rita Reis Wieczorek (Nurse and their scholarly and research Educational Leadership & Man- Executives) agement (a joint degree pro- Adjunct Assistant Professors: interests, please refer to the “Faculty” section of the Catalog. gram with the Columbia Associate Professors: Dallas W. Bauman, III (Higher Busines School) Education) William J. Baldwin (Higher Isara Bosch (Adult and Contin- Departmental Mission: Education) Higher and Adult Education: uing Education) The mission of the Department Caryn J. Block (Social- Sarah T. Brazaitis (Social- of Organization and Leadership Adult and Continuing Organizational Psychology) Organizational Psychology) is to educate, train, and serve Education Peter W. Cookson, Jr. (Adult Patrick P. Chang (Higher current and future leaders from Adult Education Guided and Continuing Education) Education) around the world. They include: Intensive Study (AEGIS) Jay P. Heubert (Educational Allan Church (Social- administrators, policy makers, Higher Education Administration) Organizational Psychology) researchers, psychologists, and Higher Education Pearl Rock Kane (Educational Christine Coughlin (Nurse educators from around the Administration Administration) Executives) world. Our students are, or Student Personnel Debra A. Noumair (Social- Charles W. Fowler (Educational aspire to be, in the fields of pub- Administration (SPA) Organizational Psychology) Administration) lic and private education, higher Margaret Terry Orr Virginia G. Gonzalez (Adult education, adult education, Nurse Executives (Educational Administration) and Continuing Education) health administration, organi- Linda C. Powell (Educational Wendy Heckelman (Social- zation behavior, and organiza- Social-Organizational Psychology Administration) Organizational Psychology) tion development and change. Frank L. Smith, Jr. (Educational Michael T. Koski (Social- We educate, train, and serve: Administration) Faculty: Organizational Psychology) (1) leaders, managers, and Lyle Yorks (Adult and Continu- Arthur Langer (Higher Educa- administrators for all types of Professors: ing Education) tion) organizations, with an empha- W. Warner Burke (Social- Georgenne G. Lasko-Weisenfeld sis on educational institutions Research Associate Professor: Organizational Psychology) (Educational Administration) and health organizations in Charles C. Harrington (Social- Martha Gephart (Adult and Barbara Macaulay (Adult and both the private and public Organizational Psychology) Continuing Education) Continuing Education) sectors, L. Lee Knefelkamp (Higher Gibran Majdalany (Educational (2) those who help these lead- Education) Adjunct Associate Professors: Administration) ers, managers, and administra- Henry M. Levin (Educational Susan Meyer (Adult and Con- Tara A. Cortes (Nurse tors, and Administration) tinuing Education) Executives) (3) those who conduct research Arthur Levine (Higher Lucienne Muller (Adult and Philip E. Fey (Adult and pertinent to organizational Education) Continuing Education) Continuing Education) dynamics and learning, who Victoria J. Marsick (Adult and Christine Persico (Adult and Harvey Kaye (Higher consult to organizations and Continuing Education) Continuing Education) Education) institutions, and who teach Dale Mann (Educational Mark L. Putnam (Higher leadership, administration, Administration) Education)

251 D EPARTMENT OF O RGANIZATION AND L EADERSHIP organizational behavior, learn- ORL 5521. Introduction to ORL 6501. Qualitative research The grid on the following page ing, and change. research methods in education methods in organizations: Data lists the seven research designs, (3) analysis and reporting (3) and course options for courses in To accomplish this mission the Professors Knefelkamp and Shipps. Professor Marsick. Prerequisite: methodological design and data Department provides programs This course meets a Departmental ORL 6500. Strategies and proce- analysis that are appropriate for requirement for an introductory dures for qualitative data analysis, in adult education, educational course on understanding research within and across case studies; indi- each type of methodology. administration, nurse executive, across a wide spectrum of educa- vidual and group interview analy- higher education, and social- tional settings. Basic concepts of ses; data display; and methods of Educational organizational psychology. research methods and theories of presenting and reporting findings. research are introduced so that stu- Administration Departmental Core dents can comprehend and critique The research course require- (Code: TA) Requirements: education research and evaluation. ments are summarized in the The Department requires that all Methods discussed include both grid below. Program Coordinator: Professor students (except SPA-MA stu- qualitative and quantitative Thomas Sobol dents), regardless of degree pro- approaches to research, such as sur- All Ed.D. students are required Educational Administration veys, case studies, ethnography, gram, complete an overview in to complete an introductory (including Private School research methods course. Organi- participant observations, inter- views, and oral histories. statistics course and a two- Leadership) zational Psychology majors are Inquiry in Educational Admin- strongly advised to take ORLJ course sequence in research 4009, which emphasizes experien- ORL 6500. Qualitative research design (data collection and istrative Practice tial in quasi-experiential research methods in organizations: analysis) in a methodology that Joint Degree Program in Edu- designs. Other majors are strongly Design and data collection (3) is relevant to their dissertation. cational Leadership & advised to take ORL 5521, which Professors Orr and Yorks. An Students are to work with their Management emphasizes applied research introduction to qualitative advisor and dissertation sponsor For Admission inquiries: designs. research methods—conceptualiza- to select one of seven possible (212) 678-3710 tion and data collection procedures methodological designs— Program Office: ORL 4009. Understanding and design. Students learn various experimental and quasi-experi- (212) 678-3726 and -3139 behavioral research (3) qualitative data collection tech- Web Site: niques and conduct a pilot study. mental; survey research; Professor Perry. Overview of alter- http://www.tc.columbia.edu/~ native methods of behavioral applied qualitative research; research and their relative strengths ethnography; evaluation; action academic/o&ldept/edadmin and limitations. Application of research; and historical In depth information is pub- methodological application of prin- research. lished on our web page. Many ciples in order to read and evaluate of the forms referenced below social science research and learn how to begin to conduct research. General Research Requirements for the Department of Organization and Leadership Requirements Degree program Course Options Requirement rationale ORL 5000. Methods of inquiry: Ethnography and participant Overview research MA, MED, ED.D. ORL 5521 Research methods in This course is to give students observation (3) methods course (Except SPA MA education (for students with an overview of various modes of Professor Harrington. The meth- students) applied research interests) or research and provide them with ods of the behavioral and social sci- ORL 4009 Understanding behav- basic research literacy for read- ences as they relate to ethnography ioral research (for students with a ing professional journals and and participant observation. psychological orientation) research reports Emphasis on the role of theory, Introductory ED.D. HUDM 4120-Basic concepts in This course is to give students a characteristics and relative efficien- statistics course statistics basic understanding of statistics cies of various research techniques, and a capacity to read and inter- and the importance of integrated pret statistical research findings research design. Methodological ED.D. Students are to pick one research This course is to train students ORL 5002. Ethnography and research design design course based on the in research conceptualization, participant observation: Com- (design and methodology that is appropriate design and related data collec- parative and qualitative analysis data collection for their dissertation topic tion strategies for one mode of (3) strategies) (among seven options). research. Students are to select Professor Harrington. Prerequisite: from among seven research ORL 5000. Issues of comparative modes. and quantitative analysis of data generated by ethnographic/partici- Methodological ED.D. Students are to take one data This course is to support stu- pant observation inquiries. data analysis analysis course that is appropri- dents in subsequent data collec- ate for their research design and tion, data analysis and reporting. data collection. It is a follow-up course to the research design and data collec- tion course. Students cannot take this course without completing appropriate course requirements.

252 D EPARTMENT OF O RGANIZATION AND L EADERSHIP can be downloaded from the Special Application for students applying after the Applicants for the Klingen- Web site. Requirements/ Information: priority deadline. stein Fellows Program who Either the Graduate Record Applicants to the Ed.M. in wish to be considered for Degrees Offered: Examination (GRE) or the Educational Administration acceptance to the master’s Master of Arts (M.A.) Miller Analogies Test (MAT) is with a focus on Public School degree program must submit Master of Education (Ed.M.) required of applicants to all Administration should have at the Klingenstein Fellows Doctor of Education (Ed.D.) degree programs in Educa- least three (3) years of teach- application as well as the Doctor of Philosophy (Ph.D.) tional Administration (M.A., ing and/or administrative Teachers College Application A joint program, the Educa- Ed.M., Ed.D, and Ph.D.). experience in the public for Admission. Please send the tional Leadership and Masters schools (N–12). fellowship application to the in Business Administration Master’s degree applications Klingenstein office by January with the Graduate School of received after the priority dead- Applicants to either the M.A. 15th and the Teachers College Business leads to the combined line, January 15th, for the Fall or Ed.M. program in Educa- application to the Admissions Ed.D./M.B.A. semester will be reviewed until tional Administration with a Office by January 15th. April 15th on a space-available focus on Private School Leader- basis. There is no consideration ship should have at least three Only doctoral applications that of scholarships and assistance years of teaching experience. are complete and have been received by the Admissions Office by January 2nd will be Recommended Doctoral Research Design, Data Collection considered. Late applications and Analysis Courses Department of Organization and Leadership may be considered for admis- sion the following year. In addi- Methodological Design Design and Data Collection Data Analysis tion to the requirements out- Experimental and Quasi- ORLJ 5040 Research Methods in Advanced Statistics Courses: lined in the application experimental Research Social Psychology HUDM 5122 Applied Regression Design HUDM 5123 Experimental Design instructions, all doctoral appli- HUDM 5124 Multidimensional Scaling cants must submit: (1) either and Clustering the GRE General Test or the HUDM 6122 Multivariate Analysis MAT; (2) a one page, single- spaced analysis of the case prob- Survey Research Design HUDF 5020 Methods of Social HUDF 5029 (Sociological Research lem below; and (3) personal Research: Survey Methods Methods) statement including an indica- HUDM 5552 Measurement of HUDM 5122 Applied Regression tion of an intention to study on attitudes HUDM 5124 Multidimensional Scaling a full-time or part-time basis. HUDM 5553 Questionnaire and Clustering construction HUDM 6122 Multivariate Analysis HUDF 6021 Social research methods: Applicants to the joint reporting M.B.A./Ed.D. program in Edu- Applied Qualitative ORL 6500 Qualitative Research ORL6501 Qualitative Research Methods on cational Leadership and Man- Research Design (includ- Methods on Organizations: Design Organizations: Data Analysis and Reporting agement must be admitted both ing case study) and Data Collection to Teachers College and to the C&T 5502 (1) & (2) Introduction Columbia University Graduate to qualitative research in curricu- School of Business. The appro- lum and teaching priate applications and support- Ethnography ORL 5000 Methods of Inquiry: ITSF 5001 Ethnography and participant ing credentials must be submit- Ethnography and participant observation: Structural and Interpretive ted to each school. The Business observation analysis School requires all applicants to ORL 5002 Ethnography and participant take the GMAT exam. Appli- observation: comparative and qualitative cants may submit the GMAT to analysis Teachers College in lieu of the Evaluation HUDM 5055 Evaluation of Insti- HUDM 5056 (continuation) GRE or MAT test. tutions, programs and curricula HBSS 6100 Measurement and Program Descriptions: evaluation in health education The programs in educational HUDF 5021 Methods of social administration prepare stu- research: evaluation methods dents for careers as successful ITSF 4092 Qualitative research practitioners and/or scholars and evaluation in international education capable of leading and trans- forming a wide variety of edu- Historical Research A&HF 6041 historical method cating organizations. Action Research ORLA 5530 —Action Research (to be selected based upon qualitative or quantitative focus)

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Doctoral Admissions Application Case Study politics. Individual program requirements are listed below. Please write two essays of no more than 500 words each from among the three possible topics below: Master of Arts in Educational 1. Summarize the leadership activities in which you have been involved in recent years and explain how these Administration with a focus in experiences reflect your vision of and capacity for leadership. Public School Administration 2. Please identify a problem or challenge in a school, school-related organization, or your professional life The Master of Arts with a focus generally and write an analysis in which you assess the issue(s), describe effective strategies for addressing on public school administration the issue(s), and make clear the implications for the exercise of effective leadership in the situation. provides a comprehensive intro- duction to school leadership 3. Please describe a problem of educational policy development, policy decision-making, policy content, or policy implementation, and explain how a deeper understanding of policy or the policy process could improve the through the practical and theo- situation. retical study of organizational behavior, leading learning, edu- cational policy and politics, and Graduates of these programs • Understand how legal and Educational Administrative management systems. serve in leadership positions as ethical considerations influ- Practice offers an alternative school and school district ence all aspects of education route to the Ed.D. in Public Students who have the required administrators, policy analysts • Be committed to the ideals of School Leadership. three years teaching experience and advocates, and scholars of equity and diversity in educa- in grades N–12 and who com- education and educational tional matters, and possess the Educational Administration with plete the program of study administration. Thus, the pro- skills and knowledge needed a focus in Private School (including a minimum of 18 gram prepares students to: to promote these ideals in Leadership credits in administration and • Be thoroughly grounded in educational institutions (M.A., Ed.M.) supervision and an administra- • Exhibit the courage and the theory and practice of These programs prepare stu- tive internship or its equivalent) refine the critical intelligence educational leadership dents for positions of adminis- may meet the New York State needed to question what is • Have a broad and deep under- trative leadership within pri- minimum requirements for the and develop what might be standing of the historic and vate schools and in School Administrators and current role of educating organizations that work with Supervisors (SAS) certificate. As Students of Educational institutions in our society private schools. individuals, students may make • Understand teaching and Administration pursue a com- individual application to the learning, and be able to sup- mon core of studies in Leading Educational Administration with New York Office of Teaching. port effective teaching and Learning, Management Sys- a focus in Education Policy and Degree requirements may be learning so as to optimize tems, Organizational Behavior, Politics (M.A., Ed.M., Ed.D., Ph.D.) completed in one year of inten- students’ potential Policy Analysis and Politics, sive study or on a part-time These programs prepare stu- • Understand the principles of and Educational Research. This basis. For further information on dents for such positions as pol- organizational culture and core is enriched by more spe- obtaining the SAS, contact the Reg- icy analyst, policy advocate, behavior, and possess the cialized study in the student’s istrar’s Office (212) 678-4050. and educational researcher. skills needed to provide effec- specific area of interest, drawing For degree information contact Pro- tive organizational leadership on the extensive resources of the fessor Thomas Sobol (212) 678- Educational Administration with • Understand the nature of pol- faculty in Educational Admin- 3782. icy, political systems, and law, istration, the Department of a focus in Education and Management (Ed.D./MBA) This and possess the skills required Organization and Leadership, Master of Arts in Educational program, offered jointly by to shape and influence these and Teachers College, and Administration with a focus in Teachers College and the systems and their products Columbia University. Private School Leadership • Understand contemporary Columbia Business School, management systems, and The Educational Administra- prepares students for positions The Master of Arts degree with be able to employ them tion faculty offers the following in both the public and private a concentration in Private effectively programs: sector that require knowledge School Leadership is supported • Understand the uses of tech- and skill in both education and by the Esther A. and Joseph nology in education and Educational Administration with business management. Klingenstein Center for Inde- administration, and possess a focus in Public School pendent School Education and the Educational Administra- the skills and knowledge to Leadership Master of Arts tion Program. The degree con- use technology effectively (M.A., Ed.M, Ed.D., Ph.D.) (Code: TA) centration is designed to • Understand the nature of These programs prepare stu- social science research, and The Educational Administra- enhance the professional careers dents for positions of adminis- tion Program offers Master of of department heads, deans, be able to apply its principles trative leadership within the and methods in conducting Arts degrees with three areas of division directors, and school public schools and in public focus: public school administra- heads or to prepare outstanding inquiry and reviewing and private organizations that research tion, private school administra- educators for such positions. work with the public schools. tion, and education policy and The program of Inquiry in

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This program of study includes Master of Education in The degree concentration is maximum of 40 transfer credits courses in the administrative Educational Administration with designed to enhance the pro- may be accepted. The fourth leadership of private schools, a focus in Public School fessional careers of department program is the Ph.D. and is a legal aspects of private school Administration heads, deans, division direc- research and theoretical pro- administration, financial man- The Master of Education tors, and school heads, or to gram which may be completed agement, marketing and Degree with a focus on public prepare outstanding educators in 75 credits. research. The special features of school leadership prepares stu- for such positions. This pro- the program include site visits dents for positions of adminis- gram of studies includes Doctor of Education in to private schools and a connec- trative leadership such as prin- courses in the administrative Educational Administration tion with a network of cooper- cipal, director, assistant leadership of private schools, (Code: TA) legal aspects of private school ating schools. The degree superintendent, and superin- The program is designed with administration, financial man- requirements may be com- tendent of schools. The pro- both theory and practice com- agement and marketing, and pleted in one year of intensive gram combines the practical ponents. It serves professionals research. The special features study or on a part time basis. and theoretical study of organi- in education who intend to be of the program include site Candidates should have at least zational behavior, leading actively involved in educational visits to private schools and a three years teaching experience. learning, educational policy leadership at the building, dis- Contact: Professor Pearl Rock connection with a network of and politics, and management trict, regional, state or national Kane (212) 678-3156. cooperating schools. The science. Attention is also levels. It also serves students degree requirements may be devoted to four cross-cutting aspiring to policy research, the Master of Arts in Educational completed in two years of themes: diversity, technology, professoriate, and employment Administration with a focus in intensive study or on a part- leadership, and organizational in a variety of educational insti- Educational Policy and Politics time basis. Candidates should change. Students who complete tutions and settings. Applicants (33 credits) have at least three years teach- the program with a minimum who are admitted to this pro- ing experience. Contact: Profes- The Master of Arts with a spe- of 24 points in educational gram will become eligible for sor Pearl Rock Kane (212) 678- cialization in education policy administration and an adminis- certification on successful com- 3156. and politics is intended for trative internship or its equiva- pletion of 60–70 points of educators and non-educators lent meet the requirements for course work, a certification considering entry level posi- New York State certification as Master of Education in examination, and four clinical tions in education policy or a School Administrator and Educational Administration with projects or other approved field management who do not Supervisor (SAS) and School a focus in Education Policy and experiences. require building-level certifica- District Administrator (SDA). Politics (60 credits) tion. The policy concentration Candidates should have at least Thereafter, candidates will requires a sequence of courses three (3) years of teaching The Master of Education with a complete their remaining including history of American and/or administrative experi- specialization in education pol- course work while preparing a education, economics of educa- ence in the public schools. icy and politics is intended for dissertation under the direction tion, politics and policy analy- educators and non-educators of faculty in the program. The sis, educational leadership and Master of Education in seeking careers in education doctoral degree in educational change and educational evalua- Educational Administration with policy or management in either administration builds compe- tion methods. Students also a focus in Private School the private or public sector tence in the areas of policy complete a policy analysis pro- Leadership who do not require building- analysis, organizational analy- ject with a local or national The Master of Education level certification. The program sis, management systems, and education advocacy organiza- degree with a concentration in of study builds on the required leadership. A concentration in tion. Degree requirements may private school leadership is M.A. course sequence in educa- public school leadership, pri- be completed in one year of supported by the Esther A. and tion policy and politics with vate school leadership or educa- intensive study or on a part- Joseph Klingenstein Center for additional work in a policy area tion policy and politics is time basis. Independent School Education and relevant to policy analysis. required. (Course requirements and the Educational Adminis- build upon M.A. concentra- Master of Education tration Program. The program Doctoral Degrees tions, see above.) (Code: TA) of studies is similar to all Four doctoral degrees in educa- Sixty points (at least 30 of requirements for the Master of tional administration are Most classes are scheduled which must be earned at Arts in Private School Leader- offered by this Program: The between 5:00 P.M.–9:00 P.M. Teachers College) are offered in ship. Up to 30 credits may be conventional Ed.D./TA; the during the Spring and Fall three areas of focus: public transferred from a recognized Inquiry (Ed.D./TAI), a concen- semesters. Additionally, there school leadership, private graduate program and students trated, cohort program; the are two Summer sessions with school leadership, and educa- must satisfy the department’s Joint Degree Program in Edu- classes scheduled throughout tion policy and politics. Course Master of Education require- cational Leadership and Man- the day. Course work beyond requirements for each program ments listed above. agement (TAA, Ed.D./MBA). the M.A. level and research are as listed below. These three programs require experiences are individually 90 points for completion. A planned by the student and

255 D EPARTMENT OF O RGANIZATION AND L EADERSHIP his/her advisor, according to As colleagues in a close-knit area of educational leadership sional development opportuni- the student’s experience, focus, cohort, students attend classes and management in a wide ties to both first-time students and needs. On average, full- over a two-year period, work- variety of education-related and to alumni interested in time students can complete the ing in teams as well as individ- organizations. The program is continuing their graduate edu- degree requirements and grad- ually. (Additional time is usu- designed to prepare students to cation. These are listed below. uate in three to five years. ally required to complete the assume major leadership posi- dissertation.) Each year consists tions in schools, universities, Klingenstein Fellows Program Doctor of Education: Inquiry in of five intensive seminar week- and other education-related Program Coordinator: Pearl Educational Administrative ends during the fall and spring organizations by improving Rock Kane Practice (Code: TAI) semesters and four weeks of educational practice, influenc- concentrated campus-based ing educational programs, Program Director: Professor The Klingenstein Fellows Pro- study in July. Although the learning to work with complex Thomas Sobol gram is a one-year program schedule differs from that of organizations, and applying designed to develop leadership the conventional doctoral pro- management skills to the field The INQUIRY program offers skills in administration or aca- gram in Educational Adminis- of education. The program will practicing, certified school demic areas. Fellows may elect tration, the content, degree prepare the student to enter administrators an opportunity to enroll in a degree program requirements, and standards of educational management in to complete a rigorous doctoral or to do graduate work as a performance remain the same. regional, state, or federal gov- program while continuing to non-degree student. Through No academic credits are ernments, research institutions, practice. It prepares committed seminars and course work at awarded for work experience. private foundations, or private men and women for lives of Teachers College and the other sector leadership. Contact: Pro- leadership and service in edu- professional and graduate The first intensive weekend fessor Lisa Ann Petrides (212) cating institutions of all kinds. schools of Columbia Univer- seminar for the 2001 cohort 678-3370. Its chief objectives are to: sity, the program seeks to will be on Friday through Sun- • Strengthen students’ ability enlarge the perspectives of day, May 18–20, 2001. The Doctor of Philosophy (Code: TA) to lead educating institutions Fellows and to prepare them to first extended campus-based as purposeful, effective, The Ph.D. in Educational assume increased leadership courses run from Monday, July humane organizations. Administration is designed for responsibility. The fellowship 9, 2001 through Thursday, • Stimulate inquiry into prob- researchers, aspiring professors, includes a living stipend and a August 2, 2001. lems encountered in profes- and policy analysts, emphasiz- generous tuition allowance. sional practice. ing research and intensive spe- Prospective students are • Broaden and deepen reflec- cialization in a field of scholar- Applicants for the Klingen- encouraged to apply early. tion about values, trends, ship. In addition to study in stein Fellows Program who Applications and all support- and issues that affect the educational administration, the wish to be considered for the ing documents must be education enterprise. program requires preparation in master’s degree must submit received in the Admissions • Provide skills and knowledge one of the cognate social science the Klingenstein Fellows Office by January 2, 2001. needed for the effective lead- faculties of the University, for application as well as the Contact: Professor Thomas Sobol ership and management of example, Political Science, Soci- Teachers College Application (212) 678-3783. complex organizations in a ology, or Economics. The pro- for Admission. Please send the sophisticated technological gram is intentionally research fellowship application to the society. focused and theoretical. It does Klingenstein office by January • Create and sustain a learning Doctor of Education and Master not attempt directly to prepare 15 and the Teachers College community committed to of Business Administration: A its holders to excel in the field application to the Admissions continuous learning and Joint Program (Ed.D. /M.B.A.- of practice. Students who are Office by January 15. mutual support. Code TAA) committed to leadership in Contact: Professor Pearl Rock Joint Degree Program in Edu- schools and other educational Kane (212) 678-3156. The curriculum spans the cational Leadership & Manage- institutions should apply for domains of leading learning, ment (with the Columbia Uni- admittance to the Ed.D. pro- Klingenstein Summer Institute management systems, organi- versity School of Business) gram. Before making applica- An intensive off site residential zational behavior, and policy Program Coordinator: Professor tion to the Ph.D. program in summer institute is offered for analysis. It also entails study of Lisa Ann Petrides Educational Administration, independent school teachers the intellectual history of prospective applicants are urged with two to five years of teach- Professor Dale American education, theory The joint degree program with to consult with ing experience. The Institute is Mann, (212) 678-3727. and practice of school reform, the Graduate School of Business designed to increase classroom principles of education law, and of Columbia University and the effectiveness and to prepare research in educational admin- Department of Organization Non-Degree Programs teachers who have demonstrated istration (usually conducted in and Leadership at Teachers Col- In addition to the degree pro- outstanding promise for leader- field settings of the student’s lege leads to the Ed.D. degree grams previously described, the ship positions in private schools. choice). A formal dissertation and the M.B.A. degree. This Educational Administration Participation is based on an focusing on a topic of profes- joint program emphasizes the Program offers several profes- award that covers all expenses. sional concern is required.

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Participants earn four graduate tions, case studies, and team doctoral student certification correct section number as listed by credits that may be applied work. Contact: Professor Peter examination will require rele- Professor below. toward the Master of Arts Cookson (212) 678-3987. vant computer competencies. Section #01—Professor Smith; degree. Contact Professor Pearl Section #02—Professor Petrides; Rock Kane (212) 678-3156. Principals Work Conference Courses: Section #03—Professor Sobol; Section #04—Professor Kane; The Educational Administra- Before selecting courses, students Klingenstein Visiting Fellows Section #05—Professor Mann; tion Program sponsors the should consult: (1) The Degree Program Note: there is no Section 6. Principals Work Conference Requirements of the College Section #07—Professor The Klingenstein Visiting Fel- through the Center for Educa- describing the requirements of Heubert; lows Program is a four-week tional Outreach and Innova- each degree; (2) The requirements Section #08—Professor of the Educational Administration program of intensive study and tion. School leaders explore cre- Richards; Program as described in the Hand- interaction with professional ative administrative Section #09—Professor Orr; book or “Guide” (see also, Web peers for heads of independent problem-solving in terms of Section #10—Adjunct Profes- page http://www.tc.columbia.edu/ schools. School heads are in res- community building, curricu- sors; ~academic/o&ldept/edadmin); and idence at the College. They lum models, school design, Section #11—Professor Powell; (3) your faculty advisor. participate in seminars on school-community assessment Section #12—Professor Shipps. issues confronting independent and inter-institutional relations General and Research school leaders and attend collo- in the context of school reform. ORLA 5051. Program leader- quia on topics of interest Participants attend to current ORL 5521. Introduction to ship: Cases (2) including educational philoso- research. Contact: Professor Peter Research Methods in Education Faculty. Permission required. (3) Case studies in a simulated school phy, organization development, Cookson (212) 678-3987. system. and institutional and policy Professors Knefelkamp and Shipps. This course meets a Departmental analysis. School heads also pur- Superintendents Work requirement for an introductory ORLA 5830. The Klingenstein sue independent study, investi- Conference course on understanding research summer institute (4) gating problems of particular The conference is a week long across a wide spectrum of educa- Professor Kane. Permission relevance to their school situa- tional settings. Basic concepts of required. Enrollment limited. An professional development pro- intensive residential program that tions. Fellowship awards are gram held each year during the research methods and theories of granted annually. Please send research are introduced so that stu- introduces young liberal arts grad- month of July. Conference par- dents can comprehend and critique uates to the complexity and chal- completed application packets ticipants meet with nationally to the Klingenstein Center by education research and evaluation. lenge of teaching in independent known educational leaders, schools. Topics include curriculum January 15 of the preceding Methods discussed include both public policy makers, and and assessment, understanding year. Contact: Professor Pearl qualitative and quantitative scholars to discuss and analyze approaches to research, such as sur- school organizations, issues of Rock Kane (212) 678-3156. major educational and social veys, case studies, ethnography, diversity and philosophy. issues. Attendance is by nomi- participant observations, inter- Management Systems Summer nation and invitation. views, and oral histories. ORLA 6211-ORLA 6241. Clini- Institute cal projects in educational Contact: Professor Thomas Sobol administration: The Summer Institute in Man- (212) 678-3783. ORL 6518. Methods of case study and analysis (3) Faculty. Permission required. Four agement Systems meets for two Professors Orr and Sobol. Tech- clinical projects (one each in orga- weekends in June. It is Financial Assistance niques and methods of preparing nizational analysis, management designed to enhance the school All new students seeking to be and analyzing case studies of science, policy analysis, and insti- administrator’s perspective of organizations and institutions. tutional analysis) are required for eligible for any type of financial the Ed.M. and the Ed.D. and to the business side of the educa- assistance, must complete the tional enterprise. Each summer ORLA 4001. Overview of meet New York State’s Adminis- Teachers College Financial Aid administration (3) trator Certification requirements. takes a new topic. Past topics Application included in this have included: The Ecology of Professor Richards. An introduc- Two clinical projects are required Catalog. To be considered, stu- for the M.A. degree. Two clinical Financial Planning, Budget tion to educational governance, dents must complete their projects must be completed by Forecasting, School Facility organization, policy making, application by the priority administration, and leadership of students in the doctoral program Needs Assessment, and the deadline. Minority candidates schools and school systems in the to be eligible to take the Program’s Politics of the Budget Process. interested in educational lead- United States. The course com- certification examination. Addi- Future topics will include: ership in urban settings may bines the study of theory and prac- tional information is available from the printed leaflet entitled Managing Technology in the qualify for fellowships. tice through the use of case studies Classroom, The Pros and Cons and critical incidents. Clinical Projects available in the of Private Contracting and Program Office, our Web page, or Special Note School Site Budgeting. The ORLA 4900. Research and inde- from your Academic Advisor. Institute offers a combination Degree applicants are required pendent study in educational Note: Clinical Projects may also be completed in regular courses in of classroom lectures by lead- to verify professional access to a administration (1 or more) Permission required from individ- which students are enrolled. ing experts in the field, simula- computer. Doctoral students are • ORLA 6211. Section 1—Clin- encouraged to purchase a laptop ual faculty. Special individualized work. When registering please use ical project: Organizational computer. Completion of the analysis (1–4 per section)

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• ORLA 6221. Section 1— ORLA 6611. Sec. 1—Colloquium: tion proposals and presentation of ORLA 8900. Dissertation Clinical project: Manage- Organizational behavior (3) research plans for approval. Note: advisement in educational ment science (1–4 per sec- Professor Smith. Discussion of his- The formal hearing of a disserta- administration (0) tion) torical development of perspectives tion proposal (blue form) is a sepa- Faculty. Individual advisement on • ORLA 6231. Section 1— and paradigm shifts in the study of rate event. doctoral dissertation. Fee: to equal Clinical project: Institu- organizations. Greater emphasis is three points at current tuition rate tional analysis (1–4 per sec- placed on organizational cultures ORLA 7501 and ORLA 7503. for each term. For requirements see tion) and on the meaning of politics as a Research seminar (1–4 per sec- section on Continuous Registration. • ORLA 6241. Section 1— community building process. A tion) Clinical project: analysis central question concerns the Faculty. For the student at the dis- ORLA 9900. Research and inde- (1–4 per section) meaning of information technol- sertation level. Emphasis on the pendent study in educational ogy for leadership in the reform individual student’s area of concen- administration (1 or more) For ORLA 6460 (Fall) and ORLA and development of schools as tration for the purpose of cri- Post Docs only. 6461 (Spring). Internship in institutions. Active participation tiquing work, while simultane- Organization and Leadership (3) in colloquium format based on ously analyzing the implications of Institutional Analysis Permission required. Individualized selected readings. the research for education. internships for students. Internship Section #01—Professor Smith; ORLA 4031. Leadership and in schools 20 hours per week. ORLA 6621. Sec. 1—Collo- Section #02—Professor institutional analysis: Early Section #01—Professor Smith; quium: Management science Petrides; childhood education adminis- Section #02—Professor (1–4 per section) Section #03—Professor Sobol; tration (3) Petrides; Professor Richards. Permission Section #04—Professor Kane; Faculty. The instructional pro- Section #03—Professor Sobol; required. Section #05—Professor Mann; gram, school organization, public Section #04—Professor Kane; Section #06—Inquiry; policy, staff personnel, funds, and Section #05—Professor Mann; ORLA 6631. Sec. 1—Collo- Section #07—Professor facilities from the perspective of Note: there is no Section 6. quium: Institutional analysis Heubert; the early childhood education Section #07—Professor (1–4 per section) Section #08—Professor program leader. Heubert; Professor Kane. Permission Richards; Section #08—Professor required. Section #09—Professor Orr; ORLA 4033. Leadership and Richards; Section #10—Adjunct Profes- institutional analysis: Adminis- Section #09—Professor Orr; ORLA 6641. Sec. 1—Collo- sors; tration of secondary schools (3) Section #10—Adjunct Profes- quium: Policy analysis and Section #11—Professor Powell; Professor Smith. Organizing and sors; action (1–4 per section) Section #12—Professor Shipps. administrating schools as institu- Section #11—Professor Powell; Professor Orr. Permission required. tions; comparative study of school Section #12—Professor Shipps. ORLA 7570. Research in admin- designs in context; governance and ORLA 6900. Research and inde- istration (1–4 per section) decision making; community ORLA 6500. Program leader- pendent study in educational Faculty. Permission required. building, change and reform; ship: Design and evaluation (3) administration (1 or more). Spe- Advanced seminar involving a criti- teaching and support services. Professor Kane. The administrative cial individualized work. Permis- cal review of important works in responsibility in professional sion required. educational administration and pre- ORLA 4038-ORLA 4039. Lead- development, job restructuring, Section #01—Professor Smith; sentations of works in progress. Use ership and institutional analysis: faculty motivation, and participa- Section #02—Professor section numbers of ORLA 4900. Administration of elementary tive decision making. Petrides; schools (3) Section #03—Professor Sobol; ORLA 7573. Advanced seminar Professor Levin. ORLA 4038 deals with the elementary principalship, Colloquia in educational Section #04—Professor Kane; (1–4 per section) linkages to the community, and administration Section #05—Professor Mann; Faculty. A dissertation seminar, Section #06—Inquiry Program the content of which is the formal the instructional program. ORLA Colloquia centered upon an only; presentation of students’ disserta- 4039 focuses on school organiza- analysis of selected research in Section #07—Professor tion work and discussion of the tion, pupil personnel, teacher per- each of the four major areas of Heubert; implications for the practicing sonnel, and funds and facilities. administration and the implica- Section #08—Professor administrator. Registration for either one or both courses is permitted. tions of this theory for adminis- Richards; Section #01—Professor Smith; trative practice. Section #09—Professor Orr; Section #02—Professor Section #10—Adjunct Profes- Petrides; ORLA 4044 Transforming sors; Section #03—Professor Sobol; schools (3) ORLA 5689. Klingenstein collo- Professor Smith. Collaborative quium (4 per section) Section #11—Professor Powell; Section #04—Professor Kane; Section #12—Professor Shipps. Section #05—Professor Mann; field study of transformation Professor Kane. Permission process within specific urban/sub- required. Section #06—Inquiry; ORLA 7500. Dissertation semi- Section #07—Professor urban systems. Focuses on leader- nar in educational administra- Heubert; ship for creating institutional cul- ORLA 5690. Klingenstein collo- tures incorporating community quium: Fellows (1–3) tion (1–3) Section #08—Professor Professor Richards. Registration Richards; building and national calls for new Professor Kane. Permission standards of student learning. required. required of all doctoral candidates Section #09—Professor Orr; in this course or in two other Section #10—Adjunct Profes- courses in ORLA 7500-7503 series sors; offered by faculty of department. Section #11—Professor Powell; Development of doctoral disserta- Section #12—Professor Shipps.

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ORLA 4045. Restructuring cational issues in public and pri- including effective teamwork; and ORLA 5054. Program leader- schooling in urban environ- vate schools to provide a context to develop habits of mind, such as ship: Advanced cases and ments (3) for analyzing and understanding reflective practice and openness to concepts (3) Professor Shipps. Institutional and the independent school in broader multiple perspectives. Professor Smith. Emphasizes appli- policy analysis of school redesign perspective. Readings, discussions, cation of analytic frameworks to experiments in urban settings, with and site visits. ORLA 5012. Sec. 1—Community the development of schools in their special emphasis on the Chicago politics, community policies, social context. Focuses on the advo- Case, review of the theoretical foun- ORLA 5820. Principals Work and administrators (3) cacy design process in actual urban dations research support and imple- Conference (Noncredit or 1) Professor Mann. Political analysis settings. Site visits and writing of mentation consequences, and analy- Faculty. Developed in conjunction of administration at the service case studies. sis of how both experimental and with an advisory board of princi- delivery and community levels. systemwide change is created. pals. School leaders will explore ORLA 5530. Action research in creative administrative problem- ORLA 5016. Section 1 Law and organizational behavior (3) ORLA 4060. Designing Charter solving in terms of community educational institutions: Equity Professor Orr. Techniques and Schools (3) building, curriculum models, issues (3) methods of designing and con- Professor Smith. Design focus on school design, school-community Professor Heubert. This course ducting action research on organi- instructional, governance, account- assessment, and inter-institutional focuses on issues of equal educa- zational problems. Various ability systems, and organizational relations in the context of school tional opportunity. Topics include methodological and organizational patterns. Reference to research on reform. Participants will attend to desegregation; bilingual education issues are addressed on the use of school models and on legislative current research. A second point of and other services for English-lan- action research to foster organiza- and regulatory context of charter credit can be earned by registering guage learners; harassment based tional learning and problem solv- schools. Charter school leaders par- for ORLA 4900. Meets for three on race, sex, and sexual orientation; ing through systematic inquiry ticipate as resources Collaborative days in early June. employment discrimination; school and reflection. Students conduct an field and electronic studies of finance reform; special education; action research project. existing charter schools. Organizational Behavior HIV/AIDS; affirmative action; and issues of race and gender in testing, ORLA 6018. Staff personnel ORLA 4070. The institutional ORLA 4010. Introduction to curriculum, and instruction. administration (3) analysis of private schools (3) organization and change theory Faculty. Human resource needs, Professor Kane. A consideration of in education (3) ORLA 5017. Groups and inter- certification, selection, assignment, the diversity, purposes, organiza- Professor Orr. An introduction to personal behavior (2–6) promotion, salaries, retirement, tion, and structure of private various psychological, sociologi- Professor Powell. Organizational absences, evaluation, development, schools and an analysis of faculty cal, and cultural perspectives on behavior with reference to interper- tenure, academic freedom, teach- and administrative roles as com- organizational behavior and their sonal relationships and the conflicts ers’ organizations, grievances, col- pared with public schools. application to organizational resulting from the needs of indi- lective negotiations. problems. viduals compared to the demands ORLA 5052. Program leadership of the organization. Special Permis- ORLA 6552. Section 1 Behav- (2–3) ORLA 4011. Behavior in sion required. Special fee: $50. ioral analysis of leadership (3) Professor Smith. Focuses on organizations (3) Professor Smith. Critique of and dilemmas facing institutional Professor Orr. Psychological, ORLA 5018. Understanding application of research on leader- leaders in an effort to promote social, and cultural factors in the Authority and Exercising ship. Analysis of case studies, with reflection-in-action among admin- establishment and development of Leadership (3) the development of a strategic plan istrators. Special fee: $10. educational organizations. Professor Powell. This course pro- for a case site. vides an opportunity for students ORLA 5055. School administra- ORLA 4030. Ethical Issues in who want to explore theory and ORLA 6610. Colloquium in tion and cultural diversity (3) educational leadership (3) experience of leadership, authority, managerial behavior (3) Faculty. An in-depth exploration Professor Sobol. An examination of and change. The course examines Professor Smith. Permission of major challenges posed by cul- ethical issues inherent in educa- the conscious and unconscious required. Emphasis upon classic tural and linguistic diversity from tional leadership, with an empha- dimensions of group and inter- studies and analysis of the implica- the perspective of the school sis on ethical practice as well as group dynamics with a focus on tions of research for organization administrator. theory. The ethics of rights, jus- reflective practice and professional theory and administrative practice. tice, and care applied to moral development for change and dilemmas arising from the profes- ORLA 5532. Leadership and growth. Special Permission Management Systems institutional analysis: The com- sional literature, the humanities, required. Special fee: $50. munity and program develop- and the student’s own practice. ORLA 4021. Section 1 Introduc- ment (2–3) ORLA 5049. Program leader- tion to management systems (3) Faculty. School community rela- ORLA 4071. The administration ship in multicultural settings (3) Professor Petrides. Co-requisite: tionships, needs assessment, pro- of private schools (3) Faculty. In-depth exploration of ORLA 4022. An introduction to gram planning, and evaluation of Professor Kane. The aim of this multiple aspects of the practice of the fundamental principles and student progress. Special emphasis course is to develop further the reflective leadership in multicul- concepts of management informa- on the principalship. ability to exercise leadership and to tural milieux. Includes collabora- tion systems. The course examines increase the capacity to sustain the tive action research and conflict the management of information ORLA 5587. Klingenstein semi- demands of leadership. The specific resolution training. systems across several different nar for independent school goals of the course are, within the types of organizations, with an educators (3) context of private schools, to emphasis on the management of Professor Kane. A comprehensive increase knowledge of administra- education-related information sys- examination of contemporary edu- tive practice; to cultivate skills, tems in K–12 as well as in institu-

259 D EPARTMENT OF O RGANIZATION AND L EADERSHIP tions of higher education. The ORLA 4062. School business of information systems used for ORLA 5050. Sec. 1. Program course explores both the theoreti- administration: Non-public decision making and problem solv- leadership: Grants funding cal as well as practical implications schools (3) ing in learning organizations. An workshop (3) of information systems. Several key Professor Richards. Emphasis on integral part of the course involves Dr. Segall. Use of word processor, themes are addressed, such as: non-public schools. Introduction developing the technical and analyt- spreadsheet, and database to create looking at how information sys- to school business administration ical skills necessary to manage infor- actual federal grant proposal tems can increase the problem- including an overview of account- mation systems, with an emphasis appropriate to work site. Dual solving capabilities within an ing, financial planning, budgeting, on those systems that are designed focus on learning application and organization or school; and explor- scholarships, endowments, capital to make it possible for organizations development of funding proposals ing how information can enable planning, salaries and pensions, to transform their information- as planning documents. Special leaders to perform their jobs more and cash management. based systems into knowledge- fee: $10. *Computer Lab mandatory effectively. Special fee: $50. based systems. Emphasis is also for second hour of class. ORLA 4820. Summer institute placed on understanding the envi- ORLA 4022. Introduction to in management systems (4) ronmental system in which the ORLA 6019. Labor management management systems-lab (1) Faculty. Broad introduction to the organization exists. Special fee: $50. relations in education (3) Co-requisite: ORLA 4021. The conceptual underpinnings and Faculty. Enrollment limited. purpose of this lab is to provide intensive hands-on application of ORLA 5021. Management Negotiations as administrative students with technical hands-on microcomputer-based techniques science (3) process for decisions and manage- computer experience in web-based for management planning, Professor Petrides. Prerequisite: ment of patterns of remuneration technologies and database design. resource allocation, information ORLA 4021 or permission of and conditions of work. Cases and This lab is designed to build the systems design, and data based- instructor. Allocation and predictive simulation. Special fee: $30. capacity of students to conceptual- policy and decision analysis in models for management. Principles ize and develop data-based infor- both public and private organiza- and applications of decision and ORLA 6020. Seminar in man- mation systems. Students will be tions. Special fee: $50. utility theory. Economic and cost- agement systems (3) introduced to resources and partici- benefit analysis and linear program- Professor Petrides. Permission pate in exercises related to the ORLA 4874. Strategic market- ming. Utilization of smoothing, required. Intensive study and design, implementation, and main- ing for academic institutions (3) regression, and simulation tech- field-based activities related to tenance of an information system. Faculty. This course focuses on mar- niques for planning and forecasting. information systems and to school keting concepts for private schools business administration topics. ORLA 4025. Section 1 School and non-profit organizations. Stu- ORLA 5025. Section 1 Ecology Students complete individual pro- business administration (3) dents will explore how institutions of educational planning and jects in conjunction with adminis- Professor Richards. Introduction describe themselves and how they management (3) trators from public or private to school business administration relate to various external publics Professor Richards. This course organizations. including overview of fiscal and such as students, parents, board takes an open systems or ecological property accounting, district and members, and donors. Topics of approach to planning and manage- Policy Analysis and Action site-based budgeting, cash plan- study will include mission state- ment in educational institutions of ning, purchasing and supply man- ments, core marketing strategies all kinds, including pre-school, ORLA 4030. Ethical issues of agement, transportation systems, and strategies for growth and com- elementary, secondary, higher edu- educational leadership (3) operation and maintenance of munication. Students will design a cation, and other public and pri- Professor Sobol. The ethical impli- facilities, and management of food marketing plan for an organization vate institutions. It focuses on cations of educational issues, with services. Special fee: $30. of their choice. both the personal and institutional a focus on the moral imperatives nature of planning in complex, and moral dilemmas of educational ORLA 4055. Economic con- ORLA 4876. School finance: highly adaptive organizations. Stu- leadership. cepts, the administration of Resource allocation for non- dents will learn how to conduct educational institutions and profit organizations (3) ecological audits, develop strategic ORLA 4040. Education policy policies (3) Faculty. An exploration of the plans, benchmark organizational decision making (3) Faculty. Course concepts include: business aspects of managing pri- performance, and write policy Professor Mann. An introduction the economic value of education vate schools and non-profit organi- options briefs. Some familiarity to policy analysis concepts and to society, the economy, and indi- zations The focus is on critical with computers recommended. techniques in a range of school and viduals; theories on the linkages issues of management including: Materials fee: $10. nonschool settings. Emphasis on between education and income; decision making, strategic plan- technology and learning. the interplay of physical, human ning, and analysis and allocation ORLA 5027. School fund and social capital; educational of resources. Participants will ana- accounting (3) ORLA 4042. The role of the production functions and alloca- lyze complex issues and problems Faculty. Prerequisite: ORLA 4025 state in education governance, tive efficiency; cost benefit and confronting leaders in private or equivalent. Examination of the policy and practice (3) cost effectiveness analysis in edu- schools such as enrollment and basic mechanics of financial Professor Sobol. The impact of cation; the distribution of educa- tuition stabilization, pricing and accounting for public school sys- state authority on local schools and tion among competing groups affordability, funding sources, tems. Managerial uses of account- school districts, seen through case and individuals; teacher markets endowment management, and ing for providing internal control studies of contemporary educa- and salary determination; and government compliance. and information for decision mak- tional issues. Roles, relationships, educational planning. ing are also explored. trends, and the political context of ORLA 5020. Section 1 Informa- policy making at the state level. tion systems for decision mak- ing in learning organizations (3) Professor Petrides. A theoretical, conceptual, and operational analysis

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The cross cutting political con- AEGIS Doctoral Admissions Application Essay cerns of power, class, race, gender, and relation will be woven into For centuries Western philosophical thought has considered the uniqueness of human beings, and discussions and course work. how they differ from other species that inhabit the earth and the special responsibility this unique- ness entails. Higher and Adult Thomas Aquinas, building on the work of Aristotle, tells us “that the ultimate intrinsic end of man Education is the perfection of his highest and specific faculty, namely his intellect.” John Donne, when con- (Code: TD) fronted with his own imminent death, tells us that “no man is an island entire of itself; every man is a piece of the continent, a part of the main . . . any man’s death diminishes me, because I am involved Adult and Continuing Education in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.” Adult Education Guided In your view what assumptions underlie each of these statements? In what ways are these statements Intensive Study (AEGIS) contradictory or complimentary? What do these statements tell us about individual and societal Adult and Continuing responsibility for leadership and learning? What dilemmas, if any, do they suggest for the role of Education education in society? How should adult educators address these implications? What assumptions are you making about your role as an adult educator in your remarks? Higher Education with specializations in: ORLA 4046. School finance: ORLA 5046. School finance: • ORLA 5646. Concepts and Higher Education Policy and practice (3) Resource allocation (3) techniques (3) Administration Professor Richards. Examination Faculty. In-depth analysis of fac- Professor Sobol. Concepts and College Teaching and of the judicial and legislative tors affecting the cost and quality techniques of policy planning Academic Leadership involvement in school finance of educational services within dis- and implementation analyzed Student Personnel reform, taxation, and the equity tricts and within states. Examina- through theoretical readings Administration and efficiency of local, state, and tion of methods to improve equity and case studies at local, state, federal finance policies and and efficiency in the allocation of and national levels. Cases are systems. Materials fee: $25. resources. Special fee $10. drawn from both education Adult and Continuing and other spheres of public ORLA 4058. Privatization and ORLA 5541. Federal politics, administration. Education choice in education (3–4) federal policies, and • ORLA 5647. Effective (Code: TDA—M.A. and Ed.D. Professor Kane. An investigation administrators (3) schools (3) ACE program) of the controversial issues concern- Faculty. The impact of federal poli- Faculty. Examination of sug- (Code: TDS—Ed.D. AEGIS ing the choice movement. Topics cies on administrators and vice gestions by various authors of program) include: charter schools, vouchers, versa. Examines the interaction critical features and elements Program Coordinator: Professor home schooling, and for-profit between the political arena and the that make schools effective. Victoria Marsick educational enterprises. Discus- policy arena. Attention to a number National, state, and organiza- For Admission inquiries: sions focus on how various forms of of topical areas of policy including tional reports, as well as indi- choice fit with the democratic implementation studies, the prob- vidual authors will be studied. 212-678-3710 ideal of education and who stands lem of innovation, and nonschool- Program Office: 212-678-3760 to benefit or lose from the various based educating institutions. • ORLA 6540. Topics in urban forms of school choice. education policy (3) Degrees Offered: ORLA 5544. Current topics in Faculty. Leadership responsibility Master of Arts (M.A.) ORLA 4086. Law and educa- policy analysis for in the formulation, implementa- Doctor of Education (Ed.D.) tional institutions: Issues of administrators (3) tion and assessment of urban edu- authority, religion, free speech, Professor Mann. Collaborative cation policy. Special Application and safety (3) work groups on topics such as Requirements/Information: Professor Heubert. This introduc- media and education, telecommu- ORLA 6542. History and poli- tory course focuses on legal issues nications, and the role of entertain- tics of urban school reform (3) ACE that arise in public and private ment industries. Especially appro- Professor Shipps. This survey schools. Topics include regulation priate for clinical projects and/or course prepares students for their An academic writing sample is of public and private schools; exploration of dissertation topics. roles as leaders of institutional required for applicants to the church-state issues; free-speech change by acquainting them with EdD degree. rights of students, teachers, and ORLA 5645-ORLA 5647. Topics our legacy of urban school reform, AEGIS extracurricular groups; who con- in policy planning and imple- its trends and cycles. It covers trols the curriculum; the authority mentation: political issues in historical con- The AEGIS program is to make and enforce rules govern- • ORLA 5645. Intergovern- text. Multiple versions of account- designed for experienced, self- ing student and staff conduct, on mental relationships (3) ability, standards, equity, and directed professionals capable of and off school grounds; the duty to Professor Mann. Intergovern- access make up the cycles of reform completing a rigorous program protect the safety of students and mental relationships, program to be examined, along with the emphasizing guided indepen- others; child abuse; search and assessment including national pedagogical and governance dent study. Students must com- seizure; and due process. standards, program develop- dilemmas (progressivism vs. tradi- ment cycles and leadership tionalist, centralization vs. decen- plete 40 transferable credits implications. tralization) that underlie them. from previous successful gradu- ate study prior to beginning the

261 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

AEGIS COURSE SCHEDULE a university library; a sample of relation to theory, and apply academic writing (preferably theory effectively in their prac- YEAR I Summer (Three week session) from work in an academic pro- tice. The program develops ORLD 6909 Program Development (3) gram), and an application essay capabilities in critical thinking ORLD 6800 Life-History (2) (see box) are also required. and transformative learning; ORLD 6902 Proseminar in Adult Education (3) and in individual and collective The application essay (prior learning relating to social and Autumn page) should not exceed ten organizational change. ORLD 6908 Adult Education Theory (3) double spaced pages. If the ORLD 6800 History of Adult Education (1) application materials are accept- Master of Arts ORLD 6918 Introduction to Research (3) able, applicants will be invited Organizations of all kinds— to campus for a day for an inter- Spring private sector business, health- view. They will also be asked to ORLD 6904 How Adults Learn (3) care institutions, government complete a second on-site writ- ORLD 6800 Higher Adult Education (1) agencies, and not-for-profit ing assignment at that time. ORLD 6803 Qualitative Research (3) institutions—are changing rapidly in order to meet their Early admission decisions are YEAR II Summer (Three week session) customers’ needs in a global ORLD 6912 Advanced Seminar I (3) made in December of the year economy and high technology, Workshop: Certification Exam preceding the beginning of the knowledge era. Learning is a Preparation (0) program. Applicants who want key ingredient to their success, HUDM 5021 Empirical Research (3) to be considered for an early learning that is: admission decision should Autumn • Linked to performance make sure that their materials A&HF 4084 Social Philosophy (3) • Active, integrated with are submitted by October 1 of ORLD 6800 Literacy/Adult Basic Education (1) work, and designed around the year preceding the begin- ORLD 6918 Advanced Research (3) real-world problems ning of the program and will ORLD 6914 Directed Dissertation Research (2) • Available just-in-time and be interviewed in November. through alternative formats Spring Applicants submitting materi- and technologies ORLD 6918 Advanced Seminar II (3) als by December 1 of that year, • Captured and shared as ORLD 6800 Workplace Learning (1) will be interviewed in Febru- organizational learning. ORLD 6918 Advanced Research (3) ary. The admission deadline is ORLD 6914 Directed Dissertation Research (2) December 1. Final admissions The M.A. in Adult and Contin- decisions are normally made by YEAR III Summer uing Education, with a concen- March of the year in which the ORLD 6918 Advanced Research (2) tration in Workplace Learning, program begins. ORLD 6914 Directed Dissertation Research (2) Training, and Development is ORLD 6800 Review of Learning Experience (Capstone) (0) designed for those who work, or Program Descriptions: wish to work, in organizations Fall and Spring ORLD 7900 Dissertation Seminar Adults face new demands for as human resource developers ORLD 8900 Continuous Dissertation Advisement lifelong learning in order to and adult educators. It provides flourish in a rapidly changing students with up-to-date theory Note: After course work, candidates must enroll in ORLD 8900, Contin- environment. Leaders in orga- and the opportunity to learn uous Dissertation Advisement, up to and including the semester in nizations and communities of more about best in-class prac- which the oral defense is held and major revisions are made on the docu- all types have also taken fresh tice. Thay way, they can more ment, as recommended by the Dissertation Committee. ORLD 8900 interest in adult and organiza- effectively design, manage, does not involve class meetings. Alternatively, candidates can enroll in tional learning in order to draw deliver, and evaluate interven- ORLD 7900, a seminar that meets on AEGIS weekends for additional effectively on the resources of tions for adult and organiza- guidance in their research. their entire institutions. tional learning in this changing environment. program. The applicant’s per- goals and describe why a degree The Adult Education graduate sonal statement must document in this field is a good fit with program, which offered the Doctor of Education experience in leading, design- these goals. first degree in this field in the This program, leading to the ing, or teaching in programs United States, prepares profes- that serve adult learning in a Other requirements for admis- Doctor of Education in Adult sionals who lead, design, and Continuing Education, is variety of settings: institutions sion include a professional implement, and evaluate pro- of education; corporations; resume indicating several years designed for experienced leaders grams that are based on princi- of adult education policy and healthcare; non-profit and pub- of experience in program devel- ples of Adult and Organiza- lic organizations; or religious opment or administration of programs who are interested in tional Learning (AOL). The research and theory-building as and community education ini- adult education, counseling, program develops scholar-prac- tiatives. The personal statement staff development or training. it relates to adult and organiza- titioners who can think criti- tional learning. The curriculum should also identify career/life In addition a proof of access to cally about their practice in

262 D EPARTMENT OF O RGANIZATION AND L EADERSHIP includes core courses on adult Degree Requirements: Doctor of Education Higher Education Adminis- development and learning, as All doctoral candidates must (ACE track—Code: TDA) tration (Code: TDJ) well as the development of meet departmental require- The Ed.D. requires a minimum Doctor of Education (Ed.D.) research competence. Students ments in research, statistics, data of 90 points of graduate course Higher Education (TDJ) develop tailored programs that collection and analysis. These work, a certification examina- link to course work in other courses are summarized in the tion, and a dissertation. Special Application programs within the Depart- grids on the preceding pages. Requirements/Information: ment and across the College For other specific required Core areas of study include the Applications are considered for depending on the context courses, students should consult following: fall enrollment only. within which they work: pri- with their advisors. • adult development and adult vate, public, and nonprofit orga- education theory and methods The Master of Arts programs nizations; higher and continu- Master of Arts • organizational learning theory, are designed for persons prepar- ing for general administrative ing adult education; or adult Students gain an M.A. by earn- design, and implementation positions, or who are already basic education in community ing either 30 points and doing a • program design, implemen- employed in entry-level posi- and social action settings. research-based essay; or 32 tation, management, and tions in universities, two- and points and a written, integrative evaluation Doctor of Education, AEGIS track four-year colleges, technical project that applies learning to • research methods, with institutes, professional schools, AEGIS is a highly selective, real work challenges. Illustra- emphasis on applied field and non-profit organizations. fast-track cohort program lead- tive projects include: guidelines research using quantitative ing to the Ed.D. in Adult and for developing a corporate men- and qualitative methods The Master of Education pro- Continuing Education for toring program, assessment of • special interest courses that grams are available to those who mid-career professionals who an action learning project in a emphasize organizational have at least two years of profes- work full time, and who utility, a review of coaching culture and context in differ- sional experience who wish to choose to pursue a doctorate in models in use in corporations, a ent settings engage in advanced study with- a concentrated format. The plan for developing a learning out undertaking the commit- program emphasizes leadership culture in a retail stores organi- In addition to courses that we ment of a doctoral program. for adult and organizational zation, or a sales service training provide, students must take learning. Scholar practitioners program. course work in: Applicants to the doctoral pro- are helped to examine and cri- • organizational and institu- gram should submit a scholarly tique theory and professional The program consists of one tional context courses as rel- writing sample with their experience. required course on understand- evant to the level and focus applications. It is recommended ing research (ORL 5521 or of study that doctoral applicants have a Course work is completed over ORLJ 4009 and five required • disciplinary studies as relevant masters degree as well as perti- a two-year period. Participants core courses in workplace to the level and focus of study, nent work experience. attend a concentrated three- learning: Theory and Practice e.g., history, social sciences, week session at Teachers Col- of Adult Learning (ORLD anthropology, or psychology Program Description: lege in each of three summers. 4050), Designs for Facilitating as it relates to adult learning As the field of higher education During the academic year, they Adult Learning (ORLD 4053), and education becomes more complex, the meet for Friday evening and Needs Assessment and Evalua- • understanding and/or con- need for well-prepared, care- Saturday seminars four times tion (ORLD 4052), Staff ducting research as relevant fully trained leaders becomes each semester for a total of four Development and Training to the level and focus of study increasingly more important. semesters. Courses are not (ORLD 5055), and The Learn- The Higher Education pro- open to students from other ing Organization (ORLD Higher Education gram at Teachers College is programs. Special tuition: 5061). Students select among Program Coordinator: dedicated to the mission of $8,000 per semester. Tuition may alternative breadth courses in Professor L. Lee Knefelkamp helping provide exceptional be subject to change. two related areas: organiza- For Admission inquiries: leaders to colleges and univer- tional dynamics and technol- 212-678-3710 sities, both in the United AEGIS students earn 50 points ogy that supports workplace Program Office: 212-678-3750 States and abroad. The pro- at Teachers College in a struc- learning. Finally, the remainder gram is committed to a philos- tured program that provides of a student’s program is tai- Degrees Offered: ophy of education which builds required courses in three areas: lored to career goals by select- Master of Arts (M.A.) constructively on contemporary theory, research, and the study ing from courses in the Depart- Student Personnel Adminis- theories developed in research of professional practice in dif- ment and across the College. tration (Code: TDH) and practice as they are imagi- ferent settings in which adults Students can take courses at the Higher Education Adminis- natively applied to educational learn. Students must also pass a Columbia University Business tration (Code: TDJ) problems. It is a blend of offer- certification examination, and School if they wish, and can Master of Education (Ed.M.) ings in theoretical foundations complete a dissertation. receive credit for learning from Student Personnel Adminis- of educational thought and of up to 200 clock hours of tration (Code: TDH) training in practical applica- internships. tion of those theories.

263 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

Advanced preparation for work tors, registrars, development Student Personnel Administra- research foundations of higher in higher education includes officers, college union direc- tion in the world, has an his- education; (2) Professional elements of education in the tors, affirmative action officers, toric role in that tradition. The Studies—student development basic liberal arts and social sci- multicultural affairs coordina- M.A. program is designed for theory, student characteristics ence disciplines and advanced tors, placement directors, pub- people interested in student and effects of college on stu- instruction in a field of scholar- lic relations offices, directors of affairs work in colleges, univer- dents, individual, group and ship and education related to institutional research and plan- sities, two-year institutions and organizational behaviors and professional practice. The pro- ning officers, as well as in other professional schools. Students interventions, organization and gram also hopes to foster an positions of institutional, state, in this program focus addi- administration of higher educa- integrated perspective among and national leadership. tional attention reflecting on tion and student affairs, assess- administration, organizational the increasing diversity on ment, evaluation, and research; analysis and development, The Higher Education pro- today’s college campuses with (3) Supervised Practice; (4) behavior and management, gram uses a pedagogical respect to race, ethnicity, translation of theoretical teaching, counseling, multicul- approach that incorporates nationality, gender, and age. knowledge about the develop- tural issues, adult development areas of study that are funda- The student body is comprised ment of organizations, groups, theory and practice, and higher mental to effective higher edu- of recent college graduates, and individuals into purposeful education policy. cation administration both now career-enhancers, and individu- practice; and (5) multicultural and in the future: administra- als seeking career changes. awareness, knowledge, and The program in Higher Educa- tion and leadership, instruc- skills. Clearly, this program has tion prepares educators and tional design and teaching, The program uses a pedagogi- been designed to exceed the leaders for administrative and adult learning and develop- cal approach that incorporates Council for the Advancement of academic positions in a broad ment, and multicultural issues four primary perspectives: Standards in Higher Education range of post-secondary educa- and concerns. administration and leadership, (CAS) guidelines. tional institutions. Our mission adult development theories, is two-fold: First and foremost, The program in Higher Educa- counseling, and multicultural The Master of Education we prepare scholar-practitioners tion offers three degree pro- and diversity issues and con- degree program, a 60-point who create and implement cut- grams: Master of Arts (offered cerns. Graduates are therefore program provides specialized ting-edge policy based upon in both Student Personnel prepared to help with the professional preparation in such enhanced skills as professional Administration and Higher growth and development of all areas as leadership and manage- educators, researchers, and the- Education Administration), college students, address mul- ment, organizational theory, ory-builders. Second, we Master of Education (offered in ticultural concerns throughout and finance. It also provides a develop a smaller number of both Student Personnel their institutions, implement specialization component for researcher-theorists who prepare Administration and Higher administrative skills and doctoral students, who ordinar- professionals in the field of Education Administration) and knowledge, as well as demon- ily meet Ed.M. requirements in higher education. a Doctor of Education in strate counseling abilities and the course of working toward Higher Education with five other helping skills. the doctorate. The program has been designed opportunities for specialization: to provide professional prepara- 1) College Teaching, 2) Orga- The 32 point Master of Arts The Ed.M. or M.A. degree tion and assist students in nization Leadership, 3) Student program in Higher Education recipient will have professional developing their expertise as Personnel Administration, Administration is designed for competencies in each of the fol- administrators, practitioners, 4) Student Development, and persons preparing for general lowing areas: researchers, and college faculty 5) Educational Policy. While administrative positions, or (a) understanding and defining and in related state and federal there are three areas of special- who are already employed in the role and functions of offices and foundations. It bears ization, there are not mutually entry-level positions in univer- student personnel work in special responsibility for exclusive paths to professional sities, two- and four-year col- higher education preparing leaders to the degree preparation. All students are leges, technical institutes, pro- (b) identifying factors affecting that its graduates have unique required to be proficient in fessional schools, and human and organizational opportunities to shape organi- each of these areas. non-profit organizations. behavior zational goals, to influence the (c) translating theoretical character of educational pro- Master of Arts Master of Education knowledge about the devel- opment of organizations and grams, and to affect institu- The field of student affairs has The Ed.M. program in Student individuals into meaningful tional performance. a long and proud tradition of Personnel Administration has practices of the profession supporting and enriching the been designed to provide pro- (d) interpreting research sig- Graduates of our program have personal and academic lives of fessional competencies in each nificant to the profession served as presidents, vice-presi- college students and of improv- of the following areas: (1) Foun- and conducting and apply- dents, deans of students, acade- ing the administrative func- dational studies—this area ing related research at an mic deans, academic depart- tioning of student services includes study in the historical, rudimentary level ment chairs, graduate faculty, offices. The SPA program, as philosophical, psychological, (e) performing the functions of business managers, financial the first graduate program in cultural, sociological, and aid officers, admissions direc- program assessment, design,

264 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

implementation, and evalu- Degree Requirements: Courses: ORLD 4020. College and uni- ation, as appropriate. Note the basic research versity organization and admin- requirements for all students in ORL 5521. Introduction to istration (3) Graduates of this program are the department located on research methods in education Professor Anderson. Basic aspects prepared to seek employment pages 226–227. (3) of college and university organiza- tion and administration with con- in a variety of student affairs Faculty. This course meets a Departmental requirement for an sideration given to the roles of var- and higher education settings Master of Arts (Higher Education introductory course on understand- ious groups in governance and such as: academic advising Administration) ing research across a wide spectrum management as well as organiza- offices, academic support The M.A. in Higher Education of educational settings. Basic con- tional processes such as leadership, offices, student activities cen- requires a minimum of 32 cepts of research methods and theo- decision making, and conflict reso- ters, Greek and other student ries of research are introduced so lution. External and internal con- points of graduate course straints examined from conceptual, organizations advisement cen- work and a comprehensive that students can read and critique education research and evaluation. practical, and policy perspectives. ters, career planning and place- departmental project. ment offices, residence life Methods discussed will include offices, HEOP, TRIO, and both qualitative and quantitative ORLD 4022. College personnel Master of Arts (Student policies and practices (3) minority student affairs offices, approaches to research, such as sur- Personnel Administration) veys, case studies, ethnography, Faculty. Personnel problems in col- student unions, orientation leges, including faculty and staff The M.A. requires a minimum participant observations, inter- offices, learning centers, admis- views, and oral histories. evaluation, recruitment, affirma- sion offices, financial aid offices, of 32 points of graduate course tive action, promotion, tenure, commuter affairs offices, college work, an intensive internship ORLD 4010. Purposes and poli- retrenchment, leadership/manage- and university staff training (approximately 15–20 hours cies of higher education (3) ment and personnel development. and development offices, etc. per week), and a comprehensive Professor Anderson. An introduc- examination. tion to the U.S. system of higher ORLD 4030. The economics of Doctor of Education education through an overview of post-secondary education (3) Master of Education (Higher the system and its history, a survey Faculty. A theoretical and practical The doctoral program in discussion of public/private finance Education Administration) of the missions and purposes served Higher Education has been by U.S. colleges and universities, of higher education. Economic and designed to provide profes- The Ed.M. in Higher Educa- and an investigation of some of the social rationales are discussed as sional preparation and to assist tion Administration requires a pressing policy questions now con- well as specific financing proposals. doctoral students in developing minimum of 60 points and an fronting those institutions. as expert administrators, prac- Integrative paper. ORLD 4031. Financial adminis- ORLD 4011. Curriculum and tration of higher education titioners, researchers, and col- institutions (3) lege faculty and in related state Master of Arts (Student instruction in higher education (3) Dr. Baldwin. The course is Personnel Administration) and federal offices and founda- Professors Knefelkamp and Levine. intended for those who will be tions. The program bears spe- The Ed.M. in Student Person- An introduction to the history, involved in the budgeting process cial responsibility for preparing nel Administration requires a trends, and issues pertaining to cur- at colleges and universities. No leaders to the degree that its minimum of 60 points of grad- riculum in U.S. higher education. previous financial training is graduates have unique oppor- Internal and external influences on required. The course is an intro- uate course work, an intern- duction to business principles and tunities to shape organizational ship, and a comprehensive curriculum decisions and implica- tions for the organization and their importance for decision mak- goals, to influence the character examination. of educational programs, and to administration of colleges and uni- ing in higher education. Topics versities. Examination of past and include budgeting, accounting, affect institutional perfor- Doctor of Education financial reporting, and planning. mance. Graduates of this pro- current curriculum trends, includ- The Ed.D. in Higher Educa- ing the impact of the new scholar- gram have served as presidents, ship of gender, race and class. ORLD 4040. The American col- vice-presidents, deans of stu- tion requires a minimum of 90 lege student (3) dents, academic deans, gradu- points of graduate course ORLD 4012. The community Professor Knefelkamp. Reviews ate faculty, business managers, work, a certification examina- college (3) the demographic data about stu- financial aid officers, admis- tion, and a dissertation. Dr. Hankin. Emerging issues, prob- dents, the changing relations of sions directors, registrars, Course work is completed in lems, and trends in community col- students to colleges, the diverse development officers, college the following areas: leges, technical institutes, and adult patterns of structure and function union directors, affirmative Program core courses 27 education. Topics include the his- by which colleges individualize Theoretical foundations/ tory and philosophy of the commu- education and provide for student action officers, multicultural development, and the influence of affairs coordinators, placement broad and basic areas of nity college movement, students, state and local governance, teach- colleges upon students. directors, public relations scholarship 9 Specialization 15 ing, student personnel work, offices, directors of institu- finance, adult education, and the ORLD 4041. Student personnel tional research and planning Modes of inquiry/research/ future of the community college. administration: Organization, officers, as well as in other preparation for functions, and issues (3) positions of institutional, state, dissertation 15–21 Faculty. Permission required. An and national leadership. Provision for individual introduction to various forms of needs and interests/ organization and functions: multi- electives 18–24 disciplinary foundations, including

265 D EPARTMENT OF O RGANIZATION AND L EADERSHIP historical and philosophical foun- adequately for evaluation of learn- tors and to consider how these nities, effective lecture, discussion, dations and conceptual and ing on multiple levels. Course experiences might help them to re- evaluation approaches, and cur- research contributions from the addresses both theory and practical frame their practice. riculum design.) The course behavioral and social sciences. examples of implementation. stresses the implications of diver- ORLD 4820. Cultural diversity sity in the student population. ORLD 4042. Student personnel ORLD 4053. Facilitating adult training in higher education set- administration: Programs and learning (3) tings: Issues and concerns (1) ORLD 5021. Patterns of organi- services (3) Dr. Bitterman and Professor Mar- Professor Knefelkamp. This intro- zation and management in Faculty. A survey of programs and sick. In-depth consideration of ductory workshop will address higher education (3) services typical of American col- issues, strategies and methods for multicultural training issues in Professor Anderson. Prerequisite: leges and universities. Includes facilitating adult learning. Theory higher education such as workshop ORLD 4020 or an introductory contemporary issues of concern to is considered in relationship to and intervention design, assess- course in higher education; a student personnel administrators. practice. Methods are identified ment issues and methods, ethical course in organization theory is that are suited to adult learning in concerns, group process, and gen- strongly advised. The study of col- ORLD 4043. Developmental different settings, and to the role eral training considerations. lege and university organization academic advisement programs played by groups in individual to from multiple perspectives, with in colleges and universities (3) team learning. No prerequisites ORLD 4830. Transforming the emphasis given to understanding Dr. Chang. A survey of theory and required, but learning is enhanced curriculum: Theory and their implications for executive research and an examination of the when taken following ORLD 4051. practice (3) and management practice. various organizational, administra- Professor Knefelkamp. This course tive, and staffing arrangements that ORLD 4054. Adult literacy: Cri- is designed to explore both the cog- ORLD 5022. The issue of quality pertain to student advisement pro- tiquing theory and practice (3) nitive and cultural implications of in postsecondary education (3) grams in colleges and universities. Dr. Bitterman. Permission curriculum design. It emphasizes Faculty. Examination of the issue of required. Explores the complex the theoretical and practical impli- quality as it exists and is debated in ORLD 4050. Introduction to issues surrounding adult literacy cations of curricular transformation higher education. Looks at the evo- adult and continuing education from the educator’s perspective. based on the new scholarship of lution and development of the (3) Through a critical reading of rep- gender, race, class, and ethnicity as issues of quality as they manifest Dr. Bitterman and Dr. Persico. An resentative literature and an in- well as student intellectual and themselves in accreditation, assess- introduction to the professional field project, insight into contex- interpersonal development. ment, program review, and total field of adult and continuing edu- tual approaches to literacy and the quality management. Course inves- cation: fields of practice (higher myths surrounding illiteracy may ORLD 4844. Helping adults tigation will begin at the macro education, workplace, management be gleaned. learn (3) (institutional) level and progress to training, social action, literacy and Dr. Brookfield. In this course, par- the micro (classroom, student) level. the like, and their evolution, and ORLD 4500. Special topics in ticipants will explore the ways in new challenges; schools of thought higher and adult education which adults learn critical think- ORLD 5044. Theories of diver- [pragmatism, radicalism and (1–3) ing and they will experience differ- sity and higher education (3) humanism]); their transformation Faculty. Periodic explorations of ent techniques to teach critical Professors Knefelkamp and Ander- and their relevance; clarification of special topics and issues in fields thinking. Exercises to be reviewed son. Critical analysis of cultural concepts; and discussion of emerg- of higher education administra- will include: Scenario Analysis, diversity in American higher edu- ing issues and challenges. tion, student personnel adminis- Heroes and Villains, Crisis Deci- cation with respect to the curricu- tration, adult and workplace edu- sion Simulation and Critical Inci- lum, co-curriculum, and institu- ORLD 4051. How adults learn cation, and college teaching and dents. The course will mix presen- tional structure. Presents new (3) academic leadership. tations by the leader with small paradigms with which to under- Professor Knefelkamp and group exercises. stand the complexities of response Dr. Gonzalez. Role and perspective ORLD 4800. Workshop in that are necessary to adequately changes in adulthood, concepts of higher and adult education ORLD 4845. Diversity: Implica- meet the needs of all students. maturity, learning theories, per- (0–3) tions for recruitment and sonality development, cognitive Faculty. Special topics or events retention (1) ORLD 5045. The Multicultural learning and thinking, creativity, related to the administration of Professor Anderson. Students will self in higher education (3) interests and attitudes, motivation, programs of higher or adult educa- explore aspects of cultural diversity Professor Knefelkamp. Course self-concept, and achieving styles. tion. Topics change each semester. and multiple oppressions (race, focuses on issues of identity devel- Implications for the education of Open to degree and nondegree stu- class and gender), as well as envi- opment, social and cultural diver- adults in a wide variety of work- dents for credit or Noncredit. ronmental concerns affecting the sity, and the intersections of multi- place, community, and educational recruitment and retention of ple aspects of the self. Perspectives settings. ORLD 4815. Developing critical diverse student and faculty popula- of social identity development, thinkers (1) tion in the context of American intellectual and ethical maturity, ORLD 4052. Program develop- Dr. Brookfield. This workshop will higher education. social learning theory, and intercul- ment: Assessing learning needs explore answers to questions con- tural analysis are major components and evaluating outcomes (3) cerning facilitating adult learning. ORLD 5011. College teaching in the study of the individual. Dr. Fey. In-depth consideration of Presentations from the workshop and learning (3) issues, strategies and tools for leader will be interspersed with Professor Knefelkamp. Designed ORLD 5053. Organization and ensuring that the right needs are small group exercises focusing on for individuals who aspire to col- administration of adult and identified within organizations, different approaches to helping lege teaching, this course empha- continuing education (3) that resulting learning programs adults learn. Participants will be sizes research on student learning, Dr. Fey. Organization studied in address learning needs, and that encouraged to explore their own multiple pedagogies (such as expe- relation to community structure program development provides experiences as learners and facilita- riential learning, learning commu- and social forces. Finance and facil-

266 D EPARTMENT OF O RGANIZATION AND L EADERSHIP ities, personnel, program, and ORLD 5241-ORLD 5242. Obser- • ORLD 5526. The literature ing, cost benefit analysis, and community relations. Major vation and supervised fieldwork of higher education (2–3) discounted cash flow. Emphasis emphasis on case analysis. in student personnel adminis- Faculty. Analysis of selected on applied financial decision tration (3) classic and contemporary works making. ORLD 5055. Staff development Dr. Bauman. Permission required. that have influenced professional • ORLD 5536. College class- and training (3) Prerequisites: ORLD 4041 and thought and affected public room assessment (3) Professor Marsick, Dr. Meyer, and ORLD 4042. Students reserve two opinion and public policy Professor Knefelkamp and Dr. Dr. Volpe. Introductory course cov- days a week for work in colleges. A related to higher education. Kaye. An in-depth study of ering the organization, manage- weekly seminar integrates field Topics vary from year to year. major assessment techniques ment, and instructional process practices with course theory. • ORLD 5527. The college for the college classroom. Par- involved in staff training and devel- professoriate (3) ticular attention will be paid to opment programs in business, ORLD 5522-ORLD 5528. Professor Knefelkamp. Review the work of Patricia Cross, industry, unions, healthcare institu- Advanced professional seminar and discussion of the research Thomas Angelo, and Dick tions, government, and other non- Faculty. Intensive analysis of and literature, diverse roles, and Light, as well as assessment collegiate settings. Current devel- selected problems and issues in expectations that characterize models associated with collabo- opments, innovative practices, and postsecondary education. The the position of college professor, rative learning, teaching port- issues. course is intended for practicing with attention to implications folios, and student portfolios. professionals in postsecondary edu- for professional and personal • ORLD 5537. College class- ORLD 5056. Adult education cation as well as majors in the development. room assessment research (3) social action (3) department. Other students in the • ORLD 5528. Legal aspects Professor Knefelkamp and Dr. Dr. Muller. An historical, sociocul- college who wish to enroll should of the role of the college Kaye. Prerequisite: ORLD 5536. tural and psychopolitical approach obtain permission of the instructor. teacher (2) In-depth study of classroom to adult learning and education. • ORLD 5522. The chief stu- Faculty. Topics include legal research methods based on the Contexts of adult education for dent affairs officer (2) aspects of faculty employment, classroom assessment methods social change in the North (social Faculty. Consideration given to academic freedom, faculty-stu- studied in ORLD 5536. movements, community develop- the roles of such officers in col- dent relations (academic and ment) and the South (NGOs, com- leges and universities, to their disciplinary), and liabilities. ORLD 5819. Workplace learning munity education); concepts of responsibilities and authority, institute: Towards a learning conscientiation, social action, and to their relations with presi- ORLD 5531-ORLD 5537. organization: The social dimen- praxis, and empowerment are cov- dents, faculties, students, and Advanced professional skills sions of large-scale change (1–3) ered as well as new challenges to their own staff. Registration is Intensive work in special skill Professor Marsick and Dr. Meyer. social change education (globaliza- restricted to doctoral candidates areas for the management of post- The Workplace Learning Institute tion, liberation, post-modernism). in the Higher and Adult Educa- secondary education. The sections brings together public and private tion programs and requires the involve practical experiences and sector training and human resource ORLD 5057. Adult learning and permission of the instructor. possibly fieldwork. These courses practitioners, managers, program education: theory and practice • ORLD 5524. An analysis of are intended for practicing profes- directors, faculty and students (3) student cultures (3) sionals in post-secondary education interested in exploring current Dr. Van Der Veen and Professor Professor Knefelkamp. Critical as well as for majors in the depart- issues that define the scope and Marsick. A seminar in theory analysis of selected research ment. Other students who wish to nature of workplace learning. development through a synthesis reports pertaining to the student enroll should obtain the permis- Themes vary each year. of the writings of selected philoso- cultures. The focus is on the pur- sion of the instructor. phers, social scientists, and educa- poses of each study, the ques- • ORLD 5531. Collective bar- ORLD 6241. Advanced field- tors. History and transformation of tion(s) asked, the assumptions gaining (2–3) work in student personnel adult education philosophy and and theories upon which the Faculty. The theory and practice administration (2–6) theory; cultural, social and politi- research is based, the sources of of faculty collective bargaining Permission required. Open to part- cal contexts of theory-building; data, the method(s) of data collec- from institutional, organiza- time and full-time doctoral stu- critical analysis of the main schools tion, the conclusions and inter- tional, and inter-group perspec- dents. Forty hours of work of thought; discussion of new chal- pretations developed, and the rel- tives. Participants participate in required for each point of credit. lenges to adult learning and educa- evance of the research to student bargaining exercises and engage tion theory (social learning, orga- personnel in particular, and to in the simulated negotiation of ORLD 6511. Coordinating semi- nizational learning). higher education in general. a complete college contract. nar in higher education (3) • ORLD 5525. College student • ORLD 5533. Faculty evalua- Professors Knefelkamp and Ander- ORLD 5061. Advanced staff development theories I (3) tion and development pro- son. Permission required. Course development and training (3) Professor Knefelkamp. Course gramming (2–3) restricted to doctoral students in Professor Marsick. This course focuses on college student devel- Faculty. Theory and practice con- the Higher Education program. describes theory and practice in opment theories and their appli- cerning the evaluation of college An overview and discussion of the creating learning organizations. cation to higher education. Pri- teaching. Topics include models most topical literature in Ameri- Indepth attention is given to action mary areas of focus include: 1) and practices for the evaluation can Higher Education, this course science as a framework for organi- intellectual and ethical develop- of faculty and for the organiza- is designed to explore a wide vari- zational learning. Readings and mental theory, individual devel- tion and administration of fac- ety of educational roles in the con- case studies provide insight into opment models, learning styles ulty development programs. text of the goals and aspirations of learning at individual, group, and models, and theories of cultural • ORLD 5534. Financial deci- new doctoral students. organizational levels. ORLD 5055 identity 2) ethical considerations sion making in education (2–3) or its equivalent is a prerequisite. using theory in practice, and 3) Faculty. Introduction to a series critique of theories from a vari- of financial decision-making ety of research perspectives. tools including cost account-

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ORLD 6520-ORLD 6521. already completed a preliminary See also: management experience is Advanced seminar in the com- literature review. The course will Program in Educational Administra- required for students in the munity college (3) assist the student in design, meth- tion: executive programs. Faculty. Selected issues such as ods, and other matters of concern ORLA 4010. Introduction to teaching in a community college, in the preparation of an acceptable organization and change theory The accelerated Master of Arts the future of the community col- dissertation proposal. in education (3) lege, or state and national systems ORLA 5017. Organizations and cohort begins every other autumn in even years. for the community college are Directed Research and interpersonal behavior (3) explored in depth. Topics vary Independent Study each year. Department of Human Development: Doctor of Education (Students must have an instructor- HUDK 4024. Developmental In addition to the requirements ORLD 6550-ORLD 6551. approved Learning Contract prior to psychology: Adulthood and the Advanced seminar in higher enrolling in any of the following life span (2–3) for admission to Teachers Col- and adult education (3) courses.) lege, doctoral applicants must: Faculty. Intensive study of a Department of Counseling and Clini- • Hold a baccalaureate degree selected topic. Topic varies from ORLD 4900. Research and inde- cal Psychology: with a major in any field that term to term and is typically pendent study in higher and CCPJ 4064. Principles and is approved by Teachers Col- related to an ongoing program or adult education (2 or more). methods of psychological coun- lege, Columbia University. research project. Students may seling (3) • Hold a current Registered begin either term. ORLD 5900. Research in higher Nurse License in a state in and adult education (1–4) Department of Arts and Humanities: Permission required. Conduct the U.S. or in a province of ORLD 6552. Advanced seminar A&HF 5070. History and theory Canada. in theories of intellectual and research studies (not a part of a doc- of higher education (3) ethical development for college toral dissertation) under guidance. A&HF 4054. Education and • In lieu of the Graduate students (3) Focus on a particular institution or manpower planning (3) Record Examination (GRE) Professor Knefelkamp. Permission type of institution, e.g., college of or the Miller Analogies Test required. Intensive study of the liberal arts, professional school, Department of Mathematics, Science, (MAT), applicants whose major theories of college student community college. and Technology native language is not Eng- intellectual development, particu- MSTU 4030. Computer applica- lish must have a score of 600 larly the work of Carol Gilligan, ORLD 6557-6558. Research tions in education (3) or greater on the TOEFL Lawrence Kohlberg, William G. practices in higher and adult examination (or a 250 on the Perry, Jr., Katie Cannon, and those education Faculty. Nurse Executives computer-based equivalent), who have expanded the research on or a Level 10 on the Ameri- student intellectual and ethical Program Coordinator: development. Additional models ORLD 6900. Research and inde- Professor Elaine L. Rigolosi can Language Program considered include Reflective pendent study in higher and For Admission inquiries: (ALP) test offered by Judgment and Women’s Ways of adult education (2 or more) 212-678-3710 Columbia University. Inter- Knowing. Students will also learn Permission required. Program Office: 212-678-3421 national applicants should the assessment and scoring meth- note that a current permit ods associated with each model. ORLD 7900. Directed disserta- from the New York State tion proposal seminar (3) (Code: TNZ—M.A. Accelerated) Board of Nursing is required ORLD 6556. Educational leader- Permission required. All doctoral to practice nursing and/or ship: Research, art and practice students eligible for this course (Code: TNO—Ed.M., Ed.D.) must register each semester until a (Code: TNX—Ed.D. do fieldwork. (3) • Have an eighth decile on Professors Knefelkamp and Ander- proposal hearing has occurred and Accelerated) son. Permission required. Examina- a proposal has been approved. graduate work at Teachers tion of leadership research defini- Degrees Offered: College or a cumulative grade tion, dimensions, characteristics, ORLD 7500. Directed disserta- Master of Arts (M.A.) point average of 3.5 from and capacities. Exploration of lead- tion proposal seminar (1) Master of Education (Ed.M.) other accredited institutions ership opportunities within entire Students register for the course the Doctor of Education (Ed.D.) • Have a GRE verbal score of range of educational practice. semester a proposal hearing is to at least 540 or an MAT score be scheduled. Application of leadership lessons to Special Application of at least 54. educational problems and situa- tions through case studies. ORLD 8900. Dissertation Requirements/Information: advisement in higher and adult Potential candidates who do Master of Arts not meet these admission stan- ORLD 7500. Dissertation semi- education (0) nar in higher and adult Individual advisement on doctoral In addition to the require- dards but who can demonstrate education (1) dissertations. Fee: to equal 3 points ments for admission to Teach- substantial ability shall have Permission required. Students at current tuition rate for each ers College, applicants must be the option to petition the Fac- should have completed most or all term. For requirements, see section Registered Nurses in any U.S. ulty of the program to be con- course work (including research in catalog on Continuous Registra- state or in Canada, and hold a sidered for admission based on methods courses) and have passed tion for Ed.D./Ph.D. degrees. baccalaureate degree in any alternative evidence of ability. the certification examination. The ORLD 9900. Research and inde- field, with a cumulative grade course is intended for students point average of 3.0 or better. The next accelerated Doctor of who have identified a reasonably pendent study in higher and adult education (2 or more). One year of post-baccalaureate Education cohort will begin in narrow area for research and have the autumn 2002 semester.

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Program Description: Program for Nurse Executives. Counseling in Business and see the Doctor of Education The Program for Nurse Execu- The Accelerated Program at Industry (3) “Advisement Guide” which can tives prepares students for lead- the M.A. level is a cohort pro- be obtained from the office of ing roles in healthcare organi- gram that meets one day per Semester IV the Program for Nurse Execu- zations, both service and week on Fridays. It runs for Legal Issues for Healthcare tives. The following is an exam- education. These roles are those four semesters. Program costs Professionals (3) ple of a doctoral cohort that advance and implement are $9,000 per semester of Colloquium in Nursing sequence by semester.* the practice of nursing and study and include tuition, fees, Administration (3) healthcare, operating primarily books and refreshments. The Methods of Empirical Semester I in one-to-one relationships cost of the program is subject Research (3) Probability & Statistical with clients. Hence, the gradu- to change. The following is an Seminar: Clinical Teaching Inference ates of this program will have example of a masters cohort and Evaluation (3) Interdisciplinary Theory in their major impact on nursing sequence* by semester: *Courses and/or sequence are Nursing and healthcare by influencing subject to change. Marketing Nursing Pro- other interdisciplinary health- Degree Requirements: grams & Services care providers. Note the basic research Master of Education Semester II requirements for all students in The Master of Education Methods of Nursing The basic aims of current the department located on degree in the Program for Research healthcare delivery and health- pages 226–227. Nurse Executives requires a Work-Family Issues: A mul- care reform mandate a nonpar- minimum of 60 points beyond tidisciplinary approach tisan approach to the education The Capstone Project is a the baccalaureate degree. At Colloquium in Nursing of nurses and all health care requirement for all master’s least 30 points must be earned Administration administrators and executives. degree candidates. It is at Columbia University; at Professionals who practice in required during the semester in least 18 of these points under Semester III today’s healthcare environ- which a student applies for a the auspices of Teachers Col- Nursing Research Develop- ments and shape tomorrow’s master’s degree, whether the lege. Applicants who hold the ment reform must be collaborative Master of Arts or the Master of degree of Master of Arts and Social Philosophy & interdisciplinarians. Education. Details are provided Master of Science from accred- Education in “Guidelines for the Capstone ited universities may transfer a Health Care Policy & Nursing leadership in scholar- Project”, which can be maximum of 30 points of Analysis ship, in research, and in prac- obtained from the office of the work to the Master of Educa- tice is achieved with the attain- Program for Nurse Executives tion degree. Candidates who Semester IV ment of the doctoral degree. and from Faculty Advisors. have completed the Master of Dissertation Design Toward this ultimate goal, Arts through Teachers College Master of Arts Development—Section I there are various development must offer a minimum of 45 Dissertation Design levels of role preparation, with Semester I points of the required 60 Development—Section II exit points of achievement at Leadership and Management points under the auspices of Managing the Socially the levels of Master of Arts (48 for Healthcare Organiza- Teachers College. For program Responsible Organization points) and Master of Educa- tions (3) course sequence recommenda- tion (60 points). All role prepa- Theories of Nursing (3) tions, please see the Master of Semester V ration in the Program for Health Problems and Issues Education “Advisement Designing, Planning and Nurse Executives is based upon in Society (3) Guide” that can be obtained Monitoring the Health approaches of open inquiry, Fiscal Management of the from the office of the Program Care System scholarly pursuit, and the abil- Nursing Organization (3) for Nurse Executives. ity to synthesize knowledge Advanced Dissertation from diverse disciplines. Design Development— Semester II Doctor of Education Section I Personnel Management in Master of Arts The Accelerated Program at the Advanced Dissertation Healthcare (3) Ed.D. level is a cohort program Design Development— The Master of Arts degree pro- Nursing Science (3) that meets one day per week on Section II gram for Nurse Executives Basic Concepts in Statistics Fridays. The program consists offers preparation for nursing (3) of six semesters of course work Semester VI and healthcare management Informatics in Nursing (3) leading to the Ed.D. degree. Innovation in Nursing positions in a variety of health- Program costs are $9,000 per Management care organizations, on the basic Semester III semester of study and include Advanced Management skills and concepts of manage- Methods of Nursing tuition, fees, books and refresh- Information Systems ment. Regular faculty mem- Research (3) ments. The cost of the program Guided Study—Section I & bers and other experts teach the Administration of a Nursing is subject to change. For pro- II courses that comprise the cur- Organization (3) gram course recommendations riculum in the Accelerated Crisis Intervention (3) and program planning, please

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*Courses and/or sequence are ORL 5551. Ethics for healthcare ORLN 6909. Independent study designs and data collection methods subject to change professionals (3) in nursing theory (1–6) in nursing research with emphasis NOTE: After course work, can- Review of ethical issues in health- Faculty. Permission required. Indi- on application to practice. didates must enroll in ORLN care and healthcare delivery. vidual, guided learning experience 8900, Continuous Dissertation in a selected nursing theory or the- ORLN 5043. Nursing research ory problem. Topic agreed upon development (3) Advisement, up to and includ- Nursing Domain Fieldwork Courses between student and faculty. Faculty. Prerequisites: ORLN ing the semester in which the 4005, ORLN 5040, or equiva- “Defense” is held and major Application for fieldwork courses Professional Nursing lents. Philosophical foundations of revisions are made on the docu- must be submitted by April 15 for empirical and naturalistic inquiry ment, as recommended by the the Autumn term and by Novem- ORLN 4001. Contemporary methods are examined with refer- Dissertation Committee. ber 15 for the Spring term. Stu- issues in nursing (3) ence to developing a domain sig- dents are required to follow pro- Faculty. Identification and analysis nificant research problem. Empha- of current issues in nursing; devel- Courses: gram procedures. Applications are sis given to clarification to study available in the program office. opment of appropriate back- design within interdisciplinary ground; formulation of personal knowledge relevant to nursing. The following are recommended as stances on selected issues. general, interdepartmental, interdi- General Courses within the visional courses appropriate for stu- Nursing Domain ORLN 5340. Practicum in ORLN 4004. Historical trends archives and historical research dents throughout the College as Courses in this section deal with in nursing (3) electives and may also be utilized (3) the theory of nursing in practice, Faculty. Consideration of the his- Faculty. Prerequisites: ORLN 5040 by non-majors to meet the general nursing as a profession, and the tory of nursing and nursing educa- Teachers College requirement. See and ORLN 5043. An introduction history and contemporary trends in tion, and its influence on current to the theory and practice of General Offerings and Interdiscipli- nursing. These courses are open to developments in nursing. nary Study for a course description. archives administration and histor- students in any nursing sequence ical research. Course treats the fun- of study; they also are open to ORLN 4050. Health problems ORL 4003. Crisis intervention damentals of these two interrelated interested students, nurses or non- and issues in society (3) fields through lectures, readings, (3) nurses, from other departments Faculty. Political and economic Study of general crisis phenomena practical exercises, and a project and divisions. concepts influencing the delivery of involving: (1) arrangement and within the framework of crisis healthcare services. Consideration intervention theory. Analysis of description of a manuscripts collec- Nursing Theory of health issues facing the public tion or (2) an oral history interview. individual, family, and community and possible courses of action. dynamics. ORLN 4005. Theories of nurs- Projects focus on the Nursing ing (3) Archives in the Teachers College ORLN 5908. Independent study Milbank Memorial Library. ORL 4011. Personnel manage- Faculty. Theoretical foundations of in professional nursing (1–6) ment in healthcare (3) nursing. Critical analysis of theo- Permission required. Individual, Professor Rigolosi. Examination ries that explain the nature of ORLN 5540. Seminar in mas- guided learning experience at the ter’s thesis development (3) and application of personnel man- nursing practice. Master’s level in a selected aspect of agement and human relations the- Faculty. Permission required. professional nursing. Topic agreed Group critique of thesis proposals; ory in the healthcare organization. ORLN 5000. Nursing science (3) upon between student and faculty. Includes human resource utiliza- Faculty. Prerequisite: ORLN analysis of theory and research design. Open only to students tion, problem solving, communica- 4005. Examination of emerging ORLN 6501. Seminar in profes- tions theory, and evaluation perfor- issues in nursing research and writing theses. This course may be sional nursing (3) repeated as often as necessary until mance. Special fee: $20. healthcare. Relevance to theory Faculty. Prerequisites: 2 courses in development and health policy are the student is ready to present the nursing professionalism and/or his- thesis proposal for faculty approval ORL 4014. Legal issues in emphasized. tory. Examination of selected pro- healthcare organizations (3) in ORLN 5541. Continuous fessional nursing problems or Autumn/Spring enrollment is Professor Rigolosi. Laws, adminis- ORLN 5005. Interdisciplinary domain in depth. Course may be trative regulations, and pertinent theory in nursing (3) required until the semester in repeated for credit if different top- which presentation is held. case law affecting healthcare organi- Faculty. Prerequisites: ORLN ics are covered. zations. Theories of power, politics, 4005, ORLN 4050, or equivalent. and labor relations applied. Local, Evaluation of utility of theories and ORLN 5541. Master’s thesis ORLN 6908. Independent study seminar in nursing (3) state, and federal impact on health- models from related disciplines in in professional nursing (1–6) care included. Special fee: $25. posing research problems in nurs- Faculty. Permission required. Pre- Permission required. Individual, requisite: ORLN 5540. Involves ing. Focus on strategies of concept guided learning experience at the ORL 4054. Leadership and man- analysis and theory derivation. presentation of Master’s thesis pro- doctoral level in a selected aspect of posal for faculty approval. agement in healthcare organiza- professional nursing. Topic agreed tions (3) ORLN 6600. Colloquium in upon between student and faculty. Professor Rigolosi. Critical analysis nursing theory (3) ORLN 5940. Master’s advise- of theory and research in organiza- Faculty. Prerequisites: 2 courses in ment in nursing (3) tional behavior, leadership, and nursing theory. Examination of a Nursing Research Faculty. Permission required. Indi- management as it relates to the role selected nursing theory or theory ORLN 5040. Methods in nurs- vidual advisement on master’s the- of healthcare executives. Critique of problem in depth. Course may be ing research (3) sis. May be repeated for up to 6 the executive’s role as it relates to repeated for credit if different top- Faculty. Prerequisites: ORLN points. Involves active work toward these theories. Special fee: $20. ics are covered. 4005, ORLN 5000. Analysis of completion of a thesis proposal that hypothetical generation, study has been accepted by faculty.

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ORLN 6540. Dissertation design General Courses in Role Nursing Organization Executive of nursing administration. Topic development (3) Preparation Role agreed upon between student and Professor Rigolosi. Permission faculty. required. Prerequisites: ORLN ORLN 5013. Informatics in ORLN 4013. Fiscal management 5043, ORLN 4005, ORLN 5005, nursing (3) of the nursing organization (3) ORLN 6212. Advanced study in statistics, and certification. Faculty. Focus on computerized Faculty. Focus is the fiscal impact nursing administration (3–6) Required of all doctoral candidates. management information systems, of providing nursing services. Faculty. Permission required. Group critique of dissertation pro- computer-based analysis of deci- Management information sys- Open only to doctoral candidates. posals; focus on beginning to inter- sion alternatives, assessing nursing tems, organizing human and Internship in a nursing organiza- mediate aspects of analysis of the- care quality and cost-effectiveness, material resources, and assessing tion as a nurse executive; involves ory and research design. This and other feedback mechanisms the cost and quality of nursing active assumption of the executive course may be repeated as often as specific to the nursing organiza- services are studied. Health orga- role, including responsibility for necessary until the student is ready tion. Special fee: $50. nization finance and nursing bud- assigned projects and organiza- for the departmental examination. geting are included. tional responsibilities. Specific Once ORLN 6540 is taken, con- ORLN 5530. Seminar: Clinical objectives developed among stu- tinuous Autumn/Spring enroll- teaching and evaluation (3) ORLN 5010. Administration of dent, faculty, and preceptor. Spe- ment in the course is required until Faculty. Inquiry in effective a nursing organization (3) cial fee: $25. the semester during which the strategies for teaching and evalu- Faculty. Prerequisite: ORL 4054. departmental examination is held. ating students in the laboratory Analysis and application of admin- ORLN 6511. Innovations in setting. Analysis of theory ad istrative theory and structure to nursing management (3) ORLN 6541. Advanced disserta- related research. the nurse executive role. Analysis Faculty. Prerequisites: ORL 4054, tion design development (3) of fit of models to the nursing ORLN 4011, ORLN 5010. Professor Rigolosi. Permission ORLN 6014. Managing the administrative task. Application of Selected innovations in nursing, required. Prerequisite: ORLN socially responsible organiza- MBO quantitative decision theory, other health disciplines and man- 6540 and certification. Focus on tion (3) and other models in the nursing agement science are analyzed advanced aspects of research design Faculty. Analysis of selected social, administrative function. regarding underlying processes for and method. economic, and political mega- translating new knowledge into trends that have or will continue ORLN 5011. Designing, plan- successful practice. Special fee: $10. ORLN 7500. Dissertation semi- to influence the direction of ning, and monitoring the nurs- nar in nursing (3) change in the healthcare industry. ing care system (3) ORLN 6514. Marketing nursing Faculty. Permission required. Pre- The process of analysis is intended Faculty. Prerequisite: ORL 4054. programs and services (3) requisite: ORLN 6540 and certifi- to serve as a conceptual framework Corequisites or prerequisites: Faculty. Prerequisites: ORL 4054, cation. The departmental examina- for the categorization of discrete ORLN 5010, ORLN 4013, and ORLN 5010. Analysis of market- tion, involving presentation of trends affecting the management ORLN 4005. Identification and ing concepts and principles of dissertation proposal for faculty of nursing services and programs. analysis of organization and plan- strategic planning as they relate approval. This course is required of ning theories applicable to the to nurse executive role in health all certified doctoral candidates ORLN 6522. Policy formation nursing care system. Development service industry. and may be taken only once. and governance in healthcare (3) of design models based on analyses Faculty. Policy formation and gov- of current and predictable health- ORLN 6615. Colloquium in ORLN 8900. Dissertation ernance within nursing organiza- care needs of society and the nurs- nursing administration (3) advisement in nursing (0) tions and within the larger institu- ing market. Ability to assess archi- Faculty. Prerequisite: determined Individual advisement on doctoral tion of which they are a part. tectural plans as they impact on by instructor based on subject to dissertation following completion Exploration of external and inter- nursing care delivery. be covered. Examination of of all course work. Fee equal to 3 nal influences on policy formation selected problems in nursing points at current tuition rate for in nursing. ORLN 5212. Fieldwork in exec- administration for in-depth cover- each term. For continuous utive nursing management (3–6) age. Course may be repeated for requirements, see section in cata- ORLN 6635. Colloquium in Faculty. Permission required. Pre- credit if different topic is taken. log on Continuous Registration nursing education (3) requisites: ORL4054, ORL 4011, for Ed.D. degree. Faculty. Prerequisite: determined ORLN 4012, ORLN 4013, ORLN 6910. Independent study by instructor based on topic ORLN 5010, ORLN 5011. Open in nursing administration (1–6) ORLN 6940. Independent study selected. Examination of selected only to Ed.M students. Observa- Permission required. Individual, in nursing research (1–6) problems in nursing education tion, assessment, and evaluation of guided learning experience at the Permission required. Allows stu- practice and administration. a preceptor nurse executive in a doctoral level in a selected aspect dent to contract with individual Course may be repeated for credit major nursing institution; concur- of nursing administration. Topic faculty member for research related if different topic covered. rent assessment of the nursing agreed upon between student and work in a defined area of study. organization. Specific objectives to faculty. ORLN 6930. Independent study be developed by student, faculty, in nursing education (1–6) and preceptor. Special fee: $25. Role Preparation Nursing Education Executive Permission required. Individual, The rest of the nursing courses guided learning experience at the ORLN 5910. Independent study Role focus on combining cognate and doctoral level in a selected aspect in nursing administration (1–6) On the master’s level, preparation nursing knowledge in synthesizing of nursing education. Topic agreed Permission required. Individual, for this role is identical with knowledge needed in role upon between student and faculty. guided learning experience at the preparation for the professorial fulfillment. master’s level in a selected aspect role. The same courses are used for this purpose.

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ORLN 6521. Legal aspects of credits that are the minimum through theory, research, and ified students are given the nursing education (3) number necessary for comple- various types of interventions. opportunity to develop their Faculty. Legal responsibilities of tion of the program. Primary program in a manner consistent faculty and administration in an consideration for admission is The programs provide with their career interests, educational setting. given to previous academic advanced training in the con- capacities, and background. ORLN 6625. Colloquium in record, work experience and cepts, research methods, and nursing education organization letters of reference. GRE scores applications of social and orga- The program provides courses (3) are not required for admission nizational psychology. They are at Teachers College and other Faculty. Permission required. Pre- into the M.A. program. designed to prepare students to areas of the Columbia Univer- requisite: determined by instructor engage in research, consulta- sity, especially the Graduate based on topic covered. Examina- Doctor of Education and Doctor tion, and teaching in educa- School of Business. The pro- tion of selected problems in nurs- of Philosophy tional, business, governmental, gram awards one general ing educational organization in and community organizations. degree entitled “Psychology: Applications are considered depth. Course may be repeated for Emphasis is placed on the Organizational,” regardless of once a year for the fall semester credit if different topic covered. acquisition of basic concepts what specific classes are taken. only and should be completed and methods applicable in Students may decide to pursue ORLN 6920. Independent study and submitted with other diverse institutional and orga- a broadly based program and in nursing education organiza- forms of information required nizational contexts. therefore take a variety of tion (1–6) no later than December 15. courses, or they may concen- Permission required. Individual- Late or incomplete applications Courses in these programs are trate their courses in a more ized, guided learning experience in will not be considered. The a selected aspect of nursing educa- supplemented by other pro- specific area such as human GRE and a writing sample are tional administration. Topic agreed grams and departments at resource development, organi- required. It is recommended, upon between student and faculty. Teachers College and Columbia zational change and consulta- but not required, that appli- University. With the help of a tion, or conflict resolution. cants also take the GRE faculty advisor, students select Social-Organizational Advanced Examination in their courses in their area of special- The program is designed to undergraduate major. Full-time Psychology ization, with consideration provide education leading to study is required for the first Program Coordinator: given to their academic back- professional employment or to and second years. Applicants Professor Caryn Block ground, work experience, and continuation of graduate work are required to submit a copy For Admissions Inquiries: career objectives. beyond the master’s degree. of a recently completed paper 212-678-3710 Students are often employed in on a topic of interest to them. Program Office: 212-678-3249 Two degree programs are the positions typically found This may be, but does not have offered: one leading to the M.A. within the personnel or human to be, a paper submitted to sat- Psychology: Organizational and one leading to the Ph.D. resource function of middle or isfy course requirements. Degree Offered: An Ed.D. is also available under large-size organizations. Some certain circumstances. A termi- specific examples include: Master of Arts (M.A.) Admission to the doctoral pro- nal M.A. degree in Psychology: training, career development (Code: TJA) gram is highly competitive. Organizational is awarded on and counseling, personnel Preference is given to candi- successful completion of 32 research, organization, or man- Social-Organizational dates who possess excellent ver- points and passing the compre- agement development, Psychology bal and quantitative skills and hensive examination. Doctoral employee relations, and human whose transcripts, references, Degrees Offered: candidates in Social-Organiza- resource planning. admissions interview, and pre- Doctor of Education (Ed.D.) tional Psychology may apply for vious work experience suggest (Code: TJG) award of the M.A. en passant Students in the M.A. program that they have the potential to Doctor of Philosophy (Ph.D.) upon successful completion of a who wish to extend their range make a significant contribution (Code: TJP) minimum of 32 points and one of competencies to include to theory and practice, policy- of the three qualifying papers individual and group counsel- making, or research. Special Application required for the doctorate. The ing skills may, upon comple- Requirements/Information: Program Description: Ph.D. degree is awarded upon tion of the M.A., apply for completion of a minimum of 75 admission to the Ed.M. pro- The Social-Organizational Psy- Master of Arts points of planned and sequential gram in Psychological Counsel- chology program is concerned study and a dissertation; and the ing (see “Counseling Psychol- Persons from a variety of acade- with the various contexts Ed.D., upon completion of 90 ogy”). The Ed.M. degree mic backgrounds and work (interpersonal, group, inter- points and a dissertation. ordinarily requires an addi- experiences may qualify for group, and organizational) in tional two semesters of prepa- admission to the program. which human behavior occurs; Master of Arts ration beyond the M.A. and Those applicants without an the ways in which groups of includes supervised fieldwork adequate background in psy- individuals interact and influ- This M.A. program is designed and practice in individual and chology, however, will be ence these contexts; and how to provide proficiency and group counseling. Further required to take up to 5 addi- these interactions can be under- advanced knowledge in the psy- information may be found in tional courses beyond the 32 stood, studied, and modified chology of organizations. Qual-

272 D EPARTMENT OF O RGANIZATION AND L EADERSHIP bulletins obtainable from the but related to organizational However, students are not • ORLJ 5340, Basic Practicum coordinator of the Counseling psychology. These courses must required to choose a concentra- in Conflict Resolution and Psychology programs. be taken within Teachers Col- tion. Thus, if a student desires Mediation Skills (3) lege (see Teachers College Cata- a broadly based and general • ORLJ 6040, Fundamentals of Graduates of the master’s pro- log, “General Requirements for degree in organizational psy- Cooperation, Conflict Reso- gram may also apply for the M.A. Degree”). chology, courses may then be lution and Mediation in Dif- admission to the doctoral pro- selected, with the assistance of ferent Institutional Contexts gram in Social-Organizational Courses available in the Gradu- an advisor, across all three areas (3) Psychology. However, success- ate School of Business, Engi- of concentration. • ORLJ 6350, Advanced ful performance in the M.A. neering and Applied Sciences, Practicum in Conflict Reso- program does not in and of Social Work, General Studies Core Required Courses lution and Mediation, Part I itself guarantee admission. and in other areas of the Regardless of concentration, (3) Students who apply become Columbia University Graduate the following four courses are • ORLJ 6350, Advanced part of the applicant pool for Facilities may be taken. These required for all candidates, Practicum in Conflict Reso- that year and their qualifica- courses count toward the elec- unless waived by the program lution and Mediation, Part tions are weighed against those tive course work within organi- adviser due to the person’s II: Designing Conflict Man- of all other applicants. zational psychology, not toward background: agement Systems (3) the 3 non-ORLJ courses that • ORLJ 4002, Functions of • ORLJ 5012, Organizational Doctor of Education and Doctor must be taken within Teachers Organizations (3) Internship (2–3) of Philosophy College. Students should con- • ORLJ 4005, Organizational sult with an advisor to select Psychology (3) Suggested Organizational Psychol- The program is based on the courses to satisfy the latter • ORLJ 4009, Understanding ogy Electives assumption that systematic requirement. An effort is made Behavioral Research (3) The following courses are sug- inquiry constitutes the core of to assist students in developing • ORLJ 5003, Human gested electives within ORLJ. the educational process. Super- a program of study that will Resource Management (3) Students may choose from vised and independent research best meet their personal career among these electives and is a major component of the interests and objectives. Cer- Organizational Psychology: other relevant electives that are student’s work throughout the tain required courses may be Human Resource Development: not listed here. program. The student’s study waived or substituted with Three recommended courses for ordinarily begins with empha- others depending on the per- this area of concentration: • ORLJ 5005, Leadership and sis on fundamental concepts son’s undergraduate back- Supervision (3) and research methods, proceeds ground, graduate study and • ORLJ 5169, Assessing and • ORLJ 5012, Organizational to more specialized courses and work experience. Facilitating Career Develop- Internship (2–3) independent research, and con- ment (2–3) • ORLJ 5013, Motivation and cludes with a major inquiry Candidates for the M.A. degree • ORLJ 5106, Psychological Reward Systems (3) resulting in a doctoral disserta- in organizational psychology are Aspects of Organizations (3) • ORLJ 5015, Executive Selec- tion. The dissertation is viewed expected to complete at least 24 • ORLJ 5055, Staff Develop- tion and Development (3) not as the end product of a stu- points in their major courses. ment and Training (3) • ORLJ 5018, Data-based dent’s work in the program, Courses beyond the minimum • CCPJ 5062, Career Counsel- Interventions (2–3) but merely as another piece of 32 credits required for the M.A. ing and Development (2–3) • ORLJ 5019, Multi-Rater research in a series that begins degree may be required when a Feedback (2–3) early in the student’s career and candidate is admitted to the Organizational Psychology: is continued after he or she has program with recognized defi- Organizational Change and Con- Suggested Outside Psychology earned the doctorate. ciencies in undergraduate sultation: Organizational Electives Degree Requirements: preparatory work in psychology. Three recommended courses for Please consult with an academic These courses may be taken this area of concentration advisor. Note the basic research before or during the duration of requirements for all students in the program. They may be • ORLJ 5014, Organizational Internship the department located on taken in areas such as statistics, Dynamics and Theory (3) While not a prerequisite for pages 226–227. human learning, personality, • ORLJ 5106, Psychological graduation, an internship may tests and measurement, or other Aspects of Organizations (3) be helpful for proper job place- Master of Arts relevant courses. • ORLJ 6343, Practicum in ment. The purpose of the The Program curriculum com- Change and Consultation in internship is to provide stu- prises major courses (24 points) Within the program, persons Organizations (4) dents with an opportunity to consisting of four required core may elect to concentrate in any gain practical experience rele- courses, other elective ORLJ one of three areas: Organizational Psychology: Con- vant to their interests, and to courses, and 3 non-ORLJ • human resource development flict Resolution apply the principles of organi- courses taken for at least 2 • organizational change and Four recommended courses for zational psychology theories to points each (for a minimum of consultation this area of concentration: real-world situations. Students 6 points) in fields other than • conflict resolution. who are interested in doing an

273 D EPARTMENT OF O RGANIZATION AND L EADERSHIP internship should consult with Research Training ing. In addition to seminars and General Psychology an academic advisor. A substantial portion of the practice, the Social-Organiza- Requirements training in this program is tional Psychology Program Required Courses: Comprehensive Examination based on the assumption that makes available a variety of • HUDM 4122, Probability & A comprehensive examination most of an organizational psy- supervised field experiences for Statistical Inference (3) is taken after 24 points of grad- chologist’s professional skills students to develop these skills. • HUDM 5122, Applied uate study have been com- are best learned by doing. Regression Analysis (3) pleted, or later at the discretion Hence, from the first year Statistical Requirements • HUDM 5123, Experimental of the candidate and the faculty onward, all students routinely To obtain a Ph.D., a student Design (3) adviser. The exam covers all of participate in the design, execu- must successfully pass HUDM, • HUDM 6122, Multivariate the major topic areas in organi- tion, data analysis, and writing 4122, Probability and Statisti- Analysis I (3) zational psychology. phases of both laboratory and cal Inference (unless an equiva- • HUDM 6123, Multivariate field research. These experiences lent graduate course has been Analysis II (3) Doctor of Philosophy are obtained as students join taken); HUDM, 5122 Applied • ORLJ 5040, Research Meth- with other students and faculty Regression Analysis; and Students are required to take a ods in Social Psychology (3) to work on particular research HUDM, 5123 Experimental minimum of 75 course-points • ORLJ 5041, Research Meth- projects. (Current research Design. Additionally, students for the Ph.D. (Occasionally, ods in Social Psychology (3) interests are represented in the are required to take HUDM, students may transfer credits • ORLJ 5540, Proseminar in above listing of seminars.) 6122 and HUDM, 6123 Mul- up to a maximum of 30 points, Social Psychology (3) However, in many of the pro- tivariate Analysis I & II. from previous graduate train- • ORLJ 5541, Proseminar in grams’ courses, students are ing at other institutions. Trans- Social Psychology: Organiza- expected to conduct small-scale Qualifying Paper ferring the maximum is tional Perspectives (3) inquiries. This commitment to All doctoral candidates in unusual, however, since courses • ORLJ 5014, Organizational research training is a particu- social-organizational psychology transferred must be equivalent Dynamics & Theory (3) larly important part of the pro- must submit three qualifying to courses that are required in • ORLJ 6040, Fundamentals of gram and consumes a major papers to the faculty, including the Ph.D. program.) Cooperation, Conflict Reso- portion of a student’s time. a theoretical or review paper, a lution & Mediation in Differ- research paper, and a policy During their graduate careers, ent Institutional Contexts (3) Applied Aspects of the Program paper or case study. The pri- students are expected to partici- • ORLJ 6343, Practicum in Although most of the research mary purposes of the qualifying pate in introductory and Change and Consultation in being conducted in the Social- papers are diagnostic, pedagogi- advanced seminars in psychol- Organizations (4) Organizational Psychology lab- cal, and evaluative. The qualify- ogy, social psychology, organiza- • ORLJ 6640, Social Psychol- oratories is concerned with ing papers are examples of the tional psychology, and statistics. ogy Colloquium (0–1) basic theoretical issues in social kind of work students will be In addition, according to their • ORLJ 7501, Dissertation and organizational psychology, doing as social-organizational individual interests, students Seminar (see continuous there is considerable emphasis psychologists, and the qualify- may take courses in any of the registration requirement) placed on short-term, applied ing procedure provides an schools and graduate facilities of research designed to give opportunity for the student and Columbia University. Workgroups (required): answers to immediate social the faculty to evaluate and ORLJ 6344–6349 concerns. School boards, hospi- develop the student’s skills. Stu- All first-year students are • ORLJ 6344. Coleman (3) tals, welfare agencies, housing dents should consult their advi- required to participate in three • ORLJ 6345. Perry (3) agencies, universities, commu- sors regarding the format and full-year courses: “Pro-seminar • ORLJ 6346. Westaby (3) nity mental health centers, and content of these papers. in Social-Organizational Psy- • ORLJ 6347. Block (3) other non-profit organizations chology,” “Research Methods in • ORLJ 6348. Burke (3) are as much in need of descrip- Research Training Certification Social-Organizational Psychol- • ORLJ 6349. Noumair (3) tive and diagnostic studies as Examination ogy,” and “Research Practicum.” are industrial and business Students must pass an exami- The pro-seminar in social-orga- Note: firms. Students in social-organi- nation administered by the nizational psychology involves 1. At least one work group per zational psychology are trained Office of Doctoral Studies in intensive readings and analysis semester for a minimum of to do various kinds of applied research design and analysis. of theories and related research eight semesters overall. research and consultation with in both social and organiza- 2. At least two different work a variety of organizations. Certification Examination in tional psychology; the research groups over the eight semes- Social-Organizational Psychology methods course combines study ters. Membership means To meet the increasing demand Students must pass an examina- and actual experience as stu- active participation in for psychologists to function as tion administered by the Office dents become acquainted with design and conduct of consultants to social systems, of Doctoral Studies in social- laboratory, survey, and field research until it makes a students are provided with other organizational psychology. The research; and the research conclusion. Being present at applied opportunities to acquire student writes on a topic sub- practicum involves the students meetings does not satisfy the skills in human relations train- mitted by his or her advisor to in the research programs of one requirement. ing and organizational consult- the Doctoral Studies Office. or more of the faculty members.

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3. Work group points may not Students who intend to seek detailed description of the pre- • G 4003, Personality (3) (Psy- be substituted for required licensing or accreditation are sumed equivalent courses, chology Department, Colum- courses listed on the next advised to use one course from including course title, topics bia University) page. each of the Categories I, II or covered in the course(s), text 4. For one of these 8 semesters III, and VI below to meet the books used, and grade received. Social Bases of Behavior students with supervision general psychology require- Exemptions will be granted • ORLJ 5540, Proseminar in may serve as group facilita- ment. This means that although only when there is clear evi- social psychology (3) tors in ORLJ 6343. such courses as HUDM 5059 dence of substitutionability. • G 4006, Social psychology Psychological Measurement (3) (Psychology Department, Additional Courses in the Program (Category V) are included in the Faculty members authorized to Columbia University) A total of 26 points must be list of courses usable for the grant exemptions are: taken by Social-Organizational general psychology require- I. Learning and Cognition: Measurement Psychology students from ment, they should not be used Professor James Corter • HUDM 5059, Psychological among the list of courses below. for the requirement by students II. Development: Professor Measurement intending to seek licensure. Herbert Ginsburg Exemptions from any courses III. Personality: Professor Biological Bases of Behavior require the approval of the fac- Area IV is covered within the Barry Farber • HBSK 4075, Brain and ulty member teaching the Social-Organizational Psychol- IV. Social Bases of Behavior: behavior (3) course. ogy Program core courses and Professor Caryn Block • HBSK 5068, Introduction to • ORL 5000/MST 5000, Meth- serves as the fourth and final V. Measurement: Professor neuropsychology (3)* ods of inquiry: Ethnography area for breadth of coverage of Jane Monroe • HBSK 5070, Neural bases of and participant observation psychology. VI. Biological Bases of Behav- language and cognitive devel- (3) ior: Professor Antoinette opment (3) • ORL 5362/CCPJ 5362, Satisfactory performance in the Gentile • G 4004, Physiological psy- Group Dynamics: A Systems four courses selected to fulfill chology (3) (Department of Perspective (4) the general psychology require- Approved General Psychology Psychology, Columbia Univer- • ORLJ 6045, Demography in ment is defined as an overall Courses sity) Organizations (3) grade point average of B+ and The following general psychology • ORLJ 5005, Leadership and no courses in which the grade courses have been approved: *Primarily for students with an Supervision (3) earned is less than a B. Stu- Learning and Cognition above average interest in neu- • ORLJ 5017, Small Group dents will be permitted to • HUDK 4029, Theories of ropsychology and who intend or Intervention: Theory & compensate for a grade lower human cognition and learning are required to take further Method (2–3) than B by completing another (3) courses in this area. HBSK • ORLJ 5340, Practicum in course in the same category as • HUDK 5090, The psychol- 4075 (Brain and Behavior) is a Conflict Resolution (4) that in which the low grade ogy of language and reading (3) more general course and is usu- • ORLJ 6244, Fieldwork in was earned. Students who • HUDK 5096, The psychol- ally offered in the summer term. Organizational Consulting (3) because of program require- ogy of memory (3) • ORLD 5055, Staff Develop- ments take more than four • G 4001, Cognition (3) (Psy- The Dissertation ment and Training (3) courses are required to main- chology Department, Colum- The doctoral dissertation is a • ORLD 5061, Advanced Staff tained a B+ average in only bia University) report of independently con- Development and Training (3) four of them. • G 4002, Study of learning (3) ducted research. In formulating • CCPX 4137, Group Dynam- (Psychology Department, and conducting this research, ics: Theory & Experience (3) Exemptions from the require- Columbia University) the student has available as • G 4670, Theories in Social ments that students take at consultants and advisors two or and Personality (3) least one course from each of Development three members of the faculty. the four designated categories • HUDK 5022, Emotional General Psychology Requirement are possible. However, students development (3) Courses: In order to meet the require- must receive permission in • HUDK 5023, Cognitive ment of breadth of training in writing from a faculty member development (3) Courses at the 4000-level do not psychology, students must authorized by the Executive • HUDK 5024, Language require permission of the instruc- select at least one course from Committee of the Department development (3) tor and are open to non-majors as well as majors. Many 5000-level three of the following five areas of Organization and Leadership • HUDK 5029, Personality development and socialization offerings are also open to non- (I, II, III, V, VI) for a total of to grant such exemptions. Stu- majors with appropriate back- three courses in separate areas. dents seeking exemption from across the life span (3) grounds; 6000-level courses are (See below). Area IV is covered the requirements on the usually limited to majors with within the Social-Organiza- grounds that they have already Personality advanced standing in the program. tional Psychology Program core completed equivalent graduate • CCPX 5032, Personality and See listings below for prerequisites courses and serves as the fourth courses at Teachers College and psychopathology (3) and limitations on enrollment. In and final area for breadth of elsewhere must provide the des- • CCPX 5034, Developmental addition to the courses listed coverage in psychology. ignated faculty member with a psychopathology (3) below, students should consult the

275 D EPARTMENT OF O RGANIZATION AND L EADERSHIP offerings of other psychology pro- ORLJ 5012. Organizational ORLJ 5018. Using survey organizational entry, socialization, grams in Teachers College, many internship (2–3) Faculty. research in organizational con- motivation, reward systems, group of which are required or recom- sulting (3) and individual decision-making, mended in the various program ORLJ 5013. Motivation and Professor Westaby. Prerequisite: conflict resolution, stereotyping guides which are obtainable from Reward Systems (3) ORLJ 4009. This course illustrates and discrimination. the program coordinators. Faculty. Develops skills for negoti- how to conduct survey research for ating in organizational contexts organizational change initiatives. ORLJ 5340. Basic Practicum in Social-Organizational through instruction and readings The following topics are covered: conflict resolution (4) Psychology in negotiation theory and research entering into survey research con- ICCCR Trainers. Enrollment lim- and participation in negotiation sulting, selecting concepts, con- ited. Students will be trained in the ORLJ 4002. Functions of simulations ducting focus groups, survey con- basic skills of collaborative negotia- organizations (3) struction and administration, data tion and mediation and will have Mr. Buckner. A survey of the pri- ORLJ 5014. Organizational analysis, identifying needs, survey supervised practice in these skills. mary functions and operations of dynamics and theory (3) feedback techniques, and final organizations: accounting, finance, Professor Burke. Prerequisite: reports. Students develop a survey- ORL 5362. Group dynamics: A marketing, strategic planning, ORLJ 4005 or equivalent. Study of based project from initial conceptu- systems perspective (4) management information systems, organizations as total systems with alization to final report presentation. Professor Noumair. Permission and the relation of these functions consideration of different types of required. Enrollment limited. In to human resource management. organizations. Emphasis on the ORLJ 5019. Multirator feedback addition to the regular course impact of such dimensions as mis- (3) meeting times, there are two addi- ORLJ 4005. Organizational psy- sion, strategy, structure, culture, Drs. Church and Waclawski. Per- tional special weekend workshops, chology (3) systems, and leadership on indi- mission required. This course times/dates arranged each semes- Professor Block. Introduction to vidual and organizational perfor- focuses on the theory, research, ter. The course explores social theories and research that underlie mance and vice versa. Organiza- and application of three primary processes in groups and their the field of organizational psychol- tional change is also addressed. data-driven interventions for I/O impact on individual behavior. In ogy. Implications and applications psychology and OD-related inter- addition to a series of lectures/dis- in various organizational contexts ORLJ 5015. Executive selection ventions and initiatives: large cussions, students are required to are considered. and management (2–3) scale assessment surveys; multi- participate as members of an expe- Faculty. Offered Summer only. rater (a.k.a. 360 degree) feedback riential group designed to provide ORLJ 4009. Understanding Seminar to explore issues in and methods; and interviews and opportunities for learning about behavioral research (3) methods for executive selection focus groups. Course format com- group dynamics through an exami- Professor Perry. Overview of alter- and development. bines lecture, case study, and nation of power, authority, leader- native methods of behavioral group project work. ship, intergroup and interpersonal research and their relative ORLJ 5016. Special topics in processes. Special fee: $75. strengths and limitations. Applica- Social-Organizational Psychol- ORLJ 5020. Special topics in tion of methodological principles ogy: Advanced Functions of Social-Organizational Psychol- ORLJ 5540-ORLJ 5541. Prosem- in order to read and evaluate social Organizations (2–3) ogy: Advanced Functions of inar in social and organizational science research and learn how to Mr. Buckner. An advanced survey Organizations (1–3) psychology (3) begin to conduct research. of the primary functions and oper- Faculty. New and emerging devel- Faculty (Fall) and Professor Block ations of organizations, and the opments, practices, and concerns (Spring). Open only to qualified ORLJ 5003. Human resource relation of these functions to in the fields of social and organiza- doctoral students in the behavioral management (3) human resource management. tional psychology are examined or social sciences. Intensive readings Professor Westaby. Current and Topics are announced in the pre- and evaluated. Schedules distrib- and analysis of theories and research emerging emphases in the man- liminary and final course schedules uted each semester. Registration in social and organizational psy- agement of human resources in distributed each semester. Regis- not limited to one term. chology and social structure. organizations. tration not limited to one term. ORLJ 5040-ORLJ 5041. ORLJ 6040. Fundamentals of ORLJ 5005. Leadership (3) ORLJ 5017. Small group inter- Research methods in social cooperation, conflict resolution Professor Burke. Major psychologi- vention: Theory and method psychology (3) and mediation in different insti- cal and other interdisciplinary (2–3) Professor Block (Fall) and Faculty tutional contexts (3) approaches to the study of leader- Professor Noumair. Permission (Spring).. Open only to qualified Professor Coleman. Topics such as ship. Critical analysis of relevant required. Prerequisite: ORL 5362 doctoral students in the behavioral cooperation and competition, trust theories, research, and practical or CCPJ 5362 or with permission or social sciences. Representative and suspicion, bargaining and applications. of the instructor. This course cov- approaches to practice in the negotiation as they relate to con- ers relevant theory and research design, conduct, and analysis of flict resolution in various contexts. ORLJ 5012-ORLJ 5015. Topics that underlies effective group research. Autumn: Experimental in organizational psychology interventions by a trainer or con- and quasi-experimental design. ORLJ 6042. Applications of An overview of principles and sultant. Methods are explored that Spring: Field and survey methods; social and organizational methods of diagnosis and interven- enhance participants’ learning in a policy and evaluation research. research (3) tion in interpersonal, intergroup, training group and facilitate team Faculty. Permission required. and interethnic conflicts in schools building and teamwork. Inter- ORLJ 5106. Psychological Background in research methods and other organizations. Topics are group dynamics are also covered. aspects of organizations (2–3) required. Examination of social announced in the preliminary and Faculty. Prerequisite: ORLJ 4005. psychological aspects of selected final course schedules distributed Examines contemporary theory, policy experiments in schools, the each semester. research and practice in organiza- arts, social welfare, family plan- tional behavior. Topics include: ning, and criminal justice.

276 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

ORLJ 6045. Demography in • ORLJ 6348. Psychology of Credit may range from 1 to 3 Organizations (3) managerial and leadership points each term except for ORLJ Professor Perry. This course seeks competence and multirater 8900 (Dissertation Advisement) to understand the role that demog- feedback (3) and registration is not limited to raphy plays in organizations. The Professor Burke. one term. Hours for individual main focus in this course is on • ORLJ 6349. Group/organi- conferences are to be arranged. demographic variables such as zational dynamics and diver- race, gender, and disability. The sity issues in organizations (3) ORLJ 4901. Research and inde- course will examine various theo- Professor Noumair. pendent study in social-organi- retical frameworks that help us to zational psychology understand how demographic vari- ORLJ 6350. Part I: Advanced (1–3 each course) ables influence organizational practicum in conflict resolution behavior and decisions. (Part I) (3) ORLJ 6901. Advanced research ICCCR Staff. Prerequisites: ORLJ and independent study in ORLJ 6244. Fieldwork in orga- 5340 and ORLJ 6040. Limited social-organizational psychology nization consulting (3) enrollment. Students will engage (1–3 each course) Professor Burke. Permission in negotiation and mediation required. Prerequisite: ORLJ 6343. involving persons from different ORLJ 8900. Dissertation advise- Background in organization devel- cultural contexts as well as with ment in social-organizational opment required. Students engage “difficult” cases. psychology (0 each course) in consultation with a client that Fee to equal 3 points at current emphasizes data gathering, organi- ORLJ 6350. Part II: Advanced tuition rate for each term. For zation diagnosis and feedback. practicum in conflict resolution: requirements, see section on Designing conflict management Continuous Registration for ORLJ 6343. Practicum in systems (3) Ed.D./Ph.D. degrees. change and consultation in ICCCR Staff. Prerequisite: ORLJ organizations (4) 5340. Limited enrollment. This Professor Noumair. Permission workshop presents a practical required. Enrollment limited. Rec- approach that uniquely integrates ommended prerequisites: ORL organizational development, alter- 5362 or CCPJ 5362. Open to doc- native dispute resolution, and dis- toral candidates and others who pute systems design principles into have a strong background in social a working model to help assess science, organizational behavior, conflict and evaluate processes administration, psychology, or within organizations. business. Planned change in orga- nizations. Offers the opportunity ORLJ 6542. Directed research to study and experience antici- in social-organizational psychol- pated consultant roles during the ogy (1–6) entry, diagnostic, and intervention Faculty. Permission required. phases of efforts to effect change. ORLJ 6640. Social-organiza- ORLJ 6344-ORLJ 6349. tional psychology colloquium Research practicum in social- (0–1) organizational psychology Faculty. Permission required. For Permission required. Limited to doctoral candidates only. Discus- doctoral students. Topics are sion of ongoing projects involving announced in the preliminary and research and consultation. final course schedules distributed each semester. ORLJ 7501. Dissertation • ORLJ 6344. Conflict, jus- seminar (1–3) tice, and cooperation (3) Faculty. Permission required. Professor Coleman. Development of doctoral disserta- • ORLJ 6345. Diversity and tions and presentation of plans for discrimination in organiza- approval. Registration limited to tions (3) two terms. For requirements, see Professor Perry. section on Continuous Registra- • ORLJ 6346. Organizational tion for Ed.D./Ph.D. degrees. attitudes, job search, and career development(3) Independent Study and Research Professor Westaby. Students may register for intensive • ORLJ 6347. Motivational individual study of a topic of spe- issues in organizations (3) cial interest. Registration in inde- Professor Block. pendent study is by permission of the instructor under whose guid- ance the work will be undertaken.

277 A DDITIONAL P ROGRAMS/OPTIONS

Conflict Resolution For the internships, there are Educational Policy In addition to the specific con- currently 5 possibilities (ORLJ centration requirements listed Conflict Resolution is a con- 5012): Program Committee: above, students are also centration of courses aimed at • Community Mediation Professor Jeanne Brooks-Gunn strongly encouraged to take developing core competencies • Early Childhood Conflict (Developmental Psychology), additional courses in policy for reflective scholars/practi- Resolution Professor Dale Mann (Educa- specific to their degree pro- tioners. It is offered both as a • Divorce Mediation tional Administration), gram. These courses are offered track in the Master of Arts and • School-Based Conflict Res- Professor Gary Natriello (Soci- both by Program Committee Doctoral Programs in Social- olution Training ology and Education), members and the “Faculty in Organizational Psychology • Conflict Resolution in Professor Craig Richards (Edu- Policy”, a larger group of pro- and, in whole or in part, as a Higher Education cational Administration) fessors from a broad range of complement to the studies of departments, all of whom con- students throughout the Col- For course descriptions, see the Educational Policy Coordinator: duct classes with a policy focus. lege. The courses are offered by programs in Social-Organiza- Connie Bond The majority of these courses the ICCCR, the International tional Psychology. 212-678-3391 are housed in the programs in Center for Cooperation and ORLJ 5012: Organizational Curriculum and Teaching, Conflict Resolution whose mis- internship The concentration in Educa- Developmental Psychology, sion is to help individuals, ORLJ 5013: Negotiating in tional Policy is open to students Economics and Education, schools, communities, busi- organizations from all departments who wish Educational Administration, nesses and governments better ORLJ5340: Basic practicum to complement their discipli- Health Education, History of understand the nature of con- in conflict resolution and nary studies with an examina- Education, Philosophy and flict and how to achieve its mediation tion of issues in educational Education, Politics and Educa- constructive resolution. ORLJ6019: Labor management policy. Through coursework, tion, Sociology and Education, in education seminars and internship oppor- Special Education, and a num- The Conflict Resolution con- ORLJ 6040: Fundamentals of tunities, Teachers College stu- ber of other programs. centration is also available to cooperation, Conflict Resolu- dents can examine the politics non-matriculated students for tion, and Mediation in Differ- of social and educational The following courses are examples credit or noncredit through the ent Institutional Settings change, how policies should be of the many policy-related classes Center for Educational Out- ORLJ 6350, 001: Advanced evaluated, and how climates of available to Teachers College stu- reach and Innovation (CEO&I). Practicum in Conflict Resolu- supports for policies are created. dents. For a more comprehensive Students interested in receiving Policy concentration students list, consult the separate depart- tion, Part I mental course listings or contact the ICCCR Certificate of ORLJ 6350, 002: Advanced are required to take 12 points Attendance in Conflict Resolu- in specific policy related the Educational Policy Coordinator. practicum in conflict resolu- ORLA 4040. Education Policy tion will have to complete a tion, Part II—Designing courses, including a two semes- sequence of 4 courses and two ter seminar focused on policy Decision Making Conflict Management Systems ORLA 4046. School Finance: semesters of internships. ORLJ 5147: Conflict Resolu- analysis and implementation. The remaining 6 points are Policy and Practice tion in Early Childhood HBSE 6004. Public Policy/ The sequence of courses lead- Settings allotted to HUDF4000-Educa- ing to the Certificate of Atten- tion and Public Policy, and a 3 Administration-Special ORLJ 5340, 004: Issues in Education dance in Conflict Resolution is: Power, Rank, and Privilege point methods course to be cho- ORLJ 5340: Basic Practcium sen with their advisor. Students HUDF 5042. Urban Politics and Education in Conflict Resolution and For more information regard- are also expected to participate Mediation in a field-based internship that HUDK 5036. Child and ing the Certificate of Atten- Adolescent Development and ORLJ 6040: Fundamentals dance, please contact the relates to their policy concen- of Cooperation, Conflict tration. Possible internship Social Policy ICCCR Office at (212) 678- HBSS 4112. Social Policy and Resolution, and Mediation 3402 or (212) 678-3289. placements include educational in Different Institutional consulting companies, child Prevention Contexts advocacy agencies, city and C&T 4651. Young Children ORLJ 6350, 001: Advanced state government offices, school and Social Policy: Issues and Practicum in Conflict Reso- districts and non-profit organi- Problems lution, Part I zations. (Note: the internship C&T 5074. Curriculum and ORLJ 6350, 002: Advanced may be part-time or over the Teaching Policy Practicum in Conflict Reso- summer to allow flexibility for lution, Part II—Designing students who work. Students Please consult the departmental Conflict Management with extensive previous policy listings for complete course Systems experience may seek exemption descriptions. from the internship).

278 A DDITIONAL P ROGRAMS/OPTIONS

Family and Community as how new forms of trans- Law and Educational opportunity; curricular rules; con- portation, television, and other duct rules; punishments; due Education types of communication and Institutions process for students; negligence; Teachers College has long rec- computer-based technology are Advisor: Professor Jay P. defamation; records. This course modifying information process- and ORLA 5087 or ORLA 5016 ognized that the family is a Heubert form a two-semester sequence. fundamental educational insti- ing in family settings. Enrollment is for one or both (in tution. Those concerned with Law and lawyers are not merely either order but not concurrent). education can benefit from con- Given the complex connec- nuisances to which educators, sidering how education pro- tions of families with other policy makers, parents, and ORLA 5087. Law and educa- ceeds within families, and how institutions in the community, communities can react pas- tional institutions: college oper- families are linked with other the variety of forms of the fam- sively or defensively. In schools ation; private school operation educational institutions in the ily in modern societies, and and postsecondary institutions, (2–3) community schools, daycare the numerous teaching and public and private, legal con- Faculty. Legal framework; powers, centers, health-care and social learning activities that take siderations play a central role duties, procedures of governing place in family settings, boards and administrators; acqui- service agencies, the media, in questions of educational sition and use of money and prop- libraries and museums, and insights from a wide range of governance, finance, curricu- erty; contracts with students, religious institutions. Values, scholarly disciplines can be lum, instruction, admission, employees, suppliers; staff rights attitudes, norms, self-concepts, utilized in attempting to staffing, accountability, equal- (employment, working conditions, and expectations are formed, understand and help shape the ity of opportunity, and school separation, collective negotia- sustained, and modified in fam- educational role of modern reform. It is therefore impor- tions). This course and ORLA ilies as different generations families. Teachers College has a tant for administrators, policy 4086 form a two-semester teach and learn from each other distinguished tradition of makers, teachers, parents, and sequence. Enrollment is for one or through observation, participa- study and research on families communities to understand law both (in either order but not con- tion, and instruction. and communities as educators. in its many forms—constitu- current). Materials fee: $15. tional provisions, statutes, reg- ORLA 5016. Law and educa- Families also mediate and The Elbenwood Center for the ulations, policies, court deci- tional institutions: equity thereby transform the influ- Study of the Family as Educator sions, administrative issues (3) ences of other educational (Professor Hope Jensen Leichter, regulations, and collective bar- Professor Heubert. This course institutions on their members. Director), The Center for gaining agreements, among focuses on issues of equal educa- Moreover, since education takes Infants and Parents (Dr. Susan others. There is also a growing tional opportunity. Topics include place in a broad range of insti- Recchia, Director), the Center need for effective collaboration desegregation; bilingual education tutional and interpersonal set- for Young Children and Fami- between educators, lawyers, and other services for English-lan- tings, it is also important to lies (Professor Jeanne Brooks- parents, and researchers; such guage learners; harassment based understand how individuals Gunn, Director), and several collaboration not only helps on race, sex, and sexual orientation; departments within the college employment discrimination; school engage in, move through, and avoid costly and divisive litiga- finance reform; special education; combine these various educa- offer opportunities for study and tion but provides a powerful HIV/AIDS; affirmative action; and tional experiences over a life- research related to families. tool that can be used to issues of race and gender in testing, time. An understanding of Additional opportunities for the advance important educational curriculum, and instruction. families is significant for edu- interdisciplinary study of fami- objectives. cational policy, practice, and lies and communities as educa- For information about the pro- research. Efforts to improve tors are under development. A concentration in education gram coordinated with the education often entail attempts law can be developed in con- School of Law for students to change families or their con- Students interested in includ- nection with degree programs admitted there, contact Pro- nections with other institu- ing elective studies in Family in most departments. More- fessor Heubert. tions. Families are subject to and Community Education in over, opportunities in educa- numerous sources of change. their degree programs should tion and law are not limited to Urban Education talk with one of the faculty the courses below. The household composition, members listed below: Through its various depart- interpersonal relationships, and Professor Hope Jensen ORLA 4086 and ORLA 5016 are ments and programs, Teachers kin networks of the same fam- Leichter intended to cover basic legal back- College, located in the heart of ily may change significantly Professor Herve Varenne ground for effective performance in one of the world’s largest cities, from one stage of the life-cycle Professor Jeanne Brooks- public or private K–12 schools. has a wide range of opportuni- to another and in connection Gunn ties for instruction, research, Professor Victoria J. Marsick ORLA 4086. Law and educa- and service in the field of urban with geographic and social tional institutions: issues of mobility. During periods of Professor Dale Mann authority, religion, free speech, education. Individual programs rapid demographic, economic, Professor Celia Genishi and safety (3) of study can be arranged for stu- and technological change, it Professor Jo Anne Kleifgen Professor Heubert. For schools and dents whose major interest is in becomes especially important Professor Barbara C. Wallace colleges: church-state-education; this area-teaching, bilingual for educators to examine fami- race-state-education; cademic free- education, counseling, adminis- lies, and to consider such issues dom; equality of educational tration, supervision, special edu-

279 A DDITIONAL P ROGRAMS/OPTIONS

cation, research, teacher educa- Of particular interest in this Interdisciplinary Studies in tion, and other professional regard is the Institute for Urban Education roles. Special attention is given and Minority Education, which Program Coordinator: William to prospective teachers and gives special emphasis to J. Baldwin, Associate Dean other school personnel; to per- research, development, training sons with leadership responsi- and service programs designed Degrees offered: Master of Arts bility for educational planning to improve education in the (M.A.), Master of Education and program development; and nation’s cities and for minority (Ed.M.), Doctor of Education to individuals interested in group members. Institute staff (Ed.D.) research and experimentation. and associates investigate a wide range of factors that influence This program is designed for Most departments and pro- educational success and failure. students who have interests in grams at Teachers College give The Institute includes a clear- an area of specialization not special attention to students inghouse and specialized library offered at the College, but for primarily concerned with edu- on urban education and human which a coherent and inte- cation in the urban setting. In diversity. It provides technical grated program may be devel- addition to courses which focus assistance to schools. It provides oped through the selection of primarily on urban education, opportunities for students and a combination of current many courses include attention faculty to engage in research course offerings from several to education in urban settings. and development activities different disciplines. related to its scope. Some For study possibilities, students opportunities are also available Admission to the program is should contact the coordinator for supervised and independent granted only if the designed of the program in which their study jointly arranged between program of study cannot be professional interests lie. The the Institute and appropriate pursued through one of the programs in Curriculum and academic departments. established areas of specializa- Teaching offer Ed.M and Ed.D. tion, many of which have a suf- programs in which a concentra- For further information, address ficient degree of flexibility to tion in Urban Education is inquiries to the department permit an interdisciplinary offered for those primarily con- chair of the area of specializa- approach to a field of study. All cerned with instruction, tion or to, Director of the Insti- professors are eligible to serve whether in schools or in other tute for Urban and Minority as advisors and the applicant is educational environments. Education, Box 75, Teachers required to seek the support of College; (212) 678-3780. two or three advisors from the Teachers College is also involved relevant disciplines prior to in educational program devel- IND 4033. Problems and pro- grams in urban education (2-3) admission. For the M.A. or opment and evaluation of urban Ed.M. degree a comprehensive programs. This research-service Knowledge, insights, and under- standings emerging from theory, examination, essay, or special function is carried on with integrative project is required. selected New York City schools research, and practice, concerning urban education. and with other school systems Contact the Admission Office in metropolitan areas. (212-678-3710) for a more detailed description of the program and procedures for applying.

280 Administrative Information

282 Degree Requirements 285 Registration, Expenses and General Regulations plus Touchtone Services 291 Residence Halls Information 294 Admissions Application Information 297 Student Aid Information Forms: 301 Application for Admission 303 Letter of Reference 305 Residence Hall Application 307 Student Aid Application 309 Course Index 322 Faculty Index 323 General Index 325 Correspondence Directory 326 Columbia University Campus Map D EGREE R EQUIREMENTS

General Requirements sion of time for adequate rea- the degree or certificate is not sive examination, or essay The minimum requirements sons; the petition is acted upon then earned, a Renewal-of- offered for the first Master’s for degrees as established by by a faculty committee. In such Application is to be filed for degree may not be applied the College and University are cases, an extension must be rec- reconsideration of the award. toward the second. The same given below. Students must ommended by the major advi- (See Academic Calendar for minimum point requirements consult the appropriate depart- sor, current requirements met, dates.) An application for stated above apply, including mental brochures for specific including the departmental award terminates at the next three graduate Teachers Col- program requirements govern- integrative requirement, and at time for degree conferral but lege courses outside the major ing each degree. Students may least 16 points completed may be renewed upon filing a department. not be enrolled concurrently in through Teachers College dur- Renewal-of-Application with two different institutions or ing the final five-year period the $15 renewal fee in accor- Program of Study two different degree programs prior to the award of the dance with the dates listed in The program for the Master of or areas of specializations at degree. Petitions for extension the Academic Calendar. Degree Arts must include: a minimum Teachers College. may be obtained from the applications are kept on file for of 12 points in the major field Office of the Registrar. a period of three years from the courses, the exact requirement date of the original degree General Residence to be determined in consulta- application. For each degree, a candidate Academic Performance tion with the major advisor; in offers a minimum of thirty The faculty of the College order to broaden the student’s semester hours of acceptable requires that all students main- Graduation background in education, three graduate credits taken over no tain an acceptable grade aver- All degrees and certificates are Teachers College courses out- less than the equivalent of a age. Some departments specify awarded in October, February side the Teachers College major minimum of two academic an overall minimum grade and May. Degrees are conferred department (in this case, a terms under Teachers College average (see specific depart- by the President of the Univer- course is defined as one for registration. Living on campus mental statements). Any sity at the annual commence- which at least two points are is not required. Students elect- department judging a student ment in May. earned) must be completed as ing to earn more than one to be performing below expec- well as a formal essay, compre- degree must consult the Regis- tation is authorized by the Fac- Master of Arts hensive examination, or an trar about general residence for ulty to require additional integrative project. Point Requirement multiple degrees. This infor- course work as a means to eval- mation may be found in uate the student’s continuance The Master of Arts degree is No transfer credit is granted Appendix A of the doctoral within the degree program or granted upon the satisfactory for work completed at other requirements bulletins, on the at the College. Any student completion of no less than 30 universities to satisfy the mini- bulletin board outside the receiving eight or more points points and a formal essay; or 32 mum point requirement. Elec- Office of the Registrar, and in in grades of C- or lower is not points and an acceptable tives are chosen in consultation departmental brochures. permitted to continue registra- departmental integrative pro- with the major advisor. tion in the College in any ject; or 32 points and success- Period of Candidacy capacity and may not receive a ful completion of a departmen- Essay tal comprehensive examination. Candidates must be formally degree or diploma. Petitions At least 20 points must be Students opting for the prepa- admitted to a degree program for exceptions to this policy are earned in Teachers College ration of a formal essay should by the Office of Admission. to be submitted, in writing, to courses. The remaining course check with the Office of the The period of candidacy for the the Registrar with a written work, through Teachers Col- Registrar for instructions. The degrees of Master of Arts, Mas- recommendation from the lege registration, may be com- formal essay must demonstrate ter of Arts in Teaching, Master department in which the stu- pleted in Teachers College or the ability of the student to of Science, and Master of Edu- dent was last enrolled. Such other graduate divisions of the select, organize, and present cation is limited to five years. If petitions are then submitted to University, but no more than the results of professional a student is readmitted to a a faculty committee for review 12 points of graduate credit investigation in the major field. degree program with a period and decision. from other faculties of the Uni- The essay may consist of a body of candidacy beginning after versity will be credited toward of work in a studio or perfor- the expiration of the initial Application for Degree or the minimum point require- mance area, demonstrating the five-year period of candidacy, Certificate Award ment. Graduate level courses in design, preparation, and pre- the departmental integrative Candidates for the award of a the University are numbered sentation of professional works requirement, and at least 16 degree or certificate must file from 4000 and above. appropriate to the major field. points must be completed an application (obtained from Documentation of such works through Teachers College dur- and returned to the Registrar, A candidate for a second Mas- may include media such as ing the final five-year period in accordance with dates listed ter’s degree must be readmitted photographs, color slides, TV prior to the award of the degree in the Academic Calendar). All to candidacy by the Office of tapes, film, recordings, or an so as to meet recency require- courses, except those of current Admission. Courses and the approved computer software ments. Candidates may peti- enrollment, must be completed integrative project, comprehen- program. An outline of the tion the Registrar for an exten- at the time of application. If subject of the essay must be

282 D EGREE R EQUIREMENTS

approved by the major advisor ers College courses outside the prehensive examination, or receive appropriate information and forwarded to the Registrar Teachers College major depart- special departmental integra- and application forms. prior to or accompanying the ment (in this case, a course is tive project is required. Con- application for the degree. The defined as one for which at least sult departmental advisory Doctor of Education original copy of the formal two points are earned); and a statements for additional The degree of Doctor of Educa- essay is to be submitted to the formal essay, comprehensive requirements. tion emphasizes broad prepara- Registrar no later than the examination, or a departmental tion for advanced professional dates indicated in the Acade- integrative special project. Doctor of Education/Doctor responsibilities through a pro- mic Calendar. The approved of Philosophy gram based upon extensive essay is submitted to the Col- No transfer credit is granted Teachers College offers pro- study in a specialized branch of lege library for retention; the for work completed at other grams of study leading to the the field of education or in an departmental integrative pro- universities to satisfy the mini- Doctor of Education and Doc- area of instruction. The mini- ject is maintained in the major mum point requirement. Elec- tor of Philosophy degrees. The mum requirements for this department. tives are chosen in consultation requirements differ in accor- degree are: satisfactory comple- with the major advisor. dance with the nature of the tion of a planned program of Master of Arts in Teaching degree as described below. 90 points of course work The Master of Arts in Teach- Essay beyond the Bachelor’s degree ing, a Columbia University Please refer to this requirement The Office of Doctoral Studies (at least 45 points of which degree, for students from under the Master of Arts provides general information, must be taken through Teach- Columbia, Barnard, or the degree section. administrative advice, and ser- ers College registration); sub- School of General Studies, is vice to doctoral students and mission of a statement of total offered as an alternative to the assists the doctoral committees program indicating periods of Master of Education Teachers College Master of Arts The Master of Education in their supervision of the work intensive study subsequent to degree for prospective sec- degree is awarded upon satis- of candidates for both degrees. the first year of graduate study ondary school teachers of Eng- factory completion of a mini- which accompanies the pro- lish, Spanish, mathematics, sci- mum of 60 points of graduate Requirements outlined below gram plan of study; satisfactory ence, and social studies. For the work. This is a two-year pro- are described in further detail performance on a departmental current year, applications to gram. Thirty points must be in the bulletins “Requirements Certification Examination; and this program are not accepted. completed under the auspices for the Degree of Doctor of the preparation and defense of a of Teachers College, including Education,’’ “Requirements for dissertation. Additionally, stu- Master of Science 18 points in Teachers College the Degree of Doctor of Educa- dents are required to complete The Master of Science degree is courses. A maximum of 30 tion in College Teaching of an a minimum of 20 points after granted upon the satisfactory points of graduate credit may Academic Subject,’’ and taking the certification exami- completion of a minimum of 30 be transferred from other rec- “Requirements for the Degree nation for the first time, points and a formal essay; or 32 ognized institutions. Candi- of Doctor of Philosophy.’’ A including the points taken dur- points plus a departmental inte- dates who have completed a prospective student should ing the term in which that grative special project; or 32 Master of Arts or Master of Sci- obtain the appropriate bulletin examination was taken. Stu- points and successful comple- ence degree through Teachers from the Office of Doctoral dents who were fully admitted tion of a departmental compre- College must offer a minimum Studies. Each student is before September 1, 1982 hensive examination. At least of 45 points of the required 60 responsible for fulfilling the should consult with the Office 20 points must be earned in points under Teachers College stated requirements. Doctoral of Doctoral Studies. Some fields Teachers College courses. The registration. programs are offered in many of study have additional remaining course work may be but not in all areas of special- requirements; consult depart- completed, under Teachers Col- Candidates admitted to the ization in Teachers College. mental advisory statements. lege registration, in Teachers Ed.M. program are required to Therefore, a prospective doc- College or in other graduate offer a minimum of three toral student should consult a Special programs leading to departments of the University. Teachers College graduate faculty advisor, either through the degree of Doctor of Educa- Graduate level courses in the courses in education outside conference or correspondence, tion for persons preparing for University are numbered from the Teachers College major concerning programs offered, college teaching of an acade- 4000 and above. department. (In this case, a the degree most appropriate for mic subject are offered in sev- course is defined as one in specific goals, any departmen- eral departments. The pro- Program of Study which at least two points are tal requirements for admission grams emphasize broad The program for the Master of earned.) Equivalent courses for and programs of study, and preparation in the candidate’s Science degree must include at which transfer credit has been application deadlines. major field, specialized compe- least 20 points in science granted may be substituted for tence in a limited area within courses and related technical Teachers College courses upon Direct inquiries concerning that field, and an understand- fields. In order to broaden the written petition to the Regis- admission to the Office of ing of the broader problems of student’s background in educa- trar. Additionally, either a for- Admission of Teachers College education, especially at the tion, a minimum of two Teach- mal essay, a departmental com- and indicate the degree and college level. The minimum field of interest in order to requirements are: satisfactory

283 D EGREE R EQUIREMENTS

completion of a planned pro- The obligation to register con- A Ph.D. candidate must com- ter for dissertation advisement gram of 90 points of course tinuously ends after the disser- plete all requirements for the ends after the dissertation has work beyond the Bachelor’s tation has received final degree in not more than seven received final approval. See sec- degree; submission of a state- approval. years. The time limit is six tion on Fees regarding disserta- ment of total program indicat- years for those who have tion advisement tuition. ing periods of intensive study Doctor of Philosophy received an applicable Master’s subsequent to the first year of The degree of Doctor of Philos- degree or 30 points of advanced Postdoctoral Study graduate study which accom- ophy emphasizes research and standing. The candidate must The facilities of Teachers Col- panies the program plan of intensive specialization in a register continuously each lege may be made available to study; satisfactory performance field of scholarship. Under an Autumn and Spring term until persons holding the doctoral on a departmental Certification Agreement with Columbia all requirements are met unless degree from approved institu- Examination; and the prepara- University, Teachers College granted a leave of absence. A tions who desire to spend a tion and defense of a disserta- offers programs leading to the candidate who expects to inter- period in advanced research or tion. The point requirement Ph.D. degree in designated rupt study for any reason study. Application for admission beyond certification is the fields in which the Graduate should consult the Office of to postdoctoral study for tran- same for the program as School of Arts and Sciences of Doctoral Studies so as to avoid script credit should be made to described in the above para- the University does not offer the risk of severing connection the Office of Admission for Vis- graph. Some fields of special- programs, namely in education, with the program. All candi- iting Scholar Privileges. Guid- ization have additional including education in the sub- dates are required to register in ance and counsel to post-doc- requirements such as an exami- stantive disciplines and certain residence in the Graduate toral students are provided by nation in one foreign language applied areas of psychology. School of Arts and Sciences the Registrar in cooperation or in mathematical statistics; The minimum requirements through Teachers College and with the College faculty. consult departmental advisory for the degree are: satisfactory to pay a fee in the term in statements. completion of a planned pro- which the dissertation is gram of 75 points beyond the defended. Continuous Registration Baccalaureate; submission of a Requirement for the Ed.D. Degree statement of total program Continuous Registration for indicating periods of intensive Students are required to be in Dissertation Advisement:-Ph.D study subsequent to the first Degree continuous enrollment for a year of graduate study which minimum of three points of accompanies the program plan Each Ph.D. student must regis- Teachers College course credit, of study; satisfactory perfor- ter continuously for the course or for the dissertation advise- mance on foreign language in doctoral dissertation advise- ment course, in each Autumn examinations and on a depart- ment offered by the depart- and Spring term, starting with mental Certification Examina- ment following enrollment in the term following successful tion; and preparation and the department’s designated completion of the certification defense of a research disserta- dissertation seminar course(s) examination or following the tion. Some fields of specializa- or following the term in which term in which the dissertation tion have additional require- the dissertation proposal was proposal was approved in a ments; consult departmental approved, whichever comes departmental hearing, program statements. Relevant first, and continuing until all whichever comes first, and con- courses completed in other rec- requirements for the degree are tinuing until all requirements ognized graduate schools to a met. (See Ph.D. Requirements for the degree are met. (See maximum of 30 points, or 45 Bulletin for policy on the dis- Ed.D. Requirements Bulletin points if completed in another sertation advisement course.) for policy on the dissertation Faculty of Columbia Univer- Continuous registration for advisement course.) Certifica- sity, may be accepted toward doctoral advisement is required tion examinations for students the minimum point require- each Autumn and Spring term, who take the examination in ment for the degree. Each whether or not the student is the Summer term are not usu- degree candidate must satisfy in attendance, and in the Sum- ally evaluated by departments departmental requirements for mer term when special permis- and programs until the the award of the M.Phil. degree sion has been granted to sched- Autumn term. Consequently, prior to continuance in the ule an oral examination on the these students will not be Ph.D. program. These degree dissertation. Registration for obligated for continuous requirements are specified in TI8900-Dissertation Defense: enrollment until the following the “Requirements for the Ph.D. is required for the term Spring term. Degree of Doctor of Philoso- in which the oral defense is phy,’’ obtainable from the held. See Fees and General Office of Doctoral Studies. Offerings sections for further details. The obligation to regis-

284 R EGISTRATION, EXPENSES, AND G ENERAL R EGULATIONS PLUS T OUCHTONE S ERVICES

Registration Procedures periods, this system is normally than a total of 16 points in the No student will be certified for Students seeking course credit available Mondays–Saturdays summer term. No more than full-time or part-time status must be admitted by the from 8 a.m. to 11 p.m. The 18 points may be taken during unless he or she is enrolled for Teachers College Office of telephone number to access the Autumn or spring term; that term in some form and, if Admission. For details, please this system is (212) 678-3200. students who hold full-time necessary, has filed a Certificate refer to section on Admission. positions are discouraged from of Equivalency in the Office of Former Teachers College Whenever course enrollment enrolling for programs in the Registrar during the first degree students who have not has been entered on the com- excess of 8 points each Autumn two weeks of the term. Doc- been in attendance during the puter registration system, the and Spring term. toral students may check with past five years are to update student is responsible for pay- the Office of Doctoral Studies their records in the Admission ment of the assessed charges Certification of Part-Time/ regarding personal exemption Office well before the registra- unless the student files a Full-Time Attendance or waivers. Students cannot be tion dates. An application for Change-of-Registration form Enrollment status certification certified for future dates of readmission may be obtained or submits a letter to the Reg- is based upon the number of attendance. from the Admission Office. istrar requesting withdrawal, semester points for which a Those not in attendance within in accordance with the dates student is registered per term. Change in Registration and the last five years who do not listed in the Academic Calen- During the Autumn, Spring, Withdrawal desire degree candidacy should dar. See section on changes in and Summer terms, “full-time’’ Notice of any change in your go directly to the Office of the registration, withdrawals and status is accorded to students registration, including change Registrar. refunds. registered for 12 or more of points in variable point semester points per term. Stu- courses, or of total withdrawal Course registration may be Each registrant is expected to dents enrolled for fewer than from the College, must be completed in person or, for assume a major responsibility 12 semester points (0–11 given to the Registrar in writ- continuing students, by use of in program planning. A careful semester points) are considered ing or by use of the Teachers Teachers College Touchtone study of the general degree “part-time.’’ “Half-time’’ status College Touchtone Telephone (see below). Doctoral students requirements and maximum is based on enrollment of 6–11 Registration System on or prior at the stage of continuous dis- point loads outlined in this semester points per term. Stu- to the deadlines published in sertation advisement may reg- Catalog, special departmental dents registered for fewer than this Catalog. (See the Academic ister via Touchtone services. bulletins, and advisory recom- 6 semester points are accorded Calendar.) mendations should be taken “less-than-half-time status.’’ Teachers College Touchtone into consideration. During the Summer Term, Changes in registration may be Services enrollment status is deter- made until Tuesday, September Continuing students who have During the regular registration mined by the cumulative num- 15 for the Autumn term; and consulted with their faculty periods, faculty advisors will be ber of semester points in both Monday, February 1 for the advisors may register by tele- available to consult with stu- Session A and B. For “full- Spring term. After these dead- phone. It is each student’s dents and approve their pro- time’’ status, students must lines, courses may not be added responsibility to obtain advisor grams; however, during the late register for a combined load of but a partial refund of tuition approval, and to obtain consent registration period, advisors at least 12 semester points, fees for withdrawal from from the course instructor for will be available from 3 p.m. to with no more than 9 semester courses may be authorized by any course listed in the Sched- 5 p.m. on weekdays. points in one summer session. the Registrar. (See Withdrawal ule of Classes that requires from courses with tuition approval prior to registration. Teachers College students must Students taking fewer than 12 refund.) Special approvals for classes have written permission of the semester points in a term may must be entered into the Ban- Registrar before registering in be certified as full-time if they The deadline for making ner computer system by the any degree program outside the can present an approved Cer- changes in points in variable- department offering the course College. Additionally, students tificate of Equivalency (COE) point courses will extend until before students can register via are not permitted to be form. The form is available the class has met four times; Touchtone services. Use of the enrolled concurrently in two from the Office of the Registrar dates are indicated in the telephone registration system degree programs within the and must be recommended by Academic Calendar. requires a Personal Identifica- University or the College. the student’s advisor and tion Number [PIN]; registered approved by the Registrar. Stu- Reduction of charges will be students who did not receive or Maximum Point Loads dents may request that copies calculated from the day the have misplaced theirs may The number of points (credits), of an approved COE form be Registrar receives written obtain a PIN by presenting a point being the equivalent of sent to any office requiring cer- notice from the student. The photo identification to the a semester hour which a course tificates of enrollment (for College reserves the right to Registrar’s Office [148 Horace carries per term, is given in example, Office of Student Aid retain fees of students with- Mann]. For security reasons, parentheses following the or the Housing Office). drawing from classes with PIN numbers are not available course title. No more than 9 limited enrollment. through FAX or over the tele- points may be taken during a phone. During registration summer session and no more

285 R EGISTRATION, EXPENSES, AND G ENERAL R EGULATIONS PLUS T OUCHTONE S ERVICES

Students who are deficient in Payment Options telephone number on the face Student Accounts staff is their attendance or who per- Various forms of payment are of the check or money order. available is Monday through form their class duties unsatis- accepted for tuition and fees Thursday 9:00 a.m. until factorily may be required at and may be used individually Credit Card Payments—Can 6:00 p.m. and Friday 9:00 any time to withdraw from a or in combination. Teachers be made by using the drop box, a.m. until 5:00pm. course, upon recommendation College accepts checks, money in person, by fax, or through by the course instructor to the orders, most major credit cards, the College’s Touch-tone sys- Deferred Payment Plan— Registrar; in extreme cases, and cash. A deferred payment tem. The fax must include the Students may choose to partici- this may mean withdrawal plan, a tuition pre-payment student’s name, ID number, pate in The Deferred Payment from the College. plan, tuition exemption, third the credit cardholders’ written Plan during the fall and spring party billing agreements, and authorization and signature, semesters. The Deferred Pay- For grading symbols covering financial aid are also available corresponding card type, card ment Plan allows students to withdrawals, see Grades. to finance a Teachers College number, card expiration date spread total tuition, fees, and education. Some restrictions and daytime telephone number term housing changes less any Late Registration may apply. of the cardholder. The fax aid disbursed, over three equal A late registration fee of $100 number is 212-678-4139. The installments during the semes- will be assessed for any regis- Personal Checks, Cashier Touch- tone system is available ter. An agreement between the tration requests approved on or Checks or Money Orders— Monday through Saturday from student and Teachers College after September 15 for Autumn Must be made payable to 8:00 a.m. to 11:00 p.m. by must be completed with a rep- and February 1 for Spring. Teachers College. These types calling (212) 678-3200. A per- resentative of the Office of Stu- of payments can either be sub- sonal identification number dent Accounts no later than mitted in person, placed in the (PIN) and the student’s identi- (September 8, 2000) for the TUITION AND FEES drop box, or mailed to the fication (ID) number are fall semester and (January 19, Tuition and fee rates are set Office of Student Accounts; required to access the Touch - 2001) for the spring semester. annually by the Board of 525 West 120th Street, Box tone service. PINs are provided A $50 fee is required to partic- Trustees. Beginning in fall for 305; New York, NY 10027. by the Office of the Registrar ipate in the plan and the first the 2000–2001 academic year, The drop off payment box is each semester. installment is due at the time tuition for all regular courses is located at the door of the Office the student signs the agree- $705 per point. Non-credit of Student Accounts, 133 Cash Payments—Must be ment. Tentative installment courses vary in Thompson Hall. Do not place made in-person at the Office dates are provided on the fol- rate, usually depending on the cash in this box. Please indicate of Student Accounts, 133 lowing page: minimum number of points the student’s identification Thompson Hall. During the for which the particular course number and a valid daytime academic year, the Office of is offered and the special ser- vices provided (see course description). Other Fees Teachers College Fee $170 Columbia University’s tuition Teachers College Research Fee $170 is assessed per point or at a flat rate determined annually by Health Service Fee $224/$224 the University’s Board of Medical Insurance Fee (Basic) $334/$511 Trustees. Each school’s rate (Comprehensive) $465/$714 may vary. Consult the individ- Application Fee (non-refundable and payable at time of application) $50 ual school or the College’s Reg- istrar for current rates. Library Research Fee (for non-college users) per month $100 Continuous Doctoral Advisement registration fee $2115 Total tuition and fees are deter- Ph.D. Oral Defense fee $3150 mined based on the number of Late registration fee $100 points for which the student has registered. All tuition and Late application fee for conferring of degrees $15 fees charged are due and Special examination fee (each course) $25 payable in full prior to the first Student identification card replacement fee $5 day of classes for each semester. The chart to the right high- Late payment fee (flat fee) $50 lights the fees charged by the (monthly fee) 1-1/3% (16% annually) College: Returned check fee $20 Deferred payment plan fee $50 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.

286 R EGISTRATION, EXPENSES, AND G ENERAL R EGULATIONS PLUS T OUCHTONE S ERVICES

Fall Semester tion form must include the stu- In the event Teachers College Only Teachers College charges First Payment dent’s name, relevant semes- refers any unpaid balance for are subject to this reduction. on or before (Sept. 8, 2000) ter(s), and the total amount of collection and/or legal action, Second Payment tuition and fee charges that the the student will be obligated to Student Refunds third party is willing to pay. pay all related costs including October 2, 2000 Proceeds originating from stu- The form must be signed by an but not limited to attorneys Third Payment dent aid programs in excess of official of the third party fees and collection costs. November 2, 2000 all student account charges— agency. A third party agree- tuition, fees, monthly housing, ment between the College and Withdrawal from Classes and other related expenses— Spring Semester the agency MUST be com- By registering for classes, a stu- will be mailed to the student. First Payment pleted annually before the start dent has entered a legal and Students should be sure the on or before (Jan. 19, 2001) of the academic year. binding contract to pay all Registrar has the current Second Payment tuition, fees, and penalties address. All required financial Financial Aid—If all required February 9, 2001 charged by Teachers College. aid applications and documen- applications and documentation Third Payment tation must be filed with the have been filed with the Office March 9, 2001 When a student withdraws Office of Student Aid by the of Student Aid by the required from Teachers College or from published deadline, and all deadline, financial aid awards Failure to remit payment, as individual classes, the tuition financial aid eligibility require- should be available at the time scheduled, in the Deferred Pay- charges originally assessed may ments must be met. For further of registration. Late application ment Plan will result in the be reduced, based on the date information about financial aid, filing and anticipated student assessment of a late payment of withdrawal. Failure to review the section entitled aid does with not constitute a penalty of 1 1/3 percent on any attend classes does not consti- “Student Aid Information.” unpaid balance. deferment. Since tuition and all tute an automatic withdrawal; fees are due at the time of in- students must file an applica- Financial Aid person registration, late pay- Tuition Exemption—Students tion to withdraw in the Office Many students at Teachers ment penalties will be assessed employed at the University of the Registrar or through the College finance their educa- on any outstanding balance as may be eligible for tuition Touch-tone system in a timely tional expenses with federally described under the Late Pay- exemption. Authorized tuition manner. The percentage of guaranteed loans under the ment Penalties section of this exemption forms must be sub- reduction will be determined Stafford or federal direct loan bulletin. For further informa- mitted in person and are according to the following programs. Students who are tion about financial aid, review accepted throughout the schedule: planning to apply for these the section entitled “Student semester, however, to avoid a loans must begin the process as Aid Information.” late payment penalty, tuition Fall 2000 early as January for the follow- exemption forms and any addi- Week ending Percent of refund ing Autumn term and Septem- Late Payment Penalties tional payments are due by the September 8 100% ber for the following Spring last day of in-person registra- Failure to clear all account bal- September 15 100% term. Students may contact tion. If a student registers late, ances can result in two late September 22 80% the Office of Student Aid for payment including tuition payment penalties. An initial September 29 75% more details and processing exemption is due at the time of Late Payment Fee of $50 will October 6 70% requirements. the late registration. Various be charged on any outstanding October 13 65% fees including, but not limited balance during the first billing October 20 55% Federal income tax deductions to, course fees, college fees, period, and a 1 1/3 percent October 27 50% of educational expenses of health service fees, medical monthly (16 percent annually) October 31 40% professional educators and other insurance, and late registration Late Payment Penalty will be after October 31 0% professionals fees are not covered by tuition assessed on any outstanding Under the current Internal exemption. The student should balance thereafter. In addition, Spring 2001 Revenue code, certain be prepared to remit payment failure to make timely payment Week ending Percent of refund expenses incurred for educa- for these fees. of housing charges violates the tion may be deductible for January 19 100% dormitory agreement and may federal income tax purposes. January 26 100% Third Party Agreements— result in eviction. Furthermore, Possible deductions for teach- February 2 80% Students enrolling under a unpaid accounts can be referred ers are described in some February 9 75% third party agreement must to a collection agency. detail below. Similar deduc- February 16 70% submit an authorization form tions apply to other profes- February 23 65% to the College for approval. A The College reserves the right sionals engaged in education. March 2 55% third party is usually an out- to withhold grades, transcripts, Students are advised to consult March 9 50% side agency (not an individual) diplomas, and other services, a tax advisor concerning eligi- March 16 40% that agrees to pay all or part of including registration, from bility for such deductions. the charges incurred by a par- students whose financial oblig- after March 16 0% ticular student. The authoriza- ations have not been fully met.

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For teachers, expenses incurred responsibility of the student to Always consult the official cat- change-of-program period. for education are deductible establish that the educational alog of the Faculty, College, or Courses with limited enroll- for federal income tax pur- program qualifies for deduc- Department in which work is ment, laboratory courses, ele- poses if the education (1) tions in his or her case and to desired. Do not depend upon mentary language courses, maintains or improves skills of determine and document the references or quotations in seminars, and continuing edu- a teacher, or (2) meets the amount of the deduction. other announcements. cation workshops will not be express requirements of the open to auditors. Audited teacher’s employer, or the General Regulations Some credit-bearing courses are courses will not appear on the requirements of an applicable offered also on a noncredit transcript and may not later be Definition of Point Credit law or regulation, imposed as basis, as indicated in the course applied for credit. a condition to the retention by A point (equivalent to a semes- description. Unless stated oth- a teacher of the student’s ter hour) is the unit of College erwise, the fee is one-half of the Certified doctoral candidates employment relationship, sta- credit. For the typical student, tuition rate for the minimum may audit Teachers College tus, or compensation. No a point of credit is earned by a number of semester hours courses which enhance their deduction is allowed for edu- minimum of two-and-one-half (points) for which the course is professional interests. Such cational expenses (even if they hours per week total time in offered. No Teachers College courses will not appear on the meet the above requirements) lecture, laboratory, library, and fee is charged; however, any transcript or fulfill any acade- if they are incurred to satisfy outside work. These weekly laboratory fees or special fees mic requirement. An eligible minimum educational require- two-and-one-half hours usually announced in the courses are doctoral candidate, upon pre- ments for qualification as a consist of (1) attendance for an additional. To arrange for sentation of the certified doc- teacher or to qualify a teacher Autumn or Spring term equal attendance at such courses, toral candidate card, may for a “new trade or business.’’ to one hour weekly in lectures apply directly at the Office of obtain an application to audit or recitations or two hours in the Registrar of Teachers Col- from the Office of the Regis- In respect to teaching, a “new practical work, and (2) one- lege. It is not necessary to fol- trar, secure written approval of trade or business’’ does not and-one-half hours additional low formal admission and reg- the course instructor, and include educational employ- work for each lecture, or one- istration procedures. No return the approval form to the ment involving the same gen- half hour extra for each two- official record of registration Office of the Registrar during eral type of teaching and hour laboratory period. On this for noncredit courses is kept; the change-of-program period. related duties as performed basis, a typical student with a and no transcripts certifying to An auditing permit will be prior to the education. Under sixteen-point program works a attendance or work completed issued. the Treasury Department total of forty hours per week in are issued by the Registrar. releases, the following changes classes and in outside prepara- When registering for a course Attendance in teaching activities do not tion. These are averages, how- on a noncredit basis, one may Students are expected to attend constitute a “new trade or ever; some students find it nec- not change one’s enrollment to all classes for which they are business’’: essary to devote more time to credit or vice versa. registered and are responsible preparation. for absences incurred by late • Elementary to secondary Fees for special events such as enrollment. school classroom teacher. There are some variable-point workshops, institutes, and • Classroom teacher in one courses in which a student can conferences vary. See the Religious Observance subject (e.g., mathematics) register and earn extra credit announcement for each special It is the policy of the Univer- to classroom teacher in by doing additional work event, as published by the Cen- sity to respect its members’ another (e.g., science). approved by the instructor. ter for Educational Outreach observance of their major reli- • Classroom teacher to guid- This additional work may and Innovation. gious holidays. Where acade- ance counselor. entail additional reading, mic scheduling conflicts prove • Classroom teacher to preparing a term paper, engag- Teachers College reserves the unavoidable, no student will be principal. ing in some special project, right to cancel or modify the penalized for absence due to out-of-class group activities, or courses listed in this catalog religious reasons, and alterna- Educational expenses which fieldwork. and other official publications tive means will be sought for may be deducted include those and to change the instructors as satisfying the academic for travel, meals, and lodging Credit and Noncredit Courses may be deemed necessary. requirements involved. If a while away from home if the Teachers College courses are suitable arrangement cannot be travel is primarily to obtain detailed elsewhere in this Cata- Auditing worked out between the stu- education. log. Certain courses in other Students currently enrolled for dent and the instructor, stu- parts of the University are open 15 or more points may audit dents and instructors should The foregoing is based upon to students in Teachers Col- one or two courses in Teachers consult the appropriate depart- information released by the lege, upon the approval of their College without fee. Applica- ment chair or director. If an United States Treasury Depart- course instructors and advisors. tions for auditing privileges are additional appeal is needed, it ment in Treasury Department obtainable from the Office of may be taken to the Dean of Regulations #1.162-5. It is the the Registrar during the the College.

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Some of the major holidays A Excellent. Outstanding satisfactory grade. The WD Withdrawn. Withdrawal occurring during the current achievement. previous grade remains on occurring subsequent to academic year are: the transcript. the close of the change-of- A- Excellent work, but not Rosh Hashanah program period during quite outstanding. Yom Kippur P Passed. Some courses are the term. See section on graded only on a pass/fail First days of Succoth B+ Very good. Solid achieve- withdrawal from courses. basis for the instances in Concluding days of Succoth ment expected of most which greater evaluation YC Year Course. The symbol Hanukkah graduate students. Id al Fitr specificity is neither “YC’’ is assigned for the Passover B Good. Acceptable achieve- required nor desirable and first half of a year course Good Friday ment. is used to indicate passing (courses with a “z’’ suffix). performances when only At the end of the second Id al Adha B- Acceptable achievement, Shavuoth dichotomous evaluation is half, the grade is entered but below what is gener- used. At no time will the on the transcript denoting ally expected of graduate The Jewish and Islamic holy transcript carry any other the instructor’s evaluation. students. grade nor will supplemen- days begin at sundown of the R Attendance Credit. Stu- tary statements be issued. preceding day. C+ Fair achievement, above dents desiring R credit for Application for the minimally acceptable any course must request Pass/Fail option is to be It should be noted that because level. permission, in writing, to made during the first of the size of the event and the the instructor, before two- C Fair achievement, but only three class sessions with space available, convocations thirds of the class sessions minimally acceptable. the approval of the course held at Commencement take have met. The instructor instructor. Applications place in either Riverside C- Very low performance. may approve or deny the are available in the Office Church or the Cathedral of St. The records of students request. If approval is of the Registrar, 148 John the Divine. The facilities receiving such grades are granted, the instructor Horace Mann. Once the are used in a non-sectarian subject to review. The may stipulate require- option is approved, it may manner. result of this review could ments to be met in addi- not be changed. be denial of permission to tion to regular attendance. register for further study DP Doctoral pass credit. The Forms are available in the Grades at Teachers College. No grade of DP may be Office of the Registrar to Grades in Teachers College are more than three points of assigned only to a certified be used for obtaining recorded as evaluative, pass/fail, C- may be credited toward doctoral candidate in a approval. Mathematics or attendance. All grading any degree or diploma. Teachers College course, majors in the department symbols used are listed below, Students completing having successfully com- of Mathematics and Sci- as approved by the Faculty on requirements for more pleted all requirements ence Education must have April 27, 1984. Students elect- than one degree or prescribed by the instruc- their applications ing to be graded on a basis diploma may count three tor. The candidate must cosigned by the program other than the ones announced points of C toward only request DP credit before coordinator. The applica- by the course instructor must one such award. A student two-thirds of the class ses- bility of R credit in meet- request the option and obtain who accumulates eight sions have met. Eligibility ing degree program the instructor’s written points or more in C or is determined upon pre- requirements is noted as approval not later than the lower grades will not be sentation of the doctoral follows: For Master of Arts close of the third class meeting. permitted to continue identification card, and a and Master of Science An application for grading study at the College and record of the request for a degrees, no R credit is options is obtainable from the will not be awarded a DP grade is made by com- permissible. For Master of Office of the Registrar and degree or diploma. pleting a form obtainable Education degree pro- needs to be filed in the Regis- F Failure. The records of from the Office of the grams, a maximum of six trar’s Office no later than the students receiving such Registrar. DP credit is semester hours of atten- close of the third class meeting. grades are subject to available to doctoral stu- dance credit is acceptable Once the option has been review. The result of this dents only in terms subse- in meeting the point approved and filed with the review could be denial of quent to the terms in requirement, but may not Registrar, it is not subject to permission to register for which the student is certi- be used to satisfy the change. further study at Teachers fied. DP credit may not be three-course out-of- College. A course usually used toward M.A. or M.S. department requirement. Grades are defined as follows: may not be repeated degree requirements. A For doctoral programs, a A+ Rare performance. unless it is a required maximum of 6 points of maximum of nine semes- Reserved for highly excep- course. When the course is DP credit may be used ter hours of attendance tional, rare achievement. required, the student will toward Ed.M. degree credit is permitted toward reregister and obtain a requirements. the minimum point requirement for the

289 R EGISTRATION, EXPENSES, AND G ENERAL R EGULATIONS PLUS T OUCHTONE S ERVICES

degree, provided they are the applicant’s application for exhibit the high level of per- courses in which a Teachers not used to fulfill the min- admission to the College. sonal integrity which society College student may be imum distribution must demand of professionals. enrolled. requirements. Requests from Federal agencies Teachers College uses as a guide about a student’s record for the principles proposed in the A “Guide to Student Rights The above grades are final and employment purposes are Joint Statement on Rights and and Responsibilities,’’ obtain- may not be changed. acknowledged when the stu- Freedoms of Students, drafted able from the Office of the dent’s written authorization is in 1967 by representatives of Associate Dean and published IN Incomplete. Used when on file. several educational organiza- in the Student Handbook, is attendance requirement tions, including the American available to all members of the has been met but granting The College provides for indi- Association of University Pro- Teachers College community. It of a grade has been post- vidual student review of the fessors, the Association of provides details concerning the poned because, for reasons official student folder as pro- American Colleges, the U.S. due process procedures which satisfactory to the instruc- vided in Public Law 93-380. National Student Association, are required when a charge is tor, certain course assign- The College’s policy on the stu- the National Association of made against a student. This ments are outstanding. If dent’s review of an academic Student Personnel Administra- publication also describes the the outstanding work is folder and the release of Stu- tors, and the National Associa- procedures which are to be fol- not completed within one dent Directory Information is tion of Women’s Deans and lowed by a student who has a calendar year from the contained in the “Guide to Stu- Counselors. grievance. date of the close of term in dent Rights and Responsibili- which the incomplete was ties,’’ obtainable from the “Teachers College insists on the received, the grade will Office of the Associate Dean greatest degree of freedom of remain as a permanent and published in the Student inquiry, teaching, learning, and incomplete on the tran- Handbook. expression for all its members. script. Extensions of time The exercise of these rights, for completion, based Academic Discipline however, must not violate the upon compelling reasons, Student admission, continu- free exercise of the same rights are to be recommended by ance upon the rolls of the Col- by other members of the com- the instructor and lege, receipt of academic cred- munity. Thus, activities which approved by the Registrar. its, graduation, and the disrupt the regular and essen- If the assignments are conferring of any degree or tial operations of the College completed within the year diploma shall be strictly sub- and/or Columbia University or and a grade submitted, a ject to the disciplinary powers impede the free flow of ideas or final grade will be of the College, which shall be individual movement in Teach- recorded on the permanent free to cancel registration at ers College and/or Columbia transcript. The original any time, on any grounds in University are not permitted. mark of Incomplete will which it deems advisable, sub- not be expunged from the ject to student appeal proce- “Students or other members of student’s record. dures where applicable as the University community may described in the “Guide to Stu- register charges of violating Release of transcripts, student dent Rights and Responsibili- these standards with the Office information, and student access ties,” obtainable from the of the Associate Dean. Students to official academic records Office of the Associate Dean found guilty of violating these The College regards the stu- and published in the Student standards of conduct may be dent’s transcript as a personal Handbook. subject to appropriate discipli- and private document; it is nary action, ranging from rep- released only upon written Student Conduct Code rimand to disciplinary proba- authorization of the student The official policy statement on tion, suspension, or expulsion.’’ and payment of the required student conduct, which was fees. The fee for one transcript adopted on August 8, 1968, Columbia University has Rules is $5; plus $3 for each addi- and amended on November 17, of University Conduct which tional transcript in the same 1976, is as follows: “While apply to all those who visit its order. Unpaid financial obliga- Teachers College does not oper- campus or use its facilities. tions to the College will result ate on the basis of detailed reg- Violations of these Rules can in the withholding of student ulations and procedures, it does lead to sanctions including the transcript and/or diploma. expect its members to observe revocation of permission to Teachers College does not traditional canons of scholarly visit the Columbia campus or duplicate copies of transcripts discourse, academic behavior, use its facilities and suspension from other institutions which and due process. Students as or dismissal from Columbia were submitted in support of well as faculty are expected to

290 R ESIDENCE H ALLS I NFORMATION

Residence Life at Teachers each 12 month period begin- Notification of Housing Offers way. Teachers College leases College ning with the fall semester (12 The Office of Housing and 100 rooms or about 20% of the The Office of Housing and credits during the spring Residence Life will notify stu- fifteen floor building. The Residence Life at Teachers Col- semester for students beginning dents of their housing assign- remainder of the building is lege strives to create a multi- residency that semester ). Resi- ment prior to the semester for leased by other colleges and cultural campus community dents who complete said credits which a student plans to long-term private occupants. that supports students in their may remain in the halls enroll. Typically, offers are There is a front desk and academic endeavors and per- through the summer provided made in April for the summer evening security is provided. sonal growth. The residence they have not yet completed term, in June for the fall term, Each room is a self-contained halls bring together graduate degree requirements and will and in November for the unit with private bath and lim- students from all over the be enrolled for the fall semester. spring term. The notification ited cooking facilities (more world in an environment that of availability of space is complete cooking facilities are provides a unique opportunity When to Apply for Housing accompanied by a housing con- located in the student lounge, which is furnished with to establish new friendships, Housing offers are based on tract which must be returned microwaves, a full-size oven, explore other world views, and availability of rooms/apart- with a $500 non-refundable and dining tables; in the adja- take advantage of all that New ments, geographic priority, and security deposit. This deposit cent room is a TV lounge). All York City offers. Living close the date of receipt of the hous- is not used as rent, but, rather rooms are fully furnished with to the campus affords students ing application. Applicants is held in an interest-bearing a bed, desk, dresser, larger easy access to the library, class- who live more than 50 miles account for the duration of the closet, desk chair, lounge chair, rooms, gymnasium, and other outside of New York City have student’s residence. and small dining table with Columbia University facilities. the highest priority. two chairs. The average size of Students may chose to take Housing Assignments each apartment is 11.5 x 19 advantage of a wide range of The Office of Housing and Housing assignments to a par- feet. Maid and linen service is planned residence hall activi- Residence Life recommends the ticular room/apartment are available once a week free of ties, club meetings, depart- following timeline for submit- made based on space availabil- charge. The telephone in each mental lectures, and musical ting an application:* ity and the received date a stu- and dance events. room is connected to the cen- dent’s housing application. tral switchboard to accept calls. For Fall term entry: Every effort is made to try and Pets are not permitted. The There are a variety of housing February 1 accommodate each applicant’s building is located near an options for single students and For Spring term entry: housing preferences. There is a express subway stop and students accompanied by September 1 transfer period after the semes- Broadway bus line. It is spouses, domestic partners, and For Summer A term entry: ter begins. Students may approximately a 30 minute families. Teachers College has December 1 choose to exercise the transfer walk or a 15 minute bus ride to approximately 450 spaces For Summer B term entry: option if the College was the Teachers College campus. available for single students January 1 unable to accommodate the and 150 apartments for stu- original request. Whittier Hall is located at dents with families. Because of *Please Note: The applica- 1230 Amsterdam Avenue (at the high demand for student tion process for housing is Each student’s assignment let- the corner of 120th Street). housing, five years is the maxi- separate from the admission ter contains information There are several different types mum amount of time that a process. Your housing appli- regarding the unit to which the of housing accommodations student may remain in the cation will be delayed if it is student has been assigned. This offered in the building. All Teachers College residence not sent directly to the Office information includes the type assignments offer a private bed- halls. The Office of Housing of Housing and Residence of unit, the semester price, the room. Room sizes vary in all and Residence Life accepts Life. Housing applications mailing address, and the tele- accommodation types. In the applications up to a year before are accepted before admis- phone number. Also, informa- single rooms, kitchen and bath- a student plans to begin study- sion decisions are made. tion regarding check-dates and room facilities are shared by ing at Teachers College. Because the demand for times will be enclosed. approximately 20 students. housing is so great, housing Suite areas have kitchen and Eligibility for Student Housing is not guaranteed. Applicants Single Student Housing Options bath facilities shared by three to are, therefore, strongly To be eligible for housing, stu- six individuals. Efficiency units, encouraged to apply early. There are two buildings cur- dents must be enrolled in a rently available to house single one bedrooms, and studio units degree program and registered students—Greystone Residen- all have private bath and to take classes at Teachers Col- tial Hotel and Whittier Hall. kitchen facilities. All student lege. To maintain eligibility, housing is partially furnished residents must complete a min- The Greystone Residential with a bed, desk, desk chair, imum of 24 credits (or have Hotel is located on the upper overhead light, easy chair, mir- full-time equivalent) during West Side of Manhattan at 212 ror, chest of drawers and/or West 91st Street and Broad- wardrobe. The efficiency, one

291 R ESIDENCE H ALLS I NFORMATION

and two bedroom, and studio and chairs, two easy chairs, and provided in the semester rent of the assignment. If as a result units have a private kitchen, one floor lamp. Residents may include: heat, gas, telephone this change of status, the stu- with a kitchen table and chairs request for furniture to be service with voice mail and dent or the other family mem- provided. Students must pro- removed from the apartment if cable tv. ber is no longer eligible to vide their own linens, towels, they wish to bring their own. remain in family housing, he or cooking utensils, clothes hang- Window curtains, blankets, Family Housing Policy she is obligated to vacate the premises at the written request ers and other household items. pillows, linens, kitchen uten- Teachers College accepts family of the Associate Director of Microwaves are provided for sils, dishes, rugs, and extra housing applications from and Housing by the end of the students in suites, efficiencies, lamps must be provided by the offers assignments to, tradi- Semester or thirty days, studios and one bedrooms. residents. tional and non-traditional fami- whichever is earlier date. If the Combination microwave and lies, both with or without chil- remaining family member is refrigerator units are provided Grant and Sarasota Halls at dren. For the purposes of this eligible for single student hous- in the single rooms. Telephone 512 and 514 West 122nd policy, however, the Office of ing, the Office of Housing and with voice mail, cable tv ser- Street, respectively, are each six Housing and Residence Life Residence Life will attempt to vice, and computer data service story buildings with four defines traditional family to be accommodate the student. are also included in each room. apartments on each floor. The two spouses, both of whom will However, neither the Office of two front apartments have an be in residence (with or without Single Student Housing Rates Housing and Residence Life nor entry foyer, living room, bed- children) or a single parent Teachers College are under any Average room, kitchen, and bathroom. with one or more dependent obligation to provide single Academic Year Semester The two back apartments have minors in residence. A non-tra- 2000–2001 Rate Range student housing for persons a long hallway with the bed- ditional family is defined to be whose family housing assign- Greystone room, kitchen, bath, and living two adult domestic partners ment has been terminated. Residential room opening off the hallway. (with or without children in Hotel residence) who present evi- Efficiencies $3650 Bancroft Hall is an eight story dence, described below, of a Requirements for Residence Hall residence with 108 apartments. Whittier Hall long-term relationship with Family Housing Each unit has a bath, kitch- Single rooms $2420 each other characterized by an Applicants must demonstrate enette, and bedroom(s). The Suite rooms $2760 emotional and financial com- that both the applying student front apartments face 121st Efficiencies $3825* mitment and interdependence. and the individual(s) with Street and are slightly larger. Shared whom the space is to be shared Back apartments face a large Two-bedroom Resident of Record constitute a family in order to courtyard which joins Bancroft Apartment $3375* be eligible for family housing. to Grant and Sarasota. A desk Family housing assignments are One-bedroom Qualifying family relationships clerk is on duty 24 hours a day made solely to the resident of Apartment $4995* under this policy are those rela- in Bancroft Hall. The desk clerk record. This is the person who Studio $5015* tionships evidenced by mar- at Bancroft Hall monitors the is defined as the principle riage; the presence of minor, *There are limited numbers of entrances of Grant and Sarasota Teachers College student mem- dependent children; or evi- these units available. via closed-circuit television. ber of the family at the time of housing assignment. The apart- dence of a domestic partner- ship, i.e., a long-term relation- Family Housing Options Family Housing Rates ment assignment and agree- ship between the two adult Teachers College also offers Average ment will be in the name of the resident of record. It is the domestic partners characterized three residence halls for stu- Academic Year Semester by an emotional and financial 2000–2001 Rate Range obligation of the resident of dent family housing: Bancroft, commitment and interdepen- Grant, and Sarasota Halls. Bancroft, Grant, record to pay the security deposit and all residence hall dence. Qualifying family rela- These buildings provide one and Sarasota tionships do not include a rela- bedroom apartments, two bed- Halls charges. The College will look solely to the resident of record tionship with parents, room apartments and three One-bedroom grandparents or siblings, other bedroom apartments. One bed- Apartments $5375 to fulfill the obligation. No relief from this obligation will than a minor sibling for whom room apartments are assigned Two-bedroom an adult member of the family to families with one child or Apartments $5620 be available to the student if his or her status in the family is the legal guardian. Qualify- none. Depending upon avail- Three-bedroom ing families without children ability, two bedroom and three Apartments $6400 changes during the term of the assignment. Each student who are eligible only for one bed- bedroom apartments are (only two are available) room apartments. assigned to families with two applies for family housing is or more children. All family Semester rents vary according obligated to inform the Office housing apartments are fur- to the size and location of the of Housing and Residence Life nished with a double bed, apartment. Residents pay their in writing of any change in the dresser, mirror, desk, bookshelf, own monthly phone bill and student’s family status that one straight chair, dining table electric charges. Utility service occurs after the application is made and before the expiration

292 R ESIDENCE H ALLS I NFORMATION

Evidence of Family Status 4. An Affidavit of Domestic sion application as soon as In determining whether the Partnership from New possible so this does not delay applicants constitute a qualify- York City or any city your housing assignment. ing family relationship, the fol- which registers unmar- You may submit an applica- lowing shall be acceptable evi- ried couples who are in a tion for housing even if you dence of such a relationship: committed, on-going have not yet been admitted to a) In the case of marriage, family relationship. a degree program. a current certificate of • It is your responsibility to marriage. Please contact the Office of notify the Admissions Office b) In the case of a single parent Housing and Residence Life of any subsequent changes in with one or more depen- with any questions about eligi- address or phone number. dents, a birth certificate, bility for domestic partnership. Any misinformation given adoption papers, or other will void the application and appropriate documentation Important Things to Consider cancel any housing assign- of legal guardianship. about the Residence Halls ment made. c) In the case of two adult Application • Housing applications are domestic partners, the only considered for the initial • The attached application is semester for which you apply. attached affidavit form must for continued Teachers Col- be notarized. Also, one of If you must defer your appli- lege housing. If you want cation, you will need to the following must be summer, conference, or guest included with the housing notify the Office of Housing housing, please contact the and Residence Life in writ- application: Office of Housing and Resi- 1. A joint lease naming and ing. Your application will dence Life at (212) 678-3235. then be considered for the signed by both applicants • The Teachers College hous- and their landlord indi- requested semester. The ing application will not be housing application can only cating that the applicants considered unless it is filled have shared the stipulated be deferred up to one year. out completely. Applicants • If you have any questions premises as their primary for family housing must sub- residence for a minimum regarding housing, please feel mit one of the following free to contact the Office of of one calendar year appropriate forms of docu- immediately prior to Housing and Residence Life mentation: (a) marriage cer- by telephone at (212) 678- their application. In the tificate; (b) birth certificate or event the applicants are 3235, or by fax at (212) 678- adoption/guardianship 3222. The Office of Housing owners of their property papers; (c) domestic partner- instead of apartment and Residence Life is located ship affidavit which has been on the first floor of Whittier renters, the appropriate notarized and one additional deed of joint ownership, Hall, which is next to the supporting document bookstore. naming both parties, and selected from the options evidence that these presented in the Family Our mailing address is: premises were their pri- Housing Policy section. mary residence for the • Please send the housing Office of Housing and one calendar year imme- application along with the diately preceding their Residence Life $20 non-refundable applica- Box 312 application can be substi- tion fee to the Office of Hous- tuted; or 525 West 120th Street ing and Residence Life as New York, NY 10027 2. Joint tax returns for one soon as possible. Make the calendar year immedi- $20 application fee payable to ately preceding the appli- Teachers College. Applica- cation; or tions will not be processed 3. A notarized letter on unless the $20 fee is remitted. bank letterhead signed by • Please remember that offers a bank officer indicating for housing will not be made that the named applicants until you are officially admit- have had a joint saving ted to Teachers College in a and/or checking account degree program, and have at the bank for the last met all Admission require- calendar year; or ments. The Office of Housing and Residence Life encourages you to complete your admis-

293 A DMISSIONS A PPLICATION I NFORMATION

Who Should Use This supporting documents in the Please note: period of time, showing all Application? enclosed return envelope Applicants to Teachers may courses, grades and degrees • FIRST-TIME applicants for addressed to Teachers College. apply to only one program at a received, if any. Applicants admission to master’s, time. should request that the tran- advanced master’s, or doc- Please request that official script(s) be returned to them in toral degree status. copies of any required stan- Only applications completed a sealed envelope with the sig- • Former Teachers College dardized test score report such with all supporting material nature of an authorized official students who have not regis- as the GRE, MAT, or TOEFL, by the deadline will be acted across the seal. Please send only tered for (five) 5 or more be sent directly to the Teachers upon. ONE transcript per school years and are applying for College Office of Admission by attended. admission to degree status the Testing Centers. To expe- Under no circumstances will an (whether or not a degree has dite an application, the appli- application submitted to the If there will be a delay in send- already been earned). cant may submit an unofficial Office of Admission be ing the official transcript, an • Applicants to post-doctoral copy of her/his test scores with returned to the student or for- applicant may submit a legible non-degree programs. the application if she/he has warded to a third party. photocopy pending receipt of • Applicants who applied two already taken the test. For the official record by Teachers or more years ago to Teachers GRE, TOEFL, or other tests Deadlines College. College, but never enrolled. administered by the Educa- See pages 99–100, entitled (The Office of Admissions tional Testing Service, the “Admissions Application Under no circumstances will holds incomplete applica- assigned institution code for Deadlines,” for information. transcripts be returned to an tions and applications for Teachers College is 2905. applicant or forwarded to those who were admitted but Please note that admissions another college, university, or did not enroll for only two Components of the Complete application deadlines always place of business. All records years.) Application refer to the date by which the submitted in support of an • First time applicants to non- The completed application application must be complete, application for admission degree status may use either package should include the fol- i.e., the date by which the become part of a student’s per- this form or the Non-Degree lowing items: Teachers College Office of manent record at Teachers Application. 1. Completed application form Admissions must have received College. (included in this Catalog). the application, application fee, The following students should 2. Personal Statement, typed personal statement, resume, Letters of Reference use the “Reapplication for on a separate piece of paper. official transcripts, recommen- Please submit two letters of Admission” (obtained in the (See “Personal Statement” dations, test scores, and any reference (unless a third is Office of Admission, Room below.) other supporting material required—see “Special Appli- 146 Horace Mann): 3. The sealed and signed required by the department. cation Requirements/Informa- • Those who are currently reg- envelopes containing the tion” section of program istered at Teachers College official transcripts of the Notification of Decision description). Write the name, who wish to pursue further schools the applicant has The Office of Admission will title, address, and telephone study (either in a different attended. (See “Transcripts” notify the applicant once the number of each reference in the program or a different below.) application is complete. The space provided on the Applica- degree). 4. The sealed and signed length of the application tion for Admission. • Former Teachers College stu- envelopes containing the let- review process varies from pro- dents who have been regis- ters of reference. (See “Let- gram to program. The official Letters of reference should be tered in the last five years and ters of Reference” below.) notification of the decision is written by people who can wish to apply to a degree 5. Any additional requirements the letter bearing the signature comment from personal program. an applicant needs to submit of the Director of Admission. knowledge on the applicant’s for her/his intended area of Applicants will be notified of academic or professional quali- Please Note: Former Teachers study (e.g., writing sample). the admission decision by mail fications for graduate study. College students who wish to Please refer to the individual only. Decisions will not be Wherever possible, letters of register as a non-degree stu- program information sec- given over the telephone or by reference should be submitted dents only should go directly to tions of this Catalog to email. Applications not from academic sources. If, the Office of the Registrar dur- determine other require- received by the deadline date however, an applicant has been ing Registration for information ments. may be held for review for the out of school for a number of about registration procedures. 6. A check or money order next available semester. years, she/he may substitute made payable to Teachers professional references. Refer- The Self-Managed Application College in the following Transcripts ences written by family mem- Process amounts: First-time applicants to the bers or friends are not appro- Applicants should collect and $50 New applicants College must submit one offi- priate for the purposes of this submit all letters of reference $25 Former Teachers cial transcript from each col- application. and transcripts with their College students lege or university in which application as well as any other they were enrolled for any

294 A DMISSIONS A PPLICATION I NFORMATION

Applicants should present the The personal statement is an IELTS. Both exams are offered fied word for word English reference forms included in important part of the applica- by the University of Cam- translations (where appropri- this Catalog to the people tion review process. Please take bridge Local Examinations ate). Foreign language records writing the references. (Please the time and care to present a Syndicate (UCLES). Applicants will not be accepted without use photocopies of the form, if carefully planned and written may request further informa- both the translation and official necessary.) Each recommender statement. The personal state- tion about these tests from: copy of the original. Course must enclose the letter in an ment should be typed. If it is UCLES, 1 Hills Road, Cam- descriptions may be required envelope, seal the envelope, not possible to type it, please bridge CB1 2EU, United later for determining advanced sign across the seal, and return print or write legibly. Kingdom. Telephone: 01223 standing or degree equivalency, the envelope to the applicant. 553311. Fax: 01223 460278. but are not required at the Applicants should include the Standardized Tests Email: [email protected]. time of application. envelopes, unopened, in their Applicants should refer to the application package. If the program information in this If an applicant is in New York If a school an applicant person writing the reference catalog to determine whether City when she/he applies, attended is no longer in exis- prefers to send it directly to standardized tests [the Gradu- she/he may take the Columbia tence or it is impossible for the Office of Admission at ate Record Examination University English Placement her/him to obtain official docu- Teachers College, she or he (GRE)—General and/or Sub- Test (EPT) instead of TOEFL. ments from a school she/he has may do so. If they choose not ject, Miller Analogies Test The minimum EPT score is attended, the applicant should to use the form provided, the (MAT), the Test of Written level 10 on both sections of the have the Ministry of Education reference must be written on English (TWE), or any other examination and should be no of that country furnish an offi- official letterhead and must be test, are required in the more than two years old. Tele- cial statement testifying to the signed. Unsigned reference intended field of study. Appli- phone (212) 854-3584 to make impossibility of obtaining letters will not be accepted. A cants are encouraged to take an appointment for the test, records. The Ministry should credentials file at a previous any required standardized tests and inform the Office of also supply Teachers College college or university may be well before the application Admission of the date the test with a list of courses ordinarily submitted to fulfill the letters deadline for the program to will be taken. Make certain required in the degree program of reference requirement. which they are applying. that the results of the EPT are an applicant has followed in However, if an applicant has forwarded to the Office of that school or university. been out of school for five or The TOEFL is required of all Admission. more years, she/he should sub- applicants whose first language To be reviewed for admission to mit one additional current let- is not English and those who Students who require non- Teachers College, international ter of reference. have received a bachelor’s standard administration of the students must have earned, at degree from any country or tests should consult with the least, the equivalent of a U.S. Letters of reference are used for university where English is not Office of Services for Students bachelor’s degree. Applicants admission and scholarship the official language of instruc- with Disabilities at 212-678- who do not have the equiva- review in the applicant’s tion. The results of this exami- 3689 V/TDD for information lent degree will not be con- intended field of study only. nation should not be more than about such accommodations. sidered for admission. The All letters of reference are two years old. The minimum Office of Admission will review destroyed after the review TOEFL score required by most International Students all credentials and determine process. Under no circumstance departments is 600 on the International students must bachelor’s degree equivalency. will letters of reference be written test and 250 on the submit detailed school records Incomplete records will not be returned to an applicant or for- computer-based test. Appli- of all subjects taken and exami- reviewed for admission. Stu- warded to another college, uni- cants may obtain an applica- nations attempted for all uni- dents who have earned a bache- versity or place of business. tion from their local U.S. Infor- versity or other tertiary level lor’s degree or its equivalent mation Service counseling or work completed plus proof of from a college or university Personal Statement binational center or by writing graduation, where available. where English is not the official On a separate sheet of paper, to: Test of English as a Foreign These records may have various language of instruction must applicants should write a brief Language, Box 899, Princeton, names in other countries such take the TOEFL, the CPE, the statement of about a page or NJ 08541, USA. as releve de notes, mark IELTS, or the Columbia Univer- two in length describing their sheets, student book, etc. In sity English Placement Test (see background, past work in the Applicants may also submit the United States they are “Standardized Tests” section). intended field of study, plans for scores, not more than two years called “transcripts.” All records graduate study and a profes- old, from the Certificate of Pro- should show dates of atten- Papers necessary to obtain a sional career, or any other infor- ficiency of English (CPE) or the dance, subjects studied, grades student visa are sent only after mation they feel is relevant. International English Language (marks or final assessments) an applicant is officially admit- Applicants who are currently Testing System (IELTS). The received, hours per week spent ted to Teachers College and has registered in a graduate pro- minimum overall grade in lectures, and degrees or submitted the financial affi- gram at another university required on the CPE is a B or diplomas awarded. Official davit (enclosed for interna- should explain why they wish to better. An overall score of 7.5 records in the native language tional students) certifying that leave. or above is required on the must be submitted with certi- she/he has the necessary funds

295 A DMISSIONS A PPLICATION I NFORMATION

to meet the cost of study at from a regionally accredited New York 10027. Telephone: Teachers College. Holders of institution, and (3) having (212) 678-3689. The office is the student visa (F-1) are been granted/assigned credit on located in the lobby of required to study full-time, the transcript of that institu- Thorndike Hall. i.e., at least 12 points per tion, may be considered for semester. transfer. Transfer credit is awarded at the discretion of the Deferral of Admission Be certain that any form not faculty advisor. For the Master Students may defer their issued in English is accompa- of Education and the Doctor of admission to a Master of Arts, nied by a notarized English Philosophy, a maximum of 30 Master of Education, or Master translation. points completed outside of of Science degree program for Teachers College may be trans- up to two years. Those admit- Immunization Requirements ferred. For the Doctor of Edu- ted to doctoral programs must New York State law requires cation, up to 45 points may be have the permission of the college students to be immu- transferred; moreover, for the program to which they were nized against measles, rubella, Doctor of Philosophy, up to 45 admitted to defer an offer of and mumps. The law applies points completed in another admission. Requests for defer- to all students born on or faculty of Columbia University ral of admission must be made after January 1, 1957. Begin- may be transferred. No transfer in writing to the Office of ning in the Autumn term of credit is awarded for Master of Admission. 1991, graduate students will Arts students. have to show proof of immu- nity. Proof of immunity con- Admission as a Non-degree sists of: Student • For measles—two doses of For admission to non-degree live measles vaccine adminis- status, applicants must file an tered after 12 months of age, application for non-degree physician documentation of status, provide evidence (tran- measles disease, or a blood script, or photocopy of their test showing immunity; diploma) that they hold a bac- • For rubella (German calaureate degree from a measles)—one dose of live regionally accredited institu- rubella vaccine administered tion, and pay the $50 nonre- after 12 months of age or a fundable application fee. There blood test showing immunity; are no deadlines for admission • For mumps—one dose of live to non-degree status. Appli- mumps vaccine administered cants may register as a non- after 12 months of age, degree student on the day of physician documentation of registration. Students may con- measles disease, or a blood tinue to take courses for credit test showing immunity. in a non-degree status as long as they meet the academic stan- Students should check their dards of the College. However, immunization records with should a student become a their health care provider to be degree candidate, only 16 cred- certain they meet these its taken in non-degree status requirements. For further may be accepted toward degree information, contact the local requirements, and only 8 of health department or Susanne these credits may be credited Nanka-Bruce, Director of Stu- toward minimum requirements dent Life, Teachers College, in the major field. 525 West 120th Street, Box 308, New York, NY 10027; Special Needs telephone: (212) 678-3406. Students with special needs are invited to request infor- Transfer Credit mation and assistance from the Only graduate courses which Office of Services for Students have been (1) completed with with Disabilities, Teachers grades of B or higher, (2) sub- College, 525 West 120th mitted on an official transcript Street, Box 42, New York,

296 S TUDENT A ID I NFORMATION

The goals of the student aid able to international students for the Spring semester by Feb- Teaching of English or Teach- program at Teachers College only. The award process is com- ruary 1. ing of English to Speakers of are to reward excellence petitive. Students are recom- Other Languages (TESOL). through merit-based aid and to mended by academic program Departmental Supplemental TOC recipients receive some remove cost as a barrier to faculty. Scholarships funding for each academic year attendance through scholar- These scholarships are available of their degree program. A sep- ships and need-based programs Endowed Scholarships to students enrolled in teacher arate application must be made including grants, loans, and Endowed scholarships are pro- education/certification pro- to this program. Additional the Federal Work-Study Pro- vided through the generosity of grams. Students are selected by information and an application gram. A student must be donors’ contributions. Many of the program faculty. Awards can be obtained from the TOC enrolled at least half-time these are in support of students are made based upon merit. Program Office at (212) 678- (6 points or the equivalent) in a in particular programs. Faculty 3471 or 3466. degree program in order to select the award recipients Peace Corps Fellows Program receive Federal Aid. based upon the criteria desig- The Peace Corps Fellows Pro- Jewish Federation for the nated by the donor. Some gram offers partial tuition Education of Women (JFEW) Scholarships and Grants endowed scholarships are avail- remission on a competitive A $15,000 scholarship is Each year Teachers college able to students across many basis to returned Peace Corps awarded to select full-time awards over $5 million of its programs. Faculty nominate Volunteers. While enrolled female students who are own funds in scholarship/ students to a College-wide part-time in selected areas of enrolling in sciences, math, stipend aid to students and $2 selection committee which study leading to an M.A. special education, TESOL, and million of endowed funds to makes the final award deci- degree, Peace Corps Fellows are reading specialist teacher certi- new and continuing students. sions. There are over 300 employed full-time by the fication programs, and who are Most scholarship awards are endowed scholarships. New York City Board of Edu- willing to teach for three years made solely on the basis of aca- cation and teach in New York in the New York City public demic merit. Scholarships are Stipends, Internships, Fellowships, City Public Schools. Addi- schools, upon graduation. applied to tuition only, and and Research Assistantships tional information may be students should expect to pro- Stipends, internships, fellow- obtained by calling the Peace Nicholson Family Scholarships vide additional funds for the ships, graduate, and research Corps Fellows Program Office These scholarships provide sup- tuition balance, fees, medical assistantships are also available at 212.678.4080; by writing to port to students selected by the insurance, and academic and through the program faculty. the Program at Box 90, Teach- Dean and President of the Col- living expenses. These provide students with ers College, Columbia Univer- lege for outstanding academic valuable experiences which sity, 525 West 120th Street, merit. General Scholarships enrich academic growth and New York, NY 10027 and/or Based upon merit, all students development as well as income by visiting the website at Rose Fellows are eligible for Teachers Col- which may be applied toward www.tc.columbia.edu/ This program awards up to 18 lege General Scholarships. Pro- other College and living pcfellows. points of tuition plus a research gram faculty make the awards expenses. fellowship to students who decisions. Teacher Opportunity Corps have achieved academic merit Grants-in-Aid Teacher Opportunity Corps in education, psychology or Minority Student Scholarships Grants-in-Aid are awarded pri- (TOC) scholarships are avail- health education. Teachers College Minority marily to doctoral students able to New York State resi- Scholarships are available to during the last two semesters dents who are African-Ameri- Teresita Magsaysay and Ken U.S. citizens and permanent of graduate work, taking both can, Hispanic, Native Boxley Scholarships residents who identify them- merit and need into considera- American, or Alaskan Ameri- These scholarships provide a selves on the Admissions appli- tion. Students must demon- can. Recipients must also be select number of full time stu- cation as being a member of a strate considerable loan indebt- U.S. citizens or permanent resi- dents applying to teacher certi- federally recognized U.S. ethnic edness incurred while at dents. Applicants must be fication programs and who minority group, or as having a Teachers College. International prospective or experienced demonstrate financial need and Federally recognized disability. students are required to seek teachers who are not yet fully dedication to classroom teach- Students with disabilities must approval from the International certified to teach in the public ing, with full scholarships cov- be registered with the Teachers Student Advisor. Faculty rec- schools. To be eligible, recipi- ering tuition and fees for the College Office of Services for ommendations in support of ents must enroll at least half- duration of their master’s work. Students with Disabilities. The Grant-in-Aid applications are time in one of the following program faculty make the required. Applications are Teachers College programs: Loans award decisions based upon aca- available in the Office of Stu- Bilingual/Bicultural Educa- There are several types of stu- demic merit. dent Aid. A committee makes tion, Elementary Education, dent loans available to Teachers the awards decisions. Applica- Mathematics Education, Move- College students. To qualify for International Student Scholarships tions must be submitted to the ment Sciences, Music Educa- any of the federal loans an Teachers College International Office of Student Aid for the tion, Science Education, Social applicant must be a U.S. citizen Student Scholarships are avail- Fall semester by September 15, Studies, Special Education, or permanent resident and must

297 S TUDENT A ID I NFORMATION

be enrolled at least half-time (6 programs, it is recommended that mic year is $8,500. Students Other Loans points or the equivalent) in a the FAFSA be filed by March 1st. may borrow a maximum of There are several student loan degree program. International In order for Stafford loans to be $65,500 during their under- programs administered by pri- students may qualify for credit- processed in time for the beginning graduate and graduate educa- vate institutions that provide worthy loans from Teachers of the Fall semester, applicants are tion. Stafford Loans for an aca- funds to students who do not College by securing a co-signer urged to file the FAFSA by April demic year are disbursed in at qualify for Federal or need- who is a U.S. citizen or perma- 30th. least two equal payments. A based loans or who may need nent resident. Consult with a 3% origination fee and an additional funding. They are financial aid counselor for more Federal Perkins Loan insurance premium up to 1% often available from banks, and information. Federal Perkins Loans (formerly (which varies with guarantor) require a processing fee, a NDSL) are awarded on the are deducted from each dis- credit check, and in some cases, If a student receives a federal basis of need from a limited bursement. More information a co-signer. Securing a co- loan she/he must participate in amount of federal funds allo- is available from the Office of signer can result in lower inter- a Loan Entrance Interview cated to Teachers College. Stu- Student Aid or the student’s est on the loan. before receiving the initial dents must demonstrate need lender. funds, and a Loan Exit Inter- and be enrolled at least half- Student Employment view before graduating, leaving time (6 points or the equiva- Federal Unsubsidized Student Employment Teachers College, or dropping lent). Payment of both interest Stafford Loan Opportunities for student to less than half-time status. and principal is deferred until Federal Unsubsidized Stafford employment are available at The Entrance Interview will nine months after leaving Loans have the same interest Teachers College. Students review the terms and condi- Teachers College or dropping rate, terms and conditions as should inquire at the Teachers tions of the loan, and the Exit to less than half-time. The Federal Subsidized Stafford College Personnel Office and Interview will cover repay- annual interest rate of 5% Loans except that the borrower with program faculty for a list ment, deferment and consoli- begins to accrue at the same is responsible for interest that of current vacancies. Many dation options. Loans are time payments begin. Repay- accrues while in school and positions offer tuition exemp- processed for and during the ment may take up to 10 years. during other deferment peri- tion or scholarship points. semester a student is enrolled. Cancellation and deferment ods. The program is also open provisions may be available, to students who may not qual- Federal Work-Study Teachers College General Loan including cancellation of por- ify for the subsidized Stafford Subsidized employment is also Students who demonstrate tions of the loan for teachers in loan or who may qualify for available through the Federal need and are enrolled at least specific areas. Information only a partial subsidized Work-Study program. Federal half-time or the equivalent regarding loan cancellation is Stafford loan. The origination Work-Study is awarded to stu- may be eligible for Teachers available in the Office of Stu- fee and insurance premium are dents based on need. To apply, College General Loans (TCGL). dent Accounts. the same as the Federal Subsi- students must complete the If a student receives a TCGL, dized Stafford Loan. Depend- FAFSA and be enrolled at least the funds will be credited each Federal Subsidized Stafford Loan ing on need, students may bor- half-time (6 points or the semester after the student has Federal Subsidized Stafford row up to $18,500 per equivalent) in a degree pro- signed a promissory note. The Loans (formerly GSL) are need- academic year in subsidized gram. A work study award promissory note must be com- based and available to students and unsubsidized loans com- means the student is entitled to pleted in the Office of Student enrolled at least half-time or bined. Graduate students may a job on or off campus, earning Accounts. While repayment of the equivalent. The FAFSA borrow an aggregate maximum an hourly wage up to the the principal is deferred until must be filed to determine of $138,500 in subsidized and amount of the award during six months after the student financial need. Payment on unsubsidized loan funds over that academic year. Only agen- leaves Teachers College, inter- both interest and principal is their undergraduate and gradu- cies which have an existing est accrues at a rate of 9% deferred, and interest does not ate education. contract with Teachers College annually from the day the stu- accrue until six months after a may offer students off campus dent signs the promissory note. student graduates, drops to less Students may opt to take Fed- work-study employment. Stu- Information on the loan process than half-time, or leaves Teach- eral Stafford loans in the form dents must seek placement and repayment options can be ers College. For borrowers of William D. Ford Federal assistance from the Teachers obtained from the Office of whose first loan was disbursed Direct Loans. The terms and College Personnel Office. Student Accounts in 133 on or after July 1, 1994, the conditions are very similar to Thompson Hall. Repayment interest rate is variable, based the Federal Subsidized and Graduate Assistantships may take up to 4 years. on the 91-day T-Bill rate plus Unsubsidized Stafford loans. Students who are employed as 3.10%, capped at 8.25%. Student applying for federal Graduate Assistants (payroll The following loans require a Free Repayment may take up to ten loans will receive a detailed category 6181) will receive one Application for Federal Student years but can be deferred fur- comparison and can seek fur- point of tuition for every $500 Aid (FAFSA) and a separate loan ther under some conditions. ther guidance from a student of salary up to a maximum of 3 application or promissory note. To The maximum amount of sub- aid counselor. points per semester, and six ensure consideration for the Perkins sidized Stafford loan a graduate points per academic year. Loan and the Federal Work Study student may borrow per acade- Points may be used for the

298 S TUDENT A ID I NFORMATION

semester during which a stu- College federal code number: prior calendar year. However, academic year, students should dent works as a graduate assis- G03979. the Office of Student Aid may notify the Office of Student Aid tant, or in the semester directly recalculate family contribution in case it becomes necessary to following. After filing the FAFSA, stu- if the student’s financial cir- adjust the aid package. dents will receive a Student cumstances change signifi- How to Apply for Aid Aid Report (SAR) which must cantly during the academic During the 2000–2001 acade- To receive priority considera- be reviewed for accuracy, and year. Students requesting recal- mic year, the estimated tion for scholarships, new stu- corrected if necessary. If there culation based on academic Fall/Spring budget for a full- dents must complete their are questions, contact the year information should pro- time student enrolled for 24 admissions application by Jan- Office of Student Aid. Students vide a written explanation of points is: uary 2nd for doctoral students may also be required to submit the circumstances and consult a and January 15th for master’s copies of their most recent fed- student aid counselor to deter- Tuition and Fees $18,662 students. Programs make eral tax returns and other sup- mine the supporting documen- Living Allowance 11,083 scholarship decisions based on porting documents to verify tation that will be needed. Books and Supplies 2,400 the degree applications of the the information on the FAFSA. Transportation 1,340 new students and on the Teach- Lifetime Learning Credit Miscellaneous 5,500 ers College academic records Permanent residents must sub- On August 5, 1997, President Total $38,985 for the continuing students. mit a copy of both sides of Clinton signed the Taxpayer There is no official scholarship their Alien Registration Card Relief Act of 1997, which cre- The family contribution application for new students. to the Office of Student Aid. ated several new tax benefits toward academic year living Continuing students who wish Permanent residency status for families who are saving for, and educational expenses is to be considered for scholarship must be confirmed with the or already paying for higher then deducted from this bud- support must file the scholar- Immigration and Naturaliza- education. get. For example: ship application in this Catalog tion Service before aid can be by February 1st. The applica- disbursed. Naturalized citizens The Lifetime Learning Credit Budget $38,985 tion may also be obtained in may need to provide docu- targets undergraduate and grad- Family Contribution (4,620) the Office of Student Aid. ments to verify citizenship. uate students. Graduate stu- Need $34,365 dents will receive a 20% tax However, because some schol- Full-time students (at least 12 credit for the first $5,000 of After need is determined, the arships do require financial points or the equivalent) who qualified tuition and related Office of Student Aid tries to need, it is advisable for all stu- are New York State residents expenses for each eligible stu- meet this amount with financial dents to file a Free Application may be eligible to apply for the dent in the family, through the aid. Often, a variety of sources for Federal Student Aid Tuition Assistance Program year 2002, and for the first are combined into a package, (FAFSA). Only continuing and (TAP). Students who want to $10,000 thereafter. This credit which might look like this: international students should be considered for TAP must file is available for net tuition and file the Teachers College Stu- a FAFSA, giving the federal fees (minus any additional grant Department dent Aid application found in government permission to aid) paid for an enrollment Scholarship $5,640 this Catalog. release information to New period beginning July 1, 1998. ($705 per point) York State. For more informa- TAP 500 Federal Work Study 5,000 The Student Aid Application tion call New York State Students may want to down- Federal Perkins Loan 2,000 must be returned to the Office Higher Education Services Cor- load a brochure that explains Federal Subsidized of Student Aid and the FAFSA poration (NYSHESC) at (518) the options. The brochure, Stafford Loan 8,500 sent in the envelope enclosed in 474-5642 or (800) 642-6234. “New Tax and Savings Options Federal Unsubsidized the FAFSA booklet. FAFSAs for Education,” can be found at Loan 10,000 need to be submitted for each How Need-based Eligibility is the following website: academic year that begins in Determined http://www.tiaacref.org/ Total $31,640 Fall and ends in Summer. They The information provided on taxfile.pdf. If students cannot provide the are available by January of each the FAFSA is applied to a feder- full amount of the family con- year and can be obtained from ally designed formula which How Aid is Awarded tribution, some banks offer the Office of Student Aid at calculates the “family contribu- To award need-based funds, the credit-worthy loans that can be Teachers College, or from any tion,” the theoretical amount College makes up an academic used to finance the remaining college’s financial aid office. In the student should have avail- year student budget that con- cost of attendance. However, completing the FAFSA, stu- able for educational costs. The sists of the average costs of the total of all financial aid, dents should be sure to indicate cost of education minus the tuition, fees, and other including loans used to replace that the results should be sent family contribution is “need”. expenses. The amount for family contribution, still cannot to Teachers College. Students The total amount of need-based tuition and fees, books and sup- exceed the cost of education. can also apply online. The web aid cannot exceed this figure. plies is adjusted based on full- address is www.fafsa.ed.gov. Be time, three-quarter time, and sure to include the Teachers Normally, the need calculations half-time enrollment. If enroll- are based on data from the ment plans change during the

299 S TUDENT A ID I NFORMATION

How Aid is Disbursed The number of points required Scholarships are disbursed to a for students enrolled less than student’s account on the first half-time will be adjusted pro- day of in-person registration portionately. Students who once the student has registered receive TAP will be monitored in a degree program for the each semester. For federal aid semester. purposes, students will be eval- uated at the end of each acade- Federal loans are disbursed mic year. Students who do not when a student meets the fol- make satisfactory progress will lowing criteria: 1) has been not be eligible for federal aid. accepted in a degree program; They may appeal if they believe 2) has registered for at least there are mitigating circum- half time status each semester; stances. 3) has completed an entrance interview; and 4) has com- Verification: Some students are pleted verification of income selected for a process called ver- and residency, if required. ification, based on federal edit criteria plus random factors. If Tuition, fees, account charges, a student is selected, she/he and refunds are processed by will have to provide a copy of the Office of Student Accounts her/his federal income tax which is located in 133 return and other documents. Thompson Hall. No funds can be disbursed until all required documents Additional Steps and Conditions are submitted and processed. Prior to Release of Funds Prior Default: Students in Notification: Financial aid is default on a federal loan, or offered to students via the Stu- who owe a repayment on a Pell, dent Aid Award Letter issued SEOG, or SSIG grant cannot by the Office of Student Aid. receive federal need-based aid Students must accept or until the status is cleared. decline each component of the offer and return a signed copy Satisfactory Academic Progress: In to the Office of Student Aid. order to maintain eligibility for aid, students must make satis- For More Information factory progress toward their Visit the Teachers College degree. In addition to meeting Office of Student Aid, located all standards of academic per- in Room 138, Horace Mann formance required in the pro- Hall, or call (212) 678-3714. gram, students must complete a minimum number of points per semester. For a full-time student, the minimums are:

After this semester 1 2 3 4 5 6 7 8 9 10 11 12 Master’s students must complete: 6 15 27 39 51 53 63 63 63 63 No longer eligible Doctoral students must complete: 6 15 27 39 51 63 75 87 90 90 Dissertation Advisement With at least this GPA: 2.5 2.5 3 3 3 3 3 3 3 3 3 3

300 Application for Admission Teachers College, Columbia University

Please type or print in black ink Social Security Number

Name Last/Family Name First/Given Name Middle Name :Title: Ms. ٗ Mr. ٗ Other Any prior last/family name NOTE: Your application will be processed under the name given above. If you were registered at any of the institutions listed below under any other name or any variations of your name as given above, please write that name above.

Permanent Address Number Street Apt. Number

City State Zip Code (New York State residents only: County) Home Telephone Country

Mailing Address (if different from above) Indicate date of termination, if possible: Month ___ Day___ Year______

Number Street Apt. Number

City State Zip Code Home Telephone Country

Work Telephone Fax # e-mail Please indicate the program to which you are applying. T program specialization if required (see program descriptions) code For which degree are you applying? [check one] Master of Arts ٗ Master of Science ٗ Master of Education ٗ Non-Degree ٗ Doctor of Education ٗ Doctor of Education in the College Teaching of an Academic Subject ٗ Doctor of Philosophy ٗ ____For which term are you applying? [insert year] ٗ Jan. 20____ ٗ May 20____ ٗ July 20____ ٗ Sept. 20 ?Have you ever applied to Teachers College? ٗ Yes ٗ No If yes, when Are you applying to a teacher certification program? ٗ Yes ٗ No What would you like to teach? Subject: Grade level: ٗ Elementary ٗ Middle School ٗ High School Record of Preparation. Supply FULL information regarding ALL college preparation to date. LIST EVERY INSTITUTION in chronological order beginning with undergraduate institutions. NOTE: ANY AND ALL undergraduate and graduate work MUST be listed. Use additional sheets if needed and be sure that your name is on any additional sheet. FAILURE TO DISCLOSE THIS INFORMATION MAY RESULT IN THE CANCELLATION OF YOUR APPLICATION OR YOUR ADMISSION Dates of Degree, Diploma Date Attendance Institution and Location Department/Major Certificate, License, etc. GPA of Award

DO NOT WRITE BELOW THIS LINE ٗ ٗ Admission Office: Recommended I II III Pro Defer NRec GSAS: Recommended Nrec Signature Date App ٗ Signature Date ٗ Degree ND MA MS ME DE DC DP Fee Paid ٗ ٗ Decision AF AD AP AX RJ WL DT Department: ٗ Recommended ٗ Pro ٗ NRec ٗ Response PR NC DF WD $50 Tuition Deposit ٗ $25 ٗ ____ / ____ / ____ Copies made ٗ _____$ ٗ ٗ Signature Date Letter______/ ____ / ____ Initial ______Date ______Personal Statement. Please attach a brief typed and signed statement describing your background, your past work in your intended field of study, your plans for graduate study and a professional career. Record of Employment. Please attach a resume or chronological listing of employment and other significant activities. In which languages do you have adequate proficiency to translate scholarly material? Give the name, official position, address and phone number of the persons you have asked to write references:

Name Title Address Phone

Test Requirements (Please see Admissions Application Instructions to determine if test is required.) ALP (EPT) Columbia’s American TEST GRE MAT TOEFL TWE Language Program (English Placement Test) Date of Test Scores Verbal_____ Quantitative_____ Analytical_____ Advanced Test_____ Which Test?_____ Be sure to request that official scores be sent directly to the Office of Admission. The Teachers College code for both GRE & TOEFL is 2905.

Optional: Teachers College has undertaken to ensure equality of educational opportunity and to make our programs and services fair and useful to all students. We would appreciate your providing the following information which will be used for statistical purposes only. Date of birth: Month_____ Day_____ Year_____ Sex_____

I belong to the following group (U.S. citizens and Permanent Residents only) ( :Black/African-American ٗ Native American/Alaskan Native (Tribal affiliation ٗ Asian-American/Pacific Islander ٗ White-American ٗ Latina/Latino (Identify ) ٗ Other ٗ

Non-U.S. Citizens (International Applicants and U.S. Permanent Residents) Country of Citizenship Native Language Are you a U.S. Permanent Resident (i.e., hold a “green card”)? ٗ Yes ٗ No Will you be attending Teachers College on a student visa? ٗ Yes ٗ No If Yes, check one: If No, I will apply to TC for F-1 status (I-20) what visa status ٗ ?I will apply to TC for J-1 status (IAP-66) will you hold ٗ I will attend TC as a J-1 student ٗ sponsored by

Please provide the following information and include with your application a copy of the grading/marking system (if it is not included on the record of studies) used at each university outside the United States that you have attended. You may also use the space below or use a separate sheet to provide additional information about the marking system at each university you have attended, the distribution of marks, or your marks in particular. What is the What is the highest Name of College/University What marking scale is used? passing mark? mark obtainable?

I attest that the information provided in this application is true.

Signed Date Reminder: it is your responsibility to complete your application with all supporting material by the deadline. Letter of Reference

A. To the Applicant

Please type or print your name and address and at line B, the name of the person you have asked to write the reference. This reference is to be used to support your application for admission to Teachers College. It will not be returned to you or forwarded to any other college, university, or place of business. This reference will NOT become a part of your permanent TC record. Once the review process is completed, the letter will be destroyed.

Applicant______

Address ______

Department ______Area of Specialization ______(T__ __ )

B: To:______(applicant to fill in appropriate name)

The above named person is applying for admission to Teachers College, Columbia University. You are asked to comment on the academic or professional qualifications of this applicant for graduate study. The information supplied on this form will be used for admission and financial aid purposes only. We suggest that you keep a copy for your records. This letter of reference will not become part of the student’s permanent record. Once the review process is completed, the letter will be destroyed. This letter will not be returned to the student or forwarded to any other college, university, or place of business. Please return this form to the applicant in the envelope provided. Be sure that you have sealed the envelope and signed across the seal. The applicant will then forward to this office the sealed, signed, unopened envelope, as part of the com- pleted application package, in the return envelope we have provided. (Please use both sides of this form if necessary, or attach a separate sheet with your official letterhead.) Letter of Reference Teachers College Residence Hall Application

Please return completed application and $20 non-refundable application fee to: Teachers College, Office of Housing and Residence Life, Box 312, 525 West 120 Street, New York, NY 10027 Only complete applications accompanied by payment will be processed.

Name (First, Last, M.I.) ______ٗ Female ٗ Male

Mailing Address ______

Telephone #:______Fax #:______email:______

Permanent Address______Tel. # ______

SSN/Student Id Number: ______

I plan to move in: Fall (Sept.)______Spring (Jan.) ______Summer A (May)______Summer B (July) ______of Year ______I am: An incoming Teachers College Student ______Current Teachers College Student ______

Please rank order your preferences for housing (e.g., 1 = most preferred, 2 = second most preferred, etc.). Preferences are given serious consideration but not guaranteed. Family housing applicants must be accompanied by a copy of your marriage license or Affidavit of Domestic Partnership.

Single Student Preferences Family Housing Preferences

Whittier Hall Single ______(Note: Families with children are given preferences for two and three bedroom apartments) Whittier Hall Suite ______Whittier Hall Efficiency ______Bancroft Hall One Bedroom ______Bancroft Hall Two Bedroom ______Whittier Hall Studio ______Bancroft Hall Three Bedroom ______(only two available) Whittier Hall One Bedroom ______Grant Hall One Bedroom ______Whittier Hall Shared Two Bedroom ______Sarasota Hall One Bedroom ______Greystone Hotel Efficiency ______Circle One: Courtyard View Street View List all family members who will reside with you. Circle One: Courtyard View Street View Name Relationship Age

Circle one: Non-smoking Smoking

Please list on a separate sheet of paper any special circumstances/accommodations which may affect your placement.

The information on this application is correct. I understand that willful misrepresentation on my part would be grounds for nonacceptance of application and/or noncontinuance in Teachers College housing.

Signature:______Date: ______

It is critical to keep your address up-to-date. If your address changes, please notify the Teachers College Admissions Office immediately by letter at: Office of Admissions, Teachers College, 535 W. 120th St., Box 302, New York, NY 10027. If your address is not current, your housing application could be adversely affected. Affidavit of Domestic Partnership (Complete only if required—See Family Housing Policy)

We, the undersigned, declare that we share a domestic partnership and the Office of Housing and Residence Life and/or the College and a qualifying family relationship in accordance with the family are under no obligation to provide single student housing. housing policy of Teachers College, Columbia University, and the 8. We understand that available family housing will be allocated Office of Housing and Residence Life. and assigned according to rules and criteria established by Teachers College and the Office of Housing and Residence Life. We specifically declare the following: If there are more applications for family housing than available units, we understand and agree that available units will be 1. We share a long-term relationship with each other characterized assigned to eligible applicants under rules and criteria estab- by an emotional commitment and interdependence. lished by Teachers College and/or the Office of Housing and 2. We are each other’s sole domestic partner. Residence Life. 3. We are not related by a degree of kinship that would bar mar- 9. We understand and agree that this affidavit applies only to fam- riage to each other. ily housing assignments and renewals made through the current 4. We are not married to anyone else. academic year, and that eligibility for subsequent family hous- ing must be reestablished under policies then in effect. We 5. We have shared with each other a primary residence and the hereby agree that if subsequent family housing policies render common necessities of life for at least one full consecutive calen- us ineligible to remain in or to be considered for family housing dar year immediately prior to the date of our application for we will vacate the premises upon written request of the Director family housing. of Housing and Residence Life either at the conclusion of the 6. We are both competent to enter into a license and/or contractual semester or within thirty (30) days, whichever is sooner. agreement with Teachers College and the Office of Housing and 10. We agree to comply with all terms of the residence hall agree- Residence Life. ment and any and all rules that Teachers College and/or the 7. We agree that if our domestic partnership ends for any reason, Office of Housing and Residence Life may require for housing. we will immediately notify the Director of Housing and Resi- 11. We understand that any misinformation certified to in this dence Life; that the termination of this partnership will render affidavit or provided in support of our application for family us ineligible to remain in or to be considered for family housing; housing, will render our application and any assignment based that we will vacate the premises upon written request of the upon it void. In such case we agree to immediately vacate Director of Housing and Residence Life either at the conclusion the premises upon request of the Director of Housing and of the semester or within thirty (30) days, whichever is sooner; Residence Life.

(Printed Name and Signature of Teachers College Student Applicant)

(Printed Name and Signature of Domestic Partner)

(Date)

This affidavit must be notarized

Notary’s Stamp: (Date Notarized) Student Aid/Scholarship Application Teachers College Columbia University Office of Student Aid, Box 309 525 West 120th Street, New York, NY 10027 (212) 678-3714, Fax (212) 678-4089

Please type or print in dark ink Part A (all applicants)

Name Last/Family Name First/Given Name Middle Name Teachers College I.D. or SS#

Permanent Address Number Street Apt. Number

City State Zip Code Home Telephone Country

Mailing Address (if different from above) Indicate date of termination, if possible: Month ___ Day___ Year______

Number Street Apt. Number

City State Zip Code Home Telephone Country Sex: ٗ Male ٗ Female

Citizenship Status: Race/Ethnicity: (United States Citizens and Permanent Residents Only) United States Citizen ٗ Black/African American ٗ United States Permanent Resident ٗ Asian American/Pacific Islander ٗ ( International Student (F-1 Visa) ٗ Latina/Latino (Identify ٗ International Student (J-1 Visa) ٗ Native American/Alaskan Native ٗ Other Non-Immigrant Status Tribal Affiliation ٗ Specify Visa Type ) ٗ White) ( Other Status (Specify ) ٗ Other (Specify ٗ

Enrollment Plans: Indicate the number of points for which you plan to register each semester. Continuing students: Please indicate if you plan to register with a special status such as Doctoral Advisement, or if you plan to file a certificate of equivalency. Autumn 2000______Points or Special status:______Spring 2001______Points or Special status:______Summer A 2001______Points or Special status:______Summer B 2001______Points or Special status:______

Please indicate if you plan to enroll in any of the FOLLOWING PROGRAMS: Nurse Executives (Doctoral) ٗ AEGIS ٗ (Arts Administration ٗ Clinical Psychology (Doctoral ٗ Nurse Executives (Master’s) ٗ Educational Administration—Inquiry ٗ Clinical Respecialization ٗ Anticipated Graduation Date from Teachers College: month______year______Part B (only those applying for federal or need-based aid) Do you wish to be considered for Federal Work Study? ٗ yes ٗ no Have you ever taken out a federal student loan? ٗ yes ٗ no If yes, guaranty agency: Guaranty Agency ______Direct Loan? ______Part B (continued) Will you be living with your parents during the 2000–01 academic year? ٗ yes ٗ no Your 2000–01 cost of attendance will be based on standard amounts for tuition and fees, books and supplies, room and board, transportation, and miscellaneous expenses. If you anticipate any unusual expenses not included in these budget items, please explain on a separate sheet.

(Early Aid Estimate) (New Students Only) If you would like an early estimate of your eligibility for Federal need-based aid (loans and/or work-study), please complete the following: 1) Number in household _____ 2) Student 1999 income earned from work $______3) Spouse 1999 income earned from work $______4) Number in College during 2000–01 (include self) ____ 5) Year of Birth ______6) Approximate amount of cash, savings and checking accounts $______If you complete this portion of the application, you will receive an estimate of your eligibility for Federal aid shortly after your admission to Teachers College.

Part C (International Students Only) Indicate the resources (in U.S. dollars) available to you per year for study at Teachers College: Your income ...... U.S. $ ______Your bank savings ...... U.S. $ ______Your spouse’s income from work ...... U.S. $ ______Your parents’ income/bank savings ...... U.S. $ ______Your government (e.g., scholarship)...... U.S. $ ______Tuition exemption from Teachers College employment ...... U.S. $ ______Support from others (i.e., friends, relatives, sponsor) ...... U.S. $ ______Other (specify, e.g., private scholarship, organizations)...... U.S. $ ______

Part D (all students) I certify that all information on thos application and on other documents I submit for financial aid consideration is correct and accurate. I agree to notify the Office of Student Aid should the information that I have reported or my circumstances change during the academic year.

Signature: ______Date: ______

Review your answers and return to: Teachers College, Columbia University Office of Student Aid Box 309 525 West 120th Street New York, NY 10027

For Office Use Only: Tracked by ______Date ______C OURSE I NDEX

A&H 5500. Pro-seminar in arts and humanities, A&HF 7500. Dissertation seminar in religion, 123 A&HG 4087. Processes and structures in the visual 107, 111, 116, 119, 122, 127, 134, 136 A&HF 8900. Dissertation advisement in arts, 103, 105 A&HF 4060. Youth cultures, 122 philosophy and education, 121 A&HG 4088. Artistic development: Adolescence A&HF 4070. History of education in the United A&HF 8900. Dissertation advisement in to adulthood, 103, 105 States, 98, 120, 127 philosophy and the social sciences, 120 A&HG 4089. New media, new forms: A&HF 4078. Technology and education in A&HF 8900. Dissertation advisement in religion, Technological trends in art education, 106, 111 Western history, 120 123 A&HG 4090. Museum issues I: Art museums and A&HF 4081. Philosophies of education, 121, A&HF4061. Introduction to cultural studies, 122 their culture, 105, 111 205–206 A&HG 4010. Modern dance I, 110 A&HG 4092. Ceramics I, 106 A&HF 4084. Social philosophy and education, 121 A&HG 4011. Modern dance II, 110 A&HG 4093. Sculpture I, 106 A&HF 4085. The arts and American education, A&HG 4014. Ballet I, 110 A&HG 4094. Photography I, 106 121 A&HG 4015. International dance forms, 110 A&HG 4100. Master’s essay residency, 108 A&HF 4086. Aesthetics and education, 121 A&HG 4018. Laban movement analysis I, A&HG 4150. Instrumental music instruction I, A&HF 4088. Popular culture, 122 109–110 115 A&HF 4089. Aesthetics of technology, 122 A&HG 4019. Laban movement analysis II, 110 A&HG 4170. Principles and practice in arts A&HF 4130. Gender and violence, 122 A&HG 4020. Music for the world’s children, 111, administration, 108 A&HF 4180. Education and the making of the 113 A&HG 4173. Arts in context, 108 modern self, 121 A&HG 4021. Designing musical experiences for A&HG 4174. Law and the arts I, 108 A&HF 4181. Critical theory and education, 121 young children, 113 A&HG 4175. Law and the arts II, 108 A&HF 4183. Philosophies of multiculturalism and A&HG 4023. Choral methods, procedures, and A&HG 4176. Support Structures: Development pluralism, 121 materials, 113 and fund raising in the arts and humanities, 108 A&HF 4680. Ethical issues in educational practice, A&HG 4028. Practices and materials of teaching A&HG 4180. Labor relations in the arts, 108 121 piano, 113 A&HG 4201. Fieldwork in music education, 116 A&HF 4901. Research and independent study, A&HG 4029. Introduction to new technologies in A&HG 4202. Fieldwork in art education, 107 120–121, 123 music education, 113 A&HG 4203. Fieldwork in dance education, 110 A&HF 5070. History and theory of higher A&HG 4030. Integrating music in the classroom, A&HG 4281. Field observations in art education, education, 120, 268 113 105 A&HF 5075. Knowledge and human values, 120 A&HG 4043. Contemporary music, 114 A&HG 4343. Organ instruction for non-majors, A&HF 5080. Advanced topics in social and moral A&HG 4044. Interpretation of Baroque music, 115 education and philosophy, 121 114 A&HG 4350. Piano instruction for non-majors, 115 A&HF 5082. The philosophy of John Dewey, 121 A&HG 4045. Popular and youth music in the A&HG 4351. Harpsichord instruction I, 115 A&HF 5086. Changing styles: philosophy, art and curriculum, 114 A&HG 4352. Voice instruction for non-majors, literature, 121 A&HG 4048. Creative computing applications in 115 A&HF 5670. Colloquium in history and education and the arts, 108, 110–111, 113, 116 A&HG 4355-A&HG 4356. Keyboard education, 120 A&HG 4050. Conducting and score reading, 115 musicianship for instrumentalists and vocalists, A&HF 5680. Colloquium in philosophy and A&HG 4051. Musical theater in education, 113 115 education, 121 A&HG 4055. Class instruction in piano for non- A&HG 4357-A&HG 4358. Ensemble A&HF 5681. Colloquium in existentialism and music majors, 115 performance: Music, 115 education, 121 A&HG 4056. Chamber music, 115 A&HG 4370. Practicum in arts administration and A&HF 6041. Historical method, 120, 127, 253 A&HG 4057. Sight-reading at the piano, 115 arts education, 108 A&HF 6042. Theories of history, 120 A&HG 4058. Piano ensemble, 115 A&HG 4470. Internship in arts administration A&HF 6200. Field research outside the United A&HG 4059-A&HG 4060. Jazz improvisation, 115 and arts education, 108 States, 120 A&HG 4061. Printmaking I: Lithographic A&HG 4575. Master’s seminar in Arts A&HF 6574-A&HF 6575. Seminar in the history processes, 105 Administration, 108 of American education, 120 A&HG 4062. Printmaking: Etching I, 106 A&HG 4576. Master’s seminar in Arts A&HF 6577. Topics in the history of American A&HG 4063. Painting I, 106 Administration B: Research Apprenticeship, 108 educational thought, 120 A&HG 4078. Art for classroom teachers: Teaching A&HG 4701. Supervised teaching in music A&HF 6580. Seminar in philosophy and art to children, 104 education, 113 education, 121 A&HG 4079. Exploring America’s cultures: A&HG 4702. Supervised teaching in art A&HF 6581. Seminar: Studies in religion and Implications for arts education, 104, 108, 111, education: secondary, 105 education, 122 116 A&HG 4703. Supervised teaching in dance A&HF 6970. Studies in history and education, 120 A&HG 4080. Artistic development of children, education, 110 A&HF 6980. Studies in philosophy and education, 104–105 A&HG 4722. Supervised student teaching in art 121 A&HG 4081. Curriculum design in art education, education: elementary, 103, 105 A&HF 6981. Studies in religion and education, 103, 105 A&HG 4901. Research and independent study in 123 A&HG 4084. Art and technology, 106, 111 music education, 116 A&HF 7500. Dissertation seminar in philosophy A&HG 4085. Historical foundations of art A&HG 4902. Research and independent study in and education, 121 education, 105 art education, 107 A&HF 7500. Dissertation seminar in philosophy A&HG 4086. Current issues and practices in art A&HG 4903. Research and independent study in and the social sciences, 120 and art education, 105 dance education, 110

309 C OURSE I NDEX

A&HG 4970. Supervised individual research in A&HG 5092. Ceramics II, 106 A&HG 6024. Piano teaching: Intermediate and arts administration and arts education, 108 A&HG 5093. Sculpture II, 106 advanced, 114 A&HG 5001. Research in arts education, A&HG 5094. Photography II, 106 A&HG 6030. Composition and analysis, 114 103–104, 108, 111, 114 A&HG 5095. Color photography, 106 A&HG 6201, Section 001. Fieldwork in music A&HG 5002. Assessment strategies for the arts, A&HG 5110. Teaching children’s dance, 109–110 education, 116 108, 111, 114, 116 A&HG 5111. Dance technique, 110 A&HG 6201. Section 002. Fieldwork in music A&HG 5003. Introduction to music perception A&HG 5120. Introduction to dance research, education: early childhood music, 116 and cognition, 114 109–110 A&HG 6202. Fieldwork in the art education, A&HG 5007. Curriculum design in dance A&HG 5141-A&HG 5143. Special topics in 107 education, 109-110 music, 113 A&HG 6421. Internship in the supervision and A&HG 5012. Kinesiology for dance, 109 A&HG 5150-A&HG 5171. Instrumental music administration of music, 113–114, 116 A&HG 5013. Choreography I, 109–110 instruction II, 115 A&HG 6421. Internship in the supervision and A&HG 5014. Choreographic problems, 110 A&HG 5173. Principles and practice in arts administration of music education, 113, 116 A&HG 5016. Teaching dance: Adolescence administration: Performing arts, 108 A&HG 6422. Internship in the supervision and through adulthood, 109–110 A&HG 5174. Principles and practice in arts administration of the art education, 107 A&HG 5017. Movement re-training, 109 administration: Visual arts, 108 A&HG 6481. Internship in the teaching of college A&HG 5018. Dance production, 109–110 A&HG 5175. Business policy and planning for the music, 116 A&HG 5019. Dance in cultural contexts: Theory arts manager, 108 A&HG 6482. Internship in the teaching of college and application, 109–110 A&HG 5178. Special topics: Critical issues in arts and museum programs, 107 A&HG 5020. Foundations of music education, management, 108 A&HG 6501. Doctoral seminar in music 112–113 A&HG 5181. The arts in education, 103–104, education, 116 A&HG 5021. Piano instruction for children, 113 108, 111, 116 A&HG 6502. Doctoral seminar: Arts in education, A&HG 5022. Young children’s musical A&HG 5201. Fieldwork in music education, 116 103–104 development, 114 A&HG 5202. Fieldwork in art education, 107 A&HG 6520. Seminar in clinical supervision in A&HG 5023. Vocal pedagogy I, 114 A&HG 5203. Fieldwork in dance education, 110 the arts: K through 12, 105 A&HG 5024. Vocal pedagogy II, 114 A&HG 5350. Piano instruction for music majors, A&HG 6580. Problems in art and education, 104 A&HG 5025. Creativity and problem-solving in 115 A&HG 6901. Advanced study, 116 music education, 114 A&HG 5351. Harpsichord instruction II, 116 A&HG 6902. Studio work in art and education: A&HG 5026. Music skills and the creative A&HG 5352. Voice instruction for music majors, Sculpture, 106 strategy, 112, 114 116 A&HG 6903. Studio work in art and education: A&HG 5029. Intermediate and advanced A&HG 5353. Organ instruction for music majors, Drawing, 106 applications of new technologies in music 116 A&HG 6904. Studio work in art and education: education, 114 A&HG 5355. Art and technique of keyboard Painting, 106 A&HG 5030. Music analysis, 114 accompaniment, 116 A&HG 6905. Studio work in art and education: A&HG 5031. Counterpoint, 114 A&HG 5519. Current topics and issues in dance Printmaking, 106 A&HG 5032. Comprehensive musicianship I, 114 education, 110 A&HG 6906. Studio work in art and education: A&HG 5033. Comprehensive musicianship II, 114 A&HG 5581. Art and contemporary culture, 104 Ceramics, 106 A&HG 5040-A&HG 5041. Interpretation of piano A&HG 5804. Museums as resource: Workshops at A&HG 6907. Studio work in art and education: literature, 114 the Metropolitan Museum, 105, 108, 111 Photography, 106 A&HG 5042. Choral literature survey, 114 A&HG 5901. Research and independent study in A&HG 6971. Research and independent study in A&HG 5047. Creative strategies for teaching music education, 116 music education, 116 music literature, 114 A&HG 5902. Research and independent study in A&HG 6972. Research and independent study in A&HG 5050. Advanced conducting and art education, 107 art education, 107 interpretation, 115 A&HG 5903. Research and independent study in A&HG 6999. Exhibition rating, 106 A&HG 5052. Vocal literature and interpretation, dance education, 110 A&HG 7501. Dissertation seminar in music 115 A&HG 5921. Master’s seminar in music education, education, 116 A&HG 5058-A&HG 6058. Recital, 115 114 A&HG 7502. Dissertation seminar in the arts in A&HG 5060. Drawing from life, 106 A&HG 5922. Master’s seminar in art education, education, 103–104 A&HG 5061. Printmaking: Lithography II, 106 105 A&HG 8900. Dissertation advisement in music A&HG 5062. Printmaking: Etching II, 106 A&HG 6001. Teaching and administration of education, 116 A&HG 5063. Painting II, 106 music in college, 112, 114 A&HG 8900.02. Dissertation advisement in art A&HG 5064. Experiments in content, 105 A&HG 6002. Teaching and administration of art education, 104 A&HG 5081. Curriculum design in art education: education in college, 105 A&HL 4000. The study of language, 118, 143, Advanced, 105 A&HG 6003. Critical perspectives and practices in 205–206 A&HG 5082. Philosophies of art in education, the arts, 104 A&HL 4001. Sociolinguistics and education, 104, 108, 111, 116 A&HG 6021. Supervision and administration in 117–118 A&HG 5085. Varieties of visual experience: arts education, 105, 108, 113, 116 A&HL 4003. Schools of Linguistics, 117–118 Museums and education, 105 A&HG 6022. Piano teaching in college, 114 A&HL 4005. Semantic systems and the lexicon, A&HG 5090. Museum Issues II: Missions and A&HG 6023. The teaching of applied music in 117–118 Standards, 105, 108 college, 114 A&HL 4008. Interlanguage analysis, 117–118

310 C OURSE I NDEX

A&HL 4014. Gender, language and education, A&HL 4155. Teaching strategies for the secondary A&HL 5204. Fieldwork in Teaching of English, 131 117–118 English classroom, 130 A&HL 5205. Fieldwork in TESOL, 134 A&HL 4030. The study of history, 124, 126 A&HL 4156. Writing: Nonfiction, 130 A&HL 5206. Fieldwork in Teaching of Spanish, A&HL 4032. Problems in teaching world history, A&HL 4157. Writing: Fiction and personal 136 126 narrative, 130 A&HL 5223. Oral history as a multidisciplinary A&HL 4033. History of Europe since 1914: A&HL 4158. Writing: Poetry, 130 teaching tool, 127 Selected topics, 126 A&HL 4160-A&HL 4180. Specialized TESOL A&HL 5232. Fieldwork in social studies teacher A&HL 4035. New York City as a learning methodology, 133 training, 124, 127 laboratory, 126 A&HL 4171. Language through the content areas, A&HL 5360-A&HL 5379. Specialized practica for A&HL 4036. The teaching of social studies, 124, 133 ESOL teachers, 133 126 A&HL 4500. Advanced English language study, A&HL 5380. Specialized practica for ESOL A&HL 4037. East Asia: Survey of modern history 133 teachers: in-service teaching, 133 and culture, 126 A&HL 4530. Seminar for student teachers in social A&HL 5430. Internship in the teaching of history A&HL 4038. Problems in teaching American studies, 124, 126 and social sciences, 127 history, 126 A&HL 4550. Teaching of poetry, 130 A&HL 5514. Readers’ Responses: Research, theory A&HL 4039. The United States Constitution, A&HL 4551. Teaching of Shakespeare, 130 and practice, 130 126 A&HL 4561. The American short story, 130 A&HL 5515. Advanced topics in applied A&HL 4040. Women of the world: Issues in A&HL 4570. Classroom strategies for teaching linguistics I, 117–118 teaching, 126 language minority learners, 133 A&HL 5516. Advanced topics in applied A&HL 4049. Spanish methods and class A&HL 4730. Supervised student teaching in social linguistics II, 117–118 management, 135 studies, 124, 126 A&HL 5518. Teaching English in diverse social A&HL 4050. The study of literature, 129, 203 A&HL 4750. Supervised teaching of English, 130 and cultural contexts, 130 A&HL 4051. American literature: Critical A&HL 4760. Supervised teaching of Spanish in A&HL 5530. The history of American social approaches for the prospective teacher, 129 secondary schools, 136 thought, 126 A&HL 4052. Adolescent literature, 129 A&HL 4776. Supervised student teaching in A&HL 5565. Advanced seminar in historical A&HL 4053. African-American literature, 129 ESOL, 133 Romance linguistics, 136 A&HL 4056. Women writers of the 20th century, A&HL 4817-A&HL 4819. Experiences in learning A&HL 5575. Critical review of current readings in 130 another language, 133 ESOL and applied linguistics, 133 A&HL 4057. English methods, 130 A&HL 4860-A&HL 4880. Specialized materials, A&HL 5577. Language teacher education A&HL 4058. Teaching of reading, 130 133 programs, 133 A&HL 4060. Conversational Spanish for urban A&HL 4903. Research and independent study in A&HL 5581-A&HL 5589. Topics in second communication, 135 social studies, 126 language acquisition, 118, 133 A&HL 4061. Practical Spanish via distance A&HL 4904. Research and independent study in A&HL 5590. Master’s seminar: Teaching of learning, 135 Teaching of English, 130–131 English, 130 A&HL 4069. Spanish pronunciation and A&HL 4906. Research and independent study in A&HL 5931. Guided investigations in the intonation for teachers, 135 Teaching of Spanish, 136 teaching of social studies, 127 A&HL 4070. Cultural traditions and achievements A&HL 5030. Diversity and the social studies A&HL 6011. The politics of teaching English, 130 in Hispanic America, 135 curriculum, 124, 126 A&HL 6015. College teaching of English, 130 A&HL 4072. Humanities in the Hispanic world: A&HL 5031. Teacher education in social studies, A&HL 6030. Research in social studies education, Selected topics, 136 126 127 A&HL 4076. TESOL methodologies for K-6, 132 A&HL 5035. History of the social studies since A&HL 6203. Advanced fieldwork in social studies, A&HL 4077. TESOL classroom practices, 132 1880, 125–126 127 A&HL 4078. TESOL materials, 132 A&HL 5037. Alternative models of social studies A&HL 6204. Advanced fieldwork in Teaching of A&HL 4080. Teaching in linguistically diverse curriculum, 126 English, 131 classrooms, 132 A&HL 5061. Advanced Spanish syntax, 135–136 A&HL 6205. Advanced fieldwork in TESOL, 134 A&HL 4085. Pedagogical English grammar, A&HL 5062. Techniques and problems of A&HL 6206. Advanced fieldwork in Teaching of 117–118, 132 translation (English-Spanish), 136 Spanish, 136 A&HL 4086. Observation, 132 A&HL 5064. The teaching of Spanish literature, A&HL 6375. Professional development seminar in A&HL 4087. Introduction to second language 136 TESOL, 133 acquisition, 118, 132, 203 A&HL 5070. Stylistics and writing in Spanish, A&HL 6403. Internship in college teaching in A&HL 4088. Second language assessment, 117, 133 136 social studies, 127 A&HL 4089. Teaching writing to ESL students, 133 A&HL 5085. Advanced syntax, 117–118 A&HL 6404. Internship in college teaching of A&HL 4095. Research in TESOL, 134 A&HL 5149. Writing research: Methods and English, 131 A&HL 4100. Contemporary theater, 130 assumptions, 130 A&HL 6405. Internship in college teaching in A&HL 4101. Phonetics and phonology, 117–118, A&HL 5150. Research in practice, 129–130 TESOL, 134 143, 196–197 A&HL 5151. Perspectives on popular texts in A&HL 6406. Internship in college teaching of A&HL 4104. Discourse analysis, 117–118 English classrooms, 130 Spanish, 135–136 A&HL 4151. Teaching of writing, 130 A&HL 5152. Academic writing I, 118 A&HL 6450. Internship in teaching writing, 131 A&HL 4154. Rhetoric: Connecting reading and A&HL 5153. Academic writing II, 118, 130 A&HL 6500. Seminar in the history of the social writing, 130 A&HL 5203. Fieldwork in social studies, 126 studies, 125–126

311 C OURSE I NDEX

A&HL 6514. Postmodern literary theory: The BBSQ 5129. Audiological concepts and principles, BBSR 4090. Physical fitness, weight control, and aesthetic dimension, 130 144, 146 relaxation, 141 A&HL 6530. Curriculum development, research, BBSQ 5130. Assessment and intervention in BBSR 4095. Applied physiology I, 98, 140–141 and supervision, 126 dysphagia, 146 BBSR 4151. Laboratory methods in biomechanics, A&HL 6587. Seminar in second language BBSQ 5210-BBSQ 5212. Practicum in school 140–141 acquisition, 117, 119, 133 speech-language pathology, 146 BBSR 4161. Motor learning laboratory, 141 A&HL 6935. Studies in history and in the teaching BBSQ 5312. Diagnostic methods and practice in BBSR 4195. Applied physiology laboratory I, of history and social studies, 127 speech-language pathology, 146 140–141 BBS 4032. Neuroscience of human speech and BBSQ 5331-BBSQ 5332. Regular clinic, 146 BBSR 4865. Tutorials in motor learning and language, 138, 143 BBSQ 5331-BBSQ 5339. Clinic practicum, 146 control, 141 BBS 4043. The human nervous system, 137 BBSQ 5333-BBSQ 5334. Laboratory methods and BBSR 4900. Research and independent study in BBS 4050. Applied biomedical instrumentation, 137 instrumentation in clinical practice, 146 movement sciences and education, 141 BBS 4065. Biological and behavioral basis of sleep, BBSQ 5335. Infant evaluation clinic, 146 BBSR 5028. Motor development, 141 138 BBSQ 5336. Stuttering clinic, 146 BBSR 5050. Neurophysiology of motor control BBS 5060. Neuromuscular responses and BBSQ 5337. Aphasia clinic, 146 and electromyography, 141 adaptation to exercise, 138 BBSQ 5338. Voice clinic, 146 BBSR 5055. Bases of motor control systems, 141 BBS 5069. Brain and behavior I: Communication BBSQ 5339. Computer applications in clinical BBSR 5057. Movement disorders, 141 in the nervous system, 137, 143, 175 practice, 146 BBSR 5095. Exercise and health, 140–141, 193 BBS 5069. Brain and behavior I, II, 176, 180 BBSQ 5340-BBSQ 5343. Methods and practice in BBSR 5098. Biochemistry of exercise, 141 BBS 5069. Brain and behavior II: Perception, audiology, 146 BBSR 5151. Introduction to the analysis of emotion memory and cognition, 137–138, 175 BBSQ 5342. Auditory rehabilitation clinic, 146 biomechanical signals, 141 BBS 6070. Neural basis of respiration, 138, 140 BBSQ 5343. Hearing measurement, 144, 146 BBSR 5194. Applied physiology laboratory II, BBSQ 4030. Physiologic phonetics, 143, 145 BBSQ 5940. Evaluating research in speech- 140–141 BBSQ 4031. Articulatory, vocal, and auditory language pathology and audiology, 147 BBSR 5195. Advanced applied physiology mechanisms, 145 BBSQ 5941. Research needs and methods in laboratory, 141 BBSQ 4040. Speech and language disorders, 143, speech-language pathology and audiology, 147 BBSR 5200. Fieldwork in movement sciences, 141 145, 175, 205–206 BBSQ 6111. Current issues and practices in BBSR 5251. Fieldwork seminar in motor learning BBSQ 4042. Audiology, 143, 145–146, 180 speech-language pathology, 144, 147 and motor control, 141 BBSQ 4045. Communication problems among the BBSQ 6112. Neurospeech therapy for the cerebral BBSR 5504. Research training in motor learning aging, 145 palsied, 147 and control, 140, 142 BBSQ 4046. Introduction to augmentative and BBSQ 6120. Current issues and practices in BBSR 5505. Tutorial in research conceptualization, alternative communication, 145 audiology, 147 142 BBSQ 4047. Early motor behaviors in children: BBSQ 6351-BBSQ 6355. Advanced practice, 146 BBSR 5582. Research design in the movement Normal and abnormal, 144–145 BBSQ 6511. Seminar in supervision in speech- sciences, 139–140, 142 BBSQ 5041. School speech-language-hearing language pathology and audiology, 147 BBSR 5595. Research seminar in applied program, 145 BBSQ 6512. Seminar in the practice of supervision physiology, 140, 142 BBSQ 5042. Geriatric communicology, 145 in speech-language pathology and audiology, BBSR 5596. Topics in applied physiology, BBSQ 5044. Speech and language perception and 147 140–141 processing, 143, 145 BBSQ 6513-BBSQ 6517. Seminars in basic and BBSR 5860. Movement sciences conference, BBSQ 5105. Assessment of child language, 145 applied speech science, 176 140–141 BBSQ 5110. Pathologies of speech systems, 145 BBSQ 6520. Seminars in basic and applied hearing BBSR 6201. Supervision of educational or clinical BBSQ 5111. Tests and testing procedures in science, 147 practice in the movement sciences, 141 speech-language pathology, 145 BBSQ 6811. Neuromuscular facilitation BBSR 6562. Review and analysis of clinical BBSQ 5112. Articulation disorders, 143, 145 approaches to assessment and treatment of oral literature, 141 BBSQ 5113. Voice disorders, 143, 146 motor dysfunction, 147 BBSR 6563. Movement sciences conference BBSQ 5114. Stuttering: Theory and therapy, 143, BBSQ 6812. Symposium on care of the seminar, 141 146 professional voice, 147 BBSR 6564. Advanced topics in neuromotor BBSQ 5115. Language disorders in children, 143, BBSQ 6940-BBSQ 6941. Supervised research in processes, 141 146 speech-language pathology and audiology, 147 BBSR 6565. Seminar in motor learning and motor BBSQ 5116. Language disorders in adults (3), 143, BBSQ 7500. Dissertation seminar in speech- control, 141 146 language pathology and audiology, 147 BBSR 6571. Research seminar in the psychosocial BBSQ 5118. Cleft palate and speech habilitation, BBSQ 8900. Dissertation-advisement in speech- study of human movement, 141 146 language pathology and audiology, 147 BBSR 6900. Supervised independent research in BBSQ 5119. Alaryngeal speech, 144, 146 BBSR 4005. Applied anatomy and biomechanics, movement sciences, 142 BBSQ 5120. Communication Disorders in 109, 140 BBSR 7500. Dissertation seminar in movement Bilingual Children, 146 BBSR 4050. Analysis of human movement, 140 sciences, 142 BBSQ 5125. Clinical approaches to aural BBSR 4055. Neuromotor processes, 140, 176 BBSR 8900. Dissertation advisement in movement habilitation of children, 146 BBSR 4060. Motor learning, 140 sciences, 142 BBSQ 5126. Clinical approaches to aural BBSR 4070. Introduction to the psychosocial C&T 4000. Introduction to special education, 167, rehabilitation of adults, 146 study of human movement, 140–141 178

312 C OURSE I NDEX

C&T 4001. Teaching students with disabilities in C&T 4133. Learning and teaching in the C&T 4853. Multisensory teaching of basic the regular classroom, 164, 167 intermediate reading/ writing classroom, language skills for students with learning C&T 4002. Basic course in theory of curriculum 168–169 disabilities, 166, 172 design, 162–163, 167 C&T 4136. Methods and materials for reading C&T 4854. Multisensory teaching of basic skills I, C&T 4004. Basic course in school improvement, instruction, 167, 169, 178 172 162–163, 167 C&T 4138z. Literacy instruction in the early and C&T 4855. Multisensory teaching of basic skills II, C&T 4005. Principles of teaching and learning, middle years, 169 172 162–163, 167 C&T 4140. Literature for younger children, 162, C&T 4858. Institute: Teaching of Reading, 172 C&T 4020. The environments of school, 162, 167 169 C&T 4900. Research and independent study: C&T 4021. Nature and needs of gifted students, C&T 4141. Literature for older children, 162, 169 Curriculum and teaching, 170 165, 167 C&T 4143. Social studies in the elementary and C&T 4900. Section 010. Seminar in curriculum & C&T 4022. Instructional models in the education middle school, 169 teaching: Learning disabilities, 170 of gifted students, 167 C&T 4145. The education of youth and C&T 5000. Theory and Inquiry in Curriculum and C&T 4023. Differentiated curriculum for gifted adolescents, 162, 169 Teaching, 161–164, 166, 170 students, 162, 165, 167–168 C&T 4151. Teaching of Writing, 162, 169 C&T 5023. Exceptionality and intelligence: C&T 4025. Educating young gifted children, 168 C&T 4159. Teacher education programs, 169 Theoretical approaches, 165, 170 C&T 4029. Creativity: Its nature and nurture, 168 C&T 4160. Supervision in preservice teacher C&T 5024. Planning and implementing programs C&T 4046. Introduction to learning disabilities, education programs, 169 for gifted students, 170 166–168 C&T 4161. The teacher: C&T 5036. Child and Family Policy, 162–163, 170 C&T 4047. Education of students with learning Professional/social/personal context of teaching, C&T 5037. Literacy, culture and the teaching of disabilities, 166–168 169 reading, 170 C&T 4048. Diagnosis and remediation of math C&T 4200. Fieldwork in curriculum and teaching, C&T 5042. Special topics in children’s literature, learning problems, 168 169 170 C&T 4049. Educational accommodations and C&T 4301. Supervised practicum in the C&T 5053. Staff development processes and modifications for students labeled learning educational assessment of exceptional children, procedures, 170 disabled, 166, 168 169 C&T 5074. Curriculum and teaching policy, 162, C&T 4051. Supervision for elementary and C&T 4302. Supervised practicum in the 170, 278 secondary schools, 168 educational assessment of young children with C&T 5112. Issues in child care and education: C&T 4052. Designing curriculum and instruction, exceptionalities, 169 Infancy through school age, 170 162, 164, 168 C&T 4308. Pre-student teaching practicum in C&T 5113. Influence of social factors in childhood C&T 4078. Curriculum and teaching in urban early childhood special education, 164, 169 education: Developmental strategies, 170 areas, 168 C&T 4334-C&T 4337. Models of teaching: C&T 5114. Cognitive curriculum in early C&T 4080. Normal and atypical development of Practicum, 169 childhood education, 162, 164, 170 young children, 164, 168 C&T 4501. Teaching and learning in the C&T 5118. Infant and toddler development and C&T 4081. Programs for young children with multicultural classroom, 169 practice, 170 disabilities, 164, 168 C&T 4502. Master’s project, 162, 169 C&T 5302. Advanced practicum-giftedness, 170 C&T 4082. Assessment of young children with C&T 4503. Independent study, 169 C&T 5305. Advanced practicum-learning exceptionalities, 164, 168–169 C&T 4504. Child abuse & substance abuse disabilities, 170 C&T 4083. Working with families of young detection and reporting, 169 C&T 5308. Advanced practicum-infancy and early children with disabilities, 164, 168 C&T 4615. Young children and social policy: childhood, 170 C&T 4113. Early childhood methods and Issues and problems, 169 C&T 5321. Practicum in early childhood education: programs, 162–163, 168 C&T 4702. Student teaching-giftedness, 169 Curriculum development, observation, and C&T 4114. Multicultural approaches to teaching C&T 4705. Student teaching-learning disabilities, assessment in early childhood, 170–171 young children, 168 169 C&T 5323. Supervision and the organization of C&T 4117. Play: The roots of competence in C&T 4708. Student teaching-infancy and early programs for families with young children, 171 young children, 168 childhood, 169–170 C&T 5500. Development of the curriculum field, C&T 4118. Theoretical foundations of childhood C&T 4726Z. Professional laboratory experiences 171 education, 162–163, 165, 168 (including full-time student teaching) in C&T 5501. Research methods in curriculum and C&T 4119. Issues and interdisciplinary methods elementary education, 170 teaching, 171 for working with parents of young children, 168 C&T 4729. Professional laboratory experiences C&T 5502. Introduction to qualitative research in C&T 4121. Early childhood teaching strategies (including student teaching) in elementary curriculum and teaching, 118, 171, 253 within a social context, 162, 168 education, 170 C&T 5513-C&T 5514. Seminar in early childhood C&T 4122. Issues in parenthood and education, C&T 4731. Professional laboratory experiences education, 171 168 (including student teaching) in elementary C&T 5515. Infancy research seminar, 171 C&T 4124. Curriculum development in education, 170 C&T 5800. Institute: Teaching of Writing, 172 elementary education, 168 C&T 4802. Models of curriculum and teaching, 172 C&T 5810. New approaches to identifying and C&T 4130. Current issues in elementary C&T 4803. Facing History, 172 educating gifted students, 165, 172 education, 162, 168 C&T 4822. Instructional models in the education C&T 5853. Advanced multisensory teaching of C&T 4132. Learning and teaching in the primary of gifted students, 165, 172 basic language skills for students with learning reading/ writing classroom, 168 C&T 4835. Improving reading instruction, 172 disabilities, 172

313 C OURSE I NDEX

C&T 5854. Advanced multisensory teaching of CCPJ 4160. School Counseling for children and CCPJ 6368. Advanced supervision and teaching of basic skills I, 172 adolescents, 152 counseling, 151, 154 C&T 5855. Advanced multisensory teaching of CCPJ 4165. Community agencies and resources, CCPJ 6460z. Internship in counseling psychology, basic skills II, 172 152 153 C&T 5902. Independent study-giftedness, 171 CCPJ 4166. Current issues in gerontology, 152 CCPJ 6560. Advanced Professional Issues, 151, 154 C&T 5905. Problems in Special Education: CCPJ 4560. Professional and ethical issues in CCPJ 6569. Professional ethics and standards in Learning disabilities, 166, 171 psychological counseling, 152 psychology, 154 C&T 5908. Independent study-infancy and early CCPJ 5020. Racism and racial identity in CCPJ 6572-CCPJ 6579. Research practicum in childhood, 171 psychology and education, 150, 152 counseling psychology, 154 C&T 5913. Independent study of infants and CCPJ 5025. Group Counseling, 150–151, 153 CCPJ 7502. Dissertation seminar, 151, 154 parents, 171 CCPJ 5060-CCPJ 5061. Assessment in Counseling CCPJ 7572. Advanced research practicum in C&T 6200-C&T 6201. Field study in designing Psychology, 152 counseling psychology, 154 curriculum and instruction, 171 CCPJ 5062. Career Counseling and Development, CCPX 4000. Introduction to Applied Psychology, C&T 6259-C&T 6260. Fieldwork in preservice 150–152, 213, 273 157, 159 teacher education, 171 CCPJ 5063. Psychological and cultural aspects of CCPX 4010. Psychological perspectives on critical C&T 6400. Internship program in curriculum disability and rehabilitation, 153 social problems, 157, 159 research, 171 CCPJ 5064. Family therapy: Theory and practice, CCPX 4030. Psychology of adjustment, 150, 157, C&T 6405. Advanced internship-learning 153 176 disabilities, 171 CCPJ 5065. Psychology of the undergraduate: CCPX 4032. Assessment and treatment of alcohol C&T 6408. Advanced internship-infancy and early Issues for counseling and psychology, 153 and chemical dependency, 157, 159 childhood, 171 CCPJ 5161. Counseling and normal aging, 153 CCPX 4033. Advanced clinical interventions with C&T 6452-C&T 6453. Internship program in CCPJ 5162. Counseling and psychopathology in addicted patients and families, 157 supervision and curriculum improvement, 171 older persons, 153 CCPX 4035. Personality and behavior change, C&T 6501-C&T 6502. Studies in curriculum and CCPJ 5164. Perspectives on cross-cultural 150, 157, 159 teaching, 171 counseling and psychology, 150, 153 CCPX 4038. Comparative psychotherapies, 157 C&T 6503-C&T 6504. Seminar in field research, CCPJ 5165. Racial-cultural counseling laboratory, CCPX 4039. Critical perspectives on 171 151, 153 nontraditional psychotherapies, 157 C&T 6505. Spencer Seminar: School Research and CCPJ 5167. Consultation and supervision in CCPX 4120. Psychotherapy through fiction and Development, 171 counseling, 153 film, 157, 159 C&T 6506. Advanced seminar-giftedness, 171 CCPJ 5260. Fieldwork in psychological counseling CCPX 4125. Women and mental health, 157, 159 C&T 6507. Advanced seminar-learning and rehabilitation, 153 CCPX 4150. Introduction to forensic psychology, disabilities, 171 CCPJ 5263. Supervised fieldwork in elementary 157, 159 C&T 6508. Advanced seminar-infancy and early school counseling, 150–151, 153 CCPX 4230. Fieldwork in applied psychology, 157 childhood, 171 CCPJ 5265. Supervised fieldwork in secondary CCPX 4900. Research and independent study, 159 C&T 6532. Seminar in reading/language arts and school counseling, 150–151, 153 CCPX 5022. Emotions & health in psychological related research, 171 CCPJ 5360. Practicum in educational and practice, 157 C&T 6533. Advanced study of children’s literature, vocational appraisal and counseling, 150–151, CCPX 5030. Ethical and professional issues in 171 153 clinical psychology, 157 C&T 6551. Seminar in supervision and curriculum CCPJ 5361. Preparation for individual counseling CCPX 5032. Personality and psychopathology, improvement, 171 and interviewing, 150, 153 150–151, 157, 159, 207, 275 C&T 6569. Seminar in theory and research in CCPJ 5362. Group dynamics: A systems CCPX 5033. The evolution of Freud’s curriculum, 171 perspective, 154, 275 psychological theories, 157 C&T 6900-C&T 6901. Directed research and theory CCPJ 5363. Practicum in educational, vocational, CCPX 5034. Developmental psychopathology, development in curriculum and teaching, 171 and personal counseling in school settings, 154 150, 157, 207, 275 C&T 6914-C&T 6915. Advanced studies in early CCPJ 5364. Advanced practicum in cross-cultural CCPX 5036. Transference and countertransference childhood and childhood education, 171–172 counseling and psychotherapy, 151, 154 arising from differences in age, gender, racial, C&T 7500-C&T 7501. Dissertation seminar in CCPJ 5368. Supervision and teaching of ethnic, and sexual orientation backgrounds, 157 curriculum and teaching, 172 counseling, 151, 154 CCPX 5037. Dynamic psychotherapies, 151, 157 C&T 8900. Dissertation advisement in curriculum CCPJ 5560. Review of research in counseling CCPX 5038. Cognitive, behavioral, and and teaching, 172 psychology, 151, 154 interpersonal therapies, 151, 157 CCPJ 4061. Rehabilitation counseling: Principles CCPJ 5563. Special topics and issues in counseling CCPX 5039. Empirical bases of psychotherapy, and practices, 151–152 psychology, 154 157, 159 CCPJ 4062. Medical aspects of disabilities and CCPJ 6260. Advanced fieldwork, 153 CCPX 5045. Psychotherapy, religious diversity & rehabilitation, 151–152 CCPJ 6350. Externship in Counseling Psychology, spirituality, 157 CCPJ 4064. Principles and methods of 151, 154 CCPX 5102. Research in psychopathology, psychological counseling, 152, 176, 268 CCPJ 6360z. Practice in psychological counseling, diagnosis, and legal applications of DSM IV, 157 CCPJ 4065. Career development of women, 151, 154 CCPX 5110. Research apprenticeship, 159 151–152 CCPJ 6362. Group practicum, 98, 151, 154, CCPX 5230. Fieldwork in clinical psychology, 157 CCPJ 4068. Counseling women: Cultural, familial, 179–180 CCPX 5330. Principles and techniques of clinical and intrapsychic factors, 152 CCPJ 6363. Advanced Group practicum, 151, 154 assessment, 158

314 C OURSE I NDEX

CCPX 5333. Practicum in clinical assessment, 158 HBSE 4001. Teaching students with disabilities in HBSE 4083. Education of young children with CCPX 5334. Clinical assessment and research with the regular classroom, 164, 199 sensory impairments, 197, 200 children and adolescents, 158 HBSE 4002. Instruction and curriculum for HBSE 4092. Introduction to foundations of special CCPX 5531. Psychotherapy with children, students with disabilities, 164, 196, 199 education opportunity, 196–197, 200 158–159 HBSE 4005. Computer applications in special HBSE 4300. Supervised practicum in the CCPX 5532. Clinical Issues: Children from education, 199 educational assessment of exceptional children, Diverse Backgrounds, 158–159 HBSE 4006. Working with families of children 164, 196, 200 CCPX 5533-CCPX 5534. Research methods in with disabilities, 199 HBSE 4307. Assessment of American Sign clinical psychology, 158 HBSE 4008. Disability: Reconsidered and Language and deaf community and culture, 203 CCPX 5535. Research practicum in clinical reconstructed, 199 HBSE 4700-HBSE 4710. Observation and student psychology, 158 HBSE 4010. Nature and needs of persons with teaching in special education, 200 CCPX 5539. Clinical assessment: The interview, mental retardation, 199 HBSE 4871. American Sign Language I, 180, 196, 158 HBSE 4011. Education of persons with mental 200 CCPX 5542. Psychoanalytic issues: Theory and retardation, 199 HBSE 4872. American Sign Language II, 180, research, 158 HBSE 4012. Program and curriculum 196, 200 CCPX 5544. Cross-cultural issues in development for persons who are HBSE 4880. Opportunities and outcomes psychopathology, resilience and coping, 158 severely/profoundly handicapped, 199 colloquium for people with disabilities, 200 CCPX 5546. Research perspectives on critical HBSE 4015. Applied behavior analysis I: HBSE 5010. Study of the philosophic foundations social problems, 158 Pedagogy, management, and curricula, 199 of special education, 200 CCPX 5610. Clinical psychology colloquium, 158 HBSE 4031. Education of students with physical HBSE 5040. Behavior analysis: Advanced seminar, CCPX 5630. Case conference, 151, 158 disabilities, 197, 199 198, 200 CCPX 6020. History and systems of psychology, HBSE 4040. Introduction to behavioral disorders HBSE 5062. Orientation and mobility, 196, 200 151, 158, 180 in children and young adults, 199 HBSE 5063. Technology in the education of people CCPX 6332-CCPX 6333. Supervision of HBSE 4041. Education of persons with behavioral with disabilities, 200 assessment, intake, educational, or abuse disorders, 196, 199 HBSE 5072. Language and communication for prevention family services, 158 HBSE 4043. Applied behavior analysis II: persons who are deaf or hard of hearing, 200 CCPX 6335. Practicum in clinical intervention, Pedagogy, management, and curricula, 199 HBSE 5300-HBSE 5314. Advanced practica in 158 HBSE 4060. Nature and needs of people with special education, 201 CCPX 6336. Advanced practicum in clinical blindness and visual impairment, 196, 199 HBSE 5901-HBSE 5915. Problems in special intervention, 158 HBSE 4061. Anatomy and physiology of the education, 201 CCPX 6338. Fourth-year practicum in clinical visual system and related implications, 196, HBSE 6002. Administration of special education intervention, 158 199 programs, 197–198, 201 CCPX 6430Z. Internship in clinical psychology, HBSE 4062. Methods and materials for people HBSE 6003. Teacher education in special 158 with blindness and visual impairment, 196, 199 education, 201 CCPX 6530. Short-term dynamic psychotherapy, HBSE 4063. Literary Braille transcription, 196, HBSE 6004. Public policy and administration in 158 199 special education, 197–198, 201 CCPX 6531. Personality assessment: Projective HBSE 4064. Nemeth code and technology, 199 HBSE 6010. Advanced study of problems and tests, self-report measures and structured HBSE 4070. Psychosocial and cultural aspects of issues in special education, 197–198, 201 interviews, 158 people who are deaf or hard of hearing I, II, 199 HBSE 6015. The verbal behavior model: CCPX 6532-CCPX 6533. Advanced topics in HBSE 4071. Special methods of teaching people Individual educational programming, 201 clinical theory, research, and practice, 158 who are deaf or hard of hearing I, II, 180, 200 HBSE 6070. Psychology of deafness, 180, 198, 201 CCPX 6534. Object relations and self psychology, HBSE 4072. Development of language of people HBSE 6400-HBSE 6413. Advanced internships in 158 who are deaf or hard of hearing I, II, 180, 196, special education, 201 CCPX 6536. Postdoctoral seminar in clinical 200 HBSE 6500-HBSE 6510. Advanced seminars in psychology, 158 HBSE 4073. Teaching of speech to people who are special education, 201 CCPX 6538. Advanced object relations theory, 158 deaf or hard of hearing, 196, 200 HBSE 7500. Dissertation seminar in special CCPX 6900. Advanced research and independent HBSE 4074. Linguistics of American Sign education, 198, 202 study, 159 Language, 196, 200, 203 HBSE 8901-HBSE 8910. Dissertation advisement CCPX 7500. Dissertation seminar, 159 HBSE 4075. Selected topics in ASL and deaf in special education, 202 CCPX 8900. Dissertation advisement, 159 community and culture, 203 HBSK 4025. Professional and ethical functions of HBS 4003. Crisis intervention, 186 HBSE 4076. Methods and materials in teaching school psychologists, 179–180 HBS 5551. Bioethics, 187 American Sign Language and deaf community HBSK 4072. Theory and techniques of reading HBS 5590. Introduction to behavior analysis for and culture, 203 assessment and intervention, 166–167, 177–180 applied settings, 202 HBSE 4078. Problems in the education of HBSK 4073. Psychoeducational assessment and HBS 6031. Single case experimental design for bilingual children who are deaf or hard of interventions, 180 behavior analysis in education, therapy, and hearing, 200 HBSK 4074. Development of reading medicine, 202 HBSE 4079. Language development and comprehension strategies and study skills, HBS I5690. Colloquium in health promotion, 186 habilitation: The foundations, 200, 203 179–180 HBSE 4000. Introduction to special education, HBSE 4082. Assessment and evaluation of learners HBSK 4074. Reading comprehension strategies 199 with exceptionalities, 200 and study skills, 167, 177–180, 209

315 C OURSE I NDEX

HBSK 4077. Adult basic literacy, 167, 177–178, HBSK 6383. Neuropsychological assessment of HBSN 6501. Seminar in professional nursing, 187 181, 209 children and adults, 176, 179–181 HBSN 6505. Theory construction in nursing, 187 HBSK 4085. Behavioral management in the HBSK 6480. School psychologist internship, HBSN 6507. Seminar on theory in practice, 187 classroom, 177, 181 180–181 HBSN 6521. Legal aspects of nursing education, HBSK 4093. Research-independent study in HBSK 6522. Seminar in cognitive processes, 181 188 reading, 181 HBSK 6570-HBSK 6578. Research in applied HBSN 6522. Policy formation and governance in HBSK 4770. Observation and student teaching: educational psychology, 181–182 nursing, 188 elementary education, 181 HBSK 6575. Child development in the family HBSN 6530. Seminar on curriculum in nursing HBSK 5031. Family as a context for child context, 182 education, 188 development, 179–181 HBSK 6580. Advanced seminar in psychology and HBSN 6532. Advanced teaching strategies in HBSK 5033. Human clinical neuropsychology, education, 182 nursing education, 188 159, 175–176, 180 HBSK 6584. Seminar in school psychology HBSN 6540. Seminar on dissertation design HBSK 5070. Neural bases for language and consultation, 182 development, 187 cognitive development, 167, 176, 178–179, 181 HBSK 6590. Seminar in concept acquisition in HBSN 6541. Advanced seminar on dissertation HBSK 5072. Developmental neuropsychology, young children, 182 design development, 187 175–176 HBSK 7503. Dissertation seminar: Schooling and HBSN 6600. Colloquium in nursing theory, 187 HBSK 5085. Observing and assessing preschool Reading, 182 HBSN 6625. Colloquium in nursing education children, 179, 181 HBSK 8902. Dissertation advisement: Schooling organization, 188 HBSK 5096. The psychology of memory, 176, and Reading, 182 HBSN 6635. Colloquium in nursing education, 179, 181, 208–209 HBSK 9410. Supervised internship, advanced 188 HBSK 5099. Theories of cognitive processes in study level, 176 HBSN 6908. Independent study in professional writing, 167, 178, 181, 205–206 HBSK 9910. Independent study, advanced study nursing, 187 HBSK 5139. Fundamentals of level, 176 HBSN 6909. Independent study in nursing theory, psychopharmacology, 175–176 HBSN 4001. Contemporary issues in nursing, 187 187 HBSK 5271-HBSK 5273. Fieldwork in remedial HBSN 4004. Historical trends in nursing, 187 HBSN 6930. Independent study in nursing reading and school difficulties, 181 HBSN 4005. Theories of nursing, 186 education, 188 HBSK 5274. Fieldwork: Neuropsychological HBSN 4050. Health problems and issues in HBSN 6940. Independent study in nursing approaches to reading and cognitive society, 187 research, 187 development, 176, 180 HBSN 4331. Curriculum in nursing education, 188 HBSN 7500. Dissertation seminar in nursing, 187 HBSK 5280. Fieldwork in school psychological HBSN 4332. Classroom teaching in nursing, 188 HBSN 8900. Dissertation advisement in nursing, services, 181 HBSN 5000. Nursing science, 186 187 HBSK 5320-HBSK 5321. Individual HBSN 5001. The practice of nursing science, HBSR 4070. Introduction to the psychosocial psychological testing, 176, 181 186–187 study of human movement, 194 HBSK 5371. Educational neuropsychology, HBSN 5005. Interdisciplinary theory in nursing, HBSR 4900. Research and independent study in 175–176 187 movement sciences and education, 194 HBSK 5373. Practicum in psychoeducational HBSN 5013. Informatics in nursing, 188 HBSR 5040. Curriculum designs in physical assessment of reading, 177–178, 181 HBSN 5022. Administrative roles of faculty, 188 education, 194 HBSK 5374. Advanced practicum in HBSN 5031. Curriculum designs and issues in HBSR 5041. Analysis of teaching in physical psychoeducational assessment of reading, nursing education, 188 education, 194 177–178, 181 HBSN 5040. Methods in nursing research, 187 HBSR 5043. Administration of physical education HBSK 5375. Case studies of reading and cognitive HBSN 5043. Nursing research development, 187 and athletics, 194 development from a neuropsychological HBSN 5230. Field experience in nursing HBSR 5200. Fieldwork in movement sciences and perspective, 176, 181 education, 188 education, 194 HBSK 5376. Practicum in intervention with HBSN 5340. Practicum in archives and historical HBSR 5240. Fieldwork in curriculum and reading, 167, 177–178, 181 research, 187 teaching in physical education, 194 HBSK 5377. Advanced practicum in intervention HBSN 5530. Seminar: Clinical teaching and HBSR 5543. Seminar in physical education, 194 with reading, 167, 177–178, 181 evaluation, 188 HBSR 5582. Research design in movement HBSK 5575. Integrative seminar in neurosciences HBSN 5540. Seminar in Master’s thesis sciences and education, 194 and education, 175–176 development, 187 HBSR 6340. Supervision in physical education, 194 HBSK 5579. Special topics in psychoeducational HBSN 5541. Master’s thesis seminar in nursing, HBSR 6540. Research seminar in curriculum and practice, 181 187 teaching in physical education, 194 HBSK 5580. Seminar in consultation and HBSN 5908. Independent study in professional HBSR 6900. Supervised independent research in evaluation in reading, 177–178, 181 nursing, 187 movement sciences and education, 194 HBSK 6320. Practicum in college instruction, 181 HBSN 5930. Independent study in nursing HBSR 7500. Dissertation seminar in movement HBSK 6380. Practicum in psychoeducational education, 188 sciences and education, 194 assessment with culturally diverse students, 179, HBSN 5940. Master’s advisement in nursing, 187 HBSR 8900. Dissertation advisement in 181 HBSN 6014. Managing the socially responsible movement sciences and education, 194 HBSK 6382. Advanced practicum in organization, 188 HBSS 4000. Introduction to nutrition: Facts, psychoeducational and intervention in schools, HBSN 6220. Advanced study of administration in fallacies, and trends, 190 181 schools of nursing, 188 HBSS 4007. Foods and their uses, 190

316 C OURSE I NDEX

HBSS 4010. Food, nutrition and behavior, 190, HBSS 5115. Assessment and counseling for health HUDF 4042. Comparative politics and education, 193 promotion, 183, 185 216–217 HBSS 4011. Weight, eating problems, body HBSS 5231-HBSS 5233. Extended fieldwork in HUDF 4043. Political thought and education, image, and women, 191 nutrition education, nutrition and public health, 216–217 HBSS 4013. Nutritional ecology, 183, 189, 191, and applied physiology and nutrition, 191 HUDF 4620. Introductory colloquium in 193 HBSS 5241-5244. Preprofessional practice in sociology of education, 220 HBSS 4014. Community nutrition, 189, 191 nutrition, 191 HUDF 4903. Research and independent study, HBSS 4100. Introduction to health education, HBSS 5333. Practicum in community service, 191 220 183–184 HBSS 5408. Practicum in individual health HUDF 5020. Methods of social research: Survey HBSS 4102. Principles of epidemiology in health advisement, 183, 185 methods, 206, 213, 216–220, 253 promotion, 183–185 HBSS 5410. Practicum in health education, 183, HUDF 5021. Methods of social research: HBSS 4110. Health promotion for children and 185 Evaluation methods, 216–220, 253 adolescents, 183, 185 HBSS 5510. Seminar in health education, 186 HUDF 5022. Sociological analysis of educational HBSS 4111. Addictions and dependencies, 183, HBSS 5513. Seminar in nutrition education: systems, 219–220 185 Theory and applications, 191 HUDF 5023. The family as educator, 220 HBSS 4112. Social policy and prevention, 183, HBSS 5593. Seminar in nutrition in exercise and HUDF 5026. The family and television, 220 185, 278 sport, 192–193 HUDF 5028. School dropouts and educational HBSS 4113. Human sexuality education, 183, 185 HBSS 5710. Supervised teaching in health policy, 220 HBSS 4114. Health promotion for multicultural education, 185 HUDF 5029. Sociological research methods in populations, 183, 185 HBSS 6100. Measurement and program educational settings, 216–220 HBSS 4115. Health promotion for aging adults, evaluation, 179, 183–185, 193 HUDF 5030. Sociological theories of education, 183, 185 HBSS 6145. Health psychology, 183–185 220 HBSS 4116. Health education for teachers, 183, HBSS 6500-HBSS 6501. Seminar in nutrition, 192 HUDF 5042. Urban politics and education, 185 HBSS 6510. Research seminar in health education, 216–217, 278 HBSS 4117. AIDS education, 183, 185 184, 186 HUDF 5044. Modern political theory and HBSS 4118. Relapse prevention for problem HBSS 6550-HBSS 6551. Research seminar in education, 217 behaviors, 183–185 nutrition, 192 HUDF 5045. Race, ethnicity, and U.S. educational HBSS 4120. Topics in health education, 183, 185 HBSS 6901. Research and independent study in policy, 217 HBSS 4121 Death education, 185 health education, 186 HUDF 5046. Education and politics in Western HBSS 4122. Women’s health, 185 HBSS 6902. Research and independent study in thought, 216–217 HBSS 4130. Alcohol and health, 183, 185 nutrition, 192 HUDF 5100. Supervised research and practice, HBSS 4140. Developing workplace health HBSS 7501. Dissertation seminar in health 220 promotion programs, 183, 185 education, 184, 186 HUDF 5120-HUDF 5123. Education in HBSS 4141. Health and illness in cross-cultural HBSS 7502. Dissertation seminar in nutrition, 192 community settings, 220 perspective, 183, 185 HBSS 8900. Dissertation advisement in health HUDF 5430. Internship, 218 HBSS 4150. Sports nutrition, 191 education, 184, 186 HUDF 5620. Advanced colloquium in sociology of HBSS 4901. Research and independent study in HBSS 8900 Dissertation advisement in nutrition, education, 219–220 health education, 183, 185–186 192 HUDF 5621. Technology and society, 220 HBSS 5010. Advanced nutrition I, 189, 191 HUDF 4000. Education and public policy, HUDF 5640. Colloquium on the politics of HBSS 5011. Advanced nutrition II, 189, 191 216–217 education, 217 HBSS 5013. Strategies for nutrition education and HUDF 4010. Sociology of online learning, 219 HUDF 5642. Colloquium in political economy health behavior change, 189, 191, 193 HUDF 4021. Sociology of education, 206, and education, 217 HBSS 5014. Analysis of current literature and 218–219 HUDF 5645-HUDF 5646. Policy seminar, 217 research in nutrition, 189, 191, 193 HUDF 4022. Sociology of urban education, HUDF 6021. Social research methods: Reporting, HBSS 5015. Assessing nutritional status and 218–219 220, 253 dietary behaviors, 189, 191, 193 HUDF 4024. Social stratification and education, HUDF 6200. Field research outside the United HBSS 5018. Nutrition and human development, 218–219 States, 220 191 HUDF 4027. Sociology of classrooms, 218–219 HUDF 6520. Seminar in families and communities HBSS 5031. Nutrition administration, 191 HUDF 4028. Sociology of the life course, 218–219 as educators, 220 HBSS 5034. Clinical nutrition, 189, 191, 193 HUDF 4029. Sociology of schools, 179–180, HUDF 6525. Seminar in sociology of education, HBSS 5036. Nutrition counseling, 189, 191, 193 218–219 218–220 HBSS 5092. Guided study in nutrition, 192 HUDF 4030. Sociology of educational processes in HUDF 6534. Sociological theory in educational HBSS 5110. Determinants of health behavior, formal organizations, 219–220 research, 219–220 183–185 HUDF 4031. Sociology of evaluation, 218, 220 HUDF 6540. Seminar in politics of education, 217 HBSS 5111. Planning health education programs, HUDF 4032. Gender and inequality: The role of HUDF 6920. Studies in sociology and education, 183–185 the school, 218, 220 220 HBSS 5112. Social marketing and health HUDF 4033. School improvement in the inner HUDF 6940. Studies in politics and education, communications, 185 city: A sociological view, 220 218 HBSS 5113. Community health analysis and HUDF 4040. American politics and education, HUDF 7503. Dissertation seminar, 218, 220 intervention, 185 216–217 HUDF 8903. Dissertation advisement, 218, 220

317 C OURSE I NDEX

HUDK 4010. Psychology of reading, 205–206, 208 HUDK 5091. Applied psycholinguistics, 143, HUDK 8900. Dissertation advisement, 212 HUDK 4015. Psychology of thinking, 205–206, 205–206, 208 HUDK 8901. Dissertation advisement, 209 208 HUDK 5092. Sociocultural factors in HUDM 4050. Introduction to measurement, 159, HUDK 4021. Developmental psychology: Infancy, psychological development, 212 167, 175, 177, 214 211 HUDK 5121. Personality development and HUDM 4120. Basic concepts in statistics, 118, HUDK 4022. Developmental psychology: socialization in childhood, 210, 212 159, 205–206, 210–211, 215 Childhood, 150, 167, 178, 211 HUDK 5122. Psychological factors in later life, HUDM 4122. Probability and statistical inference, HUDK 4023. Developmental psychology: 153, 212 118, 150–151, 162–164, 166, 179, 197–198, Adolescence, 150, 167, 178, 211 HUDK 5123. Psychological development of 205–207, 211–219, 241, 274 HUDK 4024. Developmental psychology: women, 212 HUDM 5021. Methods of empirical research, 118, Adulthood and the life span, 150, 211, 268 HUDK 5125. Cross-cultural developmental 150, 193, 205–206, 213–214 HUDK 4027. Development of mathematical psychology, 212 HUDM 5055-HUDM 5056. Evaluation of thinking, 167, 178, 205–208, 211 HUDK 5128. Social-cognitive development, 212 institutions, programs, and curricula, 214 HUDK 4027. The development of mathematical HUDK 5130-HUDK 5131. Community research HUDM 5058. Choice and decision making, thinking, 207, 211 practicum, 212 205–206, 209, 213–214 HUDK 4029. Theories of human cognition and HUDK 5197. Psychology of training in business HUDM 5059. Psychological measurement, learning, 151, 167, 178, 205–208, 275 and industry, 207–208 150–151, 179, 206–207, 213–214, 275 HUDK 4030. Cognitive clinical interview, 211 HUDK 5198. Psychology of instructional systems HUDM 5122. Applied regression analysis, HUDK 4035. Technology and human design, 205–208 150–151, 162–164, 166, 197–198, 205–207, development, 205–206, 208 HUDK 5324. Research work practicum, 205–206, 211–219, 274 HUDK 4045. Cross-cultural psychology of 208, 210, 212 HUDM 5123. Experimental design, 180, 205, teaching and learning: An in-depth look at HUDK 5523. Seminar in adolescent development 207, 211–215, 219, 253, 274 Japan, 211 and developmental problems, 212 HUDM 5124. Multidimensional scaling and HUDK 4080. Educational psychology, 205–208 HUDK 6010. Developmental research methods, clustering, 213–215, 253 HUDK 4120. Empirical study of human 212 HUDM 5125. Psychological scaling, 213–215 development, 159, 208, 210–211 HUDK 6036-HUDK 6037. Child and family HUDM 5250. Research practicum in measurement HUDK 4120. The empirical study of human policy, 212 and evaluation, 213–214 development, 159, 211 HUDK 6095. Critical review of current journals in HUDM 5550. Current issues in measurement and HUDK 4121. Development and psychopathology: psychology, 205–208 evaluation, 213–214 Atypical contexts and populations, 211 HUDK 6520. Seminar in social development, 212 HUDM 5552. Problems and procedures in the HUDK 4127. Developmental psychology for HUDK 6522. Seminar in cognitive processes, 208 measurement of attitudes, 214 educational reform, 206, 210–211 HUDK 6523. Seminar in cognitive development, HUDM 5553. Questionnaire construction, 214, HUDK 4620. Departmental colloquium, 211 208, 212 253 HUDK 4901. Research and independent study, HUDK 6524. Seminar in language development, HUDM 5554. Performance and proficiency 212 212 evaluation, 214 HUDK 4902. Research and independent study, 209 HUDK 6529. Research practicum in cognitive HUDM 6026. Statistical treatment of mass data, HUDK 5020. Development of creativity, 208, 211 development, 207, 209, 212 213, 215 HUDK 5020. The development of creativity, 211 HUDK 6530. Seminar in theoretical issues in HUDM 6051-HUDM 6052. Theory and practice HUDK 5021. Aesthetic development, 104, 211 cognitive and educational psychology, 208–209 of test construction, 214 HUDK 5022. Emotional development, 207, 211, HUDK 6539. Research practicum in educational HUDM 6055. Latent structure analysis, 213, 215 275 psychology, cognition, and learning, 207, 209 HUDM 6122. Multivariate analysis I, 180, 207, HUDK 5023. Cognitive development, 176, 179, HUDK 6572. Research in applied educational 211–213, 215, 274 205–208, 210–211, 275 psychology: Mathematics reasoning and HUDM 6123. Multivariate analysis II, 211–212, HUDK 5024. Language development, 143, 176, mathematics education, 212 215, 274 205–208, 211, 275 HUDK 6592. Advanced research seminar: HUDM 6552. Seminar: Selected topics in HUDK 5027. Moral development, 211 Learning and instruction, 207, 209 measurement theory, 215 HUDK 5029. Personality development and HUDK 6595. Seminar in language and reading, IND 4033. Problems and programs in urban socialization across the life span, 151, 207, 211, 209 education, 280 275 HUDK 6598. Advanced research seminar: ITSF 4003. American culture and education, 227 HUDK 5034. Theories of human cognition and Instructional theory, 207, 209 ITSF 4010. Cultural and social bases of education, learning: Research methods and applications, HUDK 6620. Special topics in developmental 227 205–208 psychology, 205–207, 211–212 ITSF 4011. Social context of education, 227 HUDK 5036. Child and adolescent development HUDK 6630. Special topics in cognitive or ITSF 4012. Cross-cultural studies of learning, 227 and social policy, 211–212, 278 educational psychology, 209 ITSF 4014. Urban situations and education, 227 HUDK 5039. Design of intelligent learning HUDK 6901. Advanced research and independent ITSF 4016. Culture and society in Africa, 227 environments, 205–206, 208 study, 211–212 ITSF 4017. Anthropological perspectives on HUDK 5080. Experimental psychology of HUDK 6902. Advanced research and independent homelessness and social control, 227 schooling and reading, 205–206, 208 study, 209 ITSF 4018. Anthropology and development in HUDK 5090. Psychology of language and reading, HUDK 7501. Dissertation seminar, 211–212 Africa, 227 143, 167, 177–178, 205–208, 275 HUDK 7502. Dissertation seminar, 207, 209 ITSF 4034. Dynamics of family interaction, 227

318 C OURSE I NDEX

ITSF 4050. Economics of education, 232 ITSF 5023. The family as educator, 224 ITSL 4027. Current topics in bilingualism and ITSF 4051. Education and economic development, ITSF 5026. The family and television, 224 bilingual/ bicultural education, 230–231 232 ITSF 5120-ITSF 5123. Education in community ITSL 4028. Teaching reading in bilingual settings, ITSF 4052. Education and economic growth, 232 settings, 224 230 ITSF 4054. Education and strategic planning, ITSF 5430. Internship, 232 ITSL 4121-ITSL 4126. Bilingual/bicultural 223–224, 232 ITSF 5580. Postcolonial studies of education, 224 curriculum design: Cognitive, linguistic, and ITSF 4057. Economics of urban and minority ITSF 5590. Education and the development of cultural considerations, 230 education, 232 nations, 224 ITSL 4127-ITSL 4132. Bilingual/bicultural ITSF 4059. Education, economic growth, and ITSF 5610. First-year colloquium in applied methods and materials: Criteria for design and competitiveness, 232 anthropology, 228 selection, 230 ITSF 4090. Issues and institutions in international ITSF 5611. Second-year colloquium in ITSL 4133-ITSL 4137. Curriculum and methods educational development, 223 anthropological method, 228 for bilingual teachers, 230 ITSF 4091. Comparative education, 223 ITSF 5650. Readings in the economics of ITSL 4190. Communicative practices: Intercultural ITSF 4092. Qualitative research and evaluation in education, 232 perspectives, 224 international education, 223, 253 ITSF 5691-ITSF 5692. Colloquium on international ITSL 4323. Practicum in bilingual/bicultural ITSF 4093. Preparation of instructional materials education and the United Nations, 224 education, 230 for developing countries, 223 ITSF 6200. Field research outside the United ITSL 4720. Student teaching in ITSF 4094. Educational planning in international States, 232 bilingual/bicultural education, 230 educational development, 223–224, 232 ITSF 6511. Seminar in psychological anthropology, ITSL 4801. African-American language and ITSF 4096. Strategic planning and organizational 228 communication, 224 change in international and national educational ITSF 6512. Social theory and structure, 228 ITSL 4811-ITSL 4813. Computer based language settings, 224 ITSF 6513. Topics in anthropology and education: teaching, 224 ITSF 4151. Special topics in the economics of Religion and Politics in Contemporary Africa, ITSL 5021. Assessment and evaluation in bilingual education, 232 228 education, 230 ITSF 4600. Group studies in educational issues, 232 ITSF 6514. Topics in anthropology and education: ITSL 5022. Administration of bilingual programs, ITSF 4603. Human and social dimensions of peace, Cultural analysis, 228 230 225 ITSF 6515. Topics in anthropology and education: ITSL 5023. Guidance and counseling of ITSF 4611. Education for global security, 225 Resilience in at-risk population, 228 bilingual/bicultural children, adolescents and ITSF 4613. Fundamental concepts in peace ITSF 6516. Topics in anthropology and education: their families, 230 education, 225 Drugs and society, 228 ITSL 5024. Bilingual/Multi lingual education: ITSF 4614. The United Nations as peace educator, ITSF 6520. Seminar in families and communities International perspectives, 230 225 as educators, 224 ITSL 5201-ITSL 5207. Fieldwork, 230 ITSF 4800. International Institute on Peace ITSF 6590. Doctoral seminar in international and ITSL 5202. Fieldwork, 230 Education, 225 transcultural studies, 224 ITSL 5511. Bilingual/multicultural educational ITSF 4900. Studies in international and ITSF 6900. Studies in international and leadership, 230 transcultural studies, 232 transcultural studies, 232 ITSL 5512. Bilingual/multicultural education ITSF 5000. Methods of inquiry: Ethnography and ITSF 6911. Work Group in psychological program development and change theory, 230 participant observation, 227, 253 anthropology, 228 ITSL 5513. Staff development in ITSF 5001. Ethnography and participant ITSF 6950. Studies in economics and education, multilingual/multicultural settings, 230 observation: Structural and interpretive analysis, 232 ITSL 5519. Research in language and literacy I, 227–228, 253 ITSF 6990. Studies in international educational 224 ITSF 5002. Ethnography and participant development, 232 ITSL 5520. Research in language and literacy II, observation: Comparative and qualitative ITSF 6991. Studies in comparative education, 232 224 analysis, 228 ITSF 7500. Dissertation seminar in international ITSL 6032. Research issues in computers, ITSF 5003. Communication and culture, 228 and transcultural studies, 232 language, and literacy, 224 ITSF 5005. Interdisciplinary study of the family, ITSF 8900. Dissertation advisement in ITSL 6125. Research issues in communicative 228 international and transcultural studies, 232 practices, 225 ITSF 5010. Social organization and comparative ITSL 4011. Introduction to computers, language, ITSL 6201-ITSL 6207. Advanced fieldwork, 231 institutions, 228 and literacy, 224 ITSL 6202. Advanced fieldwork, 230 ITSF 5011. Process and change in Africa, 228 ITSL 4019. Orality, literacy, and technology, 224 ITSL 6401-ITSL 6407. Internship in college ITSF 5012. Culture and society in the Caribbean, ITSL 4020. Language and the bilingual special teaching, 231 228 education child: The foundations, 229 ITSL 6521. Seminar in bilingualism and bilingual ITSF 5013. Psychological anthropology, 228 ITSL 4021. Foundations of bilingual/bicultural education, 230 ITSF 5014. Symbolic anthropology, 228 education, 229, 231 MST 4005. Teaching mathematics and science in ITSF 5015. Political anthropology: Labor, race, and ITSL 4024. Linguistic foundations of diverse cultures, 233, 249 belief, 228 bilingual/bicultural education, 143, 229 MST 5003. Communication and culture, 233, 236 ITSF 5016. Ethnography of the classroom, 228 ITSL 4025. Cross-cultural communication and MST 5042. Science, technology, and society, 233, ITSF 5017. Anthropology and the law, 228 classroom ecology, 229, 231 246, 248 ITSF 5019. Applied Social Science: Theory, Policy, ITSL 4026. Social and cultural dimensions of MST 5555. Technology and the emergence of a and Practice, 228 bilingual education, 230 global curriculum, 233, 239

319 C OURSE I NDEX

MSTC 4000. Science in secondary school, 244, MSTC 5000. Neurocognitive models of MSTC 6033. Advanced topics in algebra, 244 248–249 information processing, 249–250 MSTC 6034. Advanced topics in analysis, 244 MSTC 4019. Mathematics teaching and learning: MSTC 5010. Mathematics in the elementary MSTC 6126. Advanced topics in the mathematical Learning theories, methods, and curriculum, school, 241, 243–244, 249 foundations of statistics, 244 241, 243 MSTC 5011. Mathematics in the secondary school, MSTC 6400. Internship in mathematics and MSTC 4020. Mathematics teaching and learning: 243–244, 249 science education, 244, 250 Historical perspectives, special students, and MSTC 5012. Mathematics in two- and four-year MSTC 6500-MSTC 6501. Research seminar in research, 243 colleges, 243 mathematics and science education, 244, 250 MSTC 4023. Mathematics for exceptional MSTC 5020. Mathematics and multicultural MSTC 6901. Research and independent study in students, 244, 249 education, 243 mathematics education, 244 MSTC 4025. Teaching computer mathematics, MSTC 5022. Mathematics curriculum MSTC 6902. Research and independent study in 241, 243 development, 243 science education, 250 MSTC 4026. Teaching applied mathematics, 241, MSTC 5023. Problem solving, 243 MSTC 7500. Dissertation seminar in mathematics 243 MSTC 5027. Numerical methods and and science education, 244, 250 MSTC 4031. Number theory, 243 computability, 243 MSTC 8900. Dissertation advisement in MSTC 4032. Mathematical models in the MSTC 5028. Pascal/data structures, 241, 243 mathematics and science education, 244, 250 behavioral sciences, 243 MSTC 5029. Fundamental algorithms, 243 MSTC 9900. Research and independent study in MSTC 4036. Discrete mathematics, 243 MSTC 5030. Topics in probability theory, 243 mathematics and science education, 244, 250 MSTC 4037. Computer graphics, 243 MSTC 5031. Topics in the foundations of MSTU 4000. Core seminar in communication, MSTC 4038. Finite mathematics, 243 mathematics, 243 computing and technology, 236–237 MSTC 4039. Mathematical foundations of MSTC 5032. Topics in geometry/ topology, 243 MSTU 4008. Information technology and programming, 241, 243 MSTC 5033. Topics in algebra, 243 education, 209, 236–237 MSTC 4040. Science in childhood education, 246, MSTC 5034. Topics in analysis, 244 MSTU 4010. Theories of communication, 248 MSTC 5035. Mathematical models in the natural 236–237 MSTC 4043. Science in the environment, 248 sciences, 244 MSTU 4012. Film as art: Introductory, 237 MSTC 4044. Biology methods and curriculum MSTC 5037. History of mathematics, 241, 244 MSTU 4016. The history of communication, 237 laboratory, 246, 248 MSTC 5038. Topics in mathematical logic, 244 MSTU 4018. Design and communication in MSTC 4045. Earth and environmental science MSTC 5040. Science curriculum improvement in modern culture, 236–237 curriculum and methods laboratory, 248 the elementary school, 246, 248 MSTU 4022. Telecommunications, distance MSTC 4046. Chemistry curriculum and methods MSTC 5044. Selected topics and issues in science learning, and collaborative interchange, laboratory, 248 education, 250 236–237 MSTC 4047. Physical science curriculum and MSTC 5046. Advanced chemistry methods and MSTU 4023. Cinema as cross-cultural methods laboratory, 248 curriculum laboratory, 248 communication, 237 MSTC 4048. Structure of physical science MSTC 5052-MSTC 5053. Biochemistry and cell MSTU 4030. Computer applications in education, knowledge and curriculum design, 246, 248 biology, 176, 246, 249 237, 268 MSTC 4051. Modern concepts in protozoan MSTC 5055. Electron microscopy, 176, 249 MSTU 4031. Programming I, 236–237 biology, 249 MSTC 5056. General oceanography, 249 MSTU 4035. The computer as an instructional aid, MSTC 4052-4053. Plant biology, 249 MSTC 5057. Coastal oceanography, 249 237 MSTC 4054. Human anatomy and physiology, 249 MSTC 5058. Advanced topics in earth and MSTU 4036. Hypermedia and education, 237 MSTC 4056-MSTC 4057. Earth science, 249 environmental sciences, 249 MSTU 4037. Computers and the uses of MSTC 4059. Concepts in chemistry, 249 MSTC 5061. Evaluation in mathematics education, information in education, 238 MSTC 4060. Concepts in chemistry II, 249 244, 249 MSTU 4049. Computers and writing, 236, 238 MSTC 4075. Concepts in physics I, 249 MSTC 5126. Mathematical foundations of MSTU 4052. Computers, problem solving, and MSTC 4140. Laboratory methods and experiences statistics, 244 cooperative learning, 236, 238 for elementary school teachers, 246, 248 MSTC 5152. Biochemistry and cell biology MSTU 4078. Technology and education in MSTC 4151. Survey of modern biological laboratory, 176, 246, 249 Western history, 238 principles, 249 MSTC 5264. Guided supervision of student MSTU 4080. Television and video applications in MSTC 4363. Science teaching practica for teaching in mathematics and science, education, 209, 238 secondary education, 244, 249 244, 249 MSTU 4083. Instructional design of educational MSTC 4558. Seminar in environmental sciences for MSTC 5361. Guided supervision of mathematics tech nology, 238 secondary and college teaching, 246, 249 and science teaching practica, 244, 249 MSTU 4085. New technologies for learning, 209, MSTC 4760. Student teaching in mathematics and MSTC 5520. Seminar in the college teaching of 236, 238 science, 244, 249 mathematics, 243 MSTU 4086. Text understanding and design, 238 MSTC 4820. Basic Java Programming, 241, 243 MSTC 5540. Seminar in college teaching of MSTU 4133-4134. Cognition and computers, 208 MSTC 4827. C++ programming workshop, 241, science, 248 MSTU 4133-SCFU 4134. Cognition and 243 MSTC 5552. Protozoan biology seminar, 249 computers, 238 MSTC 4901. Guided study in mathematics MSTC 5800-MSTC 5801. Colloquia in MSTU 4901-SCFU 4902. Research and education, 244 mathematics education, 244 independent study, 238 MSTC 4902. Guided study in science education, MSTC 6030. Advanced topics in probability MSTU 5020. Computer mediated communication, 249 theory, 244 238

320 C OURSE I NDEX

MSTU 5030. Intelligent computer-assisted ORLA 4025. Section 1 School business ORLA 5025. Section 1 Ecology of educational instruction, 209, 236, 238 administration, 260 planning and management, 260 MSTU 5031. Programming II, 238 ORLA 4030. Ethical Issues in educational ORLA 5027. School fund accounting, 260 MSTU 5191-MSTU 5192. Educational video leadership, 216–217, 259 ORLA 5046. School finance: Resource allocation, production I and II, 238 ORLA 4030. Ethical issues of educational 261 MSTU 5194. Models of interactive learning, 209, leadership, 259–260 ORLA 5049. Program leadership in multicultural 238 ORLA 4031. Leadership and institutional settings, 259 MSTU 5201-MSTU 5202. Fieldwork, 238 analysis: Early childhood education ORLA 5050. Sec. 1. Program leadership: Grants MSTU 5510. Topical seminar, 236, 238 administration, 258 funding workshop, 260 MSTU 5814. Work conference, 239 ORLA 4033. Leadership and institutional analysis: ORLA 5051. Program leadership: Cases, 257 MSTU 6030. Evaluating technology in education, Administration of secondary schools, 258 ORLA 5052. Program leadership, 259 239 ORLA 4038-ORLA 4039. Leadership and ORLA 5054. Program leadership: Advanced cases MSTU 6031. Multimedia educational applications institutional analysis: Administration of and concepts, 259 in software development, 239 elementary schools, 258 ORLA 5055. School administration and cultural MSTU 6201-MSTU 6204. Advanced fieldwork, ORLA 4040. Education policy decision making, diversity, 259 239 216–217, 260, 278 ORLA 5087. Law and educational institutions: MSTU 6401-MSTU 6404. Internship, 239 ORLA 4042. The role of the state in education college operation; private school operation, 279 MSTU 6532. Seminar in cognitive science, 239 governance, policy and practice, 197, 216–217, ORLA 5530. Action research in organizational MSTU 6600. Colloquium in Communication, 260 behavior, 259 Computing, and Technology in Education, 239 ORLA 4044 Transforming schools, 258 ORLA 5532. Leadership and institutional analysis: MSTU 6901-MSTU 6904. Research and ORLA 4045. Restructuring schooling in urban The community and program development, 259 independent study in Communication, environments, 259 ORLA 5541. Federal politics, federal policies, and Computing, and Technology in Education, 239 ORLA 4046. School finance: Policy and practice, administrators, 216–217, 261 MSTU 7501-MSTU 7504. Dissertation seminar, 260–261, 278 ORLA 5544. Current topics in policy analysis for 239 ORLA 4055. Economic concepts, the administrators, 261 MSTU 8900. Dissertation advisement, 239 administration of educational institutions and ORLA 5587. Klingenstein seminar for ORL 4003. Crisis intervention, 270 policies, 260 independent school educators, 259 ORL 4009. Understanding behavioral research, ORLA 4058. Privatization and choice in ORLA 5645-ORLA 5647. Topics in policy 252 education, 261 planning and implementation, 261 ORL 4011. Personnel management in healthcare, ORLA 4060. Designing Charter Schools, 259 ORLA 5689. Klingenstein colloquium, 258 270 ORLA 4062. School business administration: Non- ORLA 5690. Klingenstein colloquium: Fellows, ORL 4014. Legal issues in healthcare public schools, 260 258 organizations, 270 ORLA 4070. The institutional analysis of private ORLA 5820. Principals Work Conference, 259 ORL 4054. Leadership and management in schools, 259 ORLA 5830. The Klingenstein summer institute, healthcare organizations, 270 ORLA 4071. The administration of private 257 ORL 5000. Methods of inquiry: Ethnography and schools, 259 ORLA 6018. Staff personnel administration, 112, participant observation, 252–253, 275 ORLA 4086. Law and educational institutions: 259 ORL 5002. Ethnography and participant Issues of authority, religion, free speech, and ORLA 6019. Labor management relations in observation: Comparative and qualitative safety, 261, 279 education, 260 analysis, 252–253 ORLA 4820. Summer institute in management ORLA 6020. Seminar in management systems, 260 ORL 5362. Group dynamics: A systems systems, 260 ORLA 6211-ORLA 6241. Clinical projects in perspective, 275–276 ORLA 4874. Strategic marketing for academic educational administration, 257 ORL 5521. Introduction to research methods in institutions, 260 ORLA 6542. History and politics of urban school education, 252, 257, 265 ORLA 4876. School finance: Resource allocation reform, 261 ORL 5551. Ethics for healthcare professionals, 270 for nonprofit organizations, 260 ORLA 6552. Section 1 Behavioral analysis of ORL 6500. Qualitative research methods in ORLA 4900. Research and independent study in leadership, 259 organizations: Design and data collection, 252 educational administration, 257 ORLA 6610. Colloquium in managerial behavior, ORL 6501. Qualitative research methods in ORLA 5012. Sec. 1-Community politics, 259 organizations: Data analysis and reporting, 252 community policies, and administrators, 259 ORLA 6611. Sec. 1-Colloquium: Organizational ORL 6518. Methods of case study and analysis, ORLA 5016. Law and educational institutions: behavior, 258 257 equity issues, 259, 279 ORLA 6621. Sec. 1-Colloquium: Management ORLA 4001. Overview of administration, 112, ORLA 5016. Section 1 Law and educational science, 258 197, 257 institutions: Equity issues, 259 ORLA 6631. Sec. 1-Colloquium: Institutional ORLA 4010. Introduction to organization and ORLA 5017. Groups and interpersonal behavior, analysis, 258 change theory in education, 259, 268 259 ORLA 6641. Sec. 1-Colloquium: Policy analysis ORLA 4011. Behavior in organizations, 259 ORLA 5018. Understanding Authority and and action, 258 ORLA 4021. Section 1 Introduction to Exercising Leadership, 259 ORLA 6900. Research and independent study in management systems, 259 ORLA 5020. Section 1 Information systems for educational administration, 258 ORLA 4022. Introduction to management decision making in learning organizations, 260 ORLA 7500. Dissertation seminar in educational systems-lab, 260 ORLA 5021. Management science, 260 administration, 258

321 C OURSE I NDEX

ORLA 7501 and ORLA 7503. Research seminar, ORLD 5045. The Multicultural self in higher ORLJ 5012. Organizational internship, 273, 276, 258 education, 266 278 ORLA 7570. Research in administration, 258 ORLD 5053. Organization and administration of ORLJ 5012-ORLJ 5015. Topics in organizational ORLA 7573. Advanced seminar, 258 adult and continuing education, 266 psychology, 276 ORLA 8900. Dissertation advisement in ORLD 5055. Staff development and training, 263, ORLJ 5013. Motivation and Reward Systems, 273, educational administration, 258 267, 275 276 ORLA 9900. Research and independent study in ORLD 5056. Adult education social action, 267 ORLJ 5014. Organizational dynamics and theory, educational administration, 258 ORLD 5057. Adult learning and education: theory 273, 276 ORLD 4010. Purposes and policies of higher and practice, 267 ORLJ 5015. Executive selection and management, education, 265 ORLD 5061. Advanced staff development and 276 ORLD 4011. Curriculum and instruction in higher training, 267, 275 ORLJ 5016. Special topics in Social-Organizational education, 265 ORLD 5241-ORLD 5242. Observation and Psychology: Advanced Functions of ORLD 4012. The community college, 265 supervised fieldwork in student personnel Organizations, 276 ORLD 4020. College and university organization administration, 267 ORLJ 5017. Small group intervention: Theory and and administration, 265 ORLD 5522-ORLD 5528. Advanced professional method, 275–276 ORLD 4022. College personnel policies and seminar, 267 ORLJ 5018. Using survey research in practices, 265 ORLD 5531-ORLD 5537. Advanced professional organizational consulting, 276 ORLD 4030. The economics of post-secondary skills, 267 ORLJ 5019. Multirator feedback, 276 education, 265 ORLD 5819. Workplace learning institute: ORLJ 5020. Special topics in Social-Organizational ORLD 4031. Financial administration of higher Towards a learning organization: The social Psychology: Advanced Functions of education institutions, 265 dimensions of large-scale change, 267 Organizations, 276 ORLD 4040. The American college student, 135, ORLD 5900. Research in higher and adult ORLJ 5040-ORLJ 5041. Research methods in 265 education, 268 social psychology, 276 ORLD 4041. Student personnel administration: ORLD 6241. Advanced fieldwork in student ORLJ 5106. Psychological aspects of organizations, Organization, functions, and issues, 265 personnel administration, 267 273, 276 ORLD 4042. Student personnel administration: ORLD 6511. Coordinating seminar in higher ORLJ 5340. Basic Practicum in conflict resolution, Programs and services, 266 education, 267 225, 273, 276 ORLD 4043. Developmental academic advisement ORLD 6520-ORLD 6521. Advanced seminar in ORLJ 5340. Basic Practicum in Conflict programs in colleges and universities, 266 the community college, 268 Resolution and Mediation Skills, 225, 273 ORLD 4050. Introduction to adult and continuing ORLD 6550-ORLD 6551. Advanced seminar in ORLJ 5540-ORLJ 5541. Proseminar in social and education, 266 higher and adult education, 268 organizational psychology, 276 ORLD 4051. How adults learn, 135, 266 ORLD 6552. Advanced seminar in theories of ORLJ 6040. Fundamentals of Cooperation, ORLD 4052. Program development: Assessing intellectual and ethical development for college Conflict Resolution, and Mediation in Different learning needs and evaluating outcomes, 266 students, 268 Institutional Settings, 225, 278 ORLD 4053. Facilitating adult learning, 135, 263, ORLD 6556. Educational leadership: Research, art ORLJ 6040. Fundamentals of cooperation, conflict 266 and practice, 268 resolution and mediation in different ORLD 4054. Adult literacy: Critiquing theory and ORLD 6557-6558. Research practices in higher institutional contexts, 273–274, 276, 278 practice, 266 and adult education, 268 ORLJ 6042. Applications of social and ORLD 4500. Special topics in higher and adult ORLD 6900. Research and independent study in organizational research, 276 education, 266 higher and adult education, 268 ORLJ 6045. Demography in Organizations, 275, ORLD 4800. Workshop in higher and adult ORLD 7500. Directed dissertation proposal 277 education, 266 seminar, 268 ORLJ 6244. Fieldwork in organization consulting, ORLD 4815. Developing critical thinkers, 266 ORLD 7500. Dissertation seminar in higher and 277 ORLD 4820. Cultural diversity training in adult education, 268 ORLJ 6343. Practicum in change and consultation higher education settings: Issues and concerns, ORLD 7900. Directed dissertation proposal in organizations, 273–274, 277 266 seminar, 268 ORLJ 6344-ORLJ 6349. Research practicum in ORLD 4830. Transforming the curriculum: ORLD 8900. Dissertation advisement in higher social-organizational psychology, 277 Theory and practice, 266 and adult education, 268 ORLJ 6350. Advanced Practicum in Conflict ORLD 4844. Helping adults learn, 266 ORLD 9900. Research and independent study in Resolution and Mediation, Part One, 225 ORLD 4845. Diversity: Implications for higher and adult education, 268 ORLJ 6350. Part I: Advanced practicum in conflict recruitment and retention, 266 ORLJ 4002. Functions of organizations, 273, 276 resolution, 273, 277–278 ORLD 4900. Research and independent study in ORLJ 4005. Organizational psychology, 205–206, ORLJ 6350. Part II: Advanced practicum in higher and adult education, 268 273, 276 conflict resolution: Designing conflict ORLD 5011. College teaching and learning, 266 ORLJ 4009. Understanding behavioral research, management systems, 273, 277–278 ORLD 5021. Patterns of organization and 150, 273, 276 ORLJ 6542. Directed research in social- management in higher education, 266 ORLJ 4901. Research and independent study in organizational psychology, 277 ORLD 5022. The issue of quality in postsecondary social-organizational psychology, 277 ORLJ 6640. Social-organizational psychology education, 266 ORLJ 5003. Human resource management, 273, colloquium, 277 ORLD 5044. Theories of diversity and higher 276 ORLJ 6901. Advanced research and independent education, 266 ORLJ 5005. Leadership, 273, 275–276 study in social-organizational psychology, 277

322 C OURSE I NDEX

ORLJ 7501. Dissertation seminar, 274, 277 ORLN 5540. Seminar in master’s thesis ORLN 6600. Colloquium in nursing theory, 270 ORLJ 8900. Dissertation advisement in social- development, 270 ORLN 6615. Colloquium in nursing organizational psychology, 277 ORLN 5541. Master’s thesis seminar in nursing, administration, 271 ORLN 4001. Contemporary issues in nursing, 270 270 ORLN 6625. Colloquium in nursing education ORLN 4004. Historical trends in nursing, 270 ORLN 5908. Independent study in professional organization, 272 ORLN 4005. Theories of nursing, 270 nursing, 270 ORLN 6635. Colloquium in nursing education, ORLN 4013. Fiscal management of the nursing ORLN 5910. Independent study in nursing 271 organization, 271 administration, 271 ORLN 6908. Independent study in professional ORLN 4050. Health problems and issues in ORLN 5940. Master’s advisement in nursing, 270 nursing, 270 society, 270 ORLN 6014. Managing the socially responsible ORLN 6909. Independent study in nursing theory, ORLN 5000. Nursing science, 270 organization, 271 270 ORLN 5005. Interdisciplinary theory in nursing, ORLN 6212. Advanced study in nursing ORLN 6910. Independent study in nursing 270 administration, 271 administration, 271 ORLN 5010. Administration of a nursing ORLN 6501. Seminar in professional nursing, 270 ORLN 6920. Independent study in nursing organization, 271 ORLN 6511. Innovations in nursing management, education organization, 272 ORLN 5011. Designing, planning, and 271 ORLN 6930. Independent study in nursing monitoring the nursing care system, 271 ORLN 6514. Marketing nursing programs and education, 271 ORLN 5013. Informatics in nursing, 271 services, 271 ORLN 6940. Independent study in nursing ORLN 5040. Methods in nursing research, 270 ORLN 6521. Legal aspects of nursing education, research, 271 ORLN 5043. Nursing research development, 270 272 ORLN 7500. Dissertation seminar in nursing, 271 ORLN 5212. Fieldwork in executive nursing ORLN 6522. Policy formation and governance in ORLN 8900. Dissertation advisement in nursing, management, 271 healthcare, 271 271 ORLN 5340. Practicum in archives and historical ORLN 6540. Dissertation design development, research, 270 271 ORLN 5530. Seminar: Clinical teaching and ORLN 6541. Advanced dissertation design evaluation, 271 development, 271

323 F ACULTY I NDEX

Abeles, Harold F., 64, 101 Hamilton, Gregory W., 71, 101 Perry, Elissa L., 77, 251 Albright, James, 64, 101 Han, Zhao Hong, 71 Petrides, Lisa Ann, 78, 251, 256 Allegrante, John P., 40, 64, 173 Harrington, Charles C., 71, 221, 251 Peverly, Stephen T., 78, 173 Anderson, Gregory M., 64, 251 Heubert, Jay P., 12, 71, 251, 279 Pogonowski, Lenore, 78 Anderson, O. Roger, 64, 233, 244, 248 Hickson, Linda, 15, 40, 71, 173, 195 Powell, Linda C., 78, 251 Arcilla, René V., 64, 101 Higgins, Christopher R., 72 Purpura, James E., 78, 101 Bailey, Thomas R., 19, 42, 65, 221 Hill, Clifford A., 72, 221 Raskin, Patricia M., 78, 148 Baldwin, William J., 65, 251, 280 Howes, Elaine Virginia, 72 Recchia, Susan L., 78 Basch, Charles E., 16, 65, 173, 182–183 Kane, Pearl Rock, 48, 72, 251, 255–257 Reid, D. Kim, 79, 160 Beebe, Leslie M., 65, 101, 117 Kiefer, Barbara, 72, 160 Richards, Craig E., 4, 79, 251 Black, John B., 65, 204 Kirk, Ursula, 72, 173–174, 176 Rigolosi, Elaine L., 46, 79, 251, 268 Block, Caryn J., 65, 251 Kleifgen, JoAnne, 73 Rivera-Batiz, Francisco L., 79 Bonanno, George A., 65 Knefelkamp, L. Lee, 45, 73, 251, 263 Rogers, H. Jane, 79, 204 Bond, George C., 66, 221 Knight, Michelle G., 73 Rothkopf, Ernst Z., 79, 204 Borland, James H., 6, 66, 160 Koff, Susan, 73, 101, 109 Rubin, Mordecai, 80, 101, 134 Brandenburg, Judith Berman, 66, 148 Kretschmer, Robert E., 9, 73, 173, 202 Saxman, John, 80 Brassard, Marla R., 66, 173 Kuhn, Deanna, 73, 204 Schoonmaker, Frances, 80, 160 Brooks-Gunn, Jeanne, 13, 29, 42, 66, 160, 204, Kushi, Lawrence Haruo, 73 Sheppard, Keith, 80, 233 215, 278–279 Lapidus, Leah B., 74 Shipps, Dorothy, 80, 215, 251 Broughton, John M., 66, 101 Leichter, Hope Jensen, 43, 74, 221, 279 Siegel, Marjorie, 50, 80, 160 Burke, W. Warner, 67, 251 Lesko, Nancy, 74, 160 Silverman, Stephen J., 80, 173 Burton, Judith M., 67, 101–102 Levin, Henry M., 14, 50, 74, 251 Smith, Frank L., Jr., 80, 251 Calkins, Lucy McCormick, 12, 28, 51, 67, 160 Levine, Arthur E., 1–2, 74 Sobol, Thomas, 24, 81, 215, 251–252, 254, Carter, Robert T., 67, 148 Luthar, Suniya S., 3, 74, 204, 209 256–257 Chatterji, Madhabi, 67 Mann, Dale, 75, 215, 251, 256, 278–279 Steiner-Khamsi, Gita, 20, 81, 216, 221 Coleman, Peter T., 29, 68, 251 Marsick, Victoria J., 44, 75, 251, 279 Sullivan, Graeme L., 81 Comitas, Lambros, 68, 221, 225 Mateika, Jason H., 75, 137 Taylor, Robert P., 81, 233 Constantine, Madonna G., 68 McClintock, Robert O., 18, 30, 75 Thornton, Stephen J., 81, 101, 123 Contento, Isobel, 68 Midlarsky, Elizabeth, 75, 148, 156–157, 159 Torres-Guzman, Maria Emilia, 81, 221 Corter, James E., 68, 204 Miller, Lisa, 16, 75, 148 Tsang, Mun C., 46, 81, 221 Crocco, Margaret Smith, 69, 101 Mithaug, Dennis E., 75, 173 Varenne, Hervé, 81 Custodero, Lori A., 69 Monroe, Jane A., 76, 204, 212 Vavrus, Frances K., 82 DeCarlo, Lawrence T., 69, 204, 212 Natriello, Gary, 15–16, 76, 204, 215, 218, 278 Vinz, Ruth, 82, 101 DeMeersman, Ronald E., 69 Neumann, Anna, 76 Vogeli, Bruce R., 82, 233, 239, 243 Dougherty, Kevin J., 69 Noddings, Nel, 76 Waite, Cally L., 82 Farber, Barry A., 7, 69, 148, 154 Noumair, Debra A., 41, 76, 251 Wallace, Barbara C., 82, 173, 279 Fernandez, Clea, 69, 204 O’Connell, Kathleen A., 76, 173, 186 Westaby, James D., 82, 251 Ferri, Beth A., 70 O’Malley, Honor, 76, 137 Whitford, Betty Lou, 49, 82, 160 Genishi, Celia, 70, 160, 279 Orr, Margaret Terry, 77, 251 Williams, Joanna P., 83, 204 Gentile, Antoinette M., 70 Ostroff, Cheri, 77 Williams, Leslie R., 83, 160 Ginsburg, Herbert P., 14, 70, 204 Oyler, Celia, 77, 160 Yeh, Christine J., 83 Goodwin, A. Lin, 70, 160 Pallas, Aaron, 77 Yorks, Lyle, 83, 251 Gordon, Andrew, 70 Patel, Rupal, 77 Zumwalt, Karen Kepler, 83 Gow, Merrilyn L., 71 Perin, Dolores, 77, 173, 177 Greer, R. Douglas, 71, 173, 194–195

324 G ENERAL I NDEX

Academic Calendar, 2, 35–37 International Studies, Institute of, 10, 46, 73 Dance and Dance Education, 7, 21, 97, 101–102, Academic Discipline, 290 Klingenstein Center for Independent School 108–110, 140 Accelerated Schools Project, 19 Education, Esther A. and Joseph, 48–49, Deaf or Hard of Hearing, 9, 173–174, 180, 254–255 195–198, 200–203 Additional Programs/Options, 97, 278–280 Learning Technologies, Institute for, 10, 18, Degree Requirements, 2, 21, 36–37, 58, 103, Administration of Special Education, 174, 194, 30, 44, 75, 234 106–107, 109, 111–112, 117, 119, 121–123, 197–198, 201, 97 Opportunities and Outcomes for People with 128, 131, 135, 139–140, 143, 149–150, 152, Admissions Application Deadlines, 99–100, 294 Disabilities, Center for, 9, 40, 195, 200 156, 159, 162–167, 174, 177–179, 183, 186, Admission Application Information, 294–296 189, 192–193, 196, 202, 205, 210, 212–213, Reading and Writing Project, The Teachers 216–219, 223, 226, 229, 235, 237, 241–242, Adult and Continuing Education, 83, 92–93, 95, College, 28, 51 247, 252, 254–257, 263, 265, 269, 273, 97, 99–100, 229, 251, 261–263, 266 Research and Service in Nursing Education, 281–285, 289, 291, 296 American Sign Language as a Foreign Language, Institute of, 11, 46 Department of: 97, 100, 173–174, 202 Restructuring Education, Schools and Arts and Humanities, 6, 22, 41, 57–58, Anthropology and Education, 10, 66, 68, 71, 97, Teaching (NCREST), National Center for, 8, 97–98, 101–136 100 28, 49 Biobehavioral Studies, 6–7, 58, 97–98, Applications, 301–308 Social Imagination, the Arts and Education, 137–147 Center for, 7, 41 Applied Anthropology, 10, 97, 100, 221, 225–228 Counseling and Clinical Psychology, 6–7, Applied Behavioral Analysis (see Behavioral Speech-Language and Hearing Center, 97–98, 148–159, 181, 195, 268 Edward D. Mysak, 7, 55, 144–146 Disorders) Curriculum and Teaching, 6, 8, 30, 44, 51, Applied Educational Psychology, 9, 51, 55, 173–182 Student Life Center, 36–37, 60–61 57–58, 97–99, 109, 112, 122, 126, 160–173, Study and Education of the Gifted, 186, 193–194, 199, 210, 213–214, 216, Applied Linguistics, 7, 65, 71, 78, 85, 97, 99, 221–222, 229, 253, 278, 280 101, 117–119, 130–133, 209, 229 Hollingworth Center for the, 8, 30 Study of the Family as Educator, Elbenwood Health and Behavior Studies, 9, 39, 57–58, Applied Physiology, 69, 75, 85, 94, 97–98, 100, 97–98, 100, 138, 160, 166, 173–203 137–142, 145 Center for the, 10, 43, 74, 279 Study of the Spiritual Foundations of Human Development, 3, 6, 9, 39, 97–98, Applied Physiology and Nutrition, 97, 100, 138, 110, 149–150, 159, 167, 175, 178, 191, 173–174, 182, 188–193 Education, Center for the, 7 Technology and School Change, Center for, 203–220, 268 Art and Art Education, 21, 39, 58, 67, 84, 95, 97, International and Transcultural Studies, 6, 100–107 10, 41, 234 Toddlers and Parents, Center for, 8, 169 9–10, 19, 46, 97–98, 131, 221–232 Arts, 6–7, 18, 21–22, 31, 36–37, 39, 41, 44, Mathematics, Science, and Technology, 6, 10, 56–58, 97–99, 101–136 Urban and Minority Education, Institute for, 29, 45, 280 18, 58, 97–98, 221, 223, 233–250, 268 Arts Administration, 7, 84–85, 97, 99, 101–102, Organization and Leadership, 6, 11, 47, 107–108 Young Children and Families, Center for, 9, 13, 29, 41, 279 97–98, 222, 251–277 Behavioral Disorders, 173–174, 194–202 Developmental Psychology, 9, 39, 75, 78, 97, Bilingual/Bicultural Education, 10, 81, 97, 100, Certification of Part-Time/Full-Time Attendance, 285 99–100, 150, 155, 167, 175–176, 178, 143, 203, 221–222, 228–231, 297 181–182, 204, 209–213, 268, 278 Change in Registration and Withdrawal, 285 Blindness and Visual Impairment, 91, 97, Early Childhood Education, 8, 17, 70, 83, 97, 173–174, 194–202 Clinical Psychology, 6–7, 55, 97, 99–100, 99–100, 112, 116, 160–164, 168–171, 229, Career Services, 59–60 148–159, 168, 176, 181, 210, 268, 307 258 Centers and Institutes, 6, 8, 28, 30 Cognitive Studies in Education, 9, 97, 99–100, Economics and Education, 10, 14, 19, 28, 50, 65, 204, 210 74, 79, 95, 97, 212, 221, 228, 231–232, Adult Education, Center for, 39 Columbia University Library System, 52 278 Arts Education Research, Center for, 7, 39, Communications and Education, 10 Educational Administration, 11, 17, 49, 51, 97, 103 99–100, 213–215, 222, 229–230, 242, Community College Research Center, 19, 29, Comparative and International 251–258, 268, 272, 278, 307 42, 47 Education/International Educational Development, 97, 221–225 Educational Leadership and Management, 97, 253, Cooperation and Conflict Resolution, 255–256 International Center for, 11, 21, 29, 47, 68, Computing and Education, 10, 65, 81, 92, 97, 222, 233–239 Educational Policy, 23, 46, 50, 71, 80–81, 278 119–122, 205, 210, 215–218, 220, 228, Education and Government, Institute on, 25, Computing and Information Services (CIS), 53 231–232, 254–255, 264, 278–279 47 Conflict Resolution, 11, 18, 21, 29–30, 47–48, 68, Electronic Mail Accounts, 53–54 221–223, 225, 259, 265, 272–278 Education and the Economy, Institute on, 10, Elementary/Childhood Education Preservice, 8, 97, 28–29, 42, 46 Counseling Psychology, 7, 31, 55, 68, 97–99, 160, 162, 164–165 148–154, 175–176, 209, 213, 229, 272–273 Educational and Psychological Services, English and English Education, Teaching of, 7, 56, Center for, 55, 155, 158, 169, 173, 195, 200 Continuing Education (see Center for Educational 67, 82, 97, 101, 117, 125, 127–131 Outreach and Innovation) Educational Outreach and Innovation, Center Faculty, 64–95 for, 23, 41, 50, 54, 257, 278, 288 Course Numbering, 98 Family and Community Education, 218, 221–222, Health Promotion, Center for, 9, 39–40, 182 Cross Categorical Studies, 97 224, 279 Hechinger Institute on Education and the Media, Curriculum and Teaching, 6, 8, 30, 44, 51, 57–58, Financial Aid (see Student Aid) 23, 43 66–67, 70, 72–74, 77–80, 82–83, 89, 97–99, Giftedness, 66, 70, 97, 165–166 Higher Education, Institute of, 11, 45 109, 112, 122, 126, 160–173, 186, 193–194, 199, 210, 213–214, 216, 221–222, 229, 253, Grades, 289–290 Infants and Parents, Center for, 8, 50, 61, 278, 280 169, 279 Guidance and Habilitation, 97, 229

325 G ENERAL I NDEX

Health Education, 1, 16, 97, 100, 138, 142, 145, Organizational Psychology, 31, 251, 272–277 Special Education 170, 173–174, 182–186 Payment Options, 286 Administration of Special Education, 97, Hearing Impairment (see Deaf and Hard of Peace Corps Fellows Program, 59, 297 173–174, 194, 197–198 Hearing) Philosophy and Education, 7, 41, 51, 97, Behavior Disorders, 173–174, 194–202 Higher Education, 11, 14, 24, 26–27, 30, 44–45, 100–101, 117, 120–122 Blindness and Visual Impairment, 97, 51, 60–61, 99–100, 102, 251–252, 263–268, 173–174, 194–202 278 Physical Education, 97, 100, 138–140, 173–174, 182, 192–194 Cross-Categorical Studies, 173, 194–202 History and Education, 7, 30, 97, 99–101, 117, 119–120 Politics and Education, 9, 97, 99–100, 204, 210, Deaf or Hard of Hearing, 9, 173–174, 215–218, 228–229, 254–255 194–202 Humanities, 117–136 Postdoctoral Study, 284 Early Childhood Special Education, 8, 17, 97, Immunization, 61, 296 Private School Leadership, 49, 251–255 99–100, 160–161, 163–164, 168–172 Inquiry in Educational Administrative Practice, Professional Development School, 18, 170 Gifted Education, 8, 66, 99–100, 160–161, 97, 99, 252–256 165–166 Psychological Counseling, 97, 148–154 Instructional Practice (Special Education), Guidance and Habilitation, 173–174, 145–202 Psychology 194–202 Instructional Technology and Media, 10, 97, Applied Educational Psychology, 9, 51, 55, Instructional Practice, 97, 173–174, 194–202 233–239 97, 173–174 Learning Disabilities, 8, 21, 61, 97, 99–100, International Educational Development, 31, 97, Clinical Psychology, 6–7, 55, 97, 99–100, 160–161, 166–167, 174–175, 177–178 221–225 148–159, 168, 176, 181, 210, 268, 307 Mental Retardation, 15, 97, 173–174, Inter-University Doctoral Consortium, 59, 225, Cognitive Studies in Education, 9, 97, 195–202 227 99–100, 204, 210 Physical Disabilities, 61, 97, 173–174, Interdisciplinary Studies in Education, 280 Counseling Psychology, 7, 55, 97–99, 194–202 148–154 Interlibrary Loan, 53 Reading and Learning Disabilities, 8, 21, 97, International Student and Scholar Services, 60–61 Developmental Psychology, 9, 39, 97, 100, 160–161, 166–167, 174–175, 177–178 99–100, 204, 209–212 Internships, 2, 4, 21, 29, 35, 42, 44, 56–58, 109, Research in Special Education, 173, 195, 116, 119, 126, 131, 134, 136, 153, 170, 179, Educational Psychology (see Cognitive 197–202 Studies in Education) 196, 201, 234–237, 258, 263, 278, 297 Supervision of Special Education, 97, Klingenstein Fellows, 22, 48, 253, 256 Psychological Counseling, 61, 97, 148, 173–174, 195, 197–202 151–154 Language and Literacy, 221–225 Student Aid Information, 2, 281, 287, 297–300 Psychology in Education, 7, 9, 51, 97, 148, Languages and Literature, 7, 72, 97 159 Student Conduct Code, 290 Law and Educational Institutions, 279 School Psychology, 97, 99–100, 173–174, Student Life, 2, 35–37, 59–61, 296 Learning Disabilities, 8, 21, 97, 99–100, 158, 178–182 Student Organizations, 59–60 160–161, 166–167, 170–172, 174–175, Social-Organizational Psychology, 11, 47, 97, Student Personnel Administration, 97, 99–100, 177–178, 205 99–100, 251–252, 272–277 251, 261, 263–268 Lecture Series, 23, 25, 27 Reading and Learning Disabilities, 8, 21, 100, Student Senate, 60 Library (see Milbank Memorial Library) 160–161, 166–167, 174–175, 177–178 Student Services, 2, 35, 59, 61 Mathematics Education, 52, 97, 100, 212, 233, Reading Specialist, 32, 97, 100, 167, 173–174, Student Teaching and Prerequisites, 58 239–244, 249 177–178 Superintendents Work Conference, 257 Measurement, Evaluation and Statistics, 9, 97, Recreation and Fitness, 59, 61 100, 204, 212–215 Supervision of Special Education, 97, 173–174, Registration Procedures, 285–290 195, 197–202 Medical Insurance, 36–37, 61, 286 Religion and Education, 7, 97, 99, 101, 117, Teacher Education, Office of, 56–59, 203 Mental Retardation, 15, 97, 173–174, 195–202 122–123 Teacher Education Programs, 2, 35, 56–57, 160 Microcomputer Center, 53 Research Fellowships, 2, 35, 59 Teacher Opportunity Corps, 59, 297 Milbank Memorial Library, 2, 35, 51, 53, 59, 187, Research on Critical Issues, 12 270 Teachers College Press, 28, 43, 56, 66, 69–70, 72, Research Services Department, 52 74–78, 80–82 Minority Postdoctoral Fellows, 20 Residence Halls Information, 2, 291–293 Teaching of English to Speakers of Other Motor Learning, 7, 97, 99–100, 137–142, 145, Scholarships and Grants, 297 Languages (TESOL), 7, 97, 100–101, 117, 193–194 School Psychology, 97, 99–100, 173–174, 131–134 Music and Music Education, 7, 21, 58, 97, 178–182 Touchtone Services, 2, 281, 285–290 100–102, 111, 113–114, 116 Science Education, 10, 17, 32, 97, 100, 233, Transfer Credit, 282–284, 296 Neurosciences and Education, 97, 99, 173–177 244–250, 289 Tuition and Fees, 48–49, 286–287 New York City Board of Education, 52, 57, 165, Social Studies, 7, 52, 56–58, 97, 99, 101–102, 196, 297 Urban and Minority Education, 29, 45, 65, 117, 123–127 279–280 New York State and New York City Certification Social-Organizational Psychology, 11, 47, 97, of Teachers and Administrators, 57 Urban Education, 17, 45, 161, 163, 195, 198, 99–100, 251–252, 272–277 218–219, 261, 279–280 Nurse Executives, 46, 97, 99, 268–272 Sociology and Education, 9, 15–17, 97, 99–100, Visiting Scholars, 43, 59 Nursing Education, 11, 46, 97, 173–174, 182, 204, 218 Withdrawal from Classes, 287 186–188 Spanish, Teaching of, 7, 97, 100–101, 117, Nutrition and Education, 51, 97, 100, 174, 134–136 188–193

326 C ORRESPONDENCE D IRECTORY

Post Office Address: Agencies: Office of the College should be directed to lege. The highway can be Teachers College, Registrar, 148 Horace Mann Mr. Donald Dean, the Director reached from most of the main Columbia University, Hall, Box 311, (212) 678-4050 of the Office of Personnel, who routes entering New York 525 West 120th Street serves as the College’s Equal City. Whether driving north or New York, NY 10027 Notice of Nondiscriminatory Opportunity Officer. Mr. Dean south, leave the West Side Policy as to Students and is also designated to coordinate Highway at the 96th Street Web Address: Employees the College’s compliance activ- exit; at the first traffic light www.tc.columbia.edu Pursuant to Revenue Proce- ities under the Age Discrimi- turn left (north) onto Riverside Telephone: (212) 678-3000 dure 75-50 dated December 8, nation in Employment Act of Drive; at 120th Street turn 1975, and Title IX of the Edu- 1967, as amended, and the right and go two blocks east to Fax: (212) 678-4048 cation Amendments of 1972 Age Discrimination Act of the College. Address inquiries as follows: (“Title IX”) and part 86 of the 1975, and can be contacted Parking: The following garages Department of Health, Educa- through the Office of Person- Admission: Office of Admis- in the area will accept outside tion and Welfare regulations nel Services (Box 149, 112 sion, 146 Horace Mann Hall, cars if you phone in advance. promulgated to effectuate Title Main Hall, 525 West 120th Box 302, (212) 678-3710 IX, and The Americans with Street, New York, NY 10027, E & B Operating Corp. [email protected] Disabilities Act of 1990, telephone (212) 678-3175. 137 West 108 Street Teachers College hereby gives (212) 865-8315 Career Services: notice of its nondiscriminatory Inquiries regarding the appli- Career Services Center, policy as to students and cation of Section 504 of the Riverside Church Garage 44 Horace Mann Hall, employees: Rehabilitation Act of 1973, as Riverside Dr. & 120 St. Box 161, (212) 678-3140 amended, and regulations (212) 870-6736 Continuing its long-standing thereunder, to any policy, pro- Doctoral Studies: Upper Westside Garage policy to support actively gram or other activity of the 153 Horace Mann Hall, 234 West 108 Street equality for all persons, Teach- College should be directed to Box 304, (212) 678-4058 (212) 222-8800 ers College does not discrimi- Associate Dean William J. Employment: Office of nate on the basis of race, color, Baldwin who is designated as Park Yorkshire Garage Personnel Services, 112 Main religion, sex, sexual orienta- the College’s Section 504 and 151 West 108 Street Hall, Box 149, (212) 678-3175 tion, national origin, age, or The Americans with Disabili- (212) 865-2314 disability in the administration ties Act Compliance Officer Student Aid Applications: of its admission, employment (Office of the Associate Dean, Morningside Garage Office of Student Aid, 138 and educational policies or Box 151, 113 Main Hall, New 3100 Broadway Horace Mann Hall, Box 309, scholarship, loan, athletic and York, NY 10027, telephone (212) 864-9877 (212) 678-3714 other school-administered pro- (212) 678-3052). Housing: On-campus grams. Rather, Teachers Col- Residence Halls Office, lege affirms that it admits How to get to Teachers College 1st Floor, Whittier Hall, students and selects employees By Bus: Four bus routes Box 312, (212) 678-3235 regardless of their race, color, include stops at West 120th creed or religion, sex, sexual International Services: Student Street: M4, M5, M11, M104 orientation, national origin, Life Center, Thorndike Lobby, age, disability and thereafter By Subway: Take the 1/9 local Box 308, (212) 678-3406 accords them all the rights and subway to the 116th Street [email protected] privileges generally made Station; walk north on Broad- Payment of Fees: Business available to students or way to West 120th Street. Office, 133 Thompson Hall, employees at the school. Teachers College is on the Box 305, (212) 678-3056 north side of West 120th Inquiries regarding the appli- Street, between Broadway and Registration, Teacher cation of Title IX of the Edu- Amsterdam Avenue. Certification, Withdrawal cational Amendments of 1972, Notices, Requests for as amended, and regulations By Car: The Henry Hudson Transcripts of Records, thereunder, to any policy, pro- Parkway (West Side Highway) Certification to Government gram or other activity of the is convenient to Teachers Col-

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