Our Work Is to Create the Programs, Carry out the Research, and Develop the Models That Will Guide Educators and the Institu- Tions They Serve

1999–2000

Our work is to create the programs, carry out the research, and develop the models that will guide educators and the institutions they serve.

Application Inside, see page 293 Application Deadlines, see page 97 For the most up-to-date version of this information go to: http://www.teacherscollege.edu Contents

1 Teachers College. Deﬁning the Work of Educators 4 An Introduction to Teachers College 36 Academic Calendar 39 Research and Service Activities 50 The Libraries of Columbia 52 Computing and Information Services 53 Instruction and Research Support Services 54 Teacher Education Programs and Internships 57 Research Fellowships 57 Student Life and Student Services 62 Faculty 82 Special Term Faculty 1996–1997 93 Trustees and Officers 95 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 ranging 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 Teachers College is once again in the top rankings of the 1999 U.S. News & World Report survey of graduate schools of education. It is a close second in the nation to Harvard University. In spe- cialties ranked by education school legacy Teachers College began deans and senior faculty, Teachers Shaping the public debate and . College is first in Curriculum/ almost a century ago with the Instruction, in the top five in Admin- public policy in education. istration/Supervision, Social/Philo- radical mission of preparing a sophical Foundations, Elementary Improving practice in educa- Teacher, Secondary Teacher, and new breed of professional educa- Higher-Education Administration, tional institutions. tors. In the years since, Teachers and the top ten in Educational Psychology. We live in an age in which our College has been a leader in world is changing dramatically defining the work of educators and quickly. Our educational institutions and and the nature of their field. It has attracted to the educators who lead them are being buffeted its faculty the greatest minds in education and by demographic, economic, global, and techno- educated the students who have led the field. logical 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 been the research, and develop the models that will 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 leaders Arthur E. Levine President, Teachers College in practice and policy to meet the challenges they face.

2 Gita Steiner-Khamsi, Associate Professor of Education in the Department of International and Transcultural Studies, meets with editorial and advisory board members of Current Issues in Compara- tive Education (CICE), a new online journal at Teachers College. “ If there is an abiding philosophy that best char- acterizes Teachers College it is engagement. A founding principle of Teachers College, this concept of engagement is embodied in a con- stant cycling of theory and practice A LEADERSHIP R OLE designed to improve the environ- initiatives to remove the barriers and ment for learning in the society at impediments to learning at all ages. Teachers College instills in its students large. It is played out in the teaching, research, training and consult- the capability to solve problems, motivate In that regard, we have streamlined our ing that engage our faculty and the learners, inspire hope, raise standards, and learning, internships, practice own academic organization to be more take charge of change. It is an approach teaching and clinical projects that responsive to the ideas and interests of engage our students. The class- our institutional community. By housing that leads our students to value indepen- room becomes the forum for faculty dent thinking and persist in lifelong and students alike where concepts, programs that complement and reinforce learning. theories, tools and skills are inte- each other in a welcoming department, grated to give perspective and pur- we are giving faculty and students alike This vision, renewed and invigorated to pose to the education issues we address. It is the ultimate expres- exposure across disciplinary ﬁelds and meet the changing times, has kept Teach- sion of learning by doing.” opening up dialogues that encourage the ers College in the vanguard of important Craig E. Richards Professor of Education. discussion of different and competing advances in education during critical peri- Department of Organization points of view. ods of the last century. As we confront and Leadership. new challenges, both formidable and unre- Because we are a graduate school, our stu- lenting, we once again are poised to pre- dents have greater contact with faculty pare our students for leadership in an age of education where members as academic colleagues and more opportunities to uncertainty reigns and the need for reform rules. pursue independent or faculty-sponsored research and scholarship. Moreover, we have reinforced our commitment to Teachers College sees its leadership role in two complementary strengthen the linkages between theory and practice. arenas: One is as a major player in policy making to ensure that schools are reformed and restructured to welcome learn- Whatever career path is taken by Teachers College graduates, ing for all students regard- we want them to understand the real world issues likely to less of their status or station. be encountered as professionals and prepared to address the The other is in preparing critical areas that determine the fate and future of education educators who not only serve covering all of its scope and reaching all of its levels. students directly but coordi- By the same token, we are providing practicing professionals nate the educational, psycho- already in leadership roles with the new thinking and logical, behavioral, approaches demanded in a society weathering serious trau- technological, and health mas to its institutional structures.

Professor Craig Richards

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. “ 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 prob- T HE L EARNING E NVIRONMENT lems and policies played out in real educational terms is an emphasis on classrooms filled with students of inquiry to explore and analyze competing In its new configuration, Teachers College all backgrounds. What it is, is a community of scholars where stu- ideas; a focus on habits of mind to devel- has organized its academic programs into dents join with faculty as col- op and sustain critical thinking; and the nine departments augmented by centers, leagues to present and discuss role of discovery in expanding our store of institutes and projects that reinforce front-line issues of education. In fostering school reform, we believe knowledge. instructional areas with research, service, in making a difference in the class- and experiential initiatives. No longer do room where learning takes place. Crucial in establishing this foundation for overarching issues remain imbedded in Our role is not to dispense commu- lifelong learning are academic programs nity service nor focus on deficits, curtained-off disciplines, but are vigorous- but to recognize and build on the in the Department of Arts and Humani- ly and provocatively explored in an inter- unrealized strengths that young- ties. Concentrations in the Arts include sters bring to the classroom.” disciplinary and holistic context. Art and Art Education, Arts Administra- James H. Borland Associate Professor of Education tion, Dance and Dance Education, and For organizational purposes, we have and Chair of the Department of Music and Music Education. Humanities established nine departments, including Curriculum and Teaching. houses concentrations in History and Departments of: Arts and Humanities Education, Philosophy and Education, Biobehavioral Studies Counseling Religion and Education, and Social Studies. The concentra- and Clinical Psychology Curriculum and Teaching tions in Languages and Literature are Applied Linguistics, Health and Behavioral Studies Human Development Teaching of English and English Education, Teaching of International and Transcultural Studies Organization English to Speakers of Other Languages (TESOL), and and Leadership Scientific Foundations. Teaching of Spanish. Here, then, in summary form, is a review of the scope and depth of the learning environment at Teachers College (see succeeding sections for more detailed descriptions).

I DEAS AND I NFORMATION Department of Arts and Humanities Teachers College is heavily invested in the intellectual interests and creative ideas that extend beyond the traditional concerns of schooling to engage human endeavors across the lifespan. Our concerns are the values and philosophies under- pinning contemporary school reform. What that means in

Associate Professor James H. Borland

6 “ 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 Associated research and service forums how children experience feelings approaches to minimize and correct include the Center for the Arts, Social of attachment and separation, peer speech, language, and hearing disorders. cooperation and conflict. And, in Imagination, and Education, the Center classroom encounters, teachers In that regard, the Edward D. Mysak for Arts Education Research, and the Cen- need support in dealing with problem youngsters, socialization of the Speech-Language and Hearing Center ter for the Study of the Spiritual Founda- classroom, stress, parent-teacher offers evaluation and therapy services to tions of Education. relationships, and the pressures individuals with speech, voice, language, and influences in outside communi- F UNCTION AND C OMMUNICATION ties where youngsters are raised. or hearing problems. Department of Biobehavioral Studies For example, the recent emphasis on diversity has helped teachers M ENTAL H EALTH C ONCERNS Biological deficits often profoundly limit appreciate the special needs, ass- Department of Counseling and the capacity of youngsters and adults alike ests and problems that students from different ethnic and racial Clinical Psychology to function and communicate fully in backgrounds bring into the class- The Department of Counseling and Clini- school and in the lifetime that follows. room. Along with our focus on chil- cal Psychology focuses on the psychological dren, we also help teachers over- To address such issues, the Department of come the stress inevitably and mental health concerns experienced by Biobehavioral Studies includes such pro- associated with teaching. The children, adolescents, and adults in family, question is whether teachers have grams as Applied Psychology, exploring enough coping mechanisms or suf- school, community, and work situations. the physiological effects of exercise and ficient rewards to handle stress The program in Clinical Psychology training to improve health and physical before it leads to burnout.” Barry Farber explores the etiology and treatment of fitness; Motor Learning, the development, Professor of Psychology and such maladaptive behaviors as drug and acquisition, and control of motor skills; Education. Department of Counseling and alcohol abuse, violent and high-risk con- and Speech-Language Pathology and Clinical Psychology. duct, depression, schizophrenia, and child Audiology, providing therapeutic abuse. Counseling Psychology concentrates on less severe problems in living as well as on normal developmental patterns of identity formation (including racial and gender identity), and vocational choice.

The academic programs are reinforced by research, community interventions, and practica offered through the auspices of the Center for Education and Psychological Services.

Professor Barry Farber leading a seminar on the role of psychology in the educational process across the lifespan.

7 R ESTRUCTURE AND R EFORM school-based reforms; giving administrators and teachers the Department of Curriculum and Teaching backing and resources to develop creative learning concepts; Teachers College is a pioneering presence in restructuring helping educators meet the needs of exceptional children in and reforming our educational systems. The College engages inclusive settings; and instituting academic rigor and in research and develops pilot projects to create model school accountability to encourage high performance standards. environments where teaching standards are met and learning The departmental programs include Curriculum and Teach- expectations are realized. ing, Early Childhood Education, Early Childhood/Special In the Department of Curriculum and Teaching and associat- Education, Elementary/Childhood Education (Preservice), ed centers and institutes, Teachers College places a high pri- Gifted Education, Learning Disabilities and Reading and ority on the initiatives that lead to reasserting leadership in Learning Disabilities. education. Central among them are promoting an under- Research and service support for its academic programs come standing of teaching and learning processes for learners from from the Center for Infants and Parents, Center for Toddlers and birth to adulthood; enhancing the reading and writing skills Parents, Hollingworth Center for Study and Education of the of youngsters; breaking down bureaucratic barriers to foster Gifted, National Center for Restructuring Education, Schools, and Teaching (NCREST), and the Reading and Writing Project. The learning environment at the Center for Toddlers and Parents.

8 “ In preparing teachers to work with hearing impaired children, I take the politi- cally incorrect position that there is more than one way to teach the deaf or hard of hearing student. There- fore, if a child is oriented orally, I H EALTH AND L EARNING encourage teachers to emphasize Department of Health and Behavior Studies lip reading and the spoken word. Should signing be dominant, I Health and learning are inextricably recommend maximizing ASL or intertwined. Optimal learning cannot American Sign Language. My allegiance is to the child, not the take place in an atmosphere rife with communication modality. Teachers Associate Professor Robert E. Kretschmer physical, psychological, social, and health should pursue whatever is best and problems. On the other hand, optimal works best for the child. To achieve that balance, I stress the fact that instruction, and assure that the benefits of health cannot be achieved without learn- the hearing impaired population is education for all individuals, especially ing skills and literacy. incredibly heterogeneous. No two deaf persons are the same. So we the disadvantaged, whose ability to gain The Department of Health and Behavior treat different people differently.” from education may be at special risk. Studies seeks to enhance one’s learning Robert E. Kretschmer Associate Professor of Education The Department of Human Development potential by overcoming health-related and Psychology. Department of Health and Behavior is dedicated to meeting this challenge constraints and other barriers to literacy. Studies. through the multi-disciplinary study of Components of that approach include pro- development and education across the grams in Applied Educational Psychology, lifespan and in the social contexts in which they occur. Health Studies, and Special Education. That pursuit finds expression in such programs as Develop- Academic interests are complemented by the research and mental Psychology; Cognitive Studies in Education; Mea- service of the Center for Health Promotion, Center for Edu- surement, Evaluation and Statistics; Politics and Education, cation and Psychological Services, and Center for Opportuni- Psychology in Education, and Sociology and Education. A ties and Outcomes for People with Disabilities. forum associated with human development issues is the Cen- D EVELOPMENT AND R ESEARCH ter for the Study of Young Children and Families. Department of Human Development A WORLD V IEW OF E DUCATION Teachers College has been producing scholars in the social Department of International and Transcultural Studies sciences for almost 100 years. Now, however, the challenge What once stood as a world with well-defined jurisdictional is greater than ever before to develop theories and methods borders now is unable to withstand the flow of populations, of social science—particularly psychology and sociology— information, ideas, goods, and services across national bound- that can be used to promote the development and well-being aries. While geographic designations remain, the rush of of infants, children, and adults; help teachers understand technological advances has removed long-standing barriers to their students’ learning and intellectual abilities; develop and new forms of communication. evaluate intellectually stimulating and effective programs of

9 “ 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 What has emerged is a diversification of new ideas and approaches to In pursuit of that initiative, the Depart- people and resources that is transcultural counter the worrisome problems ment of Organization and Leadership that are undermining our society. No in context and international in scope, longer is it enough to keep our own incorporates such programs as Educational operating across as well as within national counsel; we need to collaborate Administration, Higher and Adult Edu- with business, the media, founda- boundaries. Increasingly, a global pres- cation, Nurse Executive/Health Adminis- tions and government to influence ence, transcultural and international forces public policy considerations about tration, and Social-Organizational are crucial in understanding education in education. We can say the same for Psychology. our students, who have become every domain of human experience. more active on the front lines of edu- The research and service organizations cation working for change and Thus, the Department of International reform.” associated with leadership initiative are and Transcultural Studies is a pioneering Karen K. Zumwalt the Klingenstein Center for Independent force in this field with a program focus on Dean and Professor of Education on School Education, Institute of Higher the Evenden Foundation. Comparative and International Education/ Education, Institute of Research and Ser- International Education Development, vice in Nursing Education, and Interna- Bilingual/Bicultural Education, and Economics and Education. tional Center for Cooperation and Conflict Resolution. Added institutional elements are the Elbenwood Center for the Study of Family as Educator, Institute on Education and the Economy, and Institute of International Studies.

T HE E DUCATION OF P ROFESSIONALS Department of Organization and Leadership Beyond the campus, Teachers College is becoming more visi- ble as a principal player in the formation of public policy and the policy discussions that govern the future course of education. We have constituted programs for educational professionals and practitioners and inﬂuential members of the public and private sectors to focus on the profound changes that have enveloped our entire educational system.

To achieve that goal, we are bringing together national leaders from business, the media, foundations, labor, government, and education to give priority attention to resolve the issues destined to return conﬁdence, credibility, and distinc- tion to environments wherever learning takes place. Dean Karen K. Zumwalt

10 ”Never before as a teacher have I felt T EACHERS C OLLEGE T ODAY more empowered and connected to the Given the scope and breadth global community as I did when 32 laptops arrived in my classroom. When of its offerings and initiatives, used extensively and from a child- Teachers College is more than centered point of view, technology its name implies. Indeed, we helps education work as it should. In that sense, teachers, administrators, are a premier training ground students, parents and community and of teachers and administra- corporate partners interact to discuss the future of education and how best tors. But our institutional to benefit children from technological reach extends much further innovations.“ to encompass the education A DVANCES IN S CIENCE AND T ECHNOLOGY Christine Mulgrave Department of Scientific Foundations of psychologists, biobehav- Societies and cultures are the settings within which science, ioral and behavioral scien- mathematics, technology, and communication media develop tists, health professionals, policy analysts, technologists, and and the forces that frame the work they are to do. Technolog- internationalists. ical developments, driven by science and mathematics, can Teachers College today defines itself as a graduate and profes- advance and change cultures, but societal and cultural forces sional school of education in the broadest sense of the can also act to constrain or limit technological development. term—concerned with education across the lifespan both in

Understanding the interrelationships among science (includ- and out of the classroom. It is an education engaged with ing mathematics), technology (including communication society and in support of its culture. media) and society (including culture) as foundations upon which education and the work of educators is based is the cen- A diverse student population. tral consideration of the Department of Scientiﬁc Foundations.

These concerns are structured programmatically in Anthropolo- gy and Education and Applied Anthropology (for society and culture); Communication and Education, Computing and Education, and Instructional Technology and Media (for technology), and the College programs in Mathematics and Science Education. The Institute for Learning Technologies is a service and research forum promoting uses of digital communications technologies to advance innovation in education and society. Another venue, the Center for Technology and School Change helps schools plan for change brought about by technology.

11 R ESEARCH ON C RITICAL I SSUES to reﬁne techniques for the teaching of writing and reading that are used in classrooms all over the world. Professor Teachers College students are taught by professors who are Calkins and her staff currently are involved with teachers outstanding researchers, scholars, and practitioners—most of from more than 600 schools investigating ways in which whom have had professional day-by-day experience in schools teachers can help students use their reading to improve their or in running school systems, health institutions, psychologi- writing. The approach is to involve favorite authors as co- cal clinics, and other services. mentors in the creation of writing that is relevant to the Faculty research, mostly conducted in association with stu- children’s lives. In her recent book, Raising Lifelong Learners, dents, informs the teaching of our professors. In fact, Teach- Professor Calkins points out that an open and creative ers College students often are the ﬁrst to hear about projects approach to conversations, chores, and games is as important that can redirect educational practice and policy. Here are as reading, writing, and mathematics. examples of recent faculty research: L EGAL I SSUES IN E DUCATION

I MPROVEMENTS IN R EADING AND W RITING Jay P. Heubert is a newly appointed Associate Professor of Lucy McCormick Calkins, Professor of English Education Education and Law with an Ed.D. in Administration, Plan- and founder of the Reading and Writing Project, continues ning and Social Policy from the Harvard Graduate School of Education and a J.D. from Harvard Law School. His research is focused on legal issues in secondary and postsecondary education, equal educational opportunities, educational testing, law and school reform, sexual harassment, and services for immigrants. Professor Heubert brings to these issues experience as a trial attorney in the Civil Rights Division of the U.S. Department of Justice where he litigated federal cases involving educational testing, employment discrimination, special education, and desegregation. His publications include two

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

12 “ 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 forthcoming works: “Schools Without until they retire that include home Rules? Charter Schools, Federal Disability life, classroom activities, the help they get from parents, and the sup- Law, and the Paradoxes of Deregulation in port parents provide schools. The the Harvard Civil Rights Liberties Law data we will analyze are based on individual interviews with 3,000 Review and Law and School Reform pub- families with children ranging from lished by the Yale University Press. preschoolers to six graders and detailed diaries maintained by 2,000 B LACK-WHITE G AP IN T EST S CORES teachers. By this process, we can Teachers College investigators found that determine the effect of region, income, parental education, behav- the average American black still scores ior patterns and schooling on the Professor Jeanne Brooks-Gunn below 75 percent of American whites on lives of children. From that assessment, we can propose policies that standardized test scores. The gap, accord- best influence the role of schools T HE G AP IN T ESTING AND O RDINARY ing to their study, appears before children and families in the educational, psy- E NGLISH enter kindergarten and it persists into chological, social and cultural Clifford Alden Hill, Arthur I. Gates Pro- development of youngsters.” adulthood. What causes the gap, noted fessor of Language and Education, stud- Jeanne Brooks-Gunn Jeanne Brooks-Gunn, the Virginia and Virginia and Leonard Marx ies the gap between the English Professor of Child and Parent Leonard Marx Professor of Child and Par- Development and Education. language as used ordinarily in society ent Development and Education, “is not and the English appearing on tests given an inevitable fact of nature.” It is, Profes- to foreign learners of the language. sor Brooks-Gunn reported, the result of poverty and its Texts used in school-based tests often are more formal pieces impact particularly during the first five years of a child’s life. of writing, Professor Hill notes, different in substance and style from the texts in newspaper and magazine articles that Inroads into closing the gap, Professor Brooks-Gunn non-native learners read outside of schools. The texts in tests observed, can be profound by focusing on early childhood also concentrate on reading rather than writing, putting programs and family literacy programs to enhance school more emphasis on a person’s ability to comprehend the lan- readiness of poor children. “Over time,” she maintained, guage rather than produce it. From Testing to Assessment: Eng- “as we equalize—if we do equalize—educational quality so lish as an International Language, a book based on this thesis that we don’t have a race difference, we should see the test and co-edited by Professor Hill, includes essays written by score gap decline...” several graduates of Teachers College.

13 “ 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 B IG M ATH FOR L ITTLE K IDS of mathematics. A knowledge of Believing in the mathematical competence their thinking can lead us away from the kind of mathematics instruction of preschoolers, particularly among low- that has not worked for so many income, minority children, Herbert P. children—the rote memorization in which children are called upon to Ginsburg, Joseph H. Schiff Professor of get the right answer in the shortest Psychology and Education, found in his possible time with the least possible Professor Herbert P. Ginsburg research that four and five year olds are amount of thinking.” Herbert P. Ginsburg capable of complex and interesting mathe- Jacob H. Schiff Foundations Profes- On campus, binge drinking is on the rise matical thinking. Based on these find- sor of Psychology and Education. and traditional dating has all but disap- Department of Human Development. ings, Professor Ginsburg, together with peared. Grade inflation is up and so is colleagues at Boston University and Johns remedial education. Campuses are becom- Hopkins University, developed teaching materials involving ing voluntarily segregated with undergraduates defining an exciting set of mathematics activities for preschoolers. themselves in terms of their differences, not their commonal- “We are now working in several day care centers in Manhat- ities. Current students are found to be a transitional genera- tan,” Professor Ginsburg said, “to design and test these tion in an era of historical discontinuity. materials, which we are calling “Big Math for Little Kids.” N URTURING Y OUNG P EOPLE

W HEN H OPE AND F EAR C OLLIDE A focus on groups and intergroup relations highlights the In his 1980 book, When Dreams and Heroes Died, Arthur research, writing, and teaching of Linda Powell, Associate Levine, President of Teachers College, portrayed the college Professor of Psychology and Education. In a study funded by students of the late 1970s. In a new book, When Hope and the Carnegie Corporation of New York, Professor Powell is Fear Collide, President Levine, together with Jeanette S. Cure- examining the role that adults and schools can play in provid- ton, chronicles a new portrait of college students in the mid- ing leadership, policies, and structures that foster tolerance, dle 1990s. Their findings provided this profile of how col- respect, and mutual support among young people. Her most lege students view themselves. On the hopeful side, students recent book, Off-White: Essays on Society, Race and Culture, dis- are optimistic about their personal futures and the nation’s cusses issues of race from the perspective of understanding collective future. Desperately committed to preserving the whiteness as a race. American dream, they are hard working, socially conscious M IXED R ESULTS FOR C AREER M AGNET H IGH S CHOOL and active, idealistic, altruistic, and committed to doing In a study of the effect of career magnet high schools on good. On the fearful side, students are frightened they will their graduates, Robert L. Crain, Professor of Sociology and not have enough money to finish college and will not be able Education, reported mixed results. Compared with students to find a good job after graduation. They also are afraid of at comprehensive high schools, magnet students “take more intimacy and of becoming victims of crime. college courses and rein in the reckless behavior of adoles-

14 “ 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 provid- cence.” However, career magnet programs ing the resources to implement S TATE S TANDARDS TO H URT W EAK S TUDENTS, REPORT S AYS in the study “seem to fail as often as they them. That is a recipe for disaster. The proper way to introduce new In the wake of new standards for gradua- succeed.” Moreover, “given the pressure to standards is to analyze the tion imposed by New York state, a report maintain good relations with employers approaches necessary to achieve them and then work back to deter- by the Community Service Society pre- and find placements for graduates and mine what that would cost and allo- dicted dire consequences for inner-city interns, some schools weeded out the cate the funding to phase in the and rural schools starved for funds and weaker students and devoted limited qualifying examinations. There is a huge gap to overcome. Teachers shortchanged in teacher competency and school resources to the remainder.” And, need lead time for retraining to pre- student preparedness. The report, pre- the findings suggest “that effective school- pare students for the tests and students need a long time to prepare to pared by Sociology and Education Profes- to-work programs can be created for at take the tests. When granting a sor Gary Natriello, warned that the least some students without subjecting the diploma is predicated on meeting standards, now being phased in, are set- high school to the more radical surgery the standards it is eminently unfair to prescribe tests without fulfilling ting up children for failure because the suggested by advocates of privatization, the prescription.” worst schools in the state are not prepared vouchers, charter schools, or apprentice- Gary Natriello to meet the new goals. Under the new ship models.” If implemented effectively, Professor of Sociology and Education. standards, students graduating in the year the report noted, “the career magnet pro- 2000 must pass an English Regents exam grams we studied are a promising model... and 1998 sixth graders must pass all five Regents exams in inexpensive, attractive to both students and teachers (with) English, math, United States history and government, global high payoffs for many students.” studies and science with a score of at least 65 percent before C OMPARING T EACHER E DUCATIONAL B ACKGROUNDS graduating. The report argues that the standards are being Karen Zumwalt, Dean of the College and Professor of Edu- imposed willy-nilly without enough money to back up them cation on the Evenden Foundation, and Gary Natriello, Pro- up— $1.5 billion would be needed in New York City alone. fessor of Sociology and Education, led a multi-year study Where, the report asked, will inner-city and rural students comparing teachers with traditional teacher education prepa- go who can’t meet the benchmarks? ration and teachers prepared in alternative, often short-term programs. The findings indicate the differences are not as clear-cut as some policy makers considered. Within several years, the study observes, alternative track teachers developed teaching philosophies not that dissimilar from their traditionally prepared colleagues.

Professor Gary Natriello

15 “ What can schools do to address the health and social problems that inhibit young people’s learning and ability to stay in school? They can’t realistically be expected to serve as giant community service agencies. But, nonethe- T EACHING S CIENCE TO THE H OMELESS less, much can be accomplished. D RUG A BUSE P REVENTION Combining scholarly research with social Schools can effectively educate Charles E. Basch, Associate Professor of youngsters about the benefits of action, Angela Calabrese Barton, Associate nutrition and fitness and the perils of Health Education and Chair of the Professor of Science Education, is reaching violence, teen-age pregnancy and Department of Health and Behavior Stud- abuse of alcohol, tobacco, and street homeless children (who make up 25 per- ies, is collaborating with Child Develop- drugs. Schools can house clinics cent of the homeless population in the and after-school programs, and can ment and Education Professor Jeanne nation) with after-school “science time” serve as links to community-based Brooks-Gunn and researchers at Cornell agencies that provide intervention conducted in homeless shelters. Together and counseling. And schools can University on a five-year, $7.8 million with volunteer teams of Teachers College incorporate health and behavior program, studying ways to prevent drug materials in the content of reading students, Professor Calabrese Barton is abuse by inner-city, multi-ethnic youth. projects in the arts, social sciences, teaching homeless children, for whom and sciences. It takes cooperation A MAJOR E DUCATIONAL I NFLUENCE regular school attendance is episodic and collaboration between schools, families, and communities to help Each of these research findings—along because of frequent housing moves and students make the health and with other investigative projects conduct- lack of basic needs, such topics as the informed choices that enable them ed at Teachers College—has had or is des- quality of water in their buildings and the to fulfill their learning potential.” Charles E. Basch tined to have a major influence on ground pollution in one-block area of Associate Professor of Health Educa- educational practice and policy. Most of their neighborhood. tion and Chair of the Department of Health and Behavior Studies. the ongoing research at Teachers College involves not only professors but also stu-

Associate Professor Angela Calabrese Barton (center) dents who learn under the mentorship of experienced and nationally renowned investigators how to explore and examine data, analyze and interpret ﬁndings, and present the material in a coherent and comprehensible fashion.

16 P REPARING THE N EXT G ENERATION OF L EADERS

Down through the decades of its more than 100-year history, Teachers College has both anticipated and acted on critical developments that paved the way for progress in all of education. This ability to foresee societal needs has led to fields of study that now are considered standard parts of education school fields of study. Educational administration. Early childhood education. Special education. Education of the gifted. Educational psychology. Sociology and education. years. In addition, the pro- A tenet of school reform is the personal And, as new issues emerge, many of them deep-seated and attention provided this elementary gram and its graduates offer difficult, Teachers College remains in the vanguard with cre- school student by a Peace Corps Fellow experience and support to from Teachers College. ative ideas and solid information to address contemporary new teachers facing the chal- concerns. Nutrition education. Science education. Reform of lenge of underfunded and underserved urban schools. educational systems. Urban education policy. Cross-cultural education. Penny Arnold, a Peace Corps volunteer in Kenya, came to Teachers College in 1993 as a Peace Corps Fellow in TESOL. It is against this background of enterprise that students at But she found that it was not enough to focus merely on her Teachers College develop the capacity for leadership in pursu- own classroom as a teacher. Instead, she went on to serve as a ing educational interests that parallel the real and abiding con- program associate (a mentoring position within the Fellows cerns of the society at large. And, in the course of their studies, Program), member of the United Federation of Teachers students have the opportunity not only to absorb the elements (UFT) Executive Committee at her school, and member of of leadership but to engage in the exercise of leadership. the National Teacher Policy Institute. More recently, Penny Here are a number of programs that serve to prepare the next worked with the TESOL program at Teachers College super- generation of leaders: vising new teachers and teaching the in-service praticum while continuing to teach full time. P EACE C ORPS F ELLOWS Developed in 1985, the Peace Corps Fellows Program offers Along with numerous other Fellows, Penny combined her former volunteers reduced tuition toward a master’s degree experience and leadership skills with her ideals and commit- and a permanent teaching certificate in exchange for a comment to change. “In order for anything to be a little bit dif- mitment to teach in New York City public schools for two ferent,” she said, “people who know have to equip themselves to be part of that dialogue and process.”

17 T ECHNOLOGY AND S CHOOL R EFORM The Institute for Learning Technologies, co-directed by Robert O. McClintock and Frank Moretti, has initiated a program, called the Eiffel Project, to integrate digital learning into the curriculum of a number of public schools in New York City. In Community School District 6 located in the northern tip of Manhattan, the Institute has helped four schools set up a network for laptop computers made available to students, connect to the Internet and develop a curriculum incorporating digital information. For example, in the Mott Hall School, a science, technology and mathematics magnet school, students learn how to use computers as creative research tools and routinely for course assignments. “Most digital information projects start with technology,” Professor McClintock noted. “We start with educational ideas.” Use of laptops, he explained, serve to eliminate barriers between schools and parents. Asked to pay half their Jennifer Lombard, a former comedy writer and now a student teacher, with a youngster from PS 87 as she embarks on a new career at Teachers College. monthly lease, leading to ownership in three years, the laptops bring computing into the home where parents have T HE P ROFESSIONAL D EVELOPMENT S CHOOL access to e-mail and the Internet. Now in its eleventh year, the Professional Development School (PDS) project is a collaboration among Teachers Col- lege, Community School District 3 in Manhattan, the Alter- native High School Division, and the United Federation of Teachers. A major purpose of the partnership is to reinvent the traditional school-university relationship in order to enhance the professional development of future teachers, experienced teachers, and college faculty working in urban schools. Several teacher education programs at Teachers Col- lege participate in this collaborative initiative, including ﬁve school sites located nearby in Manhattan.

Kevin Wolff, a doctoral student in Communication and Education, helping to develop technology-based curricula in the public schools. 18 “ 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 commu- One element in the PDS partnership is an nity colleges—best prepare our citi- intern program for graduate students who zens for the continuously changing atmosphere that will face them as are enrolled in teacher education pro- workers in the 21st Century? This is grams. School-based faculty in the PDS a question that is paramount in the minds of policymakers, employers schools work cooperatively with college- and educators. It is also the focus of based faculty to teach both on-site semi- our research, as we study some of nars and seminars at the College for PDS the best links between the school and the workplace and disseminate interns. PDS interns receive a small news about the most productive pro- tuition stipend at the end of internship grams to a wide audience.” Professor Thomas R. Bailey experience and District 3 gives priority to Thomas R. Bailey Professor of Economics and Education A CCELERATED S CHOOLS P ROJECT former interns seeking full-time employ- and Director of the Institute for The Accelerated Schools Project is a comment in district schools. Education and the Economy. prehensive approach to school reform

E DUCATION AND THE E CONOMY based on the idea that at-risk students Teachers College students have a direct will thrive in an atmosphere of rigorous role in developing educational reforms to meet the changing standards and an exciting curriculum. Rather than imposing dynamics of the workplace. Working under the auspices of a remedial approach, Accelerated Schools engage students in the Institute for Education and the Economy, graduate stu- a powerful learning experience based on high expectations. dents are addressing such issues as on-the-job learning, Launched at Stanford University in 1986 by Henry Levin, school-to-work programs, and skill requirements. The Insti- now a professor at Teachers College, the concept was tested tute, directed by Thomas R. Bailey, Professor of Economics at two elementary schools with at-risk students. By the end and Education in the Department of International and Tran- of the third year, test scores were up, morale among students scultural Studies, also houses the Community College and staff improved, and parents were much more involved. Research Center and funds fellowships for doctoral students Based on its success, the idea has crossed the country and is to examine the role of community colleges in workforce and in operation are more than 1,000 elementary and middle economic development. With workforce opportunities con- schools in 41 states. With Professor Levin in residence, centrated in service and scientific areas, where qualified Teachers College is now a satellite center for the project with applicants are in short supply, the role of education is crucial faculty and students providing the organizational and leader- in meeting the demand for professionals with a strong back- ship support for schools interested in becoming an Accelerat- ground in independent thinking and skills training. ed School and reaping the benefits of reform.

19 “ The program in Comparative and International Edu- cation has provided the ability to view the world from other peoples’ reality. That reality is strengthened by the diversity of the Teachers Col- lege student population. The pro- M INORITY P OSTDOCTORAL F ELLOW gram continues to shape my acade- The opportunity to intensity research mic interest in economic development and education, particu- interests beyond doctoral degrees is made larly in Southeast Asia. This interest possible at Teachers College with its extends to the use of nonformal education in preparing local popula- Minority Postdoctoral Fellows Program. tions to participate in development Selected for a year in residence, the cur- through building micro-enterprises rent Fellow is Gregory Anderson, a Ph.D. while retaining their cultural heritage. My own experiences in the in Sociology from City University of New field of international business— York, Graduate School and University combined with the larger world view I have gained at Teachers College— Center. His research interest is in com- William Coury will prove invaluable in my efforts to paring compensatory education programs contribute to the field of international interviewing teachers and students. His of CUNY with those he studied for his education development.” focus not only is in analyzing the barriers doctoral dissertation at the University of William Coury Doctoral Student. minority students face, but also such issues Western Cape in South Africa. Unique in Department of International and Transcultural Studies. as funding, politics, class, ethnicity and South Africa, the University initiated an race. His hope is to develop the research to open admissions policy in 1982 and determine how well compensatory pro- developed courses and techniques to help grams meet or fail to meet their goals. disadvantaged students acquire skills to compete at the college level. A South African expatriate who W IDE-RANGING R ESEARCH I NITIATIVES was forced to leave with his family in the 1960s, Dr. Anderson With a $1 million grant from the Spencer Foundation, doc- returned to his toral students at Teachers College selected as Spencer Fellows homeland to study have full financial support to carry out research on education- the open admissions al issues. Outstanding minority students from universities program initiated by across the country selected as Holmes Scholars have the the University and opportunity to engage in research based on a theme selected analyzed its strengths by Teachers College with their investigative findings present- and weaknesses. ed at a national education conference. Against that back- Teachers College students are participating in an exchange ground, he is exam- program with Russian school administrators to explore ideas ining the issue of and information foreign to their own. Coordinated by Leslie compensatory educa- R. Williams, Professor of Education, the students hosted nine tion at CUNY by Russian educators on a two–week visit to Teachers College observing classes and

Dr. Gregory Anderson 20 ” As a Rose Fel- low, 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 touring schools and attending a seminar taught. I have observed kinder- in day-care centers, nursery schools, ele- on Lev Vygotsky, a leading Soviet psy- garten and ﬁrst-grade classrooms, mentary schools, or middle schools. Stu- watching how reading instruction chologist in the l920s and l930s. Several takes place to evaluate the effec- dents who are experienced teachers can be weeks following the seminar, Professor tiveness of various methologies. I employed to assist departmental faculty plan to incorporate my impressions Williams and her students flew to in supervising and coordinating student and insights from this on-site experi- Moscow where the Russian educators ence in my master’s project on how teaching placements and internships. played host and gave the delegation tours best to prepare teachers for reading Departments that offer doctoral degrees assignments in the public schools.” of their schools. can place candidates in internships in col- Christine Werthmann a candidate for Ed.M. in Reading leges and universities, including junior Other graduate students, like William and Learning Disabilities. and community colleges at research facili- Coury, engage in foreign studies on their ties, in public and independent schools own. Mr. Coury, a doctoral student in the and in other settings. This range of expe- Department of International and Transcultural Studies, riences, a connecting link between theory and practice, pro- studied the impact of economic development on the lives vides a foundation in education that serves as a stepping of textile weavers in a small community in Indonesia. Kim- stone to leadership. berly Woo, who recently completed her doctorate in social studies education, documented the stories of six Asian high A Teachers College student teacher in an elementary school. school girls to illustrate the diversity of experiences in the Chinese-American community to support and challenge the “model minority” myth.

A doctoral student in education and technology, Victor Aluise spends his days as executive producer for wNet School, a Web service from New York’s public television station that features information on how teachers can use the Internet effectively to integrate its resources into teaching.

S TUDENT T EACHING AND I NTERNSHIPS Preservice students are required to spend one or two terms engaged as student teachers in selected elementary schools, junior and senior high schools, and in special education settings as an integral part of their degree requirements. Other practica and internship opportunities are available. For example, as interns, students can be employed as assistant teachers

21 M ODELS FOR C HANGE interdisciplinary Creative Arts Laboratory, a federally funded One avenue taken by Teachers College enroute to transform- program to integrate arts education into the core curricula at ing education is to create coalitions with schools and dis- elementary and middle schools in New York City. tricts. Clearly demonstrating the links between theory and Judith Burton, Chair of the Department of Arts and Human- practice, Teachers College students help invigorate experi- ities, and departmental students have played a leading role in enced New York City teachers with fresh points of view and designing the curriculum for the Heritage School, a sec- novel approaches to resolve nagging problems. ondary school seeking to integrate the arts into a traditional curriculum. Professor Burton notes that teachers in the school are trying innovative approaches in learning, such as using the museum collections in New York City as a resource for lessons in arts, history, and the humanities.

T HE K LINGENSTEIN C ENTER Selected on the basis of a national competition to identify leadership potential among independent school teachers, Klingenstein Fellows receive full tuition and living stipends to spend an entire academic year in residence at Teachers College and other graduate schools of Columbia University.

As Fellows, students pursue individual research projects and meet in intensive seminars designed to increase their knowledge of current issues confronting both public and private A graduate discussion in art offering schools in the United States. In an evaluation of the 1,200 critical comments on student paintings. participants in the program since 1977, an astounding 96 Teachers College International Center for Cooperation and percent ranked the experience as outstanding, serving as the Conﬂict Resolution, with participation by students, has foundation for realizing leadership roles as teachers and worked with many high schools in New York City to train administrators in independent schools. teachers and counselors to mediate student disputes. Faculty members in Teachers College art, dance, and music education programs, together with their graduate students, support the

22 “ The factory model of education is outdated and counter-productive; today, educators have an opportunity to invent new forms of education that are just and productive. Given its intellectual resources and practical insights, E DUCATION FOR C URRENT Teachers College represents a catalyst for accelerating the process of L EADERS/DEVELOPMENT OF educational change at the turn of a E DUCATIONAL D ISCOURSE new century. Our role in this process is wide ranging. It encompasses Dialogue. Interaction. Outreach. Innova- collaboration with elementary and Associate Professor Peter W. Cookson tion. Teachers College engages in the full secondary schools; educational array of techniques to promote and pro- partnerships with institutions, organizations, and agencies; new with the Institute of International Educa- voke a spirited exchange of points of view institutes; development of leadership tion, CEO&I offered a course called the to improve, inform, and reform the state conferences on policy issues; world- Federal Policy Institute, taught by P. wide classroom and lifelong learn- of education. ing programs; and special events. Michael Timpane, former president of Teachers College is poised to C ENTER FOR E DUCATIONAL O UTREACH Teachers College. In a week-long resi- become a new kind of graduate AND I NNOVATION dence in Washington, students explored a school of education—innovative, A central player in establishing forums engaged and upholding the highest policy issue of personal interest with where the competition for good ideas intellectual standards.” senior policy makers, including high flourishes, the Center for Educational Peter W. Cookson Associate Professor and Director of ranking federal officials and education, Outreach and Innovation (CEO&I) is the Center for Educational Outreach teacher union, school board and business and Innovation. engaged in a number of creative initia- representatives. tives in distant learning, parent involve- H ECHINGER I NSTITUTE ON E DUCATION ment, and policy studies. In a long-term AND THE M EDIA agreement with Caliber Learning Network, CEO&I and Named in memory of Fred M. Hechinger, education editor of members of the faculty are developing two graduate certifi- The New York Times and Teachers College Trustee, the Insti- cate programs to train inservice teachers and administrators tute is working to improve press coverage of education by in Caliber Learning Centers nationwide by live satellite broadcast, interactive videoconferencing, computer networking and the Internet. CEO&I also has teamed with the State Department of Education in New York and EPIC (Every Per- son Influences Children) to sponsor projects in Buffalo and metropolitan New York that focuses on ways schools can help parents raise responsible children. And, in partnership

A new emphasis on education and the media is bringing journalists to campus to explore educational issues and policy.

23 “ 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 helping journalists understand the com- and educate our children better? plexities of educational policy and school When you ask that question, you think of all the ways we want our leaders understand the information inter- children to grow, morally and emo- ests and deadline pressures of journalists. tionally, as well as mentally. Histori- cally, schools have concerned them- Over the past year, the Institute has hosted selves with making kids good as more than 100 editors and reporters at a well as making them smart. I think series of workshops designed to discuss the we have to get back to some of that. Most families want their children to latest trends and policies in education. The be competent, wise and just. The Institute is directed by Gene I. Maeroff, current reform movement in education emphasizes competence. I favor former New York Times education corre- competence, not incompetence, but I spondent and author of several ground- think we ought also to be concerned breaking books on education. His books about instilling a sense of justice Professor Thomas Sobol leading a and a measure of wisdom in the kids seminar on public school reform issues. include Altered Destinies: Making Life Better we teach.” for School Children in Need, which focuses Thomas Sobol on recommendations to equalize the Christian A. Johnson Professor of Outstanding Educational Practice. in public education. To address those tremendous imbalance between the educa- Department of Organization and Leadership. issues, a number of provocative and prag- tion received by affluent and disadvan- matic approaches were raised: Educate taged school children. He is editor of boards, parents, teachers and the commu- Imaging Education, which examines what nity to move forward with measured dispatch to resolve influence the media exert on public perceptions of schools conflicting concerns for improving programs, elevating stan- and colleges. The Center is supported by grants from the dards, reversing declining test scores, evaluating teachers, Carnegie Corporation of New York, William T. Grant Foun- avoiding strikes and reducing swollen budgets. Become dation, Ford Foundation, Knight Foundation, the John D. change agents in advocating and initiating ideas for alterna- and Catherine T. MacArthur Foundation, and the Teachers tive schools. Bring principals, teachers and parents into the College Trustees. decision-making process to give them a stake in implement- S UPERINTENDENTS W ORK C ONFERENCE ing change. “The condition of the public schools,” Professor For more than half a century, the Superintendents Work Sobol said, “is somewhat like that of the former Soviet Union Conference has been instrumental in raising crucial issues in as Perestroika and Glasnost began: the old structures are the management of public school districts. The most recent cracking up and breaking down, but the new patterns have conference, chaired by Thomas Sobol, the Christian A. John- yet to emerge. All we know is that public schooling is son Professor of Outstanding Practice, did just that, con- going to change.” fronting the conflicts and challenges posed by major changes

24 S TATE I SSUES IN E DUCATION choice program and implementing school-to-work and The Institute on Education and Government moved its youth apprenticeship programs. Co-sponsored by the agenda into high gear with the presentation of the Thomas National Governors’ Association, the workshop focused on H. Kean Governor of the Year award and a three-day work- ways to intellectually stimulate rather than remediate at- shop for ten gubernatorial chiefs of staff on education risk students and on strategies to promote educational issues. Directed by former West Virginia Governor Gas- reform by enlisting the support of teachers and parents. ton Caperton, the Institute’s mission is to disseminate L ECTURE S ERIES ON C RITICAL I SSUES IN E DUCATION information on education and the impact of public policy The on-going dialogue at Teachers College is enlivened by to lawmakers and their staffs. The Kean award, named for those who come to speak at regular campus lectures, former New Jersey Governor Thomas Kean, was presented including the annual Virginia and Leonard Marx Lecture, to Georgia Governor Zell Miller and Wisconsin Governor Julius and Rosa Sachs Lecture Series, and Great Speakers Tommy Thompson. Governor Miller was recognized for Series. When superintendents, legislators, professors, and pioneering the HOPE (Helping Outstanding Pupil Educa- business leaders gather to exchange views, sparks some- tionally) Scholarship, providing financial support for Geor- times fly, but these exchanges almost always are provocative gia high school graduates with a B average to attend a and productive. Teachers College students regularly listen private or public college in the state. Governor Thompson in on these exchanges and are encouraged to ask questions was cited for his leadership in initiating the first parental and offer comments.

The Sachs Lectures Focusing on criticism of public education by business, the media and the Christian right, David Berliner, Dean of the College of Education at Arizona State University, sought to frame the problems faced by the nation’s schools in a more balanced and objective light. Serving as a visiting professor at Teachers College and the Julius and Rosa Sachs lecturer, Dean Berliner said he thought “people are overly critical of the schools and they say some things

Gaston Caperton, former governor of West Virginia, and Director of the Institute on Education and Government.

25 that aren’t true. The Marx Lecture There are many The Marx Lecture featured Howard Gardner, Hobbs Profes- good schools. sor in Cognition and Education at Harvard Graduate School Many of the prob- of Education, with a discussion of his observations on the lems,” he added, many facets of intelligence. Professor Gardner suggested “are the result of that educators ﬁnd out as much as possible about each per- other factors, such son’s mind and help students learn to solve unexpected prob- as poverty, minority lems critically and creatively with the knowledge they status, family life, already possess and relate classroom instruction to their expe- quality of teachers, riences outside of school. access to comput- Great Speakers Series ers, and so on.” Michael Apple, the John Bascom Professor of Educational

David Berliner, the Julius and Rosa Sachs lecturer In his lecture on Policy Studies at the University of Wisconsin discussed the interest of busi- democracy in education at the Great Speakers Series. Profes- ness in education, sor Apple cautioned against the attitude that “whatever is Dean Berliner cautioned about allowing business-oriented public is bad and whatever is private is good,” a trend, he policies to dictate the curriculum and culture of schools. “I added, that shortchanges the opportunities for students do not believe (business) is always seeking what is best for coming from disadvantaged neighborhoods. America, and too often it is only seeking what is best for business.” In his appraisal of press coverage of education, he said the media too often cast schools in the least favorable light. “It is inappropriate to expect a democratic free press to be anything but highly critical of the society in which it lives. There is one of its functions. But is it not inappropriate to ask for balance. And I do not think we have that (in reporting on public education).”

Professor Michael Apple

26 I MPROVEMENT OF P RACTICE Researchers from the National Center for Restructuring Education, Schools and Teaching (NCREST), directed by Professor Gary Teachers College faculty members and students do not spend Griffin, travel throughout the nation, studying ways in all of their time within the conﬁnes of College buildings. They which teachers, administrators and parents are working to are in the schools, colleges, businesses, psychological centers reform schools and educational practice. The researchers and community centers of New York City and the nation— then report on what does and does not work in school advising on ways to turn new ideas of scholarship into better reform and make those reports available to other school methods of practice. The changing of practice has been a hall- leaders around the world. Recently, NCREST studied the mark of the College since its founding, when a few people saw work of four schools in New York City and one in New Cas- the need to prepare a new kind of teacher for the immigrant tle County, Delaware involved in creating new ways to children who were then arriving in New York City. assess a student’s progress. The work, co-authored by Linda Today, much of the College’s outreach work is initiated by its Darling-Hammond, Jacqueline Ancess and Beverly Falk, many centers and institutes. Here are a few examples: was described in Authentic Assessment in Action, published by Teachers College Press. A student teacher from Teachers College conveys the meaning of words to a youngster from PS 8 in Washington Heights.

27 “ 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 The Teachers College Reading and Writing Pro- conditions need to exist for us as Community College Research Center (CCRC), ject is an internationally renowned coali- teachers. The Project gives us the established by a grant from the Alfred P. study groups, think-tanks, writing tion of teachers, teacher-educators and workshops and research labs that Sloan Foundation, which will link writers. For almost two decades, The Pro- help us to hold onto our dreams for administrators from community colleges what schools can be.” ject has helped teachers in hundreds of with researchers who deal with issues Lucy McCormick Calkins schools establish writing and reading Director, Reading and Writing regarding the promise of these important workshops in which children pursue pro- Project and Professor of English American institutions. CCRC will also and Education. jects they care about and in which teachers Department of Curriculum and work to foster more research about com- Teaching. act as mentors and coaches. The Project munity colleges, institutions that too also offers more than 60 full-day confer- often have been overlooked. It is one ences, which draw as many as 3,000 educators, and an array example of how the College is building on its past great- of summer institutes, study groups, school-based mentor ness. For example, in the 1960s and 1970s, another Teachers courses, lab schools and research projects. College Center on Community Colleges prepared hundreds of administrators for those institutions; the College will use Researchers from the Institute on Education and the Economy are its relationship with its alumni, who lead community col- also traveling the nation, taking close-up looks at school pro- lege systems from New York to California, in creating this grams that ease the transition from school to work. Led by new center for research. Thomas Bailey, Professor of Economics and Education, the Institute’s researchers (most of them Teachers College stu- Under the direction of Jeanne Brooks-Gunn, Virginia and dents) are working Leonard Marx Professor of Child and Parent Development to discover what and Education, The Center for Young Children and Families con- these programs have ducts a wide range of interdisciplinary studies and provides in common so that training for those who will make policy involving children they can share those and families. The Adolescent Study Program is now involved commonalities of in a major four-year project measuring the social and emo- success with other tional development of girls. More than 200 families are school leaders. Part involved in the research project, which will lead to a greater of the Institute on understanding of parenting behaviors, racial and ethnic Education and the socialization, identity development, school achievement and Economy is the other aspects of growing up female.

Professor Lucy McCormick Calkins

28 “ Digital technologies are for education as iron and steel girders, reinforced concrete, plate glass, elevators, central heating and air conditioning were for architecture. Digital technologies set in abeyance significant, The International Center for Cooperation and long-lasting limits on educational Columbia University community as a activity. As educators experience Conflict Resolution has lessened conflict in whole to study ways in which technology changes in the communications New York City’s high schools by training constraints, they understand that can be used to improve education. ILT is administrators, faculty members and stu- these developments open the exist- committed to expanding the scope of ing educational system to new pos- dents in techniques of conflict resolution. sibilities. The new possibilities, educational attainment by making exten- Today, in almost every high school in the however, do not determine what will sive resources readily available to institu- city, students are teaching other students emerge. Educators are determining tions ranging from pre-kindergarten what emerges through the social to resolve disputes before they turn into construction of digital learning com- through higher education. One recent ILT dangerous altercations. According to Peter munities. Educational structures project has allowed elementary-school from kindergarten through graduate T. Coleman, Director of the Center and students in Harlem to link up technolog- schools and adult education are Research Assistant Professor, “students in wrenching open to change; but the ically with “friends” at other schools the program initially study the fundamen- course that change can and should around the nation to share ideas about take must be determined through the tals of conflict resolution. Then, they interplay of effort by many different school projects and other areas of interest. engage in several practicums in laboratory groups.” One boy in Harlem, for example, co- settings before being involved in intern- Robert O. McClintock authored a report with another boy about Professor of History and Education ships. For example, some work at the and Director, Institute for Learning their mutual hero, John Paul Jones, even Bronx-based Institute for Mediation and Technologies. Department of Scientific though the other boy was in Ohio. Conflict Resolution where they handle Foundations. cases referred from the Bronx County Court and the police. Adults in the schools have become more knowledgeable about methods they can use to resolve conflicts between students.” Morton Professor Robert O. McClintock Deutsch, Edward Lee Thorndike Professor Emeritus of Psy- chology and Education, is the founder of the Center and one of the world’s most respected scholars of conflict resolution.

The Institute for Learning Technologies (ILT), co-directed by Robert O. McClintock and Frank Moretti, draws together researchers not only from Teachers College but also from the

29 “ 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 stu- The Leta Hollingworth Center for the Study and dent failure. With the movement to Education of the Gifted provides support ser- establish small community schools, we can hope that this covenant will vices for schools and organizations that be restored. But we cannot just are concerned with the special needs of depend on intimacy alone. Each day we learn more about how students gifted and talented youngsters. The Cen- learn and develop better, and we ter continues the work of Project Syner- need to help parents and school staff gy with preschool children in public individually and together seize the opportunity to use this knowledge.” daycare centers in Central Harlem. Most Erwin Flaxman of the Synergy work, which identifies Director, Institute for Urban and Erwin Flaxman Minority Education. and supports gifted youngsters from dis- on a local, state and national level. Fac- advantaged backgrounds and their fami- ulty members and researchers are devot- lies, is co-directed by James Borland, ed to the idea that our research is not Associate Professor of Education and Chair of the Depart- meant to be read only by a small audience of other ment of Curriculum and Teaching, and Lisa R. Wright, researchers but by the wider audience of teachers, adminis- Director of the Hollingworth Center and Adjunct Assis- trators and other professionals who will put the results of tant Professor of Education. the research into practice. The Institute for Urban and Minority Education (IUME), is sharing a The link between theory and practice at Teachers College is $400,000 grant with the University of Colorado from the also enhanced by the fact that so many of our students Metropolitan Life Foundation to help address problems of work—either as interns or as full-time professionals—in youth violence. Under the grant, IUME is creating models schools, clinics, and other organizations around New York of anti-violence programs drawn from successful results of City during the day, while taking their classes at Teachers community- and school-based initiatives for national distri- College in the late afternoons and evenings. These students bution. According to Erwin Flaxman, IUME director, the bring practice into the classroom, discussing with their pro- metropolitan grant makes it possible to transform research fessors the challenges they have faced on the job and keeping findings into policy decisions and anti-violence programs. the classroom interchange grounded in the reality of practice. T HE L INK B ETWEEN T HEORY AND P RACTICE T HE A DJUNCT F ACULTY R OLE Whether analyzing the special needs of adolescent girls, Teachers College’s adjunct faculty members play a signiﬁcant enriching the educational lives of disadvantaged but gifted role in bringing the reality of practice into our classrooms children, or helping to replicate programs that best prepare and seminars. Examples illustrate their involvement. James high school students for the world of work, Teachers Col- J. Shields, former Chair of the Department of Social and Psy- lege institutes and centers are changing practice and policy

30 chological Functions and Director of the School Adminis- T EACHERS C OLLEGE AND N EW Y ORK C ITY tration Program at City College, City University of New The multicultural, urban environment that is New York York, presented a course in “International Planning in City informs almost everything that Teachers College does. International Educational Development.” As a Teachers Teacher-education students do practicums in the New York College visiting professor, he is Director of Sasakawa Young City public schools. Researchers are involved in projects in Leaders Fellowships Fund providing professional develop- more than 200 of those schools. Social and organizational ment workshops under the auspices of the Center for Edu- psychology students work as interns in businesses from Wall cational Outreach & Innovation. Street to Midtown. Counseling psychology students work in Robert E. Fullilove, Associate Dean for Minority Affairs at counseling centers and schools across the urban landscape. the Columbia University School of Public Health and a lead- Arts education students are interns at museums, galleries and ing researcher on AIDS education, regularly teaches a course arts organizations. on community approaches to prevent HIV infections. A The linkages between Teachers College and New York public graduate of Teachers College, Dr. Fullilove discusses his own schools provide yet other opportunities for students to have experiences as he works to disseminate information about the an impact on the educational destinies of youngsters. disease in minority communities in New York City. Under the Neff Tutorial Program, established by James Neff, Samuel Johnson, Vice President for Student Affairs at a retired bank official, three Teachers College students Baruch College of the City University of New York, is an adjunct faculty member in both counseling psychology and James J. Shields higher and adult education. An expert on cross-cultural counseling, Dr. Johnson also founded Teachers College’s famed Winter Roundtable on Cross-Cultural Psychology and Education, drawing hundreds of psychologists and educators to the campus every year.

Nanette A. Kramer, one of the leading experts on the psychological problems of the aging population, is an adjunct associate professor of psychology and education. She has received grants totaling some $500,000 to evaluate techniques for helping the elderly, including patients with severe dementia. Teachers College students work with her on these evaluations, learning about psychological interventions in the real world of nursing homes and other residencies for older people

31 Neff Fellow Carolyn Choi works with students at PS 6.

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

32 A seminar led by Professor Linda Hickson on education programs for people with disabilities.

Academic and Educational Serv i c e s

36 Academic Calendar 39 Research and Services Activities 50 The Milbank Memorial Library 52 Computing and Information Services 53 Instruction and Research Support Services 54 Teacher Education Programs and Internships 57 Research Fellowships 57 Student Life and Student Services A C A D E M I C C A L E N D A R 1 9 9 9 – 2 0 0 0

AUTUMN TERM 1999 (September 1–December 20)

August 29 Sunday. Beginning of occupancy in Teachers 22 Friday. Doctoral Certification Examination College residence halls for new students attend- (Ed.D./Ph.D.), 9 a.m. to 12 noon and 1:45 to ing the Autumn Term. 4:45 p.m. 31 Tuesday. In-person registration for Autumn 29 Friday. Last day to file or to renew an applica- Term. New international students report to the tion, in the Registrar’s Office, for Master’s Student Life Center. Hours: 10 a.m. to 8 p.m. degrees and certificates to be awarded in Febru- Orientation Program, Horace Mann auditorium ary. (After this date, application may be filed 8:30 a.m.–5:00 p.m. only until November 16 upon payment of $15 late fee.) September 1 Wednesday. Classes begin. Autumn Term 1999. 29 Friday. Priority deadline for submission of 1 Wednesday. Last day to file, in the Registrar’s financial aid applications for scholarship and Office, Master’s essays for October 20 degree need-based aid for enrollment periods begin- award. ning with the Spring Term 2000. See Student 1–3 Wednesday–Friday. Registration and add/drop Aid for further details. period. Hours: 9:30 a.m. to 6:00 p.m. Thursday November 1–24 Monday–Wednesday. All loan recipients who and Monday; 9:30 a.m.–5:00 p.m. Friday. will complete degree requirements during Advisors and/or their representatives Autumn Term 1999 must schedule a loan exit available from 3 to 5 p.m. interview with the Office of Student Aid. 3 Friday. Last day to file notification in Office of 24 Wednesday. No Classes. Offices open. Doctoral Studies of intention to defend Ed.D. and Ph.D. dissertations during the Autumn 25–28 Thursday–Sunday. Thanksgiving Holidays. Term 1999. December 1 Wednesday. Financial aid applications for 3 Friday. Last day to file application for Doctoral 2000–2001 become available in the Office of Certification Examination (Ed.D./Ph.D.) to be Student Aid. given October 22. 3 Friday. Last day to file, in Registrar’s Office, 6 Monday. Labor Day. University Holiday. Master’s degree essays for February degree award. 14 Tuesday. Last day to add and drop courses for the Autumn 1999 term, and to enroll in Stu- 6 Monday. Registration for the Spring term for dent Health Service and Student Medical continuing students via touch-tone registration Insurance programs. begins. 14 Tuesday. Last day to file a Certificate of 14–20 Tuesday–Monday. Final Examination Period for Equivalency for the Autumn Term. Autumn Term 1999. 15 Wednesday. Requests for late registration on or 20 Monday. Autumn Term 1999 ends. after this date require registrar’s approval and payment of $100 late registration fee. 20 Monday. Termination of occupancy in Teachers College residence halls for Autumn Term stu- 27 Monday. Last day to deposit Ed.D. dissertation dents not returning for Spring Term 2000. and abstracts, which have been corrected in accordance with Dissertation Secretary’s evaluation, and pay microfilm fee for October 20 award of degree. 28 Tuesday. Last day to change points in variable point courses. October 8 Friday. Last day to deposit Ph.D. dissertation with the Office of Doctoral Studies and the Graduate School of Arts and Sciences for the award of the October degree. 20 Wednesday. Award of October degrees and certificates. No ceremony. 21 Thursday. Midterm date, Autumn Term 1999.

3 6 A C A D E M I C C A L E N D A R 1 9 9 9 – 2 0 0 0

SPRING TERM 2000 (January 19–May 9)

January 16 Sunday. Beginning of occupancy in the Teachers 11 Friday. Doctoral Certification Examination College residence halls for the Spring Term. (Ed.D./Ph.D.), 9:00 a.m. to 12 noon and 1:45 to 4:45 p.m. 17 Monday. Martin Luther King, Jr. Day Observed. University Holiday. 11 Friday. Last day to file notification in Office of Doctoral Studies of date and time of final Ph.D. 18 Tuesday. Registration for Spring Term 2000. Oral Defense to be held in Spring Term 2000. New international students report to the Student Life Center. Hours: 10:00 a.m. to 14 Monday. Last day to change points in variable- 8:00 p.m. point courses. 19 Wednesday. Classes begin. Spring Term 2000. March 1 Wednesday. Last day to file Master’s essays for May degrees. 19 – 2 1 Wed n e s d a y – F r i d a y . Late registration and change period. Hours: Tuesday–Thursday 9:30 a.m. to 9 Thursday. Midterm date, Spring Term 2000. 6:00 p.m.; Friday 9:30 a.m. to 5:00 p.m. Ad v i - sors available from 3:00 to 5:00 p.m. 12–19 Sunday–Sunday. Spring Holidays. 21 Friday. Last day to file notification in Office of Doctoral Studies of intention to defend Ph.D. April 3–28 Monday–Friday. All bank loan recipients who and Ed.D. dissertation during Spring Term will complete degree requirements duringthe 2000. Spring Term 2000 must schedule loan exit 21 Friday. Last day to file application for Doctoral interview with the Student Aid Office. Certification Examination (Ed.D./Ph.D.) to be 17 Monday. Registration for the Summer Term for given February 11. continuing students via touch-tone registration 28 Friday. Last day to file or to renew an applica- begins. tion, in Registrar’s Office, for Master’s degrees 28 Friday. Last day to deposit Ed.D. dissertation and certificates to be awarded in May. (After and abstracts, which have been corrected in this date, application may be filed only until accordance with Dissertation Secretary’s evalua- February 19 upon payment of $15 late fee.) tion, and pay microfilm fee for May 17 award of 28 Friday. Priority deadline for submission of degree. 2000–2001 financial aid application for scholar- May 3–9 Wednesday–Tuesday. Final Examination Period ship and need-based aid in the Student Aid for Spring 2000. Office and for submission of the 2000–2001 admission application to the Admission Office. 9 Tuesday. End of Spring Term 2000. 28 Friday. Last day to deposit Ed.D. dissertation 10 Wednesday. Termination of occupancy in Teach- and abstracts, which have been corrected in ers College residence halls for Spring Term accordance with Dissertation Secretary’s evalua- 2000 for students not remaining for Summer tion, and to pay microfilm fee for February 9 Session A. Extensions granted for students award of degree. remaining for Commencement. 31 Monday. Last day to add and drop courses for 12 Friday. Last day to deposit Ph.D. dissertation Spring Term 2000 and to enroll in Student with the Office of Doctoral Studies and the Health Service and Student Medical Insurance Graduate School of Arts and Sciences for the plans. award of the May degree 31 Monday. Last day to file a Certificate of Equiva- 16 Tuesday. Teachers College Master’s degrees Con- lency for the Spring Term. vocation, 4:00 p.m. February 1 Tuesday. Requests for late registration on or 17 Wednesday. Conferring of degrees, 10:30 a.m.; after this date require registrar’s approval and Teachers College Doctoral degrees Convocation, payment of $100 late registration fee. 2:30 p.m. 4 Friday. Last day to deposit Ph.D. dissertation 18 Thursday. Termination of occupancy in Teachers with the Office of Doctoral Studies and the College residence halls for Spring Term 2000 Graduate School of Arts and Sciences for the for graduating students who remained for Com- award of the February degree. mencement. 9 Wednesday. Award of February degrees and certificates. No ceremony.

3 7

“We share and offer to our students a vision of providing comprehensive school health services, as well as other hospital or community-based interventions. Overlapping public disciplines and departments who have collab- R E S E A R C H A N D S E RV I C E health crises involving violence, orated on consortium projects with physicians A C T I V I T I E S drug addiction, and HIV/AIDS sug- and with biostatisticians, epidemiologists and gest the need for the delivery of pri- Organized research and service activities at other public health scientists. mary, secondary, and tertiary pre- Teachers College, in addition to being carried vention services in school- and Extensive collaborative research activities have on by individual professors, are conducted community-based settings. Families, been undertaken with faculty from the schools through special projects and major institutes. particularly in urban areas, have of the Columbia University Faculty of Medi- Students, in limited number, serve in these been negotiating the task of coping cine, Cornell University Medical College, and institutes and projects as assistants, sometimes with multiple stressors; and schools Albert Einstein College of Medicine. Center with academic credit, thus extending their will be increasingly viewed as set- projects and investigators have been funded professional experience while at the College. tings in which services need to be by grants from several of the National Insti- The Center for Adult Education is interes t e d delivered to children and their fami- tutes of Health and numerous private founda- in res e a r ch on adult and organizational learn- lies. Whether the preparation of tions, including the Cancer Research ing; and on transformative learning for adults health educators, school psycholo- Foundation of America, W. K. Kellogg Foun- in a variety of settings. The Center has con- gists, or educators, our intent is to dation, Metropolitan Life Foundation, and the ducted award-winning res e a r ch on literacy and train and prepare graduates who Pew Memorial Trusts. has pioneered an innovative Action Research will go on to actively participate in In addition to publication in scientific journa l s , Pr ofessional Development program (ARPD) for the design, implementation, and faculty of the Center also contribute to the sci- literacy teachers through refl ective practice and evaluation of services that meet the ence base underlying professional practice and experimentation in the classroom. The Center needs of children, families, and policy development in health promotion and has also conducted many formative evaluation communities in our contemporary disease prevention by providing consultation studies of adult education initiatives using Per- society.” and technical assistance to private and volun- spective Discrepancy Assessment. Barbara C. Wallace ta r y health organizations, governmental agen- Associate Professor of For further information contact Professor Vic - Health Education cies, and other res e a r ch groups. For furth e r toria Marsick, Teachers College, Columbia in f o r mation, contact Professor John P. Alle- Un i v e r s i t y , 525 W. 120th St., Box 112, New grante, Direc t o r , Center for Health Prom o t i o n , York, NY 10027; telephone (212) 678-3754. Teachers College, Columbia University, Box 114, 525 W. 120th St., New The Center for Health Promotion was established in 1981 to stim- York, NY 10027. ulate research and development efforts responsive to national priorities in health promotion and disease prevention. The current work The Center for Infants and of the Center includes both basic and applied research and develop- Parents (CIP) and the Cen- ment focusing on: ter for Toddlers and Par- ents (CTP) serve to promote The effects on health of personal behavior and lifestyle, including the growth and develop- physical activity and fitness, nutrition, alcohol and other drugs, ment of infants, toddlers, mental health and mental disorders, violent and abusive behavior; and families through three and how educational and community-based programs can be used interrelated practices: sup- to improve health and prevent premature death and disability portive early care and edu- throughout the human life span through schools, patient care, cation for infants, toddlers, workplace, and other community settings. and early preschoolers; The Center comprises a working group of several core faculty transdisciplinary training members who have been instrumental in organizing and support- for students; and ongoing ing the development of multidisciplinary teams capable of compet- research to improve practice ing for external grant support to address complex research and inform theory in child questions. The Center has brought together faculty from numerous and family development and

Professor Susan Recchia

3 9 “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 care. Founded in 1982, the CIP provides and intervention strategies that can inclusive and culturally responsive care for prevent the adverse effects of infants and toddlers and their families who are poverty and disability and improve affiliated with Columbia University. The sec- the academic, personal, and social ond room, for children two and a half to four outcomes of education programs. years old, was added in 1998. Center activities are aimed at The program philosophy supports the develop- increasing opportunities for individ- ment of children’s competence by respecting uals with disabilities to be self- and building upon their experiences within determined, fully included members their families. Children, families and care- of society. These efforts include givers work together to build a caring com- studies designed to increase acade- munity. Caregivers, many of whom are mic and social resilience and to decrease vulnerability to abuse in graduate students studying infant develop- Professor Linda Hickson ment and practice, are trained to observe and high-risk adolescents and adults. interpret children’s cues and to respond con- Our center provides an interdiscipli- teristics as they relate to opportunities and tingently to their needs and requests on an nary forum for the exchange of outcomes of people with special needs; the individualized basis and within a group con- research knowledge and ideas that relationship between learner capacity and text. Care is provided for an inter-age group promise to enhance quality of life for instructional opportunity that increases self- of ten children in the CIP and 14 children in people with disabilities.” directed learning and long-term life satisfac- the CTP and adaptability to meet a wide vari- Linda Hickson tion; and outcome indicators that are sensitive ety of developmental needs is built into the Professor of Education in the to the long term effects of instruction, school- program. Department of Health and Behavior ing, and habilitation. For information, contact Studies and Director of the Center For further information, contact: Professor for Opportunities and Outcomes for Professor Linda Hickson, The Center for Susan Recchia, Faculty Director of the Center People with Disabilities. Opportunities and Outcomes for People with for Infants and Parents, or Leslie R. Williams, Disabilities, Teachers College, Columbia Uni- Faculty Director of the Center for Toddlers versity, Box 223, 525 W. 120th St, New and Parents, Teachers College, Columbia Uni- York, NY 10027. versity, 525 W. 120th St., Box 98, New York, NY 10027; tele- The Center for Social Imagination, the Arts and Education phone: (212) 678-3013. focuses upon interdisciplinary efforts to reach beyond the given to The Center for Opportunities and Outcomes for People with Dis- visions of what might be in society, often what ought to be. Work- abilities provides support for research aimed at increasing under- ing in the traditions of John Dewey and Paulo Freire, the Center standing of how to enhance prospects for independence and brings schoolchildren, artists, academics, and social activists self-determination among individuals with special needs. Its major together in conferences and workshops to explore possibilities of themes include individual, family, school, and community charac- reform and transformation in schools and local communities. The Center attempts to generate dialogues and research projects that open new perspectives in the arts, humanities, and the human sciences by sponsoring monthly salons. It also is in the process of developing networks that bring together arts institutions, public schools, and Teachers College. It is directed by founder, Maxine Greene, Emerita Professor of Philosophy and Education, and is funded by the Aaron Diamond Foundation, the Solidago Founda- tion, and an anonymous donor. For more information, write to Dr. Greene, Teachers College, Columbia University, Box 132, 525 West 120th St, New York, NY 10027. The Center for Arts Education Research consists of an interdisciplinary arts group which engages in basic and applied research in the arts and human development, art education and the arts in education. The Center calls upon expertise from professionals in

4 0 “Group dynamics play a dominant R E S E A R C H A N D role in almost every aspect of our S E RV I C E A C T I V I T I E S daily lives—in families, learning environments, institutions and organizations, and society as a whole. the arts: visual, music, dance, theater and Whatever the venue, collaboration is media and also from philosophy, cognitive and a key influence in achieving sound developmental psychology, curriculum, educa- objectives from relationships in the tion and technology. A mix of focuses charac- community, the workplace, the terize the Center’s work. Studies explore the classroom, or the household. With role of the arts in diverse educational settings an understanding of both small and from the vantage point of school reform, cur- large group dynamics, as well as riculum development, arts integration and such concepts as boundaries, assessment. Of particular interest is the role of authority, role, and task, that collab- the arts as they interweave in urban culture oration can take the form of shared and education. Other studies deal directly visions, agreement on plans of with aspects of artistic-aesthetic thinking, per- responsibility, and participation in ception and action both within and across the action steps. Having a stake in the diverse domains of the arts. For more informa- Associate Professor Debra A. Noumair process can yield good results in tion, contact co-directors Professors Hal the outcome.” Abeles and Judith Burton, Teachers College, Additional training opportunities are avail- Columbia University, Box 78, 525 West Debra A. Noumair able to graduate students via internships and Associate Professor of Psychology practica. These include: • Summer Policy Fel- 120th St., New York, and Education NY 10027; telephone (212) 678-3459. lowship Program Putting Children First, internships for doctoral students in the The Center for Young Children and Families applied sciences to link their academic learn- conducts interdisciplinary and policy relevant research on the edu- ing with their interests in social policy by conducting a research cation and development of children and families, provides training project in an applied setting, attending weekly seminars, and com- for young scholars and policy analysts to take leadership roles in pleting a report on their activities; • Practice-Policy Internship national and state policy-making activities which focus on children (jointly sponsored with an international home-based instructional and families, and houses several archival data sets. The Center program), a unique opportunity to work with a home-based, early examines the health and developmental well-being of children and intervention program that helps parents provide educational families, combining both biological and environmental perspec- enrichment for their preschool children; • Educational Research tives. The Center addresses these perspectives within a framework Practica, research training coupled with readings and seminars for which links research, policy, practice and training. master’s students and offered for course credit. Other practice and The Center’s re s e a rch mission promotes theory construction, a training endeavors include Summer Institutes, Continuing Educa- better understanding of child and family well-being, and empiri- tion Workshops, demonstration projects, and consortium opportu- cally tests the efficacy of child and family interventions. The pol- nities that are developed to address on-going and newly initiated icy product of the Center’s re s e a rch is guidance relating to public policy issues affecting young children and families. decisions made re g a rding the well-being of children and their The research, policy and practice framework of the Center’s work families. The Center’s policy function informs public decision and emphasizes four specific themes: • Child Care and Early Interven- policy-making through theoretical and empirical examination of tion, • Families and Parenting, • Vulnerable and At-Risk Families, i n t e rvention programs and policy initiatives. and • Neighborhood and Community Influences. The Center has developed the following training components: For more information, contact Professor Jeanne Brooks-Gunn, • Center Assistantships, open to students enrolled in Master’s pro- Director, Teachers College, Columbia University, Box 39, 525 grams, allow students to become acquainted with the practice and West 120th St., New York, NY 10027; telephone (212) 678-3904. policy initiatives of the Center; • Center Fellowships, open to doctoral students, foster in-depth training in the nexus of policy, prac- The Elbenwood Center for the Study of the Family as Educator tice and research by working on specific Center projects related to pursues various lines of systematic res e a r ch and inquiry that bring the children and families; and • Senior Fellowships, for post-doctoral behavioral sciences to bear in illuminating the educational functions training, are responsible for managing specific projects, training of the family and the relationships between the family and other master’s and doctoral level students, writing policy reports, and educative institutions: schools, health and social service agencies, rel i - attending policy conferences. gious institutions, museums, libraries, the media. The Center’s activities include res e a r ch, conferences, symposia, seminars, and workshops.

4 1 “The aim of the Klingenstein Center is to nurt u re and renew leadership among teachers and administrators who have distinguished themselves t h rough their work in independent Current and recent topics considered at the The Joseph Klingenstein Fellows Award is schools. The Center sponsors a Elbenwood Center include: social networks granted annually to up to 12 outstanding variety of programs that address and educative styles of teenagers, the media- teachers and administrators for participation the needs of diff e rent constituents, tion of television by the family and television in one semester or a year-long intensive pro- beginning teachers, mid-care e r in cross-cultural perspective, family contexts gram at Teachers College and designed to teachers and administrators and of literacy, families and museums, family develop leadership skills in administrative or heads of schools. The focus is on memories, multigenerational education, academic areas. Through reading, research, p rofessional development, believ- grandparents as educators, immigration, and discussion in seminars and course work at ing that the most important compo- migration and family education. Teachers College and the other professional nent in educational advancement and graduate faculties of Columbia University, Faculty and students who participate in the is not bricks and mort a r, but the the program seeks to enlarge the perspectives Center come from various departments at men and women who lead schools. of Fellows and prepare them to assume Teachers College and elsewhere in Columbia To date, almost 1400 educators increased leadership responsibility within Un i v e r s i t y . The Center also maintains liaisons f rom schools throughout the world their sponsoring schools. As part of the pro- with other institutions through its projects and have participated in Klingenstein gram, Fellows may earn graduate credits to be visiting scholars. Opportunities for pre- d o c t o r a l Center pro g r a m s . ” counted toward a degree at Teachers College. and postdoctoral res e a r ch are available. Pearl Rock Kane Associate Professor of Education and Any teacher or administrator of an indepen- An initial statement of the res e a r ch agenda of Director, The Klingenstein Center dent secondary school with a nondiscrimina- the Elbenwood Center is set forth in the follow- tory admissions policy is eligible to apply. ing volumes: The Family as Educator. Ho p e The award includes a stipend, tuition Jensen Leichter, (Ed.). New York: Teachers College Press, 1974. allowance, a supplement for school age children relocating to New Families and Communities as Educators. Hope Jensen Leichter, (Ed.). York City, and housing allowance for those who are resident faculty New York: Teachers College Press, 1979. Address inquiries to: Hope at boarding schools. Jensen Leichter, Elbenwood Professor and Direc t o r , Elbenwood Cen- ter for the Study of the Family as Educator, Teachers College, The Klingenstein Visiting Fellows Program for Heads of Inde- Columbia University, Box 123, 525 W. 120th St., New York, NY pendent Schools allows ten heads of schools to spend a month in 10027; telephone: (212) 678-3187. residence at Teachers College, Columbia University focusing on problems of particular relevance to their schools, engaging in The Center for Technology and School Change helps schools coursework, meeting in seminars to discuss educational issues, and integrate technology into their curricula and daily lives, by plan- enjoying the cultural resources of New York City. The program ning with schools for the use of technology, educating teachers how provides school heads with the intellectual stimulation of studying to use it, planning curriculum projects that include technology, with outstanding professors and the opportunity for meaningful helping teachers to implement projects, and assessing the effect of dialogue with independent school colleagues. The purpose of the technology on schools. The Center is based on the idea that tech- program is to prepare those already in positions of leadership to nology will have a large impact on the structure of schooling, as it face the challenge of leading independent schools in the 1990s. As has in the past, and that schools must plan for the kinds of change part of the program, Visiting Fellows may earn graduate credit to they want it to have. We believe that technology should be inte- be counted toward a degree at Teachers College or elsewhere. Any grated with curriculum in ways that emphasize active student school head of an elementary or secondary independent school with learning, collaboration, interdisciplinary learning and problem- a nondiscriminatory admissions policy is eligible to apply. The solving in areas that are meaningful to schools, and conducts site- award includes full tuition and fees, housing, and participation in based research. For more information, contact Dr. Howard Budin, New York City cultural events. Sponsoring schools are asked to Director, Center for Technology and School Change, Teachers Col- provide round-trip travel expenses. lege, Columbia University, Box 8, 525 W. 120th St., New York, NY 10027; telephone: (212) 678-3773; The Joseph Klingenstein Summer Institute Award is granted Web site: http://www.tc.columbia.edu/~academic/ctsc. annually to 50 teachers in the independent secondary school sector who have demonstrated outstanding potential for leadership. The The Esther A. and Joseph Klingenstein Center for Independent Institute is geared toward increasing classroom effectiveness and School Education sponsors four programs aimed at the profes- strengthening commitment to teaching as a career. The Institute sional development of independent school teachers and administra- program encompasses a variety of activities that are designed to: tors and research activities that contribute to the advancement of provide a forum for collegial sharing, explore advanced methodolo- independent school education.

4 2 “Journalists covering public educa- R E S E A R C H A N D tion have become more probing and S E RV I C E A C T I V I T I E S persistent than their less confronta- tional style in the recent past. As a result, educators have grown wary gies in a particular subject area, stimulate in their relations with the media. The fresh thinking and introduce new ideas in cur- Hechinger Institute conducts semi- riculum, methodology, and technique, and nars for journalists on how to better increase insight into the nature of educational understand the educational policies practice. and practices that they cover. In an Each participant has an opportunity to earn academic forum absent deadline three graduate credits applicable toward a pressures and editorial direction, Master’s degree at Teachers College or else- members of the media can ventilate where. Teachers with more than one and a their frustrations and concerns in maximum of ﬁve years of experience are eligi- covering education at a time when ble to apply. Their school must have a nondis- problems seems to overwhelm criminatory admissions policy with regard to process. In turn, education officials can provide the press with insights race, color, religion, or national origin. Candi- Gene I. Maeroff dates are judged on the basis of a personal into the vexing and troublesome essay, evidence of successful academic perfor- issues confronting public education and journalists better understand each other, mance, and a letter of endorsement from the against a background of social, and helping the general public understand the school head or principal. The award includes political, and economic constraints. issues involving the coverage of education. The full tuition and fees, housing, and weekday And, to discuss with equal candor Institute carries out its mandate primarily meals. Sponsoring schools are asked to provide the initiatives developed and taken th r ough seminars that it holds for journalists at round-trip travel expenses. by educational systems to both rem- Teachers College. Presenters include educators edy and enhance environments for The Master’s Degree with a concentration in fr om throughout the country, including mem- learning. Our goal is to remove mis- bers of the faculty of Teachers College. The Private School Leadership is cosponsored by understanding as a barrier to an open the Department of Educational Administra- Institute is named in memory of Fred M. and forceful discussion of education He c h i n g e r , who was an education editor of Th e tion and the Esther A. and Joseph Klingen- news and education coverage.” stein Center for Independent School New York Tim e s and a trustee of Teachers Col- Gene I. Maeroff Education. The degree concentration is lege. The founding director of the Institute is Director, The Hechinger Institute designed to enhance the professional careers of Gene I. Maerof f, a former national education department heads, deans, division directors, co r respondent of The New York Tim e s and an and school heads or to prepare independent author whose books have been published by school educators for such positions. Teachers College Press. Further information is available from the Hechinger Institute on Education and the Media, The curriculum focusing on private schools includes courses in the Teachers College, Columbia University, Box 127, 525 W. 120th St., administrative leadership of private schools, legal aspects of private New York, NY 10027. Phone: (212) 678-4197. school administration, ﬁnancial management and marketing, and optional participation in an administrative practicum or consulting pr oject. The special features of the program include site visits to private schools and a connection with a network of cooperating schools. The program may be completed in one year of intensive study or on a part-time basis. Candidates should have at least three years of teaching experience. For further information contact the Klingenstein Center, Teachers College, Columbia University, Box 125, 525 W. 120th St., New York, NY 10027; telephone: (212) 678-3156; or visit the Center’s Web site at http://www.klingenstein.org The Hechinger Institute on Education and the Media operates on four levels—helping journalists who cover education do a better job, helping editors and news supervisors better understand the work of the journalists over whom they are responsible, helping educators

4 3 The Institute on Education and the Economy (IEE) is an interdis- performance of community colleges, and chart a course for ciplinary policy research center that focuses its attention on the strengthening scholarly research on the future of these important interaction between education and the economy. The Institute is institutions. dedicated to carrying out research that will help improve educa- “When we speak of the transition from school to work, we will be tional policy and practice at the local, state, and national levels and speaking more often of the community college,” says Professor to developing an active research community of TC students and Bailey, who is also Director of the Center. “When we speak of faculty interested in these topics. The IEE’s research agenda retraining our nation’s labor force, we will also be speaking more includes issues such as the changes in the nature, organization, and often of the community college.” skill requirements of work; education reforms designed to address the changing needs of the workplace; the educational value of The Center will take a broad and comprehensive view of the com- work; learning on the job; the school-to-work model; the design munity college over the course of the grant, but will focus initially and effectiveness of workbased learning, employer participation in on the roles of community colleges in workforce and economic devel- education; academic and industry-based skill standards; and related opment. The specific purposes of the Center will be to: (1) synthesize education reforms. existing res e a r ch on the roles community colleges have been playing and the extent and determinants of their effectiveness within those; The IEE is directed by Professor Thomas Bailey, an economist in (2) formulate and answer new res e a r ch questions on important issues the Department of International and Transcultural Studies. The co n f r onting the community college sector; (3) begin exploration of I n s t i t u t e ’s permanents staff includes sociologists, economists, and al t e r native policies and directions for community colleges; (4) attract psychologists. Several Teachers College faculty and faculty fro m new res e a r chers to the field and solidify a network of community col- other schools at Columbia as well as other universities and lege practitioners and scholars; and (5) suggest directions for data re s e a rch organizations also work with the Institute. The IEE also o ffers many opportunities for graduate students to work on re s e a rch projects under the guidance of faculty and senior re s e a rchers. Recent activities have included the development of joint faculty-student study groups on workbased learning and on community colleges. The Institute is funded by grants from private foundations and the federal and state governments. It currently has funding from the W.T. Grant Foundation, the Russell Sage Foundation, the Rocke- feller Foundation, the Pew Charitable Trusts, and the Sloan Foun- dation. It is also part of a consortium of seven universities and research organizations that comprise the National Center for Research in Vocational Education, which is funded by the U.S. Department of Education. Staff at the Institute have been influential in the development and implementation of the School to Work Opportunities Act of 1994 and the Educate America, Goals 2000 Act of 1994. The Institute also houses the Community College Research Center (see the description of the Community College Research Center). For further information, please contact IEE at, Teachers College, Columbia University, Box 174, 525 West 120th Street, New York, NY 10027 or at [email protected]; telephone: (212) 678-3091; fax: (212) 678-3699. The Community College Research Center (CCRC) was established in 1996 with a three-year grant from the Alfred P. Sloan Founda- tion and is housed within the Institute on Education and the Econ- omy (IEE). The main purpose of the CCRC is to frame critical questions concerning the fundamental purposes, problems, and

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Governor of the Year Awards; the National Education Advocacy Program; and Leadership Seminars for Governor’s Staffs. The Insti- tute also publishes a quarterly report called The Governors’ Brief- ing. The Director of the Institute, Gaston Caperton, is a two-term governor of West Virginia who established programs to train teachers across the state, raise teachers’ salaries, install a comprehensive, statewide technology program, and build and repair school buildings. Further information is available from the Institute on Edu- cation and Government, Teachers College, Columbia University, Box 34, 525 W. 120th St., New York, NY 10027; telephone (212) 678-8402; e-mail: [email protected]. The Institute for Learning Technologies (I L T), uses digital communications technologies to advance innovation in education and so c i e t y . Rapid change in information technology is rec o n fig u r i n g social, cultural and intellectual possibilities. University res e a r ch, K-12 and post-secondary education, the arts, community and political activities, and social exchange are all in transition. ILT is a major element of Columbia University’s effo r t to shape these transitions— transitions that are central to the university’s mission and practice. IL T takes education in its broadest sense as its primary area of work. In practice, it promotes an intellectually rigorous prog r essive education accessible to all. To renew prog r essivism, educators must pose po w e r ful generative questions in cooperative settings; and limitations on the intellectual res o u r ces available to students; enable teachers and students to communicate beyond the classroom; and pr ovide advanced tools of analysis, synthesis and simulation. collection. The Center will draw on expertise from a national advi- so r y panel of community college practitioners, policy makers, and Increasing the interaction of pre-college and higher education is res e a r ch scholars. The Center funds fellowships to doctoral students important. The new technologies provide effective support for such who are interested in writing dissertations on community college novel interactions. The education of the 21st century will feature issues. The fellowship recipients work at the CCRC and parti c i p a t e extensive collaboration among scholars, teachers, university of stu- in res e a r ch projects. For further information, please contact the dents, librarians, museum professionals, community organizers, CCRC at Teachers College, Columbia University, Box 174, 525 parents, and children of all ages, and these relationships may span West 120th Street, New York, NY 10027 or at ccrc@ c o l u m b i a . e d u . great distances and bridge significant cultural divides. The Institute on Education and Government believes that the edu- ILT pursues an integrated program of design, development, imple- cation of our youth and life-long learning opportunities for all citi- mentation, and evaluation. zens is our nation’s most important challenge, and we believe • School-based projects aim to alter the classroom through infra- governors play the critical role in meeting this challenge. Our mis- structure planning and installation, content and curriculum cre- sion is to provide powerful and effective support to governors and ation, professional development, technical support, and other leaders committed to education. We develop ideas for educa- evaluation. tion innovations and research combined with implementation • Professional development includes workshops on the use of strategies. Our non-partisan Institute concentrates its efforts with generic and project-specific technologies, seminars on curriculum individuals and groups that have the compassion, courage, and design and development, and consultations by content experts determination to create initiatives that fulfill this mission. The and instructional technologists. Institute accomplishes its mission through four core programs: The • Content projects develop multimedia to support innovation in Governors’ Education Planning Program; the Thomas H. Kean education, delivering high quality intellectual resources and learning tools to students.

4 5 “One significant interest of ours is how use of networked-based telecommunications changes the nature of conversation in the real classroom. However a discussion • Evaluation projects document the impact of begins, whatever the issue, when- programs and the principles of good design, ever it ends, it is no longer confined working with groups in the commercial, to the classroom. It is often contin- governmental, non-profit, and educational ued in a spirited asynchronous sectors. exchange online. The give and take • Consulting services provide design, devel- is electric. In the electronic setting, opment, and strategic analysis for org a n i z a- students and faculty alike get to tions conducting innovative educational know each other faster, more fully p ro j e c t s . and richly than is often possible in a • An internship program provides individuals traditional classroom. So, whenever with experience in school-based pro j e c t s , we return to the classroom, we are p rofessional development workshops, evalu- not beginning a conversation but ation and policy studies, and in content entering into one that has been sus- c re a t i o n . Research Associate Professor Frank A. Moretti tained technologically between meetings. Computers do not edu- Technology does not drive educational change, Over the years, the Institute has maintained a cate, we do. But, as a tool, they but it conditions educational possibility. multidisciplinary, eclectic, and activist per- open up learning and exchange out- Rooted in traditions of liberal education, ILT spective. No single area of concern has domi- side of traditional time and space. acts on the technological context to renew nated IUME’s work; an atmosphere of The possibility of conversation and established educational traditions. collegiality has enabled ideas and information dialogue is based not on proximity, to be shared across disciplines and depart- For more information visit www. but on access. Our students learn ments to keep the Institute’s work vital. Hav- Ilt.columbia.edu or email [email protected] or from one another through the ing passed through the rhetoric of the early phone Professor Robert McClintock at (212) strength of their expressed views 1970s and the retrenchment and budget cuts 678-3375 or Research Associate Professor and the force of their arguments. of the early 1980s, and the ambivalences of Frank Moretti at (212) 678-3404. And, as teachers, we have accom- the 1990s with its original purpose and goals plished our goal: that students be The Institute for Urban and Minority intact, the Institute continues to conduct simultaneously independent and Education (IUME), since its inception at research and publish findings, to function as communal.” Teachers College in 1973, has been devoted to an innovator and service provider for educa- better understanding and influencing the Frank A. Moretti tional decision makers, and to influence public diverse experiences of urban and minority Co-Director, Institute for Learning policy for the education of racial groups, eth- Technologies group populations in the situations and insti- nic groups, and women. tutions which influence their development. The task of the Institute is increase the human For further information, address specific potential of these underdeveloped and under- inquiries to the IUME Director, Dr. Erwin utilized groups through a program of research, professional devel- Flaxman, Box 75, Teachers College, Columbia University, New opment, youth programs, technical assistance, knowledge York, NY 10027; telephone: (212) 678-3780. dissemination, and public awareness. The Institute of Higher Education studies multicultural diversity In particular, the Institute works to improve the quality of urban in the curriculum, student body, faculty and staff of American and minority education through a three-pronged approach: (1) con- higher education and regularly sponsors special symposia and conceptualizing fundamental problems and formulating systematic ferences on these issues. The Institute also conducts research on research programs to discover solutions; (2) translating and apply- the policies and problems, the organization, administration, and ing the research in practical situations; and (3) developing new financing of educational programs of institutions and of state programs, techniques, instruments, and materials that can be dis- systems of higher education. Coordinator: L. Lee Knefelkamp, seminated in a variety of educational settings. Box 101, Teachers College, Columbia University, New York, NY 10027.

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home of the Program for Nurse Executives. This accelerated program is offered on Fridays for four semesters. A Master of Arts degree is given upon satisfactory completion of the program’s requirements. For further information, address inquiries to the Director, Professor Elaine L. Rigolosi, Box 167, Teachers College, Columbia Univer- sity, New York, NY 10027; telephone: (212) 678-4004. The International Center for Cooperation and Conflict Resolution offers a concentration in conflict resolution that emphasizes theory, practice and research to address the needs of school systems, non-profit groups and private industry. Housed in the social- organizational psychology program in the Department of Organi- zation and Leadership, the Center embraces an interdisciplinary approach to conflict resolution and courses are open to degree and non-degree students throughout the College. Research and training in the following areas are supported: (1) fostering collaborative approaches to conflict as well as developing negotiation and mediation skills; (2) conflict resolution in schools and industry, helping individuals to learn to manage their own conflicts constructively; (3) creating dispute resolution centers in schools to help students, teachers, administrators and parents resolve conflicts constructively; and (4) research and development analyzing which programs work in schools and industry. The Institute of International Studies was created in 1964 to strengthen the research arm of the College’s international enter- Conferences as well as consulting services and training workshops prise. With the initial aid of a major grant from the Ford Founda- based on sound empirical theory and research are provided. The tion, the Institute began its work with a focus on theoretical and Center is directed by Peter Coleman, Research Assistant Professor practical studies of the role of education in the modernization of of Psychology and Education. For further information, contact Pro- traditional societies. For over a decade, the Institute sponsored and fessor Coleman at I.C.C.C.R., Box 53, Teachers College, Columbia supervised substantial research on Africa, Asia, Latin America, and University, New York, NY 10027; telephone: (212) 678-3402. the industrial nations as well as on a variety of cross-cultural and The Hollingworth Center for the Study and Education of the comparative studies. The Institute helps to formulate and coordi- Gifted provides a wide range of research, consulting, and educa- nate the College’s international effort, to serve as both catalyst and tional services to school districts, individuals, and organizations repository for grants and gifts in aid of international studies at the concerned with the needs of potentially gifted children. College, to strengthen instructional programs with comparative and international thrusts, and to upgrade the quality of research on The Center staff is involved in research and inquiry concerning the international or cross-national themes. nature and education of the gifted and talented and assists school districts in designing and implementing their own research and The Institute of Research and Service in Nursing Education evaluation programs. Services offered by the Center include evalua- (IRSNE), carries on a program of research and coursework on question and assessment of school programs for the gifted and talented, tions in the education of nurse professors, deans, chief executive both formative and summative. officers, and developers of human resources. Institute members examine theory-based questions within nursing’s history, provide The Center’s consulting and educational services include such consultant services to professionals involved in nursing research, activities as program development, the design and implementa- disseminate research findings through reports, conferences, publication of programs for gifted and talented students tailored to the tions, and continuing education. The Institute is the academic unique needs of the individual school, district, or org a n i z a t i o n ;

4 7 “The role of education is to create a capacity for insight and understanding. This is the heart of its spiritual dimension. It presupposes raising fundamental questions about the development of specific program components forces in our society that have a sig- The Center for the Study of the Spiritual such as diffe r entiated curriculum or specific nificant impact on our lives. But Foundations of Education pr ovides a forum id e n t i fi cation proc e d u r es (including proc e d u re s modern education has avoided look- within mainstream education where central for identifying minority and handicapped ing deeply into the meaning of life in questions about the nature of an education for gifted students); design of local needs assess- spiritual terms. We don’t ask ‘why’ the whole human being can be raised and their ment; and long-term and short- t e r m enough. To seek meaningful implications pursued. The Center attempts to in - s e r vice programs for regular and special answers, we have to break through ex p l o r e the imaginative, ethical, aesthetic, and cl a s s r oom teachers. the conventions shielding critical other spiritual capacities that our times req u i re , and to find ways in which out educational and Educational activities include Weekend Enrich- examination of technology and sci- social institutions can nourish and give expres - ment Courses, a series of high-level courses for ence, medicine and ecosystems, and sion to those capacities. students age four through grade 4, the Holling- politics and economics. From that wo r th Science Enrichment Camp, the Holling- examination, we can develop a The Center is a part of the Department of Arts wo r th Preschool, Project Synergy: Pres c h o o l deeper understanding of both the and the Humanities, in which the Director of and a variety of professional workshops. creative and destructive potentials the Center, Douglas Sloan, is Professor of His- in our social order and personal to r y and Education and Adjunct Professor of The Center provides an excellent opportu n i t y lives That is the most appropriate Religion and Education at Union Theological for hands-on experience for students concerne d and pressing task of education. And Se m i n a r y and The Jewish Theological Seminary. with the education of gifted and talented chil- the depth of understanding we reach dr en and youth, since Teachers College students is what ultimately determines the A major activity of the Center has been to hold ar e involved in all aspects of the Center’s activi- spiritual quality of education.” co n f e r ences and res e a r ch consultations dealing ties as consultants, teachers, evaluators, and with crucial issues of modern education as these Douglas Sloan res e a rc h e r s . Professor of History and Education relate to the needs and possibilities of the whole human being—body, soul, and spirit. Since The Director of the Center is Dr. Lisa Wri g h t . 1993 the Center has held ten public conferen c e s For further information, contact Dr. Wri g h t , on such topics as, “Consciousness and Reality,” Teachers College, Columbia University, Box “The Future of the Earth: Education and Eco- 170, 525 W. 120th St., New York, NY 10027; logical Awa r eness,” “The Image of the Human telephone: (212) 678-3851. Being in Modern Culture and Education,” “Healthy Child Development and Its Obsta- cles,” “The Computer in Education: Seeking the Human Essentials,” “Care of the Senses: The Necessity of Beauty in Education,” “The Poli- tics and Economics of a Holistic Education,” and others. The main speakers at each of the co n f e r ences have been internationally known, and selected proceedings from the conferen c e s have been published. The conferences are open for the public, and may also be taken for reg u l a r course credit. The Center also sponsors a series of lectures for Teachers College faculty and students on the theme, “Exploring the Spiritual Foundations of Education.” For additional information, contact Professor Douglas M. Sloan, Di re c t o r , Box 207, Teachers College, Columbia Un i v e r s i t y , New York, NY 10027.

Professor Douglas Sloan

4 8 “In preparing our graduate students R E S E A R C H A N D to teach reading and writing, I urge S E RV I C E A C T I V I T I E S them to think for themselves in the classroom, avoid orthodoxy, ask questions, be flexible, and don’t take The Project’s school-based consulting, study The National Center for Restructuring everything for granted. I want them groups, and think-tanks are complemented Education, Schools, and Teaching to become researchers in the class- by an array of other professional education (NCREST), established at Teachers College in rooms, documenting what they opportunities at the College. Throughout the 1990, supports restructuring efforts by docu- observe children doing, linking that year, thousands of teachers attend one or more menting successful school improvement initia- to educational theories, and become of fifty full-day Project-run conferences pro- tives, creating reform networks to share new curriculum makers themselves.” research findings with practitioners, and link- viding information and insight about how to Marjorie Siegel ing policy to practice. structure and sustain high quality literacy Associate Professor of Education education. Every summer, three thousand NCREST works to develop understandings teachers attend one of several week-long Pro- that help schools become: learner-centered by ject Institutes which include keynote focusing on the needs of learners in decisions addresses, small groups study, and interactive discussion groups. about school organization, governance, and pedagogy; knowledge- based, by restructuring teacher learning and professional develop- The Project was founded and is directed by Lucy McCormick ment that are supported by disciplined inquiry; and responsible Calkins, Professor of Education. For further information contact and responsive, by refocusing and re-inventing accountability and the Teachers College Reading and Writing Project, 525 W. 120th assessment practices. St., Box 77, New York, NY 10027; telephone: (212) 678-3104. C u rre n t l y, NCREST is involved in a variety of projects including aligning curriculum and educational technology, Pro f e s s i o n a l Development Schools, teacher learning, student assessment, the documentation of successful school re f o rm eff o rts in elementary and secondary schools, and the development of local, state, and national policies that reflect the relationship of re s e a rch and practice. For further information contact NCREST, Teachers College, Columbia University, 525 W. 120th St., Box 110, New York, NY 10027; telephone: (212) 678-3432. The Teachers College Reading and Writing Project is a staff development organization that works in intimate and long-lasting ways with communities of educators in the New York City metropolitan area and also provides more limited assistance to educators in schools from all over the United States. Currently the Project serves over 100 schools. For nearly two decades, the Project has supported educators establishing reading and writing workshops in which teachers act as mentors and coaches to children. Project staff and teachers become c o - re s e a rchers, observing what children do in writing and re a d i n g , theorizing about what their behaviors mean, and planning teaching moves to help them Learn. To nurt u re this school-based work, P roject staff meet at the College with educators from Pro j e c t - schools: Each week 100 teachers gather in study groups focusing on becoming teacher-leaders in workshop teaching, and each month 40 principals gather in a think-tank focusing on the pro b- lems, challenges, and opportunities of being a school leader in lit- Associate Professor Marjorie Siegel eracy education.

4 9 “Our Library both houses and con- nects to a vast repository of information that is easily accessible to members of our Teachers College community wherever they are and T H E M I L B A N K M E M O R I A L whatever they are doing. Technology L I B R A R Y has transformed the Library from a manually managed center to a com- The Milbank Memorial Library of Teachers puter-oriented environment with College is one of the nation’s largest and most information immediately available at comprehensive research libraries in education. the touch of fingertips on a key- The Library’s collection provides a wealth of board. And, to help our Library source materials for advanced study and patrons, we offer a range of ser- research in education, psychology, and the vices, including instruction on the health professions. ability to use the new technology, The library collection is comprehensive in maneuver among the various pages American elementary and secondary education, of the World Wide Web to connect to and in such subject areas as psychology, partic- remote libraries with primary mate- Jane P. Franck ularly applied psychology, educational admin- rials, cultural depositories and museums, evaluate vast amounts of istration, the history and philosophy of Manuscripts and archival collections cover a information, and seek insights into education, guidance, special education, higher wide range of educational topics and include various educational questions. We and adult education, speech and language the records of such major organizations as the used to speak of sources as multi- pathology and audiology, health and nursing National Council for the Social Studies, the disciplinary. Now, we refer to them education, nutrition, curriculum and teaching, Board of Education of the City of New York, as megadisciplinary.” communications and computing technology, the Bank Street College of Education, the recreation, and international and comparative Jane P. Franck William T. Grant Foundation, the National education. Director Kindergarten Association, and the American Milbank Memorial Library Distinctive Collections Montessori Society. The library is noted for the variety and depth The Teachers College Archives holdings of its distinctive collections of materials documenting education in include the records of college offices and the papers of individual its local, national and international dimensions. These include: the faculty members. Major collections include the papers of Dean Rare Books in Education Collection, classic works on education James Earl Russell, Dean William Russell, and President Hollis L. dating from the 15th through the 19th centuries; the Darton Col- Caswell, the historical records of the Nursing Education program, lection of British children’s literature of the 17th through 19th the Guidance Laboratory Test Collection, the records of the Peace centuries; the Historical Collection of American and British chil- Corps Training Program and of international education programs dren’s books of the 19th century; the Annie Moore Collection of in Asia, Africa, and Latin America. Notable faculty papers include illustrated children’s literature; the American nineteenth century those of William H. Kilpatrick, Paul Monroe, A. Harry Passow, textbook collection; and the International Textbook Collection, and others leaders in education throughout the twentieth century. comprising elementary and secondary school texts from throughout the world. Academic Information Resources and Services Mi l b a n k W eb, the Library’ s World Wide Web home page located at The Adelaide Nutting Collection of books, pamphlets, and manu- URL: http://lweb.tc.columbia.edu/, is the focal point for a grow i n g scripts on the history of nursing and the David E. Smith Collection ar ray of library services that support instruction and res e a r ch at the of writings on mathematics education provide unusual depth of College. MilbankWeb combines news and information, access to coverage in their fields. Other notable holdings include the Inter- local and remote databases, and exhibits that showcase the accom- national Collection of works on education abroad, extensive collec- plishments and contributions of notable Teachers College persons tions of 20th century textbooks and courses of study, and a and programs, particularly as they relate to or are refl ected in Library regularly updated collection of 20th century fiction and nonfiction collections and archives. Through advances in electronic informa t i o n for children. res o u r ces and global networks, library users increasingly have access to the ‘virtual library,’ providing the means to search and retrieve a

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gr owing percentage of the universe of documents and files. The Research Services offers access to ERIC, the major education data- home page is accessible during regular Library hours from work- base and LLBA, the linguistic and language behavior resource, in stations in the Library, and at all times from any computer with a CD ROM format. Other research-oriented databases include and World Wide Web browser and access to the Interne t . 13 online FirstSearch databases available through MilbankWeb: WorldCat, Article First, Contents First, FastDoc, GPO, ERIC, EDUCAT, the online public access catalog, integrates the Library’s Medline, Papers First, Proceedings First, ECO, NetFirst, Union catalog information with up-to-the-minute circulation, reserve, Lists, and WilsonSelect. Reference queries, suggestions and recom- acquisitions, and serial control information. The EDUCAT data- mendations, and requests for services may be submitted in person base currently includes over 316,000 volumes and plans are under or by e-mail via the library’s home page. way to add all of the Library’s print and non-print collections by the year 2000. It remains necessary to consult the public card cata- Interlibrary Loan provides Teachers College students, faculty, and log for full coverage of pre-1975 materials. EDUCAT is available staff with access to books and periodical literature not owned by during regular Library hours from workstations in the Library, and Milbank Memorial Library or Columbia University Libraries. By at all times through the Library’s home page; through telnet to: use of national and world-wide catalogs and through cooperative 128.59.88.2; and through dial-up to: (212) 678-4118. WebPac, agreements with libraries around the world, the Library can pro- the web version of EDUCAT is available from the Library’s home vide a book, dissertation, or photocopy of an article. page at URL: http://lweb.tc.columbia.edu/. WebPac includes over Services for Student with Disabilities provide a variety of special 250 records with direct links to full-text journals on the World equipment and services for differently abled users. Wide Web. The Periodicals, Microforms, and Copy Services (PMC) manages The Columbia Connection 3,000 currently received serial titles, including journals, newspa- Access to CLIO via EDUCAT is the means for our student to pers, and other serials in hard copy and microform as well as disser- connect to the collection of the Columbia University Library sys- tations on microform, college catalogs, and the complete ERIC tem, the national seventh largest academic library housing more Document Collection on microfiche. than six million volumes, four million units of microfilm, 2,500 separate collections, important maps, phonograph re c o rds, pam- In its development as a model school library, the Resource Center phlets and CD-ROMs. s u p p o rts instructional programs of Teachers College and pro v i d e s c u rriculum orientations and workshops in the use of K–12 To facilitate access to scholarly materials, the Libraries have devel- printed collections, multimedia and Internet re s o u rces. Also oped CLIO Plus, a powerful integrated library computer system hosted are demonstrations of new educational software for acqui- and Library Web, its WWW-based counterpart. These resources sition. Cooperative outreach eff o rts include a weekly story hour link users to library catalogs, electronic reference tools and indexes, for local school children. The Center’s technology offers full digital collections (including numerous electronic journals), subject I n t e rnet capability, a multi-laser disc player, video cassette guides and bibliographies, search engines, and extensive informa- re c o rders, an 8mm video viewer, fiche re a d e r, and other instru c- tion on individual libraries, services, and events. tional equipment for onsite use. Milbank Services The Access Services department provides library patrons prompt The Research Services Department provides reference, research sup- access to all circulating and non-circulating items. Services include port, and library instruction services, including instruction in the processing course reserve and “rush” catalog requests; placing holds use of online and card catalogs, assistance with reference materials, and recalls; collection maintenance; and electronic renewal for users referral to other libraries, bibliographic instruction, online database via the World Wide Web. search services, research consultation, and course-specific instructional support. Audiovisual and Video Services provide faculty and students with access to equipment and facilities necessary for classroom instruction and for assistance in visual literacy and video instruction. For further information contact Milbank Memorial Library, Teachers College, Columbia University, 525 W. 120th St., Box 307, New York, NY 10027; telephone: (212) 678-3494.

5 1 E-mail and TC, Columbia and local websites are also accessible from a dozen workstations which are located in corridors on the first and ground floors of campus buildings and the Student Lounge. Milbank Library has more than 50 public workstations, including some which are specially equipped for disabled users. Computer classrooms for hands-on instruction include both a PC and a Macintosh room, each for 18 students. Workstations allow for computer-based full motion video from camera, VCR, or videodisk to be integrated with animation and digitized voice and music and to be written to CD-ROM, Jaz or Zip disks. The Goodman Family Computer Classroom suite, opened in 1999, includes a classroom equipped with 32 notebook computers on tables which can be reconfigured to accommodate full class or small workgroup activity for exceptional flexibility and power. It also has a seminar room for 10 people. All four classrooms are equipped with projection equipment and are available for C O M P U T I N G A N D I N F O R M AT I O N S E RV I C E S use by students and faculty when not scheduled for instruction. Computing and Information Services (CIS) is responsible for acade- Multi-media display classrooms provide Mac, PC, VCR and audio- mic and administrative computing, the campus data, voice and video tape players, and a document camera, all of which can be used with network, and telecommunications. These services include desktop ceiling mounted projectors and motorized screens. Plans call for computers, student laboratories and multi-media classrooms, man- building equipping additional classrooms in this manner each year. agement information systems, telephone and video-conferencing connections, and cable television in Whittier and Lowell Halls. Electronic Mail Accounts In an arrangement with Academic Information Systems at Colum- Academic Computing Services bia University, Teachers College students, faculty, and staff are The Microcomputer Center with approximately 60 PC and Macin- entitled to create electronic mail accounts that provide communi- tosh computers provides students with an extensive array of soft- cations over the Internet and space for personal home pages. EDU- ware and the ability to share disk, files, and printer resources CAT (from Teachers College) and CLIO Plus (from Columbia) among the PCs and Macs. Black and white and color laser printers provide access to library catalogs, periodical indexes, encyclopedias, are available for letter quality and near photo quality printing. CD-ROM materials, and National Bibliographic databases. Faculty This laboratory is open daily, for a total of more than 90 hours per and staff also have MS Exchange e-mail accounts hosted at Teachers week. Students access the Internet as well as their electronic mail College to foster workgroup computing. accounts at Columbia University from these machines. The Micro- computer Center also provides CD-ROMs, zip drives, and a color TC ClassWeb scanner. The Center’s software library includes PC and Mac pro- Web pages are generated for all credit courses prior to each semes- grams for word processing, Web development, graphics, data ter with basic schedule information. A friendly facility provides a graphing, spreadsheets, qualitative analysis and databases. There discussion group and allows instructors to add syllabi and email are also several language interpreters and compilers, including students individually or by class. Both workshops and individual FORTRAN, Visual BASIC, C++, Turbo Pascal, Perl and Java. One support in using this facility are provided. room is dedicated to statistical data analysis, with SPSS, SAS and Systat on high-end machines.

5 2 “Speech pathology is a profession that focuses on preventing and reha- bilitating a wide variety of communications disorders and difficulties. They include articulation disorders, Training language delay, accent problems, I N S T R U C T I O N A N D R E S E A R C H Training workshops are scheduled throughout stuttering, swallowing problems, S U P P O R T S E RV I C E S the year on how to use electronic mail, word and deficits from strokes. In processing, spreadsheets, the Internet, statisti- addressing these concerns, our cal analysis, photo and video manipulation and Edward D. Mysak Speech-Language and Hearing graduate students work with clients Center multimedia authoring. In addition to work- in clinic settings on campus and in Di r ector: Patricia M. Sweeting, Ph.D., CCC-SLC shops, individualized training is also available. field placements off campus. One of Assistant Director of Audiology Services: Academic Computing Services also provides the reasons our graduates are so Ter esa Boemio, M.S., CCC-A auto-tutorial materials on CD-ROMs. much in demand as professionals is Assistant Director of Speech and Language Services: Campus Network the wealth of practical experience Laura Fitzpatrick, M.S., CCC-SLP they have. That, combined with the Newly installed network infrastructure brings The Edward D. Mysak Speech-Language and data, voice, and video capability to all of the physiological and neurological aspects of speech, leads them to Hearing Center provides advanced students in classrooms, offices, and residences on the main Speech and Language Pathology and Audiol- portion of the campus. The network backbone career positions in schools, geriatric clinics, hospitals, rehabilitation ogy master’s program with additional practi- is Fast Ethernet over fiberoptic cable, with cal experience in a professional setting. The Category 5 unshielded twisted pair copper units, speech clinics, and private practice. Our students need not have Center offers evaluation and therapy services media connecting to each workstation from a to individuals in the College, University, and switched Ethernet port. Internet access is pro- undergraduate training in the field, but we attract the best and most community who may have speech, voice, lan- vided by Columbia University, via a T-3 con- guage, or hearing problems. nection (45 Mbps). interesting candidates because of the rigorous and rewarding program A complete speech and language and/or hear- Vid e o - c o n f e r encing connections are provided for we offer.” ing evaluation is given initially; speech and special events at any location upon request, in Patricia Sweeting language therapy sessions, a minimum of two su p p o r t of the Intel Teamstation from the Cen- Director, Edward D. Mysak half-hour sessions a week, are conducted on ter for Educational Outreach and Innovation. Speech and Hearing Clinic an individual and/or small group basis. In Administrative Systems addition, special clinics are available for Students are able to register, drop and add infant evaluation stuttering treatment and for classes, check grades and pay by credit card using Touchtone Ser- c a re and development of the speaking voice. vices. With the exception of credit card payment, these functions Aural rehabilitation services, including hearing aid dispensings, are also offered via the WorldWideWeb. counseling about effective use of amplification, assistive listening devices and communication strategies, and speechreading therapy, Microcomputer/LAN Services a re available for both children and adults. All faculty and staff have workstations appropriate to their work, with budgeted replacement at 25% per year. Windows NT file - Initial contacts with the Center may be made in person, by letter, se r vers provide file and print services as well as Microsoft Exchange, by telephone, or by referrals from professionals and agencies. A MS Schedule+ and other shared applications. The CIS Help Desk sliding fee scale is available. Diagnostic fees are waived for Teachers pr ovides problem resolution via telephone and office visits.

Telecommunications TC Telephone service is provided in student and faculty residences. With the exception of Seth Low Hall, this includes voicemail. Those living in Whittier and Lowell Halls can connect to the campus data network and also to 66 channels of cable television.

Patricia Sweeting

5 3 “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 in College students, faculty, and staff. Further English and Education. This information may be obtained by calling (212) approach was borne out in my stu- 678-3409 (speech and language services) or dent teaching at an alternative mid- (212) 678-3408 (audiology services) or writ- dle school where I taught a novel ing the Center at Teachers College, Columbia about Egypt that corresponded to a University, Box 191, 525 W. 120th St., New social studies unit on Egypt. I intro- York, NY 10027. duced creative writing in the Humanities course when I assigned Center for Educational and Psychological the students to write their own end- Services ings to the action adventure novel. Co-Directors: Laurence R. Lewis and With the support of my cooperating Virginia Stolarski teacher, also a Teachers College The Center for Educational and Psychological graduate, I work on involving kids in David Robinson Services is both a training and research center their own education to keep them for the College and a community resource that interested in learning. In turn, I’ve provides help to people of all ages with educa- learned to be myself because the pr ocess. Over the years the publication prog r a m tional and personal problems. The services class can see through anyone has included scholarly and professional works in offered include full psycho-educational evalua- putting on airs. Whatever assign- the humanities, the sciences, psychology, phi- tions and educational evaluations focusing on ment I ultimately get, and I’m inter- lo s o p h y , women’s studies, nursing, and health- a specific learning issues coupled with appro- ested in teaching in New York City, I related fields. The Press also produces various priate remediation, instructional planning and feel I can be a catalyst to turn stu- kinds of classroom materials and assessment instruction for students with disabilities, dents on to reading and writing that in s t r uments. It now publishes about 55–60 adult and child psychotherapy, personal and sets the stage for lifelong learning.” books a year and has over 500 titles in print. vocational counseling and psychological diag- David M. Robinson The Pres s ’ s authors include many members of nostic evaluation. Several hundred psycho- Master of Arts Program in English the Teachers College faculty, as well as distin- educational assessment and evaluation and Education guished educators from throughout the world. instruments, as well as a growing library of materials for reading and mathematics remediation are available for use by the students attending practica T E A C H E R E D U C AT I O N P R O G R A M S A N D affiliated with the Center. I N T E R N S H I P S Services are provided by advanced graduate students in Applied Educational Psychology, Clinical Psychology, Counseling Psychol- Teacher Education Programs ogy and Special Education. All work is supervised by full-time or Teachers College offers a wide variety of educational experiences for adjunct faculty of the College’s programs. Fees are set on a sliding students at the preservice and in-service levels. The Office of scale that is designed to meet all budgets. Teacher Education coordinates the many teacher education programs located in various departments at the College. Programs are Further information and applications for service may be obtained field-based, offering up to two semesters of observations, intern- by calling (212) 678-3262; by writing to Center for Educational ships, and student teaching. and Psychological Services, Teachers College, Columbia University, Box 91, 525 West 120th Street, New York, NY 10027-6696; or Departments offer, for qualified holders of a Bachelor’s degree, pro- by coming to the Center on the sixth floor of Thorndike Hall. grams that lead simultaneously to a Master of Arts degree and to New York State certification for teaching in elementary or sec- Teachers College Press ondary schools. Many of these departments also offer New York Director: Carole Pogrebin Saltz State Teacher Certification with a bilingual extension. Except for Established in 1904 as the Bureau of Publications, Teachers College candidates who have completed student teaching before admission Pr ess is one of the oldest and most distinguished publishers of edu- to Teachers College, the programs require an academic year and a cational materials in the United States. Since 1965, when the Burea u summer term (see both the statements in this catalog and the sup- of Publications became Teachers College Press, its primary purpose plementary requirements bulletins of the departments listed has been to publish works that respond to, examine, and confron t below.) Applicants need not have included courses in education in issues and change pertaining to education and the educational their undergraduate programs, but inadequate preparation in the

5 4 T E A C H E R E D U C AT I O N P R O G R A M S A N D I N T E R N S H I P S

proposed teaching field may necessitate specific course work to fulfill the usual requirements for the Master’s degree. Application for admission to all programs should be made to the Office of Admission, Teachers College. In some programs enrollment is limited; thus early application for admission is advisable. Some programs offer partial tuition grants to qualified applicants. Persons interested in learning more about the College’s preservice and in-service programs in teacher education should contact Dr. Joann Jacullo-Noto, Director, Office of Teacher Education. New York State and New York City Certification of Teachers and Administrators Requirements for teaching and administration and supervisory positions vary throughout the country. The completion of a degree does not automatically mean fulfillment of state/city certification requirements in states other than New York. Such requirements are to be taken into consideration during program completion. Test requirements also vary from state to state. • Teaching of remedial reading and teaching the mentally ret a rd e d , A passing score on the New York State Teacher Certification Exam- physically handicapped, hearing impaired, visually impaired , inations (NYSTCE) is required for those wishing New York State emotionally disturbed, neurologically impaired through the pro- Certification in secondary academic subjects and in elementary grams in the Department of Health and Behavior Studies education. All persons applying for New York State Certification Intermediate or Middle Schools and Junior and Senior High Schools must have proof of completion of a two-session course providing • Elementary education for intermediate or middle schools instruction in the detection and reporting of child and substance through the programs in Curriculum and Teaching abuse. In addition, applicants for New York State Teacher Certifi- • Remedial reading through the programs in the Department of cation must satisfy qualitative and personal requirements. For per- Health and Behavior Studies manent certification, applicants must receive a Master’s degree in • English, social studies, TESOL, bilingual education, art and the field, or a related field in which he or she received a provisional music through the programs in the Department of Arts and license and complete two years of full time teaching experience on Humanities the provisional license. Students desiring to fulfill requirements for • Physical education through the programs in the Department of teacher certification in states other than New York should confer, Biobehavioral Studies at an early stage of their study, with the Registrar. Basic informa- • Mathematics, general science, biology, chemistry, earth science, tion regarding certification in other states is also available in the and physics through the programs in the Department of Scien- Office of Teacher Education. tific Foundations For New York State certification, the student obtains from and returns to the Registrar the appropriate New York State Teacher Student Teaching and Prerequisites Certification Application form. Students desiring New York City The student must satisfy certain requirements set by the depart- licensure as a teacher or administrator should inquire at the New ment in the areas of specialization. York City Board of Education, Division of Personnel, 65 Court Elementary Childhood Education Street, Brooklyn, NY 11201, to ascertain specific requirements. Students enrolled in pre- s e r vice programs in Early Childhood or New York State approved teacher education programs are available in: El e m e n t a r y Education (preparing for certi fi cation in Elementary Elementary Education Nursery through Grade 6 Education) must take student teaching courses. The prog r a m • Nursery schools, day-care centers, kindergartens, elementary, and includes all-day and part day student teaching for one or two terms . middle schools (ages 2 to 14) through the programs in Curricu- State regulations req u i r e students teach at the lower elementary lum and Teaching grade levels (K–3) and at upper elementary grade levels (4–6). • Art, music, and dance through the programs in the Arts and Humanities in Education

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Junior High School and Senior High School Teaching Post-M.A. Supervision Internships B e f o re beginning student teaching, students preparing for teach- The departments that provide student teaching or internship expe- ing fields at the secondary level must as a rule have been enro l l e d rience for Master’s degree candidates often employ students who at Teachers College for a specified period of time to be determ i n e d are experienced teachers to assist the departmental coordinator of by the department. Summer attendance may be applied toward student teaching and internships. Appointees hold the rank of this re q u i rement. Because of new New York State re q u i re m e n t s , part-time instructor. Salary and degree-credit vary with the extent many students must have student teaching experience at both the of responsibilities; in some cases the appointment, in addition to junior high (grades 7–9) and high school (grades 10–12) levels. salary, entitles the recipient to some tuition exemption during each Some departments re q u i re students to complete both placements term of employment. in the course of one semester, others re q u i re two semesters of student teaching, either in the regular terms. In planning pro g r a m s , Internships for Prospective College Teachers students must be pre p a red to meet the heavy time demands of Most of the departments that offer the degree of Doctor of Educa- student teaching in the cooperating schools and in the student tion in the College Teaching of an Academic Subject, for which teaching seminars. Programs usually re q u i re student teachers either salaried full-time teaching experience or an internship is (1) to have all mornings (or in some cases all afternoons) free for req u i r ed, can arrange for internships in colleges, including junior student teaching throughout the entire Autumn or Spring term , and community colleges, within the New York metropolitan area . or both terms of the cooperating school and (2) to carry a re d u c e d Candidates, who must have completed Master’s degree req u i re m e n t s p rogram (including the credit for the student teaching course) and in some cases a second year of relevant graduate study, should while doing student teaching. More specific information is avail- apply to the appropriate program coordinators before April 1. able from each depart m e n t . Teacher Opportunity Corps Special Education The Teacher Opportunity Corps has been established to encourage Students enrolled in pre-service Special Education programs must individuals to prepare to teach in urban settings and to serve the take student teaching courses. The programs usually include needs of students at risk of dropping out of school. The program all-day or part-day student teaching for one or two terms. More emphasizes knowledge of urban schools, effective teaching strate- specific information is available in the areas of specialization in gies, and reflection on teaching. Students who are N.Y. State resi- the department. dents, who are not permanently certified to teach in N.Y. State, and are African-American, Hispanic, Native American or Alaskan- Procedures for Student Teaching and Field-Based Teaching American are eligible for this program. Those selected for this pro- Since early arrangements must be made for placing prospective gram are awarded a stipend each semester and are eligible for a candidates in cooperating schools, students interested in student variety of academic supports. For more information and application teaching courses should secure the student teaching application materials contact The Office of Teacher Education, Teacher Oppor- form from the Office of Teacher Education (Box 97) well in tunity Corps, Teachers College, Columbia University, Box 97, New advance of the term in which they wish to enroll in student teach- York, NY 10027; telephone: (212) 678-3466. ing and should request a copy of “Student Teaching Procedures Manual’’ which lists contact people in individual programs. Peace Corps Fellows Program Former Peace Corps volunteers with a strong commitment to teach Internships in Elementary Education in the demanding urban environment of New York City are placed In the programs in Curriculum and Teaching, assistant teachers in full-time, salaried positions in the public schools and attend employed in day-care centers, nursery schools, elementary schools, Teachers College with scholarships covering 50 percent of tuition. or middle schools may enter an internship program, substituting The program, now in its second decade, carries a two-year commit- their current classroom teaching for supervised student teaching. ment with at least an additional two years of teaching in the city Interns register for the Preservice Program in Elementary Educa- strongly encouraged. Anticipated scholarships cover one-third to tion, participate in preservice seminars and receive supervision in one-half of tuition costs. For more information please contact, their present settings. Openings for assistant teachers are occasion- Daniel Tamulonis, Coordinator, Peace Corps Fellows Program, ally available through the preservice programs. Interested students Teachers College, Columbia University, 525 West 120th Street, should apply to the Director of the Preservice Program in Elemen- Box 90, New York, NY 10027; telephone: (212) 678-4080. tary Education.

5 6 ”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 which participates in the Inter-University R E S E A R C H F E L L O W S H I P S evening. Even though we have a siz- Consortium may do so with the prior written able residential population, The Office of Teacher Education offers a limited permission of the department and the Associ- the College is organized to accom- number of res e a r ch fellowships each year to ate Dean of the College. qu a l i fi ed doctoral students. Apply directly to modate a majority of our students the Office of Teacher Education, 413 Main Hall. who work in full-time positions during the day. More than anything, S T U D E N T L I F E A N D Visiting Scholars our student body is highly diverse. S T U D E N T S E R V I C E S The privilege of auditing courses, with permis- There is a generous mix of experi- sion of the instructor, attending open lectures, enced professionals and recent Teachers College participates in the Inter- and on-premise use of the Milbank Memorial college graduates, a large contin- University Doctoral Consortium which pro- Library resources is extended to Teachers Col- gent of foreign students, people of vides for cross-registration among member lege doctoral alumni, to faculty from other col- all racial and ethnic backgrounds, institutions. Fully admitted doctoral candi- leges and universities, and to other persons some returning after raising a family dates in Teachers College may register for with appropriate qualifications. To be eligible and others interested in pursuing courses at the Graduate School and University for visiting scholar privileges, an applicant new careers and stepping up in the Center of the City University of New York, must (1) hold an earned doctorate and (2) be ones they have. Here, differences Fordham University, the New School for on leave from the employing institution, as are what make a difference.“ Social Research, and New York University. attested to by a written statement from an offi- Yvonne K. Destin Ordinarily, such courses must not be available cial of that institution. Associate Director of Student Life within Columbia University. Applications are available in the Office of the Associate Dean, No official records are maintained and no 113 Main Hall. statement of activities is issued. For the Sum- mer, Fall, and Spring terms, or any portion thereof of these terms, Students taking cross-listed courses at another university are subject the fee is equivalent to three points of tuition. The fee is waived for to the academic regulations of the host university, including the Teachers College doctoral alumni. grading system, calendar, and academic honor system. It is the responsibility of the students to familiarize themselves with the per- Inter-University Doctoral Consortium tinent regulations of the host university. Teachers College students Fully admitted doctoral candidates who find they must supplement pay tuition to Teachers College for any such courses they take. remaining course requirements for the degree with up to a maximum of two or three graduate courses offered at another institution Teachers College combines a large number of part-time students who are very much involved in professional education circles with full-time students preparing for careers in education. Part-time students are largely commuters, while full- time students usually reside on or nearby the campus. Student life and student services are organized to meet the sometimes separate and different interests of both full-time and part- time students.

5 7 “The Center assists both matriculants and alumni with the career planning process by offering a wealth of resources including career development seminars, indi- Depending on their availability and schedules, vidual counseling, on-campus Teachers College students can take advantage recruiting, annual job fairs, career of an array of activities and services. They reference files, and on-line job include career services, student organizations, search tools. The challenge we face student government, fitness and recreation, is marketing our services and health services and insurance, and social and resources to the diverse, critical cultural activities. mass of Teachers College matricu- Career Services Center lants, alumni, faculty, and staff.” The Career Services Center provides matricu- Tanya Cobbs Leslie lants and alumni with the career planning Director, Career Services Center resources requisite to the development and refinement of their job search skills. The resources and services offered by the Center are Tanya Cobbs Leslie many and varied. Student Life Center The Student Life Center includes four major areas: Disability Ser- Individual consultations and group workshops on career planning vices, Health and Recreation, International Student and Scholar and job development equip participants with the skill sets necessary Services, and Student Activities. Through the promotion of social, for a successful job search. Career ref e r ence files contain informa t i o n cultural, co-curricular, recreational and professional programs, the relevant to the all important res e a r ch phase of the job search. The center seeks to build community, celebrate diversity, develop lead- Alumni Mentoring Initiative matches matriculants and alumni for ership, and foster healthy living. networking and information sharing. Student Organizations Career Services Corner, the Center’s quarterly newsletter, is devoted Student organizations enrich campus life with a focus on social, to in-depth analyses of job search resources available to students in cultural, academic, and professional areas and networking among Career Services Connection, each academic major. the bi-weekly job students with common interests. Among them are: newsletter, lists openings for K–12 administrative and teaching • Black Student Network positions as well as positions in higher education administration, • Diversity Task Force college teaching, business and human services. • Green Education Organization Employers can interview students and alumni for both internship • Kappa Delta Phi, a national honor society and full-time positions on-campus at the Center. Corporate recruit- • Korean Graduate Student Association ing is scheduled in the Fall and late Winter. School district recruit- • Lesbian, Bisexual, Gay and Transgender Community ing starts with the annual K–12 Educator’s Job Fair in late • Professional Counseling Association February and continues through March and April. Recruiting for • Society for Human Resource Management positions in human services occurs at the Resume and Information • Society for International Education Exchange each February. Not-for-profit organizations visit the cam- • Soka Gakkai International-USA pus in April for the Columbia University sponsored Not-for-Profit • Student Dance Education Organization Job Fair. Additionally, students can visit the Career Services Cen- • Voice Off ters of Columbia University and other peer institutions to broaden The Teachers College Student Senate represents the student body their job searches. The Center also publishes resume books to mar- with elected representatives of the various departments. Serving ket the capabilities of the Teachers College student population to as the advocate for students on campus, the Senate responsibilities prospective employers. include engaging in and influencing College-wide decision- making, facilitating College-wide communications with students, and identifying common problems that students may encounter and working on practical solutions.

5 8 “ Teachers College strives to be S T U D E N T L I F E A N D responsive to both the letter and S T U D E N T S E RV I C E S spirit of the Americans with Disabil- ities Act and provide a wide range of individual services for students with International Student and Scholar Services different disabilities. Services that Teachers College has a long history of welcom- deaf students request include sign ing international students to our academic and language interpretation and notetak- social community. Currently, about 400 stu- ing. Blind students may be assisted dents from 70 countries are enrolled at all by readers and research assistants degree levels and in every department. Inter- and a variety of alternative formats national Student & Scholar Services (ISS) pro- to access the printed word. Stu- vides orientation and intercultural programs; dents with physical disabilities have advice on responsibilities, benefits and alterna- access to campus facilities along tives under Immigration laws and regulations; with a variety of low-tech and high- and counsel on personal, financial, cultural, tech support services. We support academic and other concerns. The Interna- students with learning disabilities tional Student Advisor also assists students in Richard Keller with strategies to manage reading contacting campus and community resources and writing tasks along with individ- when it is appropriate. The office is located in ualized testing accommodations. Health Service and Student Medical Insurance 5L Whittier Hall; telephone (212) 678-3406. Our aim is to ensure equal access Primary care, women’s health, counseling, for students with disabilities to all travel, health education and wellness services Students with Disabilities Teachers College academic pro- are offered free or at a nominal charge to stu- Programs and services have been developed to grams and events. As a colleague dents who have paid the Health Service fee. ensure that the higher education environments with a disability, I hope that students The fee is mandatory for all full-time students at Teachers College are physically, program- find our office empowering yet and all students living in college residence matically, and attitudinally accessible to stu- sensitive.” halls. When hospital care is necessary, most dents with such disabilities as vision, hearing, Richard Keller costs are defrayed by a student medical insur- or mobility impairments, medical conditions Director, Office of Services for ance program available through Teachers Col- such as diabetes, cancer, or heart disease, or a Students with Disabilities lege. Information in available from the learning disability that affects one or more Student Life Center. academic activities. Limited parking is available for students with disabilities. A full-time Immunization Director of Services for Student with Disabilities and assistants are New York State requires that all students born on or after available to counsel students, arrange accommodations, and advo- January 1, 1957 provide proof of immunity to measles, mumps, cate on behalf of students with disabilities. and rubella. Hepatitis B and DPT are strongly recommended, as Recreation and Fitness well as results of a current PPD test for tuberculosis. The PPD is Teachers College has a gymnasium equipped for basketball, required for practice teachers. indoor soccer, and jogging; a fitness center equipped with Other Services Nautilus machines, life steppers, free weights, and cycles; and Other services available to students include the Teachers College a swimming pool. Bookstore, Teachers College Cafeteria, Information Desk, Psycho- Directly across the street from Teachers College is the Marcellus logical Counseling Services, Center for Infants and Parents, Office Hartley Dodge Physical Fitness Center, an indoor sports and exer- of Ombudsman, ATM and postage machines. cise facility open to our students. The center features two full-size gymnasiums, a swimming pool, 16 squash and handball courts, fully equipped exercise and weight rooms, a judo-karate room, fencing room, wrestling room, indoor track, and two saunas. In addition, there are three tennis courts located on the Morningside Heights campus.

5 9 Columbia University Campus Faculty Members and College Off i c i a l s

62 Faculty 82 Special Term Faculty 1999-2000 xx Officers Not In Active Service xx Trustees and Officers F A C U LT Y

Harold F. Abeles O. Roger Anderson Thomas R. Bailey SCHOLARLY INTERESTS: Professor of Music Education Professor of Natural Sciences Professor of Economics and College and university admin- Department of Arts and Department of Scientiﬁc Education istration. Financing higher Humanities Foundations Department of International education. Technology in B.S., M.S., University of A.B., M.Ed., Ed.D., Washing- and Transcultural Studies higher education. Institutional Connecticut; Ph.D., University ton University A.B., Harvard University; research and planning. of Maryland SCHOLARLY INTERESTS: Ph.D., Massachusetts Institute Angela Calabrese Barton SCHOLARLY INTERESTS: Neurocognitive theory to sci- of Technology Associate Professor of Science Assessment in music pedagogy. ence learning. Electron micro- SCHOLARLY INTERESTS: Technology in music educa- scopic and physiological eco- Labor and education policy. Education tion. Research strategies in logical studies of eukaryotic Department of Scientiﬁc SELECTED PUBLICATIONS: music pedagogy. microbiota. Foundations The Double Helix of Education B.S., University of Notre SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: and the Economy (Institute for Dame; Ph.D., Michigan State Foundations of Music Education Comparative Protozoology: Education and the Economy, University ( S c h i rmer Books). “The sex- Ecology, Physiology, Life History Teachers College). Em p l o y e e s t e reotyping of music instru- (Springer-Verlag). Teaching and Training and US Competitiveness: SCHOLARLY INTERESTS: ments” (J o u rnal of Research in Learning of Biology in the United Lessons for the 1990’s (We s t - Science education and urban Music Education). “Diff e re n t States (Springer-Verlag). “Neu- view). Changes in the Nature problems. Teacher research and criteria for evaluating applied rocognitive models of informa- and Struc t u r e of Work: Implica- radical curriculum theory. music instruction” (The Quar- tion processing and knowledge tions for Skills and Skill Forma - SELECTED PUBLICATIONS: terly Journal of Music Te a c h i n g acquisition” (Progress in Sensory ti o n (National Center for Feminist Science Education and Learn i n g). “Responses to Physiology). “A neurocognitive Education and Employment, (Teachers College Press). music” (Handbook of Music and philosophical perspective Teachers College). Le a r ning to Teaching Science with Homeless P s y c h o l o g y) . on current learning theory and Work: Employer Involvement in Children: Pedagogy, Representa- science instructional strategies” Sc h o o l - t o - W ork Transition Prog re s s tion and Identity (Journal of John P. Allegrante (Science Education). (B r ookings Institution). Research in Science Teaching). Professor of Health Education Margin and center: Intrasections of Department of Health and René V. Arcilla William J. Baldwin homelessness and a pedagogy of lib- Behavior Studies Associate Professor of Philosophy Associate Dean of Teachers eration (Theory into Practice). B.S., State University of New and Education College. Associate Professor of Liberatory science education: York at Cortland; M.S., Ph.D., Department of Arts and Education Weaving connections between femi- University of Illinois Humanities A.B., Villanova University; nist theory and science education SCHOLARLY INTERESTS: B.A., Ph.D., The University of M.A., University of Toledo; (Curriculum Inquiry 27(2), Health education in multiple Chicago Ed.M., Ed.D., Teachers Col- 141–164). settings, interdisciplinary SCHOLARLY INTERESTS: lege, Columbia University research, health policy. Ethics and education. The role Charles E. Basch of philosophical study in Professor of Health Education and SELECTED PUBLICATIONS: Chair of the Department of Health Investing in Employee Health teacher education. and Behavior Studies (Jossey-Bass). “When health SELECTED PUBLICATIONS: B.S., M.S., State University of policy becomes victim blam- For the Love of Perfection: Richard New York at Brockport; Ph.D., ing” (New England Journal of Rorty and Liberal Education Southern Illinois University Medicine). The President’s Com- (Routledge, Chapman, Hall). mittee on Health Education: A “Metaphysics in education after SCHOLARLY INTERESTS: 20-year retrospective on its politics Hutchins and Dewey” (Teachers Behavioral epidemiology. and policy impact (American College Record). “Tragic Abso- Health education prog r a m Journal of Public Health). lutism in Education” (Educa- planning and evaluation. Urban “Health Education Interven- tional Theory). “For the stranger and minority populations. tion Strategies: Recommenda- in my home: Self-knowledge, SELECTED PUBLICATIONS: tions for Future Research” cultural recognition, and phi- “Using the telephone as a (Health Education Quarterly). losophy of education” (Critical medium for health education” Conversations in Philosophy of (Health Education Quart e r l y ). Education). “ P romoting the selection of low-fat milk in elementary school cafeterias in an inner- city latino community: Evalu- ation of an interv e n t i o n ” René V. Arcilla, Associate Professor of (American Journal of Public Current as of April 20, 1999 Philosophy and Education H e a l t h). “The Wa s h i n g t o n

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Benjamin Bell SCHOLARLY INTERESTS: George A. Bonanno Assistant Professor of Instructional Cognition and neural network Assistant Professor of Psychology Technology models of understanding, and Education Department of Scientific learning and memory. Using Department of Counseling and Foundations cognitive and neural net mod- Clinical Psychology B.S.E., University of Pennsylva- els to design learning environ- B.A. Hampshire College; nia; M.S., Drexel University; ments. Effects of using various Ph.D., Yale University Ph.D., North w e s t e r n University technologies on cognition. SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: Coping with grief and trauma. Intelligent learning environ- Cognition, Computing and Cooper- Emotion and emotion regula- ments and case-based reason- ation (Ablex). Knowledge Struc- tion. The adaptive conse- ing. Hypermedia exploration. tures (Ablex). “Analog imagery quences of self-deception. in mental reasoning; depictive SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: models” (Cognitive Science). “When avoiding unpleasant “Sickle Cell Counselor: A pro- “Shuttling between depictive totype goal-based scenario for emotions might not be such a models and abstract rules” bad thing: Verbal-autonomic instruction in a museum envi- (Cognitive Science). ronment” (The Journal of Learn- response dissociation and ing Sciences). “The Design of midlife conjugal bereavement” Caryn J. Block Charles E. Basch Goal Based Scenarios (The Jour- (Bonanno, G.A., Keltner, D., Associate Professor of Psychology Professor of Health Education nal of Learning Sciences). “Sup- Holden, A., & Horowitz, M.J., porting educational software and Education 1995) (Journal of Personality and Department of Organization Heights-Inwood Healthy design with knowledge-rich Social Psychology, 69). “Facial and Leadership H e a rt Program: A 6-Ye a r tools” (The International Journal expressions of emotion and the B.S., University of Illinois; R e p o rt from a disadvantaged of Artificial Intelligence and Edu- course of conjugal bereave- M.A., Ph.D., New York urban setting” (American Jour- cation). “Investigate and Decide ment” (Bonanno, G.A. & University nal of Public Health). Pre v e n t- Learning Environments: Spe- Keltner, D., 1997) (Journal of ing AIDS through education: cializing task Models for SCHOLARLY INTERESTS: Abnormal Psychology, 106). “A concepts, strategies and authoring tool design” (The Gender and racial issues in the study of laughter and dissocia- re s e a rch priorities” ( J o u rnal of Journal of Learning Sciences). workplace. Motivation and tion: Direct correlates of School Health). performance. laughter and smiling during John B. Black bereavement” (Keltner, D. & SELECTED PUBLICATIONS: Bonanno, G.A., 1997) (Journal Leslie M. Beebe Professor of Computing and ‘White racial identity and the- Professor of Linguistics and Education of Personality and Social Psychol- ory: A framework for under- ogy, 73). “Interpersonal Education Department of Human standing reactions toward ambivalence, perceived dyadic Department of Arts and Development interracial situations in organi- adjustment, and conjugal loss” Humanities B.S., Massachusetts Institute of Journal of Vocational zations” ( (Bonanno, G.A., Notarius, C.I., B.A., Colorado College; Technology; Ph.D., Stanford Behavior ). “Presumed incompe- Gunzerath, L. Keltner, D., & M.A.T., Reed College; M.A., University tent? Stigmatization and affir- Horowitz, M.J., 1998) (Journal Ph.D., University of Michigan mative action efforts” (Journal of Consulting and Clinical Psy- of Applied Psychology). “White SCHOLARLY INTERESTS: chology, 66). Applied Linguistics. Sociolin- racial identity attitude theories: A rose by any other name guistics and second language George C. Bond is still a rose” (The Counseling acquisition. Rude speech and Professor of Anthropology and social rules of speaking. Psychologist). “The affirmative action stigma of incompetence: Education SELECTED PUBLICATIONS: Effects of performance informa- Department of Scientific Issues in Second Language Acqui- tion ambiguity” (Academy of Foundations sition: Multiple Perspectives Management Journal). B.A., Boston University; (Harper and Row). English in M.A., Ph.D., London School the Cross-Cultural Era: Social of Economics Rules of Speaking and TESOL SCHOLARLY INTERESTS: (Simul Press). “Risk-taking Education and elite formation and the language learner” in United States and Africa. (Classroom Oriented Research in African studies. African reli- Second Language Acquisition). gions and politics. Agrarian “Sociolinguistic variation and transformations. Cultural style shifting: Chastisement dimensions of urban and and disagreement” (Language Leslie M. Beebe minority populations. Learning). Professor of Linguistics and Education

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SELECTED PUBLICATIONS: grams for the Gifted (Teachers Do (Teachers College Press). Neglect). “What can children The Politics of Change in a Zam- College Press). “Gifted educa- Women and Men in Yale College: expect? Protecting and nurtur- bian Community (Chicago Uni- tion and the threat of irrele- Majors and Educational Aspira- ing children in school and versity Press, 1976). African vance” (Journal for the Education tions. (Yale University). “Sexual community contexts” (School Christianity (Academic Press, of the Gifted). “Identifying harassment: A challenge to Psychology Review). 1979). The Social Construction of young, potentially gifted, eco- schools of education” (American the Past (Routledge, 1994). nomically disadvantaged stu- Association of Colleges for Teacher Jeanne Brooks-Gunn AIDS in Africa and the dents” (Gifted Child Quarterly).” Education). “The needs of Virginia and Leonard Marx Caribbean (Westview, 1997). The construct of giftedness” women returning to school” Professor of Child and Parent (Peabody Journal of Education). (Personal and Guidance Journal). Development and Education James H. Borland Department of Human Associate Professor of Education Judith Berman Brandenburg Marla R. Brassard Development and Chair of the Department of Professor of Psychology and Associate Professor of Psychology B.A., Connecticut College; Curriculum and Teaching Education and Education M.Ed., Harvard University; B.A., Johns Hopkins Univer- Department of Counseling Department of Health and Ph.D., University of sity; M.S., Clarion State Col- and Clinical Psychology Behavior Studies Pennsylvania B.S., Cornell University; B.A., Whitworth College; lege; Ph.D., Teachers College, SCHOLARLY INTERESTS: Columbia University M.A.T., Harvard University; Ph.D., Teachers College, Early development and educa- Ph.D. (honors), New York Columbia University SCHOLARLY INTERESTS: tion of young children and University Education of gifted students. SCHOLARLY INTERESTS: their families. Children and Economically disadvantaged SCHOLARLY INTERESTS: Parent-child relations. Crime family policy and programs. gifted students. Conceptions of Gender issues in education, and violence in schools. Psy- Growing up female. workplace, and psychology. Psy- chological maltreatment of giftedness. SELECTED PUBLICATIONS: chology of the undergr a d u a t e . children. SELECTED PUBLICATIONS: Neighborhood Poverty: Context Academic administration. Pro- Planning and Implementing Pro- SELECTED PUBLICATIONS: and Consequences for Children. fessional and ethical issues for “Psychological Maltreatment” Six Studies of Children in Fami- counselors. Sexual harassment. (APSAC Handbook on Child lies in Neighborhoods, (Volume 1). SELECTED PUBLICATIONS: Maltreatment). “The Psycholog- Conceptual, Methodological, and Marla R. Brassard Confronting Sexual Harassment: ical Maltreatment Rating Policy Approaches to Studying Associate Professor of Psychology What Schools and Colleges Can Scales” (Child Abuse and Neighborhoods, (Volume 2) (Rus- and Education sell Sage Foundation Press, 1997). Consequences of Growing Up Poor. (Russell Sage Founda- tion Press, 1997). Adolescent Mothers in Later Life (Cam- bridge University Press, 1987). Escape from Poverty: What Makes a Difference for Children (Cam- bridge University Press, 1995) Encyclopedia of Adolescence (Three volumes) (Garland, 1991).

John M. Broughton Associate Professor of Psychology and Education Department of Arts and Humanities B.A., M.A., Cambridge University; Ph.D., Harvard University SCHOLARLY INTERESTS: Cultural studies. Education and violence. Masculinity and war. Unconscious fantasies about technology. Youth subcultures. Cinema as educator. Social theory and ideology.

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SCHOLARLY INTERESTS: Competencies (Sage, 1998) Teaching of reading and writ- “Racial identity and education” ing. Reforming schools. (Review of Research in Education). SELECTED PUBLICATIONS: The Art of Teaching Writing Peter T. Coleman (Heinemann). Lessons From a Research Assistant Professor and Child (Heinemann). A Teacher’s Director of International Center Guide to Standardized Reading for Cooperation and Conflict Tests: Knowledge is Power Resolution (ICCCR) (Heinemann, 1998). Raising Department of Organization Lifelong Learners: A Parent’s and Leadership Guide (Addison-Wesley, 1997). B.A., University of Iowa; Ph.D., Teachers College Robert T. Carter SCHOLARLY INTERESTS: Professor of Psychology and Individual and social factors Education that facilitate or inhibit power- Department of Counseling and sharing in organizations and Judith M. Burton Clinical Psychology other systems. Conflict resolu- Professor of Art Education Judith M. Burton B.A., Columbia University; tion and change processes. Dis- Professor of Art Education and Ed.M., Teachers College, crimination and social justice. Columbia University; Ph.D., SELECTED PUBLICATIONS: Chair of the Department of Arts ELECTED UBLICATIONS University of Maryland S P : Critical Theories of Psychological and Humanities “The Mediation of Inter-ethnic Development (Plenum Press). Academic Diploma, University SCHOLARLY INTERESTS: Conflict in Schools” (Toward a “Smart weapons and military of London; M.Ed., University Multicultural education. Race Common Destiny: Improving Race TV” (Technoscience and Cybercul- of Manchester; Ed.D., Harvard and racial identity. Cross-cul- and Ethnic Relations in America, ture). “The experience of the University tural psychology. Career devel- Jossey-Bass). “Redefining father” (Insights). “Hollywood opment. Gender issues. Psy- Ripeness: A Social-Psychologi- SCHOLARLY INTERESTS: Psy- chotherapy process, race and ultraviolence as educator” ( A rtistic-aesthetic development cal Perspective” (Peace and Con- choanalysis and Education legal issues. ). in children and adolescents. flict: Journal of Peace Psychology, Gender bias in re p re s e n t a t i o n SELECTED PUBLICATIONS: Lawrence Erlbaum Associates). W. Warner Burke of subject matter. Aesthetic The Influence of Race and Racial “Power and Influence in Con- Professor of Psychology and Educa- responses of adolescents to Identity in Psychotherapy: Toward flict Resolution” (to be pub- tion and Chair of the Department m a t u re works of art. Role of a Racially Inclusive Model lished in Conflict Resolution: of Organization and Leadership a rtists in the education of (Wiley, 1995). Racial Identity Theory and Practice, edited by B.A., Furman University; M.A., c h i l d re n . Theory: Applications to individu- Morton Deutsch). Ph.D., University of Tex a s als, groups and organizations SELECTED PUBLICATIONS: (Earlbaum, 1997) Addressing SCHOLARLY INTERESTS: “Natural allies: Children, cultural issues in organizations: Organizational change. Leader teachers and artists” (Beyond Madonna G. Constantine and manager competencies. Beyond the corporate context (Sage, Enrichment, ACA). “The arts in 1999) Multicultural Counseling Associate Professor of Psychology Self-awareness and perfor- school reform: Other conversa- and Education mance. tions” (Teachers College Record). SELECTED PUBLICATIONS: “Trends and issues in visual art Organization Development: A education curriculum” (Visual Process of Learning and Change Arts Resource Handbook). “Art (Addison-Wesley). Organization education and the plight of the Development: Principles and Prac- culture” (Art Education in the tices (Harper Collins). “Leader- United States of America, Hochscule ship Development” (What Der Kuenste). Works: Training and Development Practices). “Organization Lucy McCormick Calkins change: What we know, what Professor of English Education we need to know” (Journal of Department of Curriculum and Management Inquiry). Teaching B.A., Williams College; M.A., University of Hartford; Ph.D., New York University

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Lambros Comitas petency” (Counseling Psychology SCHOLARLY INTERESTS: tion (Sage, 1996). “Using clus- Gardner Cowles Professor of Quarterly, 1998). “The impact Educational reform and school tering methods to explore the Anthropology and Education of managed health care on pre- improvement, policymaking at structure of diagnostic tests” Department of Scientific doctoral internship sites: A the national level, education (Cognitively Diagnostic Assess- Foundations national survey” (Professional and inequality and the sociol- ment, 1995). “Explaining basic A.B., Ph.D., Columbia Psychology: Research and Practice, ogy of education. categories: Feature predictabil- Psycholog- University 1998). “Post-notification day SELECTED PUBLICATIONS: ity and information” ( perceptions of unplaced intern- Choosing Schools—Vouchers and ical Bulletin, 1992). SCHOLARLY INTERESTS: ship applicants and their acade- Sociocultural change. Educa- American Education (American mic training directors: Recom- Robert L. Crain tion in the developing world. University Press). School mendations for improving Choice—The Struggle for the Soul Professor of Sociology and Drugs and society. Migration future internship selection studies. of American Education (Yale Education processes” (Professional Psychol- University Press). Transforming Department of Human SELECTED PUBLICATIONS: ogy: Research and Practice, 1997). Schools (Garland Press). “New Development The Complete Caribbeana 1900– kid on the block—A closer B.A., University of Louisville; 1975: A Bibliographic Guide to Isobel Contento look at America’s private Ph.D., University of Chicago the Scholarly Literature (4 vols., Mary Swartz Rose Professor of schools” (The Brookings Review). SCHOLARLY INTERESTS: Kraus Thomson). Ganja in Nutrition and Education Jamaica: A Medical Anthropolog- Desegregation of schools and Department of Health and James E. Corter ical Study of Chronic Marihuana communities. Magnet schools. Behavior Studies Associate Professor of Statistics Racial tensions in schools. Use (Mouton). West Indian Per- B.Sc., University of Edinburgh; spectives (4 vols., Anchor and Education Quantitative methods. M.A., Ph.D., University of Department of Human Press/Doubleday). Interdiscipli- California at Berkeley SELECTED PUBLICATIONS: nary Research and Doctoral Development Making Desegregation Work: How Training: A Study of the SCHOLARLY INTERESTS: B.A., University of North Schools Create Social Climates Linköping University (Sweden) Psychosocial factors influencing Carolina; Ph.D., Stanford (B a l l i n g e r ) . Discrimination, Per- Tema Departments (Swedish food choice, particularly among University sonality and Achievement (A c a d e - National Board of Universities children and adolescents. SCHOLARLY INTERESTS: mic Press). School-based Enterprise and Colleges). Nutrition education guidelines Clustering and scaling methods (Jossey-Bass). “Perpetuation and curriculum development. for multivariate data. Human Th e o r y and the long-term Madonna G. Constantine Behavioral aspects of dietary learning, categorization, and ef fects of school desegreg a t i o n ” Associate Professor of Psychology assessments. problem-solving. (Review of Educational Research ). ELECTED UBLICATIONS and Education S P : SELECTED PUBLICATIONS: Department of Counseling and “Relationship of mothers’ food “An efficient metric combina- Margaret Smith Crocco Clinical Psychology choice criteria to food intake of torial algorithm for fitting Associate Professor of Social B.S., Xavier University of preschool children: Identifica- additive trees” (Multivariate Studies and Education Louisiana; M.A., Xavier Uni- tion of family subgroups” Behavioral Research, 1998). Tree Department of Arts and versity of Louisiana; Ph.D., (Health Education Quarterly). Models of Similarity and Associa- Humanities University of Memphis “Cognitive, motivational, B.A., Georgetown University; social and environmental SCHOLARLY INTERESTS: Ph.D., University of Pennsyl- influences on children’s food vania Multicultural issues in counsel- choices” (Health Psychology). ing, training, and supervi s i o n ; “Food choice criteria of adoles- SCHOLARLY INTERESTS: Pr ofessional development issues, cents: Role of weight and diet- Women’s history. Feminist pa r ticularly issues concerni n g ing states” (Appetite). “Effec- issues in education. The effects pr edoctoral internship training tiveness of nutrition education of school restructuring on and people of color; Voc a t i o n a l and implications for nutrition school subjects. and psychological issues of education policy, programs and SELECTED PUBLICATIONS: un d e r s e r ved populations. research: A review of research” Reclaiming Lost Ground: The SELECTED PUBLICATIONS: (Journal of Nutrition Education). Struggle for Woman Suffrage in “Developing competence in New Jersey (The New Jersey multicultural assessment: Peter W. Cookson, Jr. Historical Commission). Civi Implications for counseling Director of the Center for Women: Theorizing Education in psychology training and prac- Educational Outreach and a Pluralistic Democracy (Row- tice” (The Counseling Psycholo- Innovation and Associate man and Littlefield ) Pedagogies gist, 1998). “Examining social Professor of Education of Resistance: Women Educator constructions in vocational Activists 1880–1960 (Teachers B.A, M.A., Ph.D., New York Margaret Smith Crocco counseling: Implications for University College Press), “Mary Ritter multicultural counseling com- Associate Professor of Social Beard and Marion Thompson Studies and Education

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Wright: Shaping inclusive social education” (Theory and Research in Social Education).

Lori A. Custodero Assistant Professor of Music and Music Education Department of Arts and Humanities Bachelor of Music, University of Redlands; M.A., California State University; D.M.A., Uni- versity of Southern California SCHOLARLY INTERESTS: Music learning in early childhood, the incipient nature of musical experience, and musical cr eativity across the lifespan. SELECTED PUBLICATIONS: “Observing Flow in Young People’s Music Learning” (Gen- eral Music Today). “Context and Discovery: Rethinking the Nature of Creativity” (The Orff Echo ). Clea Fernandez paraplegia” (American Journal of Clea Fernandez Assistant Professor of Psychology and Physiology). “Estrogen, and vas- Assistant Professor of Psychology Lawrence T. DeCarlo Education cular stiffness” (American Jour- and Education Assistant Professor of Psychology nal of Physiology). Department of Human and Education Ronald E. DeMeersman Development Department of Human Professor of Applied Physiology Barry A. Farber B.A., Barnard College; Ph.D., Development and Education Professor of Psychology and University of Chicago B.A., SUNY at Stony Brook; Department of Biobehavioral Education M.A., Boston University; M.S., SCHOLARLY INTERESTS: Studies Department of Counseling and The analysis of classroom Columbia University; Ph.D., B.S., M.S., University of Utah; Clinical Psychology SUNY at Stony Brook processes with a special empha- Ph.D., Indiana University B.A., Queens College of the sis on cross-cultural compar- SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: City University of New York; isons; the psychology of learn- Psychological measurement Modulators of autonomic out- M.A., Teachers College, ing from instruction; and and scaling, statistical method- flow. Frequency domain analy- Columbia University; Ph.D., teachers’ theories of instruction ology, repeated measures, and ses. Non-invasive assessment of Yale University and teacher development. categorical data analysis. physiologic data. SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: Psychotherapy res e a r ch. Self- “Japanese and American teach- “Signal detection theory and “Influence of respiration on di s c l o s u r e. Burn-out in teachers’ evaluations of mathematics generalized linear models” metabolic, hemodynamic, psy- ing and the helping prof e s s i o n s . lessons: A new technique for (Psychological Methods). “On the chometric, and R-R Interval SELECTED PUBLICATIONS: exploring beliefs” (Journal of meaning of use and kurtosis” Spectral Parameters” (Ameri- The Psychotherapy of Carl Rogers Mathematical Behavior). “Cul- (Psychological Methods). “A can Journal of Physiology). (Guilford). Crisis in American tures of mathematics instruc- dynamic theory of proportional “Vagal Withdrawal as a func- Education: Stress and Burnout in tion in Japanese and American judgment: Context and judg- tion of audience” (American the American Teacher (Jossey- elementary classrooms” in ment of length, heaviness, and Journal of Physiology). “Deriving Bass). “Gender and represen- Teaching and learning in Japan roughness” (Journal of Experi- respiration from Pulse Wave: A tation in psychotherapy” (Cambridge university Press). mental Psychology: Human Percep- new signal-processing tech- (Psychotherapy). “The thera- “Traditions of school mathe- tion & Performance). nique” (American Journal of pist as attachment figure” matics in Japanese and Ameri- Physiology). “Effect of Provoca- (Psychotherapy). can elementary classrooms” in tive Maneuvers on heart rate Theories of mathematical learning variability in subjects with (Hillsdale, NJ: Lawrence Erl-

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baum Associates. “Learning SELECTED PUBLICATIONS: cultural stories: Preservice rophysiology and Psychology of mathematics from classroom “The reaching movements of teachers’ conceptions of and Motor Development). “Functional instruction: On relating lessons patients with parkinson’s dis- response to issues of diversity” magnetic resonance imaging of to pupils’ interpretations (Jour- ease under self-directed maxi- (Urban Education). “Voices from motor, sensory and posterior nal of the Learning Sciences). mal speed and visually-cued the margins: Asian American parietal cortical areas during conditions” (Brain). “A model teachers’ experiences in the performance of sequential typ- Celia Genishi of functional skill aquisition: profession” (Teacher Education ing movements” (Experimental Professor of Education Implications for therapeutic Yearbook V: Research on the Edu- Brain Research). “Task-depen- Department of Curriculum and practice” (Rehabilitation of cation of Our Nation’s Teachers). dent deficits during object Teaching Children With Cerebral Palsy). Racial identity and education” release in Parkinson’s Disease” B.A., Barnard College; M.A.T., “Implicit and explicit processes (Review of Research in Education). (Experimental Neurology) “Eye- Harvard University; Ph.D., during aquisition of functional movements and eye-hand coor- University of California at skills” (Scand. J. Occupational Andrew Gordon dination during typing” (Cur- Berkeley Therapy). Associate Professor of Movement rent Directions in Psychological Science). SCHOLARLY INTERESTS: Sciences and Education Early childhood education. Herbert P. Ginsburg Department of Biobehavioral Language in the classroom. Jacob H. Schiff Foundations Pro- Studies Merrilyn L. Gow Qualitative research. Child- fessor of Psychology and Education B.A., Hampshire College; Assistant Professor of Speech and hood bilingualism. Department of Human M.S., Pennsylvania State Language Pathology Development University; Ph.D., Karolinska Department of Biobehavioral SELECTED PUBLICATIONS: B.A., Harvard University; Institute; Postdoctoral Fellow, Studies Ways of Assessing Children and M.S., Ph.D., University of University of Minnesota B.App.Sc., University of Syd- Cu r riculum: Stories of Early North Carolina ney (Australia); M.A., Ph.D., Childhood Practice (T eachers Col- SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: Neural control of movement. University of California Santa lege Press). The Need for Story: Barbara Cultural Diversity in Classroo m Intellectual development. Motor learning and develop- and Community (National Coun- Mathematics education. Test- ment. Movement disorders. SCHOLARLY INTERESTS: cil of Teachers of English). ing and assessment. Brain processes. Professional Speech movement control, “V isions of children as language SELECTED PUBLICATIONS: development and research speech fluency and stuttering, users: Research on language and The Myth of the Deprived Child: training of therapists and neurogenic and developmental language education in early Poor Children’s Intellect and Edu- clinical educators. speech disorders. childhood” (Handbook of Research cation (Prentice-Hall). Children’s SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: on Young Children ). “Teaching in Arithmetic (Pro-Ed). Piaget’s “Bilateral coordination of fin- “Perceptual evaluation of the early childhood education: Theory of Intellectual Development gertip forces in children with naturalness of synthetic speech” Understanding practices (Prentice-Hall). Entering the hemiplegic cerebral palsy” (Speech Technology Laboratory th r ough res e a r ch and theory” Child’s Mind (Cambridge). (Developmental Medicine and Research Reports). “Stuttering (Handbook of Research on Tea c h - Child Neurology). “Development modification and changes in ing, 4th ed.). A. Lin Goodwin of neural mechanisms underly- phonation: Observations on Associate Professor of Education ing grasping in children” (Neu- findings from recent reports” Antoinette M. Gentile Department of Curriculum and (Journal of Speech and Hearing Professor of Psychology and Teaching Research). “Stuttering and Education B.S., Central Connecticut State speech naturalness: Some addi- Department of Biobehavioral University; M.A., Ed.M., tional data” (Journal of Speech Studies Ed.D., Teachers College, and Hearing Disorders). “Sen- B.S., Brooklyn College of the Columbia University tence final accents in synthesized American English City University of New York; SCHOLARLY INTERESTS: Journal of the Acoustical M.S., P.E.D., Indiana Univer- Teacher education for urban speech” ( Society of Japan sity; Ph.D., State University of and multicultural contexts ). New York at Stony Brook Teacher beliefs. Equality educa- R. Douglas Greer SCHOLARLY INTERESTS: tion. Asian American educa- Motor learning and develop- tional experiences and identity Professor of Education and ment. Neuromotor control development. Psychology Department of Health and processes. Rehabilitative SELECTED PUBLICATIONS: strategies. Behavior Studies Assessment for Equality and B.M.E., M.M.E., Florida State Inclusion: Embracing All Our University; Ph.D., University Children (Routledge). “Multi- Andrew Gordon of Michigan Associate Professor of Movement Sciences and Education

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SELECTED PUBLICATIONS: Law, Lawyers and School Reform (Yale University Press). “Schools Without Rules? Char- ter Schools, Federal Disability Law, and the Paradoxes of Deregulation” (Harvard Civil Rights-Civil Liberties Law Review). “The More We Get Together: Improving Collabo- ration Between Educators and Their Lawyers” (Harvard Edu- cational Review). “The Legality of Minimum Competency Test Programs Under Title VI of the Civil Rights Act of 1964” (Harvard Civil Rights-Civil Lib- erties Law Review).

Linda Hickson Professor of Education Department of Health and Behavior Studies Charles C. Harrington, Gregory W. Hamilton SCHOLARLY INTERESTS: B.A., College of New Rochelle; Professor of Anthropology, Psychology Assistant Professor of English Human development in social M.A., Ph.D., George Peabody and Education Education and cultural contexts. The College, Vanderbilt University Department of Arts and study of Pathmakers: resiliency, resistance, invulnerability and SCHOLARLY INTERESTS: Humanities Education of children and SCHOLARLY INTERESTS: B.A., Lewis and Clark College; success in at-risk populations. Psychological anthropology adults with disabilities/mental Comprehensive Application of M.A., Ed.D., Teachers College retardation. Cognitive, motiva- Behavior Analysis to Schooling and education. SCHOLARLY INTERESTS: tional, and emotional aspects of ® (CABAS ). Teaching operations Middle school readers and their SELECTED PUBLICATIONS: decision-making. Cognition for the acquisition of verbal relationship to young adult Paths to Success: Beating the Odds and comprehension. Substance behavior by students with lan- novels. Curriculum and staff in American Society (Harvard abuse prevention. guage deﬁcits. Research in the University Press). Educational development. School reform. SELECTED PUBLICATIONS: learn-unit as a natural fracture Teaching for diversity. Policy in an Era of Conservative of teaching. Reform (AMS Press). Race, Sex, Decision-Making and Mental SELECTED PUBLICATIONS: and National Origin: Public Atti- Retardation (International SELECTED PUBLICATIONS: English Educa- Review of Research in Mental “Reading Jack” ( tudes of Desegregation (AMS “The educational crisis” (Social tion Retardation ). “Making connections” Press). Psychological Anthropology ). “A Closer Look at Problems in American Society and English Education ( ). “Lessons and Education (AMS Press). Interpersonal Decision-Making Solutions). “Collateral gains and from our past: History of Eng- in Adults with and without short term maintenance in lish education” (New York City Mental Retardation” (American Jay P. Heubert reading and on task by inner- Association of Assistant Principals Journal on Mental Retardation). Associate Professor of Education city adolescents as a function of Supervision, English IV). “Profes- Comprehension and Mental Retar- their use of social reinforce- sional educators” (Yahoo! Inter- and Law dation (International Review of ment while tutoring” (Journal net Life). Department of Organization Research in Mental Retarda- of Applied Behavior Analysis). and Leadership tion). Mental Retardation: Foun- “The measure of a teacher” Charles C. Harrington B.A., Swarthmore College; dations of Educational Program- (Behavior Analysis in Education: Professor of Anthropology, M.A.T., Duke University; J.D., ming (Allyn & Bacon). Focus on Measurably Superior Harvard Law School; Ed.D., Psychology and Education and Instruction). “Contingencies of Harvard Graduate School of Christopher R. Higgins the science and technology of Chair of the Department of Education Assistant Professor of Philosophy teaching and prebehavioristic Scientiﬁc Foundations A.B., Syracuse University; SCHOLARLY INTERESTS: and Education research practices in education” Legal issues in education. (Educational Researcher). Ph.D., Harvard University Department of Arts and Equal educational opportunity. Humanities Interprofessional collaboration. B.A., Yale University; Ph.D., Educational testing. Law and Teachers College, Columbia school reform. University

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SCHOLARLY INTERESTS: Pearl R. Kane Barbara Kiefer Ursula Kirk The role of the liberal arts in Associate Professor of Education Associate Professor of Education Associate Professor of Neuroscience teacher education. The nature Department of Organization Department of Curriculum and and Education of the teacher-student rel a t i o n - and Leadership Teaching Department of Health and ship. Educational ethics. B.A., City College of New B.A., M.Ed., Westminister Behavior Studies He r meneutics. Psychoanalytic York; M.A., Smith College; College; Ph.D., Ohio State B.A., M.A., Manhattanville Col- perspectives on educational Ed.D., Teachers College, University lege; M.S. in Counseling, Iona practice. Dialogue. Columbia University SCHOLARLY INTERESTS: College; M.S. in Guidance, State SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: Children’s literature, especially University of New York at “Transference love from the Independent schools. Private the use of picture-books in rea d - Albany; Ed.M., Ed.D., Tea c h e r s couch to the classroom: A psy- school governance. The privati- in g education. Reading lan- College, Columbia University. choanalytic perspective on the zation movement. Professional guage arts. Literacy education. Ce rt i ﬁ cate in Pediatric Neu- ethics of teacher-student development of teachers and rop s y c h o l o g y , New England SELECTED PUBLICATIONS: Medical Center, Tufts University romance” (Philosophy of Educa- administrators. Children’s Literature in the Ele- tion), “Socrates’ effect/Meno’s SELECTED PUBLICATIONS: mentary School, 6th Ed. (Brown SCHOLARLY INTERESTS: affect: Socratic elenchus as Independent Schools, Independent & Benchmark). The Potential of Developmental neuropsychol- Philosophy of kathartic therapy” ( Thinkers (Jossey-Bass). The First Picture-books: From Visual Liter- ogy. Assessing neuropsycholog- Education). Year of Teaching: Real World Sto- acy to Aesthetic Understanding ical development in children. ries from America’s Teachers (Prentice Hall). An Integrated Learning as a multifactorial Clifford A. Hill (Walker). The Challenge in Language Perspective in the Ele- process. Arthur I. Gates Professor of Lan- Trusteeship (Association of Gov- mentary School: Theory into SELECTED PUBLICATIONS: guage and Education erning Boards). “Teacher incen- Action, 3rd. Edition (Long- NEPSY: A Developmental Assess- B.A., Wheaton College; M.A., tive policies and independent man). “Picture-books as con- ment of Neuropsychological Func- Columbia University; Ph.D., schools” (Independent Schools). texts for literary, aesthetic and tions (The Psychological Corpo- University of Wisconsin real world understandings” ration). “The development and SCHOLARLY INTERESTS: (Language Arts). use of rules in the acquisition Language and literacy assess- of perceptual-motor skills” ment. African languages and Barbara Kiefer (Child Development). “Learning literature. English language Associate Professor of Education to copy letters: A cognitive, teaching in China. rule-governed task” (Elementary School Journal SELECTED PUBLICATIONS: ). “Confrontation Children and Reading Tests naming in normally developing (Ablex Press). “English lan- children: Word-retrieval or guage teaching in China: A word knowledge” (The Clinical policy for the year 2000” (For- Psychologist). eign Languages and Translation). “From testing to assessment: JoAnne Kleifgen English as an international lan- Associate Professor of Linguistics guage” (Longman). “Recherches and Education Interlinguistiques en Orienta- Department of International tion Spatiale” (Communications). and Transcultural Studies B.A., Our Lady of the Lake of Elaine Virginia Howes San Antonio; M.A., The Uni- Assistant Professor of Science versity of Alabama; Ph.D., Education University of Illinois Department of Scientiﬁc SCHOLARLY INTERESTS: Foundations Discourse analysis. Children’s B.A., Oakland University second language and literacy Honors College; Ph.D., development. Computers and Michigan State University communication in school and SCHOLARLY INTERESTS: at work. Feminist teaching and SELECTED PUBLICATIONS: education in science and “Assembling Knowledge” mathematics. (Research on Language and Social Interaction). “Problem-solving at a circuit board assembly

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collective autobiography”, arts in the undergraduate cur- SELECTED PUBLICATIONS: “The multi-cultural curricu- riculum” (Journal of General The Skills of Argument (Cam- lum and communities of peace” Education). bridge University Press). (Liberal Education). “Education “Children and adults as intu- for a world lived in common Robert E. Kretschmer itive scientists” (Psychological with others” (Education and Associate Professor of Education Review). “Education for think- Democracy, College Board). and Psychology ing: What can psychology con- Department of Health and tribute?” (Promoting Cognitive Michelle G. Knight Behavior Studies Growth Over the Life Span). Assistant Professor of Education B.S., M.A., Northwestern Uni- “Thinking as argument” (Har- Department of Curriculum and versity; Ph.D., University of vard Educational Review). Teaching Kansas B.A., Franklin and Marshall Lawrence Haruo Kushi SCHOLARLY INTERESTS: Ella McCollum Valteich Professor College; M.A., Monterey Insti- Teaching of the deaf and hard tute of International Studies; of Human Nutrition of hearing. Linguistics of Eng- Department of Health and Ph.D., University of California, lish and ASL. Literacy devel- Los Angeles Behavior Studies opment. Text Stru c t u re . A.B., Amherst College; Sc.D., SCHOLARLY INTERESTS: School Psychology. Auditory Harvard School of Public Michelle G. Knight Teacher education. Equity s t re a m i n g . issues in urban education. Mul- Health Assistant Professor of Education SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: ticultural feminisms and femi- Reading and Hearing Impaired Nutritional epidemiology. nist pedagogy. African-Ameri- In d i v i d u a l s (Alexander Graham Diet and chronic disease risk. machine: A micro-analysis” can teaching practices with Bell Association). “Metacogni- (NCRVE). “Kreyol Ekri, Kreyol diverse populations. Nutrition interventions to pro- tion, Metalinguistics and Inter- mote health. Complementary Li: Haitian children and com- SELECTED PUBLICATIONS: Applied Psycholinguis- vention” ( and alternative health prac- puters” (Educational Horizons). “Learning from the conceptual- ti c s ). “The psycho-educational tices. “Achieving coherence in multi- ization of and the development assessment of hearing impaired lingual interaction” (Discourse of anti-racist teaching practices ch i l d r en” (Au d i t o r y Disorders in SELECTED PUBLICATIONS: Processes). of beginning African-American School Children , th i r d edition, “Prospective Study of Diet and teachers” in The Thought and Theime and Stratton). “Educa- Ovarian Cancer” (American L. Lee Knefelkamp Practice of Anti-Racist Teaching tional consideration of at-risk Journal of Epidemiology). “Physi- Professor of Higher Education (Routledge). “The role of Eng- hearing impaired children ” cal Activity and Mortality in Department of Organization lish in anglophone Africa” (Speech, Language and Hearing Postmenopausal Women” and Leadership (Monterey Review). Se r vices in the Schools). “Tea c h e r s - (Journal of the American Medical B.A., Macalester College; as-researchers: Supporting pro- Association). “Healthy Implica- M.A., Ph.D., University of Susan Koff fessional development” (Volta tions of Mediterranean Diets in Minnesota Assistant Professor of Dance Review). “Multihandicapped, Light of Contemporary Knowl- SCHOLARLY INTERESTS: Education hearing imparied students as edge” (American Journal of Clin- Undergraduate curriculum. Department of Arts and thinkers and ‘feelers’” (Volta ical Nutrition). “Dietary Curriculum transformation. Humanities Review). “Developing a func- Antioxidant Vitamins and Theories of student develop- B.F.A., University of Arizona; tional encoding screening pro- Death from Coronary Heart ment. The design of effective M.A., Teachers College, gram: Implications and rela- Disease in Postmenopausal learning communities. Women Columbia University; Ed.D., tionship to action based Women” (New England Journal in higher education. Feminist Temple University research” (Volta Review). of Medicine). pedagogy, theory, and research. SCHOLARLY INTERESTS: Intellectual and ethical devel- Deanna Kuhn Leah B. Lapidus Dance education: urban set- Professor of Psychology and opment. Diversity in Higher tings, teaching and curriculum. Professor of Psychology and Education. Education Education SELECTED PUBLICATIONS: Department of Counseling and SELECTED PUBLICATIONS: Department of Human “The inﬂuence of dance train- Clinical Psychology Workbook for the Practice-to- Development ing and foot position on land- B.A., Ph.D., New York Uni- Theory Model (American Col- B.S., University of Illinois; ing mechanics” (Medical Prob- versity; M.A., Teachers Col- lege Personnel Association). Ph.D., University of California lems of Performing Artists). at Berkeley lege, Columbia University New Directions in Higher Educa- “Experiment in education: tion: Applying New Developmen- Description of an urban high SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: tal Findings (Jossey-Bass). school’s arts-based program” Cognitive development across Stress and coping. Trauma “Higher education and the (Impulse). “Dance science con- the life span and implications reduction. Child abuse identiﬁ- consumer society”, “Seasons of siderations of dance educators” for educational theory and cation, intervention, and pre- academic life: Honoring our (JOPERD). “The role of the practice. vention. Psychopathology and

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schizophrenia. Legal issues in Nancy Lesko Efficiency Approach,” Economics Dale Mann diagnosis and treatment. Cross- Associate Professor of Education of Education Review, Vol. 16, Professor of Education cultural mastery of parent- Department of Curriculum and No. 3 (Summer 1997), pp. Department of Organization child intervention. Psychologi- Teaching 303-311. and Leadership cal differentiation and B.S., Georgetown University; A.B., University of California reduction of violence in fami- M.S., University of Wisconsin- Arthur E. Levine at Berkeley; Ph.D., Teachers lies, schools, and the commu- Madison; Ph.D., University of President of the College and College, Columbia University nity. Impact of early social Wisconsin-Madison Professor of Education SCHOLARLY INTERESTS: experience on brain function SCHOLARLY INTERESTS: B.A., Brandeis University; Entertainment and technology and psychophysiology in facili- Curriculum theory and history. Ph.D., State University of New contributions to educational tation of adaptive coping. Conceptions of children and York at Buffalo improvement. International SELECTED PUBLICATIONS: youth in theory and practice. SCHOLARLY INTERESTS: school reform. The politics of “Cognitive control and reac- Gender issues in education. College students and multicul- schools and education. tions to stress: Conditions for Service-learning curricula. turalism. College and univer- SELECTED PUBLICATIONS: mastery in the anticipatory SELECTED PUBLICATIONS: sity leadership. Curriculum. “Home Again: Private and Pub- Proceedings of the Ameri- phase” ( “Denaturalizing adolescence: History of higher education. lic Prospects for Internet Deliv- can Psychological Association ). The politics of contemporary er ed Learning @ Home”. “Seri- “Anxiety, Arousal, and Schizo- SELECTED PUBLICATIONS: representations” (Youth & Soci- When Hope and Fear Collide: A ous Play” (Teachers College Record, phrenia: A theoretical integra- ety). “Past, present, and future Portrait of Today’s College Student Spring 1996). “Technology and tion” (Psychological Bulletin). conceptions of adolescence” Beating the Achievement” (The American “Cross-cultural consistencies in (Jossey-Bass, 1998). (Educational Theory). “The Odds: How the Poor Get to College School Board Journa l , July 1997). prenatal perceptual patterns ‘leaky needs’ of school-aged Making Change Happen? (Te a c h - Interna- (Jossey-Bass). “How the Acade- and prenatal practices” ( mothers: An examination of ers College Pres s ) . tional Journal of Prenatal and mic Profession is Changing” U.S. programs and policies” Daedalus, When Prenatal Studies). ( Fall 1997). (Curriculum Inquiry). Reducing Dreams and Heroes Died: A Por- Victoria J. Marsick the Risk: Schools as Communities trait of Today’s College Students Professor of Education Hope Jensen Leichter of Support (Falmer Press). (Jossey-Bass). Department of Organization Elbenwood Professor of Education and Leadership Department of International Henry M. Levin Suniya S. Luthar B.A., Notre Dame University; and Transcultural Studies Professor of Education Associate Professor of Psychology M.I.P.A., Maxwell School; A.B., Oberlin College; Ph.D., De p a r tment of International and Ph.D., University of California Harvard University and Education Transcultural Studies Department of Human at Berkeley SCHOLARLY INTERESTS: B.S., New York University; Development SCHOLARLY INTERESTS: Families and communities as M.A., Ph.D., Rutgers University B.Sc., M.Sc., Delhi University Workplace learning. Learning educators. Family memories SCHOLARLY INTERESTS: (India); Ph.D., Yale University organizations. International and narratives. Kinship net- Economics of Education, Cost- SCHOLARLY INTERESTS: models of management. works and grandparents as edu- Effectiveness Analysis, School Developmental psychopathol- SELECTED PUBLICATIONS: cators. The mediation of televi- Reform, Educational Vouchers sion by the family. Museum ogy and resilience among chil- Informal and Incidental Learning education for families. Families SELECTED PUBLICATIONS: dren and families at risk. in the Workplace (Routledge). and school reform. Immigra- “Educational Vouchers: Effec- SELECTED PUBLICATIONS: Sculpting the Learning Organiza- tion, migration and family tiveness, Choice, and Costs,” Developmental psychopathology: tion (Jossey-Bass). Team Learn- education. Journal of Policy Analysis and Perspectives on adjustment, risk ing Survey (Organization Management, Vol. 17, No. 3 and disorder (Cambridge Uni- Design and Development). SELECTED PUBLICATIONS: (Summer 1998). “Educational Kinship and Casework: Family versity). “Social competence in Performance Standards and the Jason H. Mateika Networks and Social Interve n t i o n the school setting: Prospective Economy,” Educational Assistant Professor of Movement (Russell Sage Foundation). Fa m - cross-domain associations Researcher, Vol. 27, No. 4 (May among inner-city teens” (Child Sciences and Education ilies and Communities as Educators 1998), pp. 4-10. “Accelerated (T eachers College Press). “The Development). “Vulnerability Department of Biobehavioral Schools: A Decade of Evolu- and competence: A review of Studies school and parents” (The Tea c h e r s tion,” In A. Hargreaves, A. Ha n d b o o k ). “The concept of research on resilience in child- B.Sc., University of Guelph Lieberman, M. Fullan, and D. hood” (American Journal of (Canada); M.Sc., Ph.D., Uni- educative style” (Teachers College Hopkins, eds. International Re c o r d). “Family contexts of tele- Orthopsychiatry). “Parental psy- versity of Toronto Handbook of Educational Change chopathology and disorders in vision” (Educational Communica- (Boston: Kluwer Academic SCHOLARLY INTERESTS: tion and Tec h n o l o g y ). “Families offspring: A study of families Exercise and breathing. Sleep Publishers, 1998). “Raising of drug abusers” (Journal of and museum” (Ma r riage and School Productivity: An X- disordered breathing and its Family Review). Nervous and Mental Disease). effect on cardio-respiratory function.

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SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: Retardation). Altruism in Later “Long-term facilitation of Power and Pedagogy: Transform- Life (Sage). “Altruism through upper airway respiratory mus- ing Education Through Informa- the life course” (Family Caregiv- cle activity in the cat” (Journal tion Technology (Institute for ing Across the Lifespan). “The of Applied Physiology). “Contrac- Learning Technologies). Man generous elderly” (Psychology tile Properties of Human Nasal and His Circumstances: Ortega as and Aging). “Competence, reti- Dilator Motor Units” (Jo u r nal of Educator (Teachers College cence and helping” (Develop- Ne u ro p h y s i o l o g y ). “Co-activation Press). “Renewing the progres- mental Psychology). of Tongue Protrudor and sive contract with posterity” Retractor Muscle During (U.S. Department of Education Lisa Miller Chemoreceptor Stimulation in Whitepaper on Technology and Assistant Professor of Psychology the Rat” (Journal of Physiology). Learning.). and Education “The Effect of Snoring on Mean Department of Counseling and Arterial Pressure During REM Elizabeth Midlarsky Clinical Psychology Sleep” (American Review of Res- Professor of Psychology and B.A., Yale College; Ph.D., piratory Disease). Education University of Pennsylvania Department of Counseling and SCHOLARLY INTERESTS: Robert O. McClintock Clinical Psychology Depression and substance Professor of History and Education B.A., Brooklyn College of the abuse, related risk factors and Dennis E. Mithaug Department of Scientiﬁc Foun- City University of New York; protective factors. Professor of Education dations M.A., Ph.D., Northwestern A.B., Princeton University; University SELECTED PUBLICATIONS: M.A., Columbia University; “Intergenerational transmission of depressed mothers and off- SCHOLARLY INTERESTS: of parental bonding among spring” (in press), (Journal of Ph.D., Teachers College, Psychoeducational approa c h e s Columbia University women” (Journal of the American Affective Disorders). to mental and physical health Academy of Child & Adolescent SCHOLARLY INTERESTS: in siblings of children with dis- Psychiatry). “Religion and Dennis E. Mithaug Applications of digital technol- abilities, older adults, and depression; Ten year follow-up Professor of Education ogy to educational reform. women. Altruism, helping and of depressed mothers and off- Interaction of political and Department of Health and volunteerism. Life span and spring” (Journal of the American Behavior Studies educational theory. Urban aging issues. Sex roles. Socio- Academy of Child & Adolescent education. B.A., Dartmouth College; emotional facets of development. Psychiatry). “A case study of M.A., M.Ed., Ph.D., Univer- SELECTED PUBLICATIONS: religious ceremony on a psychi- sity of Washington “Competence and adjustment atric inpatient unit” in Bergin, SCHOLARLY INTERESTS: among siblings of children A. & Richards, P.S. (Eds.) Equal opportunity. Disabilities with mental retardation” (APA Books). “Self-esteem and studies. Moral and political (American Journal of Mental depression; Ten year follow-up Lisa Miller theory. Self-determination. Assistant Professor of Psychology Self-regulation. Social Policy. Special education leadership. SELECTED PUBLICATIONS: Inclusive Schooling: National and International Perspectives (Earl- baum). Equal Opportunity Theory (Sage). Self-Regulation Theory: How Optimal Adjustment Maxi- mizes Gain (Praeger). Self-Deter- mined Kids: Raising Satisﬁed and Successful Children (Lexington Books).

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Jane A. Monroe SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: Associate Professor of Statistics and Social dimensions of perfor- “Clarence Thomas, Anita Hill School res t r ucturing and Education and Chair of the mance assessment. School and and us: A group relations per- ref o r m. Problem solving and De p a r tment of Human Development classroom organization. School- spective” (Journal of Applied or ganizational change. School- B.A., Midwestern University; ing for at risk-youth. Behavior Science). “The tiller of to-work transition for secondary M.S., University Wisconsin at SELECTED PUBLICATIONS: authority in a sea of diversity: and post-secondary education. Madison; Ed.D., Teachers Col- Schooling Disadvantaged Chil- Empowerment, and disempow- Dr opout prevention. Evaluation lege, Columbia University dren: Racing Against Catastrophe erment, and the politics of and action res e a r ch. New Paradigms of (Teachers College Press). “The identity” ( SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: Leadership in the 21st Century: Pro b a b i l i t y . Statistical inferen c e . impact of evaluation processes Opportunities and Choices: Lessons on students” (Educational Psy- Diversity and Consultation). “Self Learned From a Community Youth Multivariate techniques. Psy- and identity in career develop- chological factors that relate to chologist). “The impact of evalu- Services Effort (Peter Lang Pub- ation processes: The case of ment: Implication for theory lishing, Inc., forthcoming). pe rf o r mance in statistics, cogni- and practice” (Journal of Coun- tive abilities and attitudes. teachers” (Advances in Educa- Keeping Students in School tional Administration). “A popu- seling and Development). (Jossey-Bass). Evaluating School- SELECTED PUBLICATIONS: lation at risk: Potential conse- to-Work Transitions (National Introductory Statistics (Scott quences of tougher school Honor O’Malley Institute on Work and Learn- Foresman). standards for student dropouts” Associate Professor of Audiology ing). “Linking secondary (American Journal of Education). Department of Biobehavioral schools and community col- Frank Moretti Studies leges for school-to-work transi- Research Associate Professor of Nel Noddings B.A., Marymount Manhattan tion” (Journal of Research Voca- Education Professor of Philosophy and College; M.S., Ph.D., Purdue tional Education, forthcoming). Department of Scientific Education University Foundations Department of Arts and SCHOLARLY INTERESTS: Celia Oyler B.A., St. Bonaventure Univer- Humanities Function of the normal ear. Assistant Professor of Education sity; M.A., M.Ed., Teachers B.A., Montclair State College; Psychoacoustics and auditory Department of Curriculum and College; M.A., M.Phil., Ph.D., M.A., Rutgers University; physiology. Intraoperative Teaching Columbia University Ph.D., Stanford University monitoring of hearing during B.S., Southern Connecticut CHOLARLY NTERESTS neurotologic surgery. State College; M.Ed., Univer- S I : SCHOLARLY INTERESTS: sity of Vermont; Ph.D., Uni- Communications technology Philosophy of education with SELECTED PUBLICATIONS: and education in the context of special interest in feminist “Influence of Temporal Mask- versity of Illinois at Chicago cultural and intellectual his- ethics, moral education and ing on Click-Pair Discrim- SCHOLARLY INTERESTS: tory. Educational software mathematics education. inability” (Perception and Psy- Issues of power; equity and development. chophysics). “Two-Tone Auditory social justice; inclusion of stu- SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: The Challenge to Care in Schools Spectral Resolution” (Journal of dents with disabilities in gen- the Acoustical Society of America “The software search for jus- (Teachers College Press). ). eral education. “Relationship Between Psy- tice: The multi-media case Caring: A Feminine Approach to SELECTED PUBLICATIONS: maker” (The “Rodney King” Ethics and Moral Education chophysical Tuning Curves and Making room for students: Sharing Journal of the Trial; Court TV). “Neue Tech- (U. California). Educating for Suppression” ( teacher authority in Room 104 nologien: Der Schlussel Zur Intelligent Belief or Unbelief Acoustical Society of America). (Teachers College Press). Chancengleichheit?” (Bertels- (Teachers College Press). Philos- “The Relationship Between “Teaching beyond the progres- mann Briefe, German). “Unex- ophy of Education (Westview). Loudness-Intensity Functions sive-traditional dichotomy: pected learning in a changing and the Click-ABR Wave V Sharing authority and sharing Latency Functions” (Ear and communications ecology” Debra A. Noumair vulnerability” (Curriculum Hearing). “Cross-modality (Proceedings, 13th International Associate Professor of Psychology Inquiry). “Sharing authority: Conference on Technology and Matching and the Loudness and Education Student initiations during Education). “Who controls the Growth Function for Click Department of Counseling and teacher-led read-alouds of canon? A classicist in conversa- Stimuli” (Journal of the Acousti- information books” (Teacher and tion with cultural conservative” Clinical Psychology cal Society of America). B.S., Boston University; Teacher Education). “Reaching (Teachers College Record). beyond ourselves” (Teaching Ed.M., Ed.D., Teachers Col- Margaret Terry Orr lege, Columbia University Education). Gary Natriello Associate Professor of Education Associate Professor of Sociology and SCHOLARLY INTERESTS: Department of Organization Education Power and authority relations. and Leadership Department of Human Influence of diversity, authority B.A., Denison College; M.A., Development and identity on relationships at Ed.M., Ph.D., Teachers Col- A.B. Princeton University; work. Gender issues. lege, Columbia University A.M., Ph.D. Stanford University

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Dolores Perin discrimination” (Journal of impact of cognitive psychology SELECTED PUBLICATIONS: Associate Professor of Psychology Applied Psychology). “Explaining on school psychology” (School Off-White: Essays on Society, Race and Education gender-based selection deci- Psychology Review). “Problems of and Culture (Routledge Press). Department of Health and sions: A synthesis of contextual knowledge-based explanations “Facing reality: Using Racial Behavior Studies and cognitive approaches” of memory and development” Identity Theory with urban B.A., Ph.D., University of (Academy of Management (Review of Educational Research). public schools” (Racial Identity Sussex Review). Development Theory: Applications Lenore Pogonowski to Individual, Group, and Orga- SCHOLARLY INTERESTS: Lisa Ann Petrides Associate Professor of Music nizational Interventions, Reading and writing disabili- Assistant Professor of Education Education Lawrence Erlbaum Associates). ties in children and adults. “In our own hands: Diversity Curriculum and pedagogy in Department of Organization Department of Arts and and Leadership Humanities literacy.” (Transformations). community colleges. Adult and “Interpreting social defenses: workplace literacy. B.S., University of Californi a ; B.S., Western Connecticut MBA, Sonoma State Univer- State University; M.A., Family group in Philadelphia SELECTED PUBLICATIONS: sity; Ph.D., Stanford University University of Connecticut; public schools” (Chartering “Workplace literacy assess- Urban School Reform: Reﬂecting SCHOLARLY INTERESTS: D.M.A., Temple University ment” (Dyslexia). “Assessing on Urban High Schools in the Management systems and infor- the reading-writing relation in SCHOLARLY INTERESTS: Midst of Change, mation technology. Higher edu- Teachers Col- adult literacy students” (Read- Development of Musicality. lege Press). ing Psychology). “What should cation and workforce prep a r a - Musical Creativity and Prob l e m tion. Access and equity in math Solving. Metacognition. Inter- workers learn in workplace James E. Purpura and science education. di s c i p l i n a r y Arts Education. Basic Education Programs?” Assistant Professor of Language (Adult Learning). “Understand- SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: and Education ing dropout in an urban worker Higher Education and Profes- “Critical thinking and music Department of Arts and education program: Retention sional Preparation (The Encyclo- listening” (Music Educators Jour- Humanities patterns, demographics, stu- pedia of Third World Women). A nal). “Metacognition: A dimen- B.A., Marietta College; M.A., dent perceptions, and reason Gendered Construction of Engi- sion of musical thinking” University of Colorado; Ph.D., given for early departure” neering in the Academic Context in (Dimensions of Musical Think- University of California, Los (Urban Education). Science Coeducation: Viewpoint ing). “Attitudinal assessment of Angeles from Gender, Race and Ethnic upper elementary students in a Elissa L. Perry Perspectives (National Associa- process-oriented music curricu- SCHOLARLY INTERESTS: Assistant Professor of Psychology tion of Research in Science lum” (Journal of Research in Second language assessment; SL acquisition theory; and Syn- and Education Teaching). Social Applications of Music Education). “Creative Arts Simulation in Educational Man- Laboratory” (Final Report— tactic and Conversational Department of Organization analysis. Effects of socio-psy- and Leadership agement (The Society for Com- U.S. Department of Education, puter Simulation). Fund for Innovative Education). chological background charac- B.S., Trinity College; M.S., teristics on SL performance. Ph.D., Carnegie Mellon “Arts curricula in transition” University Stephen T. Peverly (Journal of Aesthetic Education). SELECTED PUBLICATIONS: Associate Professor of Psychology “Experience, critical thinking Strategy use and second language SCHOLARLY INTERESTS: and Education and problem solving in music test perfo rm a n c e . (C a m b r i d g e Social cognition and human teacher preparation” (Music University Press). An Analysis of resource decision making. The Department of Health and Behavior Studies Educators Journal). the Relationships between Test Tak - effects of personal characteris- ers’ Cognitive and Metacognitive tics on human resource judg- B.A., Manhattan College; M.S., Linda C. Powell Strategy Use and Second Language ments and organizational Ed.S., State University of New Associate Professor of Psychology Test Perfo r mance (L a n g u a g e behavior. Diversity training York of Albany; Ph.D., Penn- sylvania State University and Education Le a r ning). The development and sexual harassment aware- and construct validation of an ness training effectiveness. SCHOLARLY INTERESTS: Department of Organization Cognition and instruction, and Leadership in s t r ument designed to investi- SELECTED PUBLICATIONS: studying, memory. B.S., Northwestern University; gate the cognitive backgrou n d “A closer look at the effects of M.Phil., George Washington characteristics of test takers subordinate-supervisor age dif- SELECTED PUBLICATIONS: University; Ph.D. George (L a w r ence Erlbaum Associates). ferences” (Journal of Organiza- “The effect of adjunct ques- Washington University A Review of Bialystok’s Communi- tional Behavior). “A cognitive tions and feedback on improv- cation Strategies (Issues in approach to understanding dis- ing the reading comprehension SCHOLARLY INTERESTS: Applied Linguistics). crimination: A closer look at of learning disabled adoles- Group relations theory, urban applicant gender and age” cents” (Contemporary Educational school reform efforts and pro- (Research in Personnel and Psychology). “Curriculum based fessional development/graduate Human Resources Management). assessment of reading skills education for educators. “Moderating effects of personal (Psychology in the Schools). “An and contextual factors in age overview of the potential

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Patricia M. Raskin their Caregivers” (Blindness and sity partnership” (Learning Dis- tion: A Case Study Approach Associate Professor of Psychology Psychological Development in abilities Quarterly). Classroom (Longman). and Education Young Children). “The issue of language problems: A handbook for Department of Counseling and Multiple Pathways in the teachers (in progress) (Austin, Elaine L. Rigolosi Clinical Psychology development of handicapped TX: PRO-ED). Cognitive Professor of Nursing Education B.S., M.Ed., Pennsylvania State children” (Issues in the Develop- approaches to learning disabilities, Department of Organization University; Ph.D., New York mental Approach to Mental Retar- (3rd edition) (Austin, TX: and Leadership University dation). “Self-evaluation in PRO-ED). B.S., Columbia Union College; young children” (Monographs of M.N., University of Florida; SCHOLARLY INTERESTS: the Society for Research in Child Craig E. Richards Career development of women. Ed.D., University of Massachu- Development). Professor of Education Identity. Work/family issues. setts; J.D., Benjamin N. Car- Department of Organization dozo School of Law, Yeshiva SELECTED PUBLICATIONS: D. Kim Reid and Leadership University Vocational Counseling (Farber, Professor of Education B.S., University of Wisconsin at SCHOLARLY INTERESTS: B.A., Brink, D.C., & Raskin, Department of Curriculum Gr een Bay; M.S., University of P.M., 1996). The Psychotherapy Health care administration. Teaching Wisconsin at Milwaukee; M.A., Health care law. Nursing of Carl Rogers: Cases and Com- B.A., Montclair State Univer- Ph.D., Stanford University mentary (Raskin, P.M., Kum- administration and education. sity; M. Ed., Temple Univer- SCHOLARLY INTERESTS: Consumer satisfaction with mel, P. & Bannister, T.) (Guil- sity; Ph.D., Temple University ford, 1998) “The relationship School ﬁnance. Institutional health care. Humanistic appli- between coping styles, attach- SCHOLARLY INTERESTS: incentives. Performance cations in health care delivery. Special Education, assessment accountability systems. Strate- ments and career salience in SELECTED PUBLICATIONS: partnered working women of students with special needs, gic management and organiza- The Empathy Construct Rating with children” (Journal of social and individual forces in tional learning concepts. Scale (XICOM). The LaMonica learning, cognitive approaches Career Assessment, 6(4), SELECTED PUBLICATIONS: Empathy Proﬁle (XICOM). 403–416, 1998). “Career to learning disabilities. Risky Business: Private Manage- Management in Health Care: A maturity: The construct’s SELECTED PUBLICATIONS: ment of Public Schools (Economic Theoretical and Experiential validity, vitality, and viability” “Scaffolding: A broader view” Policy Institute). Rethinking Approach (Macmillan). Manage- (Career Development Quarterly, (in press) (Journal of Learning Effective Schools (Prentice-Hall). ment in Nursing: An Experiential 47(1), 32–35). Disabilities). “Narrative know- Microcomputer Applications for Approach that Makes Theory ing: Basis for a school-univer- Strategic Management in Educa- Work for You (Springer). Susan L. Recchia Associate Professor of Education Francisco Rivera-Batiz Department of Curriculum and Associate Professor of Economics Teaching and Education B.A., University of California Department of International at Santa Cruz; M.A., California and Transcultural Studies State University at Northridge; A.B., Cornell University; Ph.D., University of California Ph.D., Massachusetts Institute at Los Angeles of Technology SCHOLARLY INTERESTS: SCHOLARLY INTERESTS: Social and emotional develop- Labor economics. Economic ment of young children. Adult- status of immigrant groups. child relationships across con- Gender and the labor market. texts. Infants and preschoolers SELECTED PUBLICATIONS: with special needs. Island Paradox: Puerto Rico in SELECTED PUBLICATIONS: the 1990s (Russell Sage). Rein- “Social Communication and venting Urban Education: Multi- Response to Ambiguous Stim- culturalism and the Social Context uli in Toddlers with Visual of Schooling (IUME). U.S. Immi- Impairments” (Journal of gration Policy Reform in the Applied Developmental 1980s: A Preliminary Assessment Psychology). “Establishing Inter- (Praeger). “Vocational educa- subjective Experience: Devel- tion and urban and minority opmental Challenges for Young populations” (Education and Children with Congenital Urban Society). Blindness and Autism and D. Kim Reid Professor of Education

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H. Jane Rogers tion Experience” (Jo u r nal of Associate Professor of Psychology Experimental Psychology: Learni n g , and Education Me m o r y and Cognition). Department of Human Development Mordecai Rubin B.A., University of New Eng- Professor of Spanish land (Australia); M.Ed., Ph.D., Department of Arts and University of Massachusetts Humanities A.B., Rutgers University; SCHOLARLY INTERESTS: Potentially biased test items. Ph.D., University of Maryland Criterion-referenced measure- SCHOLARLY INTERESTS: ment problems. Applied linguistics in the teaching of Spanish. Distance SELECTED PUBLICATIONS: “Detecting potentially biased learning. Poetry in Spanish. test items: A comparison of the SELECTED PUBLICATIONS: IRT Area and Mantel-Haenzel Una Poetica Moderna (Univer- methods” (Applied Measurement sity of Alabama Press and in Education). “Evaluation of National University of Mexico the plot method for identifying Press). “The image of the lan- potentially biased test items” guage teacher” (Journal of Eng- (Computer-Based Human Assess- lish as a Second Language). “A ment). “Evaluation of Com- modern methodology for teach- Stephen J. Silverman puter-Simulated Baseline Sta- ing Chinese” (Journal of the Dorothy Shipps Professor of Education tistic for use in Item Bias American Association of Teachers Assistant Professor of Education Studies” (Educational and Psy- of Chinese). Department of Organization chological Measurement). Frances Schoonmaker and Leadership John Saxman Associate Professor of Education B.A., University of California; Ernst Z. Rothkopf Professor of Speech Pathology and Department of Curriculum and M.A., University of California; Cleveland E. Dodge Professor of Chair of the Department of Biobe- Teaching Ph.D., Stanford University B.A., University of Washing- Telecommunications and Education havioral Studies SCHOLARLY INTEREST: ton; M.A., George Peabody History and politics of urban Department of Scientiﬁc B.A., San Diego State Univer- College for Teachers, Foundations sity; M.S., Ph.D., Purdue Uni- and state school reform, private Vanderbilt University; Ed.D., interests in school governance, A.B., Syracuse University; versity Teachers College, Columbia M.A., Ph.D., University of and organizational and institu- SCHOLARLY INTERESTS: University Connecticut Communication disorders. tional analysis. SCHOLARLY INTERESTS: SELECTED PUBLICATIONS: SCHOLARLY INTERESTS: Phonatory behaviors across Curriculum and teaching his- Psychology of human learning the life-span. Experimental “Corporate Involvement in tory, theory and practice. School Reform” in Clarence and instruction. Information Phonetics. Teacher preparation. Caring technology in education. Man- Stone (Ed.) Changing Urban SELECTED PUBLICATIONS: and values education. Religious agement of training. Introduction to Communication Education (University Press of education. Kansas). “The Invisible Hand: SELECTED PUBLICATIONS: Disorders (Prentice-Hall). SELECTED PUBLICATIONS: “Adjunct aids and the control of “Acoustic observations in Big Business and Chicago Growing Up Caring: Exploring School Reform” (Teachers College Mathemagenic Activities dur- young children’s non-cry vocal- Values and Decision-Making Re a d - Journal of the Acoustical Record). Recent reports on: ing purposeful reading” ( ization” ( (McGraw Hill). “Supervision in ing Expository Materials Society of America “Institutional Context for the ). “Statis- ). “A compari- historical perspective” (1992 tical inference of individual son of selected phonatory Chicago Annenberg Chal- ASCD Yearbook: Supervision). lenge”. “Decentralization in styles in purposeful rea d i n g ” behaviors of healthy aged and “Curriculum implementation” Mathematical and Statistical Journal of Speech Practice: Toward a System of ( young adults” ( (AERA Handbook on Research on Models in Behavioral Research ). and Hearing Research). Schools”. “Restructuring Cali- Curriculum). “Promise and Pos- fornia Education: A Design For “Persistence in memory of the sibility: Learning to Teach” su r face organization of simple Public Education in the 21st (Teachers College Record, 1998). University of Chicago maps as perfo r mance aids” Century” ( ). (In f o r mation Design Journa l ). “P a r ticularization: Inductive [Speeding] of Rule-Governe d Decisions by Narrow Applica-

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Marjorie Siegel Douglas Sloan SCHOLARLY INTERESTS: Associate Professor of Education Professor of History and Education Education policy. Elementary Department of Curriculum and Department of Arts and and secondary education Teaching Humanities reform. Public school gover- B.S., University of Wisconsin B.A., Southern Methodist nance and finance. The devel- (Madison); M.S., Ed.D., Indi- University; B.D., Yale Univer- opment of reflective education ana University sity; Ph.D., Teachers College, practitioners. SCHOLARLY INTERESTS: Columbia University SELECTED PUBLICATIONS: Reading mathematics. Literacy SCHOLARLY INTERESTS: Your Child in School (Arbor and the arts. Literacy and Epistemology, science and House). “Revising the New culture. education. Waldorf education. York State Social Studies Cur- riculum” (Teachers College SELECTED PUBLICATIONS: The epistemological, cultural, Record Teaching in Cities “The practice of reading in an and spiritual foundations of ). in q u i r y-oriented mathematics education. (Whitbread PLC). “Beyond st a n d a r ds: The rest of the class” (Reading Research Quar- SELECTED PUBLICATIONS: Teachers College Record te r l y ). “More than words: The Faith and Knowledge: Mainline agenda” ( ). generative power of transmedi- Protestantism and 20th-Century Gita Steiner-Khamsi ation for learning” (Ca n a d i a n American Higher Education (John Gita Steiner-Khamsi Associate Professor of Education Jo u r nal of Education). “Support- Knox Press). Insight-Imagina- Associate Professor of Education ing students’ mathematical tion: The Emancipation of Department of International inquiries through rea d i n g ” Thought and the Modern World and Transcultural Studies B.A., M.A., Ph.D., University (Jo u r nal for Research in Mathe- (Greenwood Press). The Great SELECTED PUBLICATIONS: matics Education). “The politics Awakening and American Educa- of Zurich Seeing Australia: Views of Artists of method: From Leftist tion: A Documentary History SCHOLARLY INTERESTS: and Artwriters (Piper Press). Ethnography to Educative (Teachers College Press). The Educational transfer and glob- “Critical Interpretive Inquiry: Re s e a r ch” (In t e r national Journa l Scottish Enlightenment and the alization from an international A Qualitative Study of Five of Qualitative Studies in American College Ideal (Teachers comparative perspective. Civic Contemporary Artists’ Ways Ed u c a t i o n ). College Press). literacy and political socializa- of Seeing” (Studies in Art Educa- tion. Forced and voluntary tion). “Beyond the Quantitative Stephen J. Silverman Frank L. Smith, Jr. migration, multiculturalism and Qualitative Divide: Professor of Education Associate Professor of Education and educational policy Research in Art Education as Department of Health and Department of Organization studies. Colonial and postcolo- Border Skirmish” (Australian Behavior Studies and Leadership nial studies in education. Art Education). Critical Influence: Interactive CD-ROM (University SCHOLARLY INTERESTS: B.A., Yale University; M.S., SELECTED PUBLICATIONS: Physical education, re s e a rc h Memphis State University; Multicultural Educational Poli- of New South Wales). on teaching, and re s e a rc h Ed.D., Teachers College, cies in Postmodern Societies (Leske m e t h o d o l o g y. Columbia University & Budrich, Germany). “Trans- Robert P. Taylor CHOLARLY NTERESTS ferring Education, Displacing Associate Professor of Computing SELECTED PUBLICATIONS: S I : Or ganizational theory. Urban Reform” (Comparative Studies and Education “Task structures, student prac- Department of Scientific tice, and student skill level in high schools. School assessment. Series). “Minority-Inclusive History Curricula in Secondary Foundations physical education” (Journal of SELECTED PUBLICATIONS: Schools: Adopting Methods of B.A., Denison University; Education Research). “The unit Language in the Classroom B.D., M.A., University of of analysis in field research: (Teachers College Press). “The Comparison and Multiperspec- European Journal of Chicago; Ed.D., Teachers Col- Issues and approaches to design large city high school” (NASSP tivity” ( Intercultural Studies lege, Columbia University and data analysis” (Journal of Bulletin). “Admissions policy” ). Teaching in Physical Education). (New York City High Schools). SCHOLARLY INTERESTS: “Teacher feedback and achieve- Graeme L. Sullivan Computer-based technology ment in physical education: Thomas Sobol Associate Professor of Art in education, across the Interaction with student prac- Christian A. Johnson Professor of Education curriculum, and around the tice” (Teacher and Teacher Educa- Outstanding Educational Practice Department of Arts and world, including its utility for ti o n ). Pr oposals that work: A guide Department of Organization Humanities human survival in a balanced for planning dissertations and grant and Leadership SCHOLARLY INTERESTS: ecosystem. pro p o s a l s (3 r d ed.) (Sage). A.B., Harvard College; A.M. in Cognition and artistic practice, Teaching, Harvard Graduate research methods for arts disci- School of Education; Ed.D., plines, and children’s cognitive Teachers College, Columbia functioning. University

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Stephen J. Thornton of Education, Mitchell College Maria Emilia Torres-Guzman involvement” (Policy and Prac- Associate Professor of Social (Australia); A.M., Ph.D., Stan- Associate Professor of Bilingual tice in Bilingual Education: Studies and Education ford University Education Extending the Foundations). SCHOLARLY INTERESTS: Department of International “Language minorities: Moving Social studies education. Cur- and Transcultural Studies from the periphery to the cen- SELECTED PUBLICATIONS: riculum studies. Teaching poli- B.A., Universidad de Puerto ter?” (Educational Forum). The Computer in the School: Tut o r , cies and educational practice. Rico; M.A., University of Tool, Tut e e (T eachers College Teaching of history. Michigan; M.A., Ph.D., Stan- Mun C. Tsang Pr ess). “Communicative Tec h - ford University Professor of Education and Chair nology and the Emergi n g SELECTED PUBLICATIONS: of the Department of International “Teacher as a curricular- SCHOLARLY INTERESTS: Global Curriculum” (ACM Sic- and Transcultural Studies instructional gatekeeper in Cross-cultural communication cue Outlook). “The use of the B.S., M.S., Massachusetts Insti- computer in teaching mathe- social studies” (Handbook of and classroom interaction. Research on Social Studies Teach- Diversity and teacher Educa- tute of Technology; M.A., matics” (Jo u r nal of Technology and Ph.D., Stanford University Teacher Education). “Educational ing and Learning). “Toward the tion. Bicultural/bilingual cur- pr oblems and solutions incorpo- desirable in social studies riculum. Parental involvement SCHOLARLY INTERESTS: rating technology” (in Spanish, teaching” (Advances in Research in bilingual/bicultural educa- Costs and ﬁnancing of educa- Memorias: Il Congresso Colobiano on Teaching, Vol. 4: Case Studies tion. Spanish language arts. tion. Comparative/Interna- de Informatica Educativa). of Teaching and Learning in SELECTED PUBLICATIONS: tional education. Education Social Studies). “The social stud- “Stories about differences in a and economic development. Stephen J. Thornton ies near century’s end: Recon- collaborative with middle SELECTED PUBLICATIONS: Associate Professor of Social sidering patterns of curriculum school students (Theory into “Financial reform of basic edu- Studies and Education and instruction” (Review of Practice). “Language, culture cation in China” (Economics of Department of Arts and Research in Education, Vol. 20). and literacy in Puerto Rican Education Review). “Cost analy- Humanities The Curriculum Studies Reader communities” (Literacy in sis of educational inclusion of B.A., M.A., University of (editor with David Flinders, Diverse Communities). “Recast- marginalized population” Newcastle (Australia); Diploma Routledge Press). ing frames: Latino parent (UNESCO). “The impact of

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Christine J. Yeh SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: SELECTED PUBLICATIONS: Assistant Professor of Psychology and Ambiguous Harmony (Ablex). Composing A Teaching Life SBG Mathematics (six-book Education American School Language (Irv- (Heinemann, Boynton/Cook). series, Silver Brudett and ington). Americans Together On Writing Qualitative Research: Ginn). Special Schools for the (Teachers College Press). Suc- Living by Words (Falmer). “Hor- Mathematically Talented—An cessful Failure (Westview). Sym- rorscapes: (In)Forming adoles- International Pandrama (Lampa- surplus schooling on worker bolizing America (Nebraska). cent identity and desire” (Jour- dia Foundation). The Textbook productivity” (Industrial Rela- nal of Curriculum Theorizing). in America: 1900–2000 tions). “The impact of intergov- Ruth Vinz “Opening moves: Conversa- (NCTM History Resource ernmental grants of educational Associate Professor of English tions on the first year of teach- Book) “Cuban schools for the expenditure” (Review of Educa- Education ing” (English Education). mathematically gifted” (Gifted tional Research). Department of Arts and Child Today). Humanities Bruce R. Vogeli Hervé Varenne B.S., Montana State University; Clifford Brewster Upton Professor Cally L. Waite Professor of Education M.A., Boise State University; of Mathematical Education Assistant Professor of History and Department of Scientific Ph.D., New York University Department of Scientific Education Foundations Foundations Department of Arts and License-ès-Lettres, Université SCHOLARLY INTERESTS: Changes in the nature and B.S., Mount Union College; Humanities d’Aix-Marseille; M.A., Ph.D., A.M., Kent State University; B.A., New College; M.A., University of Chicago structure of English classrooms. Research on teaching Ph.D., University of Michigan Stanford University; Ed.D., SCHOLARLY INTERESTS: English. Representation in SCHOLARLY INTERESTS: Harvard University Culture and communication research. Multicultural and International and comparative theory. Comparative study of Interdisciplinary education. mathematics education. Cur- education in and out of school. Adolescent readers and writers. riculum design. Education of Family structure. the mathematically gifted.

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SCHOLARLY INTERESTS: (Praeger). Crack Cocaine: A ing” (Journal of Educational Psy- SCHOLARLY INTERESTS: The transformation of higher Practical Treatment Approach for chology). “Learning-disabled Self and morality in different education in the late 19th cen- the Chemically Dependent (Brun- adolescents’ difficulties in solv- cultures. Cross-cultural coun- tury; education for African ner/Mazel). The Chemically ing personal/social problems” seling. Asian-American ethnic Americans in the north during Dependent: Phases of Treatment (Teaching Decision-Making to identity development. and Recovery Adolescents the 19th century; the history of (Brunner/Mazel). ). “Comprehension of SELECTED PUBLICATIONS: teacher training. students with and without The collectivistic nature of eth- James D. Westaby learning disabilities: Identiﬁca- nic identity development Barbara C. Wallace Assistant Professor of Psychology tion of Narrative Themes and among Asian-American college Associate Professor of Health and Education Idiosyncratic Text Representa- students (Adolescence). A com- Education Department of Organization tions” (Journal of Educational parative study of gender con- Department of Health and and Leadership Psychology). sciousness among Japanese and Behavior Studies B.A., University of Wisconsin; American college students A.B., Princeton University; Ph.D., University of Illinois Leslie R. Williams (U.S.—Japan Women’s Journal). Professor of Education M.A., Ph.D., City University SCHOLARLY INTERESTS: A U.S.-Japan comparison in of New York Work attitudes and motiva- Department of Curriculum completing imperfect oral and Teaching SCHOLARLY INTERESTS: tion. Organizational change episodes (Human Development Primary, secondary and tertiary and development. Customer B.A., Wellesley College; Research). Teaching students about violence prevention in school- satisfaction. Job search and M.A.T., Harvard University; ethnic identity development (Sage and community-based settings. reemployment. Ed.D., Teachers College, Publishers). Columbia University Domestic violence. Addictions SELECTED PUBLICATIONS: Karen Kepler Zumwalt and dependencies, especially to “Factors Underlying Behavioral SCHOLARLY INTERESTS: Dean of College and Professor crack and cocaine. Drug abuse Choice: Testing a New Reasons Early childhood education. and HIV/AIDS. Health promo- Theory Approach” (Journal of Multicultural education. of Education on the Evenden tion in multicultural settings. Applied Social Psychology). “Pres- Curriculum development. Foundation Program development and SELECTED PUBLICATIONS: ence of Others and Task Perfor- B.A., Mount Holyoke College; Ending Violence in the Lives of mance in Japan and the United implementation. M.A.T., Harvard University; The Chemically Dependent: A States: A Laboratory Investiga- SELECTED PUBLICATIONS: Ph.D., University of Chicago Clinician’s Guide (in press, tion” (International Journal of Kaleidoscope: A Multicultural SCHOLARLY INTERESTS: Jason Aronson); Adult Children Psychology). “Self-Reported Rea- Ap p r oach for the Primary School Curriculum. Teaching. Teacher of Dysfunctional Families: Preven- sons: A Test and Application of Cl a s s ro o m (c o - a u t h o r , Pren t i c e - education. Alternative routes tion, Intervention and Treatment Reasons Theory of Occupa- Hall) Encyclopedia of Early to certiﬁcation. for Community Health Promotion tional Behavior” (Basic and Childhood Education (G a r l a n d ) . SELECTED PUBLICATIONS: Applied Social Psychology). Multicultural Education: A Source Book (Garland). AL E R TA: A “Research on teaching: Policy implications for teacher educa- Joanna P. Williams Multicultural, Bilingual Ap p r oach to Teaching Young Chil- tion” (NSSE Yearbook). Improv- Professor of Psychology and ing Teaching (ASCD Yearbook). Education dr en (A d d i s o n - W esley). “Does practice lead theory? Tea c h e r s “Curriculum implementation” Department of Human AERA Handbook of Research on co n s t r ucts about teaching: Bot- ( Development Curriculum tom-up perspectives (Ad v a n c e s ). “Beginning profes- A.B., Brown University; sional teachers: The need for a Ed.M., Harvard University; in Early Education and Day Care, Vol 8, Jai Pres s ) . curricular vision of teaching” M.S., Ph.D., Yale University (AACTE Knowledge Base for Beginning Teachers). SCHOLARLY INTERESTS: Christine J. Yeh Text comprehension. Begin- Assistant Professor of Psychology ning reading. Students with and Education learning disabilities and other 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 Dyslexia). “Teaching decoding Cally L. Waite with an emphasis on Phoneme Assistant Professor of History Analysis and Phoneme Blend- and Education

8 1 S P E C I A L T E R M F A C U LT Y

A R T S A N D H U M A N I T I E S Alice H. Deakins Jeanne C. Goffi Bert Konowitz Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Professor of Music Rita Aiello Education Music Education Education Visiting Professor of Music and B.A., Whitworth College, B.A., Boston University, 1984; B.A., Queens College, 1953; Education 1959; M.A., University of M.A., Boulder, 1988; Ph.D., A.M., Columbia University, B.M., The Manhattan School of Washington, 1962; Ph.D., Teachers College, 1996 1954, Ed.D., 1969 Music, 1970; M.M., 1971; Columbia University, 1975 Columbia University, 1976 Robert Greenblat Leonard Leibowitz Janice L. Dowd Adjunct Assistant Professor of Art Adjunct Assistant Professor of Philip E. Aarons Adjunct Assistant Professor of Administration and Education Arts Administration Adjunct Assistant Professor of Linguistics and Education B.S., Brooklyn College, 1959; B.A., Bucknell University, Arts Administration B.A., Marietta College, 1969; M.A., Yale University, 1962, 1960; J.D., Brooklyn College, B.A., Columbia University, M.A., Columbia University, Ph.D., 1963 1965 1973, J.D., 1976 1971, M.Ed., 1979, Ed.D., 1984 Franklin E. Horowitz Linda New Levine Dino Anagnost Adjunct Associate Professor of Adjunct Assistant Professor of Adjunct Professor of Music Eugenia Earle Linguistics and Education Linguistics and Education Education Adjunct Associate Professor of A.B., Columbia University, B.A., Seton Hill College, 1965; B.A., Boston University, 1966; Music Education 1953, Ph.D., 1971 M.A., New York University, M.S., The Julliard School, B.A., Birmingham Southern 1980, Ph.D., 1981 1969; A.M., Columbia College, 1943; A.M., Colum- Robert A. Horowitz University, 1973 bia University, 1952, Ed.D., Adjunct Assistant Professor of Joseph Sander Lukinsky 1979 Music Education Adjunct Professor of Religion and Paul J. Arcario B.A., Rutgers University, Education Adjunct Assistant Professor of Leonard Fleischer 1986; M.A., Columbia A.B., Roosevelt University, Language and Education Adjunct Assistant Professor of University, 1991, Ed.M., 1951; M.H.S., Jewish Theolog- B.A., New York University, Arts Administration 1993, Ed.D., 1994 ical Seminary, 1956; Ed.D., 1975; M.A., 1977; M.Ed., B.A., NYU, 1954; J.D., Harvard University, 1968 Columbia University, 1990, Brooklyn Law School, 1954; Thomas H. Hoyt Ed.D., 1994 M.A., Columbia, 1961; Ph.D., Adjunct Assistant Professor of Helaine W. Marshall NYU, 1971 Music and Education Adjunct Assistant Professor of Zelman Bokser B.A., SUNY Purchase, 1987; Language and Education Adjunct Associate Professor of Alvin Fossner M.M., Yale University, 1989; B.A., Tufts University, 1968; Music Education Adjunct Associate Professor of Doctor of Musical Arts, SUNY M.A., Boston University, 1971; B.A., SUNY Binghampton, Music Education Stony Brook, 1992 Ph.D., Teachers College, 1979 1972; M.A. 1978; DMA, B.A., New England Conserva- Eastman School of Music, 1983 tory of Music, 1947; A.M., Joan Jeffri Pamela Martin Columbia University, 1949, Adjunct Professor of Arts Lecturer Gay Brookes Ed.D., 1969 Administration A.B., Vassar College, 1977; Adjunct Professor of Education B.F.A., Boston University, A.M., Columbia University, B.A., New Hampshire College; Wendy A. Gavis 1967 1982, Ed.M., 1983, Ed.D., A.M., Columbia University, Adjunct Assistant Professor of 1990 1962, Ed.M., 1984, Ed.D., Language and Education Chin Kim 1987 M.A., Middlebury College, Adjunct Assistant Professor of Solomon Mikowsky 1979; M.Ed., Teachers College, Music Education Adjunct Associate Porfessor of Lan-Ku Chen 1982; Ed.D., 1998 D.M., The Julliard School, Music Education Adjunct Associate Professor of 1989 B.S., Juilliard School of Music, Music Education Susan J. Glaser 1960; M.S., 1961; Ed.D., B.A., Chinese Culture Univer- Adjunct Assistant Professor of I. Fred Koenigsberg Columbia University, 1973 sity, 1973; M.A., Yale Univer- Music and Education Adjunct Assistant Professor of sity, 1977; Ed.D., 1983 B.S., Indiana University, 1980; Arts Administration Timothy Miller M.M., Northwestern Univer- B.A., Cornell University; Adjunct Assistant Professor of Angiola Churchill sity, 1981; Doctor of Musical M.A., University of Pennsylva- History and Education Adjunct Professor of Art and Arts, The Juilliard School, nia; J.D., Columbia University B.A., State University of New Education 1995 York (Binghampton), 1971; B.S., Teachers College, Colum- M.A., University of Vermont, bia Unviersity, 1944; M.A., 1975; Ph.D., University of 1958, Ed.D., 1967 Rochester, 1984

8 2 S P E C I A L T E R M F A C U LT Y

Joy Moser Nathalie Gail Robinson B I O B E H AV I O R A L Lorraine Ramig Adjunct Associate Professor of Art Adjunct Assistant Professor of Adjunct Professor of Speech S T U D I E S Education Music Education (Honorary) Language Pathology B.A., Sarah Lawrence College, B.S., Western Connecticut Sergei Aleshinsky B.S., Univesity of Wisconsin, 1954; M.A., New York Uni- University, 1976; M.M.Ed., Adjunct Associate Professor 1972; M.S., University of Wis- versity, 1963, Ph.D., 1981 Temple University, 1980; M.S. Moscow State University, consin, 1975; Ph.D., Purdue Ed.D., Teachers College, 1995 1968, Ph.D., 1977 University, 1980 Michael B. Nord Adjunct Assistant Professor of Prabha Sahasrabudhe Mark Budde Justine Sheppard Music Education Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Associate Professor of B.A., SUNY Buffalo, 1981; Art Education Speech and Language Pathology Speech Pathology M.M., Manhattan School of B.S., Agra (India), 1947, B.S., Moorhead State Univer- B.A., New York University, Music, 1986; Ed.M. Teachers B.A., 1951; M.A., New York sity, 1974; M.S.U., University 1959; M.A., Teachers College, College, 1995; Ed.D., 1998 University, 1955, Ed.D., 1961 of Wisconsin, 1975; Ed.M., 1964; Ph.D., Columbia Teachers College, 1990, Ed.D., University, 1979 Alison Nowak Hadassah Sahr 1992 Adjunct Assistant Professor of Adjunct Associate Professor of Patricia Sweeting Music Education Music Education Dympna Gallagher Adjunct Associate Professor of B.A., Bennington College, Artist Diploma, The Julliard Adjunct Assistant Professor of Speech Pathology 1970; A.M., Columbia Univer- School, 1944; B.S., Columbia Applied Physiology B.A., College of New Rochelle, sity, 1972, D.M.A., 1980 University, 1954; A.M., B.A., St. Patrick’s College, 1956; M.A., Teachers College, Charles 1955, Ed.D., 1969 1985; M.A., St. Mary’s Col- 1971; Ph.D., Columbia Deirdre O’Donohue lege, 1987; M.A., Teachers University, 1979 Adjunct Assistant Professor of Richard Sang College, 1990, Ed.D., 1992 Music and Education Visiting Associate Professor of Karen Wexler B.A., Mount Holyoke, 1965; Music Education Susan Goldfein Adjunct Associate Professor of Diploma in Piano, Akedemie B.M., Michigan State Univer- Adjunct Assistant Professor of Speech Pathology (Honorary) fur Musik and Darstellende sity, 1970; M.M., University of Speech Pathology F.M., Uppsala (Sweden), 1968; Kunst, Austria, 1973; Ph.D., Michigan, 1973, Ed.S., 1979, B.B.A., Baruch College, 1961; M.A., Columbia University, New York University, 1987 Ph.D., 1982 M.A., Hunter College, 1972; 1971, Ph.D., 1978 Ed.M., Teachers College, 1983, Susan L. Price Barbara L. Tischler Ed.D., 1991 C O U N S E L I N G A N D Adjunct Assistant Professor of Adjunct Assistant Professor of C L I N I C A L P S Y C H O L O G Y Linguistics and Education History and Education Terry Kaminski B.A., Purdue, 1972; M.A., B.A., Douglass College, 1971; Adjunct Associate Professor of Xavier F. Amador 1978; Ed.D. Teachers College, A.M., Columbia University, Movement Sciences Adjunct Associate Professor of 1989 1978, M.Phil., 1980, Ph.D., B.S., State University of New Psychology and Education 1983 York (Syracuse), 1976; Ed.D., B.A., SUNY Purchase, 1982; Jan Prokop Teachers College, 1986 M.A., New York University, Adjunct Assistant Professor of Ronald Joseph Topping 1982, Ph.D., 1989 Music Education Adjunct Assistant Professor of Art Jack Light B.A., University of Missouri and Education Adjunct Associate Professor Jill Backﬁeld (St. Louis); M.M., University B.A., Hunter College, 1956; (Honorary) Adjunct Assistant Professor of of Illinois, D.M.; Indiana M.A., 1962; Ed.D., Teachers B.S., Indiana University, 1969; Psychology and Education University, 1987 College, 1971 M.S.D., New York University, B.S., Brooklyn College, 1986; 1974; M.P.H., Johns Hopkins M.S., Teachers College, 1988, Estrella Pujadas Howard A. Williams University, 1978; D.D.S., Ph.D., 1996 Adjunct Assistant Professor of Lecturer in Applied Linguistics College of Dentistry, Indiana, Teaching of Spanish B.A., Boston University, 1973; 1950 Ron Balamuth B.A., NY School of Interior M.A., University of Washing- Adjunct Assistant Professor of Design, 1955; M.A., Pedro ton, 1979; M.A.T.E.S.L., 1986; Roger Muzii Psychology and Education Henriquez Ureña Univ.; 1978; Ph.D., UCLA, 1996 Adjunct Assistant Professor of B.A., Tel-Aviv University, M.Ed., Teachers College, 1990; Movement Sciences 1981; M.A., New York Uni- Ed.D., 1991 B.A., New York University, versity, 1986, Ph.D., 1990 1974; M.A., Teachers College, Jennybelle Rardin 1980; Ph.D., Columbia Adjunct Assistant Professor of University, 1988 Language and Education B.S., Loyola University, 1964; M.Ed., 1967; Ph.D., 1971

8 3 S P E C I A L T E R M F A C U LT Y

Michele M. Bartnett Peter C. Cairo James Fosshage Steven R. Guggenheim Adjunct Assistant Professor of Adjunct Associate Professor of Adjunct Professor of Psychology Adjunct Assistant Professor of Psychology and Education Psychology and Education and Education Psychology and Education B.A., City University of New B.A., Harvard University, B.A., University of Colorado, A.B., Cornell University, 1966; York, 1971; M.A., Teachers 1971; Ph.D., Columbia 1962; Ph.D., Columbia Uni- M.B.A., Columbia University, College, 1979; M.A., New University, 1977 versity, 1968 1968; Ph.D., Teachers College, York University, 1986, Ph.D., 1993 1992 Alec Cecil Robert Gaines Adjunct Assistant Professor of Adjunct Assistant Professor of George Gushue Ghislaine Boulanger Psychology and Education Psychology and Education Adjunct Assistant Professor of Adjunct Associate Professor of B.A., Yale University, 1978; B.A., Colgate University, Psychology and Education Psychology and Education Ed.M., Teachers College, 1986, 1971; Ph.D., New York B.A., Fordham University, B.A., Hunter College, 1975; Ed.D., 1991 University, 1979 1978, M.A., Teachers College, M.S., Teachers College, 1979; 1991, Ph.D., 1996 Ph.D., Columbia University, Johnathan Cohen Richard B. Gartner 1981 Adjunct Associate Professor of Adjunct Associate Professor of Valentina Fischer Harrell Psychology and Education Psychology and Education Adjunct Assistant Professor of Jill Bellinson B.A., Antioch University, B.A., Haverford University, Psychology and Education Adjunct Assistant Professor of 1975; Ph.D., City University 1967; M.S., Columbia Univer- B.S., Ohio State University, Psychology and Education of New York, 1979 sity, 1971, Ph.D., 1972 1965, M.Sc., 1966; M.Sc., B.A., Columbia University, Teachers College, 1975, Ph.D., 1972; M.A., City University of Karen Derby Abigail Gewirtz 1979 New York, 1976, Ph.D., 1982 Adjunct Assistant Professor of Adjunct Assistant Professor of Psychology and Education Psychology and Education Anton H. Hart Brenda Berger B.A., Keene State University, B.Sc., University of London, Visiting Assistant Professor of Adjunct Assistant Professor of 1981; M.S., Columbia Univer- 1987; M.S., Teachers College, Psychology and Education Psychology and Education sity, 1985, Ph.D., 1989 1997; Ph.D., Columbia B.A., Vassar College, 1983; B.S., Columbia University, University, 1997 Ph.D., University of Massachu- 1982; M.S., Teachers College, Sally Donaldson setts (Amherst), 1989 1985, Ph.D., 1987 Adjunct Assistant Professor of Geoffrey David Goodman Psychology and Education Adjunct Assistant Professor of Arthur Heiserman Bruce Berman (Honorary) Psychology and Education Adjunct Assistant Professor of Adjunct Assistant Professor of B.A., Bennington College; B.S., Massachusetts Institute Psychology and Education Psychology and Education M.A., Columbia University, of Technology, 1983; M.A., B.A., Bennington College, B.A., University of Wisconsin, 1973; Ph.D., New York Columbia University, 1986; 1979; M.A., City University 1970; M.A., Adelphi Univer- University, 1984 Ph.D., Northwest University, of New York, 1987; M.S., sity, 1976, Ph.D., 1983 1991 Teachers College, 1990, William Dubin M.Phil., 1990, Ph.D., 1993 David Beyda Adjunct Professor of Psychology Jacqueline J. Gotthold Adjunct Assistant Professor of and Education Adjunct Assistant Professor of Charles Fernandez Herr Psychology and Education B.A., New York University, Education Adjunct Assistant Professor of B.S., City College of New 1950; M.A., Columbia Univer- B.A., Case Western Reserve Psychology and Education York, 1965; Ph.D., Columbia sity, 1953, Ph.D., 1958 University, 1975, M.A., 1975; B.A., Hunter College, 1978; University, 1983 Psy.D., Yeshiva University, M.S., Teachers College, 1986; Ann Fenichel 1984 Columbia University, 1992 Susan Bognar Adjunct Assistant Professor of Adjunct Assistant Professor of Psychology and Education Carmen Grau Nurit Israeli Psychology and Education B.A., Barnard College, 1976; Adjunct Assistant Professor of Adjunct Associate Professor of B.A., Wesleyan University, M.A., Teachers College, 1988, Psychology and Education Psychology and Education 1982; Ph.D., New York Ed.M., 1988, Ph.D., Columbia License degree in Philosophy B.A., Hebrew, Jerusalem University, 1986; Ph.D., City University, 1998 and Education Sciences, Uni- University, 1966; M.S., Long University of New York, 1992 versidad Central de Barcelona, Island University, 1974; Eileen F. Fitzgerald 1982; Ph.D., Long Island Ed.M., Columbia University, Eve Brody Adjunct Assistant Professor of University, 1991 1982, Ed.D., 1982 Adjunct Assistant Professor of Psychology and Education Psychology and Education B.A., Sarah Lawrence College, B.A., University of Michigan 1971; M.S., Bank Street Col- (Ann Arbor), 1983; M.A., lege, 1974; M.A., New York Teachers College, 1988, Ph.D., University; 1983, Ph.D., 1990 1990

8 4 S P E C I A L T E R M F A C U LT Y

Samuel D. Johnson, Jr. Elizabeth Krimendahl Rita W. McCleary Maureen O’Reilly-Landry Adjunct Professor of Psychology Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of and Education Psychology and Education Psychology and Education Psychology and Education B.A., Ripon College, 1969; B.A., Duke University, 1982; B.A., University of Chicago, B.A., Harvard-Radcliffe M.A., Colgate University, M.A., New York University, 1974; M.A., York University College, 1978; Ph.D., New 1970; Ph.D., University of 1989, Psy.D., 1992 (Toronto), 1978; M.A., Univer- York University, 1985 Minnesota, 1982 sity of Chicago, 1988; Psy.D., Robert Langan Chicago School of Professional Dale H. Ortmeyer Maryann Diviney Juska Adjunct Assistant Professor of Psychology, 1988 Adjunct Assistant Professor of Adjunct Assistant Professor of Psychology and Education Psychology and Education Psychology and Education B.A., Harvard University, Wilson E. Meaders B.S., Iowa State University, B.A., Saint Joseph’s College, 1969; M.A., Columbia Univer- Adjunct Associate Professor of 1949, M.S., 1951; Ph.D., 1970; M.A., New School for sity, 1973; Ph.D., New York Psychology and Education Teachers College, 1955 Social Research, 1980; M.A., University, 1984 B.A., Southern Methodist Long Island University, 1987, University, 1953; M.A., Eva Dubska Papiasvili Ph.D., 1992 Wendy Lubin University of North Carolina, Adjunct Associate Professor of Adjunct Assistant Professor of 1955, Ph.D., 1957 Psychology and Education Graham G. Kavanagh Psychology and Education Ph.D., Charles (Prague), 1976 Adjunct Associate Professor of B.A., Boston University, 1971; Alan Melowsky Psychology and Education M.A., New York University, Adjunct Assistant Professor of Arecelia Pearson-Brok B.A., St. Catherine’s College, 1975, Ph.D., 1985 Psychology and Education Adjunct Associate Professor of 1969; B.A., Worchester B.A., Queens College, 1963; Psychology and Education College, 1973; M.A., St. Judith Lukoff M.A., New York University, B.A., Lehman College, 1977; Catherine’s College, 1973 Adjunct Assistant Professor of 1966; Ph.D., Columbia Ph.D., Columbia University, M.A., Worchester College, Psychology and Education University, 1975 1985 1978; M.A., Adelphi Univer- B.A., University of California sity, 1981, Ph.D., 1983 (LA), 1977; M.A., Teachers Samuel E. Menahem Leanard Pilaro College, 1948, Ph.D., 1977 Adjunct Assistant Professor of Adjunct Assistant Professor of Beth E. King Psychology and Education Psychology and Education Adjunct Assistant Professor of Carola H. Mann B.A., Queens College, 1968; B.A., University of Virginia, Psychology and Education Adjunct Assistant Professor of M.S., Teachers College, 1972; 1966; M.A., New York Uni- B.A., Mount Holyoke College, Psychology and Education Ph.D., United States Interna- versity, 1973, Ph.D., 1977 1977; M.S., Bank Street Col- B.A., Hunter College, 1951; tional University, 1976 lege, 1980; Ph.D., Columbia M.A., The New School for Billie Ann Pivnick University, 1990 Social Research, 1953; Ph.D., Juliette Meyer Visiting Associate Professor of New York University, 1957 Adjunct Assistant Professor of Psychology and Education Michael J. Koski Psychology and Education B.A., Oberlin College, 1971; Adjunct Assistant Professor of John Mathews B.A., Oberlin College, 1984; M.Ed., New England College, Psychology and Education Adjunct Assistant Professor of M.A., Yeshiva University, 1974; M.S., Columbia Univer- B.S., New York University, Psychology and Education 1988, Ph.D., 1991 sity, 1987, Ph. D., 1990 1969; M.S., Hunter College, A.B., Harvard University, 1973; Ed.M., Teachers College, 1980; Ph.D., New York Ira Moses Steven Reisner 1990; Ph.D., Columbia University, 1991 Adjunct Assistant Professor of Adjunct Associate Professor of University, 1998 Psychology and Education Psychology and Education Neal Kathleen May B.A., Washington University, B.A., Princeton University Jerome Kosseff Adjunct Assistant Professor of 1970; Ph.D., Michigan State 1976; M.S., Columbia Univer- Adjunct Professor of Psychology Psychology and Education University, 1975 sity, 1986, Ph.D., 1989 and Education B.A., University of Colorado, B.A., City University of New 1975; Psy.D., University of Ernesto Mujica John Rosegrant York, 1939; M.A., Columbia Denver, 1980 Adjunct Assistant Professor of Adjunct Assistant Professor of University, 1941; Ph.D., New Psychology and Education Psychology and Education York University, 1951 Linda A. Mayers B.A., Bennington University, B.A., University of Chicago, Adjunct Assistant Professor of 1979; M.A., New York Uni- 1972; M.S., Yale University, Nanette A. Kramer Psychology and Education versity, 1986, Ph.D., 1991 1975, Ph.D., 1978 Adjunct Associate Professor of B.A., McGill University, 1967; Psychology and Education M.A., Teachers College, 1968; John V. O’Leary B.A., Rochester University, Ph.D., Yeshiva University, Adjunct Associate Professor of 1974; M.A., University of 1975 Psychology and Education Southern California, 1977, B.A., St. John’s University, Ph.D., 1981 1964, Ph.D., 1976

8 5 S P E C I A L T E R M F A C U LT Y

Lori A. Rosenberg Mark Barry Siegert William M. Tortorella Arnold Wolf Adjunct Assistant Professor of Adjunct Assistant Professor of Visiting Associate Professor of Adjunct Professor of Psychology Psychology and Education Psychology and Education Psychology and Education and Education B.A., University of Rochester, B.A., Colorado University, B.A., Fordham University, B.A., New York University, 1981; Psy.D., Rutgers Univer- 1977; Ph.D., Tennessee 1959, M.A., 1963, Ph.D., 1966, M.A., 1968, Ph.D., sity, 1986 University, 1984 1967 1977

Sherry Ross Norma Plavnick Simon Joseph Turkel Lawrence M. Zelnick Adjunct Associate Professor of Adjunct Associate Professor of Adjunct Assistant Professor of Adjunct Assistant Professor of Psychology and Education Psychology and Education Psychology and Education Psychology and Education B.A., New York University, B.A., New York University, B.A., City College of New B.A., Brandeis University, 1976, Ph.D., 1982 1962; M.A., Columbia Univer- York, 1967; Ph.D., McMaster, 1973; M.A., Jewish Theologi- sity, 1953, Ed.D., 1968 1974 cal Seminary of America, 1976; Arden Aibel Rothstein M.A., New York University, Adjunct Assistant Professor of Walter E. Spear Michael Wald 1984, Psy.D., 1988 Psychology and Education Visiting Associate Professor of Adjunct Assistant Professor of B.A., Harvard University, Psychology and Education Psychology and Education C U R R I C U L U M A N D 1969; Ph.D., Teachers College, B.A., Fordham University, B.A., George Washington 1974 1973; M.A., Columbia Univer- University, 1972; Ph.D., St. T E A C H I N G sity, 1975, Ph.D., 1978 John’s University, 1981 James A. Banks June Rousso Visiting Professor of Education Adjunct Associate Professor of Maxine Spector Susan S. Walker A.A., Chicago City College, Psychology and Education Adjunct Assistant Professor of Adjunct Assistant Professor of 1963; B.E., Chicago State B.A., Hofstra University, 1971; Psychology and Education Psychology and Education University, 1964; M.A., M.A., New School for Social B.A., Dickinson University, B.A., Tufts University, 1977; Michigan State University, Research, 1973, Ph.D., 1977 1967; M.A., New School for M.S., Yeshiva University, 1983, 1967, Ph.D., 1969 Social Research, 1976, Ph.D., Psy.D., 1986 Richard Rubens 1983 Valerie Bang-Jensen Adjunct Professor of Psychology Vivian Ota Wang Adjunct Assistant Professor of and Education Arlene Steinberg Adjunct Assistant Professor of Education B.A., Yale University, 1968; Adjunct Assistant Professor of Psychology and Education A.B., Smith College, 1977; B.H.L., Hebrew Union Psychology and Education B.A., Colorado College, 1983; M.A., Teachers College, 1983, College, 1971; Ph.D., B.A., New York University, M.S., University of Colorado, Ed.M., 1992, Ed.D., 1996 Columbia University, 1976 1979; M.A., Yeshiva Univer- 1988; Ph.D., Teachers College, sity, 1983, Psy.D., 1986 1995 Toni Ann Bernard Marcelo Rubin Adjunct Assistant Professor of Adjunct Assistant Professor of Michael Stern Robert I. Watson, Jr. Education Psychology and Education Adjunct Associate Professor of Adjunct Assistant Professor of B.A., University of Bridgeport, B.S., Hunter College, 1984; Psychology and Education Psychology and Education 1968; M.A., Teachers College, Ph.D., Teachers College, 1990 B.A., Tel Aviv University, B.A., Weslyan University, 1973, M.A., 1980, Ed.D., 1969; M.A., Michigan State, 1969; Ph.D., Harvard 1988 Susan Shachner 1971, Ph.D., 1975 University, 1974 Adjunct Assistant Professor of Judith Birsh Psychology and Education Jeffrey Michael Stone Sara L. Weber Adjunct Assistant Professor of B.A., Hamilton College, 1976; Adjunct Assistant Professor of Adjunct Assistant Professor of Education M.S., Teachers College, 1989; Psychology and Education Psychology and Education B.A., Vassar College, 1957; Ph.D., Columbia University, B.A., The City College of New B.S., Boston University, 1969; M.A., Columbia University, 1995 York, 1972; M.A., University M.A., New York University, 1969, Ed.D., 1980 of Michigan, 1976, Ph.D., 1977, Ph.D., 1983 Michael Schwartzman 1978 Nancy Dubetz Adjunct Assistant Professor of M. Margit Winckler Adjunct Assistant Professor of Psychology and Education Aaron M. Thaler Adjunct Assistant Professor of Education B.A., George Washington Adjunct Assistant Professor of Psychology and Education B.A., Kent State University, University, 1975; M.S., City Psychology and Education B.A., City College of New 1979; M.A., Ohio State Uni- College of New York, 1977; B.A., State University of New York, 1972; M.A., New York versity, 1989; Ed.D., Teachers Ph.D., Yeshiva, 1983 York (Binghampton), 1974; University, 1976, Ph.D., 1981 College, 1993 M.A., New School For Social Research, 1982; Ph.D., Colum- bia University, 1989

8 6 S P E C I A L T E R M F A C U LT Y

Gloria Farber Lori Langer de Ramirez Lisa Ruth Wright Caroline Camunas Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Associate Professor of Adjunct Associate Professor of Education Education Education Nursing Education B.A., Douglass College, 1957; B.A., SUNY, The College at B.A., Mount Saint Mary, 1980; B.S., Long Island University, M.S., Bank Street College, New Paltz, 1990; M.S., CUNY, M.A., New York University, 1975; Ed.M., Teachers College, 1974, Ed.M., 1987, Ed.D., Queens College, 1994; Ed.D., 1981; Ed.D., Columbia Uni- 1981, Ed.D., 1991 1993 Teachers College, Columbia versity, 1987 Un i v e r s i t y , 1998 Gay Culverhouse Stephen J. Farenga H E A LT H A N D B E H AV I O R Adjunct Assistant Professor of Adjunct Assistant Professor of Jed Luchow Education and Psychology Education Adjunct Assistant Professor of S T U D I E S B.A.E., University of Florida, B.S., St. John’s University, Education Sharon Akabas 1969; M.A., Teachers College, 1981, M.S., 1985; Ed.D., B.A., Johns Hopkins, 1968; Adjunct Assistant Professor of 1970, Ed.D., 1982 Teachers College, 1995 M.A., Teachers College, 1970, Nutrition and Education Ed.D., 1978 A.M., Columbia University, Diane Dillon Beatrice Fennimore 1980, M.S., 1983, Ph.D., 1988 Adjunct Assistant Professor of Adjunct Professor of Education Maris Manheimer School Psychology B.A., St. Josephs, 1970; M.S., Adjunct Assistant Professor of Keith-Thomas Ayoob B.A., Hamilton College, 1987; Brooklyn, 1977; Ed.M., Teach- Education Adjunct Associate Professor of Ed.M., University of Massa- ers College, 1982, Ed.D., 1986 B.S., University of Maryland, Nutrition and Education chusetts at Amherst, 1993, 1981, Ed.M., 1991; Ed.D., B.S., University of California, Ph.D., 1996 Valerie Henning-Piedmonte Teachers College, 1997 Davis, 1977; M.S., Columbia Adjunct Assistant Professor of University College of Physi- David Erlanger Education Eileen Marzola cians and Surgeons, 1978; Adjunct Assistant Professor of B.A., Mount Mary College, Adjunct Assistant Professor of M.Ed., Teachers College, 1983, Education and Psychology 1985; M.A., Teachers College, Education Ed.D., 1983 B.M., The Julliard School, 1991, Ed.M., 1993, Ed.D., B.A., Barnard College, 1979; 1980; Ph.D., Teachers College, 1996 M.A., Teachers College, 1972, Marni Benuck 1996 Ed.M., 1979, Ed.D., 1985 Adjunct Assistant Professor of Janet Hoffman Psychology and Education Robert E. Fullilove III Adjunct Assistant Professor of Karen Megay-Nespoli B.A., Stern College, Yeshiva Adjunct Associate Professor of Education Adjunct Assistant Professor of University, 1991; Ph.D., Health Education B.A., Boston University, 1975; Education Teachers College, 1996 B.A., Colgate University, M.S.W., Columbia School of B.A., Queens College, 1972, 1966; M.S., Syracuse Univer- Social Work, 1977; Ed.D., M.S., 1978; Ed.D., Teachers Janice Berchin-Weiss sity, 1972; Ed.D., Columbia Teachers College, 1993 College, Columbia University, Adjunct Assistant Professor of University, 1984 1998 Education Heidi Hayes Jacobs M.S., Adelphi University, Terry T. Fulmer Adjunct Associate Professor of Judy Randi 1977; Ed.M., Columbia Uni- Adjunct Professor of Nursing Education Adjunct Assistant Professor of versity, 1984; Ph.D., 1988 Education B.A., University of Utah, Education B.S., Skidmore College, 1975; 1970; Ed.M., University of M.A., Wesleyan University, Bonnie Bernstein M.S., Boston College, 1977, Massachusetts, 1976; Ed.D., 1972; M.L.S., Southern Con- Adjunct Assistant Professor of Ph.D., 1983 Teachers College, 1981 necticut State University, Nutrition and Education 1980; C.A.S., Fairﬁeld State B.A., Brooklyn College, 1970; Roseanne C. Gotterbarn Joann Jacullo-Noto University, 1988; Ed.D., M.A., New York University, Adjunct Assistant Professor of Adjunct Associate Professor of Teachers College, 1996 1979, Ph.D., 1985 School Psychology Education B.A., Fordham University, B.A., Douglass College, 1968; Anne A. Sabatini Hilary Brown 1983; M.A., Hofstra Univer- M.A., New York University, Lecturer of Education Adjunct Assistant Professor of sity, 1985, Ph.D., 1989 1970; Ed.M., Columbia Uni- B.A., College of Mount St. Nutrition and Education versity, 1978, Ed.D., 1980 Vincent, 1958; M.S., Hunter M.I.M.A., Edinburgh College, David Grodberg College, 1967; M.A., Pace 1960; S.R.D., Glasgow and Adjunct Assistant Professor of University, 1974; Ed.D, West of Scotland College, Psychology and Education Teachers College, 1996 1962; M.S., Cornell University, B.A., Wesleyan University, 1970; Ed.D., Teachers College, 1990; M.D., Albert Einstein 1995 College of Medicine, 1994

8 7 S P E C I A L T E R M F A C U LT Y

Sara E. Hogin-McDonough C. Ronald MacKenzie John T. Pinto Virginia S. Stolarski Adjunct Assistant Professor of Visiting Associate Professor of Adjunct Associate Professor of Adjunct Assistant Professor of Psychology and Education Health Education Nutrition and Education Education B.A., Boston University, 1984; B.Sc., Western Ontario, 1974; B.S., St. John Fisher College, B.A., State University of New M.A., Teachers College, 1991, M.D., Calgary, 1977 1968; Ph.D., University of York (Buffalo), 1986; A.M., Ph.D., 1996 Medicine and Dentistry of Columbia University, 1987, Eugene McMahon New Jersey, 1973 Ed.M., 1989, Ed.D., 1991 Delores D. Jones-Brown Adjunct Assistant Professor of Adjunct Assistant Professor in Education and Psychology Russell Rosen Victoria Tripodi Health Education B.S., City College of New Lecturer of Special Education Adjunct Assistant Professor of B.A., Howard University, York, 1972; M.S., Hunter A.B., University of Chicago, Education 1982; M.A., Rutgers Univer- College, 1976; Ed.D., 1978; A.M., Columbia Univer- B.S., Lehman College, 1974; sity, 1985, J.D., 1986, Ph.D., Columbia University, 1985 sity, 1983; Ph.D., 1996 M.S., University of Wisconsin 1996 (La Crosse), 1975; Ed.D., Sheila O’Shea Melli Barbara Sandberg Columbia University, 1993 Thomas M. Kelly Adjunct Assistant Professor of Adjunct Assistant Professor of Adjunct Assistant Professor in Nursing Education Psychology and Education Janet Twyman Education B.S., Boston College, 1967; B.A., Brooklyn College, 1972; Adjunct Assistant Professor of M.A., Teachers College, 1989; M.S., Seton Hall University, Ed.M., Columbia University, Special Education M.Ed., 1990; M.Phil., Colum- 1981; Ed.D., Columbia 1976, Ph.D., 1976 B.A., University of Kentucky, bia University, 1994, Ph.D., University, 1987 1984; M.S., 1992; M.Phil., 1995 Mitchell Schorow Columbia University, 1996; Nicholas H.E. Mezitis Adjunct Associate Professor of Ph.D., 1996 Ishita Khemka Adjunct Associate Professor of Nutrition and Education Adjunct Assistant Professor of Nutrition and Education B.A., Roosevelt University, Connie N. Vance Education B.A., Athens College, 1969; 1950; M.A., Northwestern Visiting Associate Professor of B.A., University of Delhi, M.D., Heidelberg, 1976 University, 1961; Ph.D., Nursing Education India, 1989; M.A., Teachers University of Utah, 1972 B.S.N., Washington Univer- College, 1992; Ph.D., Teachers Marie T. O’Toole sity, 1966; M.S.N., 1968; College, 1997 Adjunct Associate Professor of Robert V. Sideli Ed.D., Teachers College, 1977 Nursing Education Adjunct Associate Professor in Barbara Krainovich-Miller B.S.N., University of Pennsyl- Health Education Elizabeth A. Walker Adjunct Professor of Nursing vania, 1974, M.S.N., 1977; B.A., Middlebury College, Visiting Associate Professor of Education Ed.D., Rutgers, 1992 1977; M.D., University of Health Education R.N., St. Vincent’s Hospital Rome, 1985 B.S., Chestnut Hill College, School of Nursing, 1963; B.S., Christine E. Pawelski 1968; M.A., Notre Dame Hunter College, 1971, M.S., Adjunct Assistant Professor of Merrill Simpson College, 1969; B.S., Creighton 1972; Ed.D., Teachers College, Special Education Adjunct Assistant Professor of University, 1976; D.N.Sc., 1988 B.M., Alverno College, 1972; Nutrition and Education Catholic State University, 1988 M.A., Teachers College, 1976, B.S., University of Puget Betsy Lawrence Ed.D., 1985 Sound, Tacoma, WA, 1990; Steven Wernick Adjunct Assistant Professor of M.Phil. and M.S., Columbia Adjunct Assistant Professor of Psychology and Education Clarence E. Pearson University, 1991–94; Ph.D., Health Education B.A., Goucher College, 1966; Adjunct Professor of Health Columbia University, 1997 B.A., California State Univer- M.S.Ed., Bank Street College, Education sity (Northridge), 1984; 1983, M.S. Ed., 1993; Psy.D., B.S., Northern Illinois Univer- J. David Smith Ed.M., Columbia University, Pace University, 1995 sity, 1950; M.P.H., North Visiting Professor of Education 1988, Ed.D., 1995 Carolina University, 1952 B.S., Virginia Commonwealth Toni Liquori Unviersity, 1967, M.S., 1973; Lillian Yung Adjunct Associate Professor of Margaret G.E. Peterson M.Ed., Teachers College, 1974, Adjunct Associate Professor of Nutrition Adjunct Associate Professor of Ed.D., 1975 Nutrition and Education B.A., Emmanuel College, Health Education (Honorary) 1972; M.P.H., Columbia Uni- B.S., Durham University, Lora A. Sporny B.S., Simmons College, 1963; versity, 1979; Ed.D., Teachers 1960; Ph.D., 1967 Adjunct Associate Professor of M.A., New York University, College, 1995 Nutrition and Education 1971; Ed.D., Columbia B.S., University of Pittsburgh, University, 1982 1985; M.A., New York Uni- versity, 1987; M.Ed., Teachers College, 1988, Ed.D., 1992

8 8 S P E C I A L T E R M F A C U LT Y

Patricia A. Zybert Howard E. Gruber Dale Snauwaert Jeanne E. Bitterman Adjunct Associate Professor of Adjunct Professor of Psychology Visiting Assistant Professor of Adjunct Assistant Professor of Health Education and Education Politics and Education Adult and Continuing Education B.A., Barnard College, 1973; B.A., Brooklyn College, 1943; B.A., University of Illinois B.A., City College of New M.P.H., Columbia University, Ph.D., Cornell University, (Urbana-Champaign), 1983, York, 1973; M.A., New York 1980, M.Phil., 1986, Ph.D., 1950 M.A., 1988, Ph.D., 1990 University, 1977; M.A., 1986 Columbia University, 1980, John C. Houtz Elizabeth C. Vozzola Ed.D., 1983 H U M A N D E V E L O P M E N T Visiting Professor of Psychology Adjunct Assistant Professor of and Education Psychology and Education David Bloomﬁeld Ivo Antoniazzi B.S., Bucknell University, B.S., Marion College, 1980; Lecturer Adjunct Assistant Professor of 1969, M.S., 1970; Ph.D., Pur- M.S., Winona State University, B.A., Brandeis University, Statistics and Education due University, 1973 1984; M.A., Fordham Univer- 1975; J.D., Columbia Univer- B.Sc., Universidade de Caxias sity, 1992, Ph.D., 1994 sity, 1984; M.P.A., Princeton do Sul, RS (Brazil), 1970; Meryle M. Kaplan University, 1984 M.A., State University of New Adjunct Assistant Professor of Bruce Wilson York (Buffalo), 1974, Ed.D., Psychology and Education Adjunct Assistant Professor of Stephen David Brookﬁeld Teachers College, 1982 B.A., Douglass College, 1968; Sociology and Education Adjunct Professor of Adult and M.A., University of Connecti- B.A., Stanford University, Continuing Education Joanne B. Capatides cut (Storrs), 1971; Ph.D., 1972, M.A., 1978, Ph.D., B.A., Lanchester Polytechnic Adjunct Assistant Professor of Teachers College, 1988 1979 Institute, 1970; M.A., Read- Psychology and Education ing, 1974; Ph.D., Leicester, B.A., Douglass, 1977; M.A., Farida D. Kbar I N T E R N AT I O N A L A N D 1980 Johns Hopkins University, Adjunct Assistant Professor of 1978; Ph.D., Columbia Psychology and Education T R A N S C U LT U R A L Patrick P. Chang University, 1990 B.A., The American Univer- S T U D I E S Adjunct Assistant Professor of sity, 1984, M.A., 1987; M.Ph., Higher Education Hugh F. Cline Teachers College, 1991, Ph.D., Joseph Paul Martin B.A., SUNY (Stony Brook), Adjunct Professor of Education Adjunct Professor of Psychology 1994 1980; M.A., Teachers College, and Education Ph.L., Angelicum, 1960, 1981, M.Ed., 1982, Ed.D., B.A., Pennsylvania State John N. Larson S.T.L., 1964; A.M., Columbia 1989 University, 1956, M.S.S., Adjunct Assistant Professor of University, 1968, Ph.D., 1973 Stockholms Universitetet Computing and Education Allan Church (Sweden), 1961; Ph.D., B.A., Florida State University, Betty Reardon Adjunct Assistant Professor of Adjunct Associate Professor of Harvard University, 1966 1970, M.S., 1976, Ph.D., 1986 Psychology and Education Education B.A., Connecticut College, David Crook Laurie Miller-McNeill B.A., Wheaton College, 1951; 1988; M.A., Teachers College, Adjunct Assistant Professor of Adjunct Assistant Professor of M.A., New York University, 1991, Ph.D., 1994 Education Politics and Education 1957; Ed.D., Columbia B.A., Cornell University, 1975; B.S., Boston University, 1980; University, 1986 Tara A. Cortes M.A., Columbia University, M.A., Teachers College, 1983; Adjunct Associate Professor of 1982, Ph.D., 1996 Ph.D., Columbia University, Dale Snauwaert Nursing Education Visiting Assistant Professor of 1989 B.S.N., Villanova University, Politics and Education Thomas Edwards 1967; M.A., New York Visiting Associate Professor of Alan R. Sadovnik B.A., University of Illinois University, 1971; Ph.D., Psychology and Education Visiting Associate Professor of (Urbana-Champaign), 1983, New York University, 1976 B.A., City University of New Education M.A., 1988, Ph.D., 1990 York, 1965; M.A., New York B.A., Queens, 1975; M.A., Christine Coughlin University, 1968; Ph.D., New York University, 1979, O R G A N I Z AT I O N A N D Adjunct Assistant Professor of CUNY Graduate Center, 1981 Ph.D., 1983 L E A D E R S H I P Nursing Education B.S.N., Adelphi University, Julia A. Graber Roberta Satow Dallas Bauman III 1978; M.A., New York Uni- Adjunct Associate Professor of Visiting Associate Professor of Adjunct Assistant Professor of versity, 1984; Ed.D., Teachers Psychology and Education Sociology and Education Higher Education College, 1998 B.S., Michigan State Univer- A.B., University of California B.A., Towson State University, sity, 1984; M.S., Pennsylvania (Berkeley), 1966; Ph.D., New 1967; M.S., Indiana University, Rudolph F. Crew State University, 1988, Ph.D., York University, 1972 1969; Ph.D., Illinois State Adjunct Professor of Education 1991 University, 1981 B.A., Babson College, 1972; M.Ed., University of Massa- chusetts, 1973, Ed.D., 1978

8 9 S P E C I A L T E R M F A C U LT Y

Paul Edelson Harvey Kaye Richard E. Segal Lyle Yorks Visiting Professor of Adult and Visiting Associate Professor of Adjunct Assistant Professor of Adjunct Continuing Education Higher Education Education B.A., Tusculum College, 1968; B.A., Brooklyn College, 1966; B.A., City University of New B.A., Indiana University, 1967; M.A., Vanderbilt University, M.A., New York University, York, 1976; M.A., Columbia M.A., University of Connecti- 19??; M.A., Teachers College, 1970, Ed.D., 1973 University, 1983, M.Ed., 1992, cut, 1971, M.B.A., 1983; 1993; Ed.D., 1995 Ed.D., 1992 Ed.D., Teachers College, 1994 Philip E. Fey S C I E N T I F I C Adjunct Associate Professor of Georgene G. Lasko Franceska B. Smith Adult and Continuing Education Adjunct Assistant Professor of Adjunct Assistant Professor of F O U N D AT I O N S B.A., Fordham University, Education Adult and Continuing Education Jamsheed Akrami 1958, J.D., 1961; M.A., B.S., New York University, B.A., Radcliffe College, 1967; Visiting Assistant Professor of Columbia University, 1967, 1988; M.S., Bank Street Col- M.A., Teachers College, 1973, Communication and Education Ed.D., 1976 lege, 1990; Ed.M., Teachers Ed.D., 1983 M.A., Columbia University, College, 1994, Ed.D., 1995 1979, Ed.D., 1986 Keville C. Frederickson Barbara V. Strobert Visiting Professor of Nursing Barbara Macauley Adjunct Assistant Professor of Howard Budin Education Adjunct Assistant Professor of Education Adjunct Assistant Professor of B.S., Columbia University, Adult and Continuing Education B.A., Montclair State College, Computing and Education 1964, Ed.M., 1971, Ed.D., B.S., Springﬁeld College, 1959; M.A., Jersey City State B.A., Columbia University, 1975 1971; M.Ed., Worcester State College, 1969; Ed.D., Teachers 1968; M.S., City College of College, 1977; M.A., Teachers College,1990 New York, 1975; Ed.D., Phillip Geiger College, 1993, Ed.D., 1995 Teachers College, 1996 Adjunct Assistant Professor of Ross Tartell Education Gibran Majdalany Adjunct Assistant Professor of Mark David Keegan B.A., Trenton State College, Adjunct Assistant Professor of Psychology and Education Adjunct Assistant Professor of 1970; M.A., Teachers College, Education B.A., Hofstra University, 1974; Computing and Education 1972, M.Ed., 1978, Ed.D., B.A., University of Kansas, M.A., Teachers College, 1976, B.A., University of Washing- 1980; M.B.A., The Wharton 1979; M.A., Teachers College, M.B.A., 1981, Ph.D., 1984 ton, 1980; M.A., Columbia School of Finance, 1987 1981, Ed.M., 1982, Ed.D., University, 1988, Ed.D., 1992 1995 Elizabeth H. Tucker Virginia Gonzalez Adjunct Assistant Professor of Henry O. Pollak Adjunct Assistant Professor of Joseph Moses Nursing Education Visiting Professor of Mathematics Adult and Continuing Education Adjunct Professor of Psychology B.S.N., Pace University, 1977; Education B.A., Moravian College, 1972; and Education Ed.M., Columbia University, B.A., Yale University, 1947; Ed.M., Boston University, B.S., City University of New 1979, Ed.D., 1983 M.A., Harvard University, 1973; M.A., Teachers College, York, 1961; Ph.D., Baylor 1948, Ph.D., 1951 1992, Ed.D., 1995 University, 1967 Marie P. Volpe Adjunct Assistant Professor of Philip Smith Joseph Hankin Maria George Nicolaidis Adult and Continuing Education Visiting Professor of Mathematics Visiting Professor of Higher Adjunct Assistant Professor of A.A., Elizabeth Seton College, Education Education Psychology and Education 1979; B.S., Iona College, 1981; B.A., Dartmouth College, B.A., City College of New B.A., Deree College (Athens), M.A., Columbia University, 1962; M.S., Stanford Univer- York, 1961; M.A., Columbia 1976; M.A., Teachers College, 1983, Ed.D., 1992 sity, 1964; Ph.D., Columbia University, 1962; Ed.D., 1967 1980, Ed.M., 1981, Ed.D., University, 1973 1989 Janine Waclawski Wendy L. Heckelman Adjunct Assistant Professor of Adjunct Assistant Professor of Judith A. Rizzo Psychology and Education Psychology and Education Adjunct Associate Professor of B.A., SUNY, Stony Brook, B.A., University of Miami, Education 1987; Ph.D., Teachers College, 1983; M.A., Teachers College, B.A., Emmanuel College, 1996 1986, Ph.D., 1992 1968; M.A., Middlebury Col- lege, 1969; Ed.D., University Benjamin Williams Miriam W. Javitch of Massachusetts, 1994 Adjunct Assistant Professor of Adjunct Assistant Professor of Education Psychology and Education B.S., Cheyney State University, B.A., McGill University, 1979; 1966; M.Ed., Rhode Island M.B.A., Columbia University, College, 1972; Ed.D., Boston 1988; Ph.D., Teachers College, University, 1979 1997

9 0 O FFICERS N OT IN A CTIVE S ERVICE

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

91 O FFICERS N OT IN A CTIVE S ERVICE

Carroll F. Johnson. Professor Gordon N. Mackenzie. Professor Harold J. Noah. Gardner Cowles Justin Schorr. Professor Emeritus Emeritus of Education Emeritus of Education Professor Emeritus of Economics of Art and Education A.B., Chattanooga, 1935; M.S., B.S., Minnesota, 1929, A.M., and Education B.S.S., City College, 1950; Georgia, 1940; A.M., Colum- 1929; Ed.D., Stanford, 1940 B.Sc. (Econ.), London, 1946, A.M., Columbia, 1951, Ed.D., bia, 1945, Ed.D., 1950 Academic Diploma in Educa- 1962 William J. Mahoney. Professor tion, 1954; Ph.D., Columbia, Milton A. Kaplan. Professor Emeritus of Art and Education 1964 Margaret Jo Shepherd. Professor Emeritus of English B.S., Columbia, 1948, A.M., Emeritus of Education B.S.S., City College, 1929, 1949, Ed.D., 1957 Robert Pace. Professor Emeritus B.S., University of Illinois, M.S., 1934; A.M., Columbia, of Music Education Urbana 1955; Ed.M., Univer- 1937, Ph.D., 1946 James L. Malfetti. Professor B.S., Juilliard College, 1948; sity of Illinois, 1958; Ed.D., Emeritus of Education A.M., Columbia, 1949, Ed.D., Teachers College, Columbia Henry Kavkewitz. Professor B.S., Columbia, 1947, A.M., 1951 University, 1968 Emeritus of Psychology and 1948, Ed.D., 1951 Education Philip H. Phenix. Arthur I. Francis Shoemaker. Professor B.S.S., City College, 1934, Elizabeth M. Maloney. Associate Gates Professor Emeritus of Emeritus of English M.S., 1935; Ph.D., New York Professor of Nursing Education Philosophy and Education A.B., Lehigh, 1931; A.M., University, 1954 B.S., Columbia, 1951, A.M., A.B., Princeton, 1934; M.Div., Colorado State, 1937; Ph.D., 1952, Ed.D., 1966 Union Theological Seminary, Columbia, 1942 Frederick D. Kershner, Jr. 1942; Ph.D., Columbia, 1950; Professor Emeritus of History Eugene V. Martin. Associate L.H.D., Alderson-Broaddus, Jonas F. Soltis. William Heard A.B., Butler, 1937; A.M., Professor of Nursing Education 1970 Kilpatrick Professor Emeritus of Wisconsin, 1939, Ph.D., 1950 B.A., Brooklyn College, 1937; Philosophy and Education M.A., New York University, E. Edmund Reutter, Jr. A.B., Connecticut, 1956; Phil C. Lange. Professor Emeritus 1947; Ph.D., California Professor Emeritus of Education M.A.T., Wesleyan, 1958; of Education (Berkeley), 1965 A.B., Johns Hopkins, 1944; Ed.D., Harvard, 1964 B.S., Wisconsin, 1934, A.M., A.M., Teachers College, 1948, 1936, Ph.D., 1941 Jack David Mezirow. Professor Ph.D., 1950 Marvin Sontag. Associate Profes- Emeritus of Adult and Continuing sor of Psychology and Education Thomas A. Leemon. Associate Education Seymour Rigrodsky. Professor B.A., Brooklyn College of the Professor of Higher Education B.S., Minnesota, 1945, A.M., Emeritus of Speech Pathology City University of New York, A.B., Stanford, 1956; A.M., 1946; Ed.D., California A.B., Brooklyn, 1952; A.M., 1954; Ph.D., New York Uni- 1957; Ed.D., Columbia, 1968 (Los Angeles), 1955 1955, Ph.D., Purdue, 1959 versity, 1967

Ann Lieberman. Professor Mildred L. Montag. Professor Henry J. Rissetto. Professor William Summerscales. Director Emeritus of Education Emeritus of Nursing Education Emeritus of Education of Development and Associate B.A., University of California, A.B., Hamline, 1930; B.S., B.S., New Jersey State Professor of Education Los Angeles, 1957; M.A., Minnesota, 1933; A.M., (Trenton), 1949; A.M., A.B., Eastern Nazarene, California State University at Columbia, 1938, Ed.D., 1950; Columbia, 1953, Ed.D., 1957 1944; M.Div., San Francisco Northridge, 1966; Ed.D., LL.D., Bridgeport, 1967, State Theological Seminary, 1956; University of California, Los University of New York, 1981; Paul C. Rosenbloom. Professor A.M., Toronto, 1966; Ph.D., Angeles, 1969 L.H.D., Adelphi, 1968; D.Sc., Emeritus of Mathematics Columbia, 1969 Eastern Kentucky, 1981 B.S., Pennsylvania, 1941; Richard H. Lindeman. Professor Ph.D., Stanford, 1944 Abraham J. Tannenbaum. Emeritus of Psychology and Eleanor B. Morrison. Associate Professor Emeritus of Education Education Professor of Speech Pathology Robert J. Schaefer. Professor and Psychology B.S., Beloit, 1949; M.S., A.B., City College, 1957; Emeritus of Education A.B., Brooklyn, 1946; A.M., Wisconsin, 1951, Ph.D., 1958 A.M., Columbia, 1959, Ph.D., A.B., Columbia, 1939, A.M., Columbia, 1948, Ph.D., 1960 1967 1946, Ph.D., 1950 Margaret Lindsey. Professor Trygve R. Tholfsen. Professor Emeritus of Education Roger A. Myers. Richard March Rosalea A. Schonbar. Professor Emeritus of History and Education B.S., State Teachers College Hoe Professor Emeritus of Psychol- Emeritus of Psychology and A.B., Yale, 1948, Ph.D., 1952 (Shippensburg), 1934; M.Ed., ogy and Education Education Pennsylvania State, 1939; A.B., Bradley, 1952; A.M., A.B., Smith, 1940; A.M., Albert S. Thompson. Professor Ed.D., Columbia, 1946; Ohio State, 1955, Ph.D., 1959 Columbia, 1942, Ph.D., 1945 Emeritus of Psychology and Litt.D., Eastern Kentucky, Education 1976 A.B., Ursinus, 1931; A.M., Pennsylvania, 1934, Ph.D., 1943

92 T RUSTEES AND O FFICERS

Craig A. Timberlake. Associate Trustees Professor of Music Education Antonia M. Grumbach, A.B., Southern Methodist, Co-Chair 1942; A.M., Columbia, 1963, Enid W. Morse, Co-Chair Ed.D., 1966 John Klingenstein, Vice Chair John N. Irwin III, Vice Chair Kenneth H. Toepfer. Professor Emeritus of Higher Education James W. B. Benkard A.B., Cornell (Iowa), 1951; Patricia M. Cloherty M.I.A., Columbia, 1953, Joyce B. Cowin Ph.D., 1966 Gay Culverhouse Thomas W. Evans Paul Vahanian. Associate Profes- Barbara F. Goodman sor of Psychology and Education Ruth L. Gottesman A.B., Florida Southern, 1949; Antonia M. Grumbach A.M., Columbia, 1952, Ed.D., John W. Hyland, Jr. 1957 John N. Irwin III Elliot S. Jaffe Charles W. Walton. Professor A. Clark Johnson, Jr. Emeritus of Music Education John Klingenstein M.B., Oberlin, 1938; M.M., Arthur Levine Cincinnati Conservatory, 1939; Roland M. Machold A.M., Columbia, 1947, Ed.D., Claude A. Mayberry, Jr. 1951 Enid W. Morse Ronald A. Nicholson Sloan R. Wayland. Professor Morris W. Offit Emeritus of Sociology and Jeffrey Peek Education William D. Rueckert A.B., Hendrix, 1940; A.M., George Rupp Louisiana State, 1941; Ph.D., H. Marshall Schwarz Columbia, 1951 Donald M. Stewart Laurie Tisch Sussman Mary Alice White. Professor Emeritus of Psychology and Officers Education A.B., Vassar, 1941; A.M., George Rupp, Ph.D. Columbia, 1944, Ph.D., 1948 President of the University

Richard M. Wolf. Professor Arthur Levine, Ph.D. Emeritus of Psychology and President of the College Education B.A., Antioch College, 1957; Karen Zumwalt, Ph.D. Ed.M., University of Buffalo, Dean of the College 1959; Ph.D., University of Chicago, 1964 Fred A. Schnur, B.B.A., C.P.A. Vice President for Finance and Warren Yasso. Professor Emeritus Administration of Natural Sciences B.S., Brooklyn College; A.M., Joseph S. Brosnan, Ed.D. Columbia, 1961, Ph.D., 1964 Vice President of Development and External Affairs

Scott Fahey, M.Ed. Secretary of the College and Assistant to the President

93 Broadway view of Horace Mann Hall, Teachers College. O FFICERS N OT IN A CTIVE S ERVICE

91 O FFICERS N OT IN A CTIVE S ERVICE

92 T RUSTEES AND O FFICERS

Scott Fahey, M.Ed. Secretary of the College and Assistant to the President

93 Broadway view of Horace Mann Hall, Teachers College. Programs of Study

TABLE OF CONTENTS 152 Department of Health 190 Department of Organization and and Behavior Studies Leadership 94 Course Numbering Applied Educational Psychology Educational Administration Neurosciences and Education Educational Administration 95 Admissions Application Deadlines Reading and Learning Disabilities Inquiry in Educational Administra- Reading Specialist tive Practice 97 Department of Arts and Humanities School Psychology Educational Leadership and Arts Management Art and Art Education Health Studies Arts Administration Health Education Higher and Adult Education Dance and Dance Education Nursing Education Adult and Continuing Education Music and Music Education Nutrition and Education Higher Education Applied Physiology and Nutrition Student Personnel Administration Humanities History and Education Physical Education Nurse Executives Philosophy and Education Religion and Education Special Education Social-Organizational Psychology Social Studies Administration of Special Educa- tion 211 Department of Scientiﬁc Foundations Languages and Literature Behavior Disorders Anthropology and Education Applied Linguistics Blindness and Visual Impairment Applied Anthropology Teaching of English and English Cross Categorical Studies Communication and Education Education Guidance and Rehabilitation Computing and Education Teaching of English to Speakers of Hearing Impairment Instructional Technology and Media Other Languages (TESOL) Instructional Practice Mathematics Education Teaching of Spanish Mental Retardation Science Education Physical Disabilities 125 Department of Biobehavioral Studies Supervision of Special Education 226 Additional Programs/Options Applied Physiology 173 Department of Human Development Motor Learning Speech-Language Pathology and Developmental Psychology Audiology Cognitive Studies in Education Measurement, Evaluation and 133 Department of Counseling and Clinical Statistics Psychology Politics and Education Sociology and Education Psychological Counseling (master’s) Counseling Psychology (doctoral) 183 Department of International and Clinical Psychology (Ph.D. program) Transcultural Studies Clinical Psychology: Post-doctoral respecialization Comparative and International Psychology in Education (master’s) Education/International Educational Development 143 Department of Curriculum and Teaching Bilingual/Bicultural Education Economics and Education Curriculum and Teaching Early Childhood Education Early Childhood Special Education Elementary/Childhood Education, Preservice Giftedness Learning Disabilities Reading and Learning Disabilities

95 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 alphabetical 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 ORL for Organization and Leadership SCF for Scientiﬁc Foundations 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 interdepartmental and the curriculum and teaching courses.

96 A DMISSIONS A PPLICATION D EADLINES

Admissions Application Deadlines

For applicants wishing to start in the Summer or Fall Semesters

Doctoral programs: Priority Deadline: January 15. Final Deadline: May 1. Master’s programs: Priority Deadline: February 1. Final Deadline: May 15.

For applicants wishing to start in the Spring Semester All programs: Priority Deadline: October 15. Final Deadline: December 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, Gifted Education (TYZ): Ed.D.: Fall only programs which do not accept applications after the priority dead- Higher Education (TDJ): Fall only line, and programs which review applications after the final deadlines on a space available basis. History and Education (TFH): Ph.D. and Ed.D: Fall only Inquiry in Educational Administrative Practice (TAI): Summer only Programs starting only in specific semesters Learning Disabilities (TYZ): Ed.D.: Fall only Adult and Continuing Education (TDA): Fall only Motor Learning (TRM) Ed.M. & Ed.D.: Fall & Spring only Adult Education Guided Intensive Study (AEGIS) (TDS): Summer odd years only Music and Music Education (TGM) Ed.D & Ed.D.C.T.: Fall only Applied Linguistics (TLA) M.A., Ed.M., Ed.D.: Fall and Neurosciences and Education (TKN & TZL): Fall only Spring only Nurse Executives (TNR & TNZ) M.A. & Ed.D.: Fall only Arts Administration (TGC): Fall only Politics and Education (TFG): Ed.D. & Ph.D.: Fall only Bilingual/Bicultural Education (TLB): Fall only Religion and Education (TFU): Ed.D: Fall only Clinical Neuropsychology (TSK): Fall only School Psychology (TKL & TKT): Fall only Clinical Psychology (TXC): Fall only Social Studies (TLW) M.A. & Ed.M.: Fall or Summer only Clinical Psychology Post-doctoral Respecialization (TZH): Fall only Social Studies (TLW) Ph.D.: Fall or Spring only Cognitive Studies in Education (TK) Ed.D. & Ph.D.: Fall; Social-Organizational Psychology (TJP, TJG) Ph.D. & Ed.D.: Spring only in extraordinary circumstances Fall only Counseling Psychology (TJV) Ph.D. & Ed.D.: Fall only Sociology and Education (TFS) Ed.D. & Ph.D.: Fall only Curriculum and Teaching (TYZ) Ed.D.: Fall only Speech and Language Pathology and Audiology (TQC) M.S.: Developmental Psychology (TKD): Fall only Fall only Early Childhood (TYD) Ed.D.: Fall only Student Personnel Administration (TDH): Fall only Early Childhood Special Education (TYD) Ed.D.: Fall only Teaching of English to Speakers of Other Languages (TESOL) (TLZ) M.A.: Fall only Educational Administration (TA) Ed.D. & Ph.D.: Fall only Educational Leadership & Management (TAA): Ed.D./M.B.A.: Fall only

97 A DMISSIONS A PPLICATION D EADLINES

Programs not accepting applications after the Priority Deadline Clinical Psychology Post-doctoral Respecialization (TZH) Adult and Continuing Education (TDA) Ed.D. only. Cognitive Studies in Education (TKE) M.A. & Ed.M. Applied Linguistics (TLA) M.A., Ed.M., Ed.D. Communication & Education (TUC) M.A. & Ed.M. Clinical Psychology (TXC) Ph.D. Computing & Education (TUD) M.A. Counseling Psychology (TJV) Ph.D. & Ed.D. Dance Education (TGD) Curriculum and Teaching (TYZ) Ed.D. Developmental Psychology (TKA) M.A. Developmental Psychology (TKD) Economics & Education (TFE) Early Childhood (TYD) Ed.D. Health Education (TSD) Early Childhood Special Education (TYD) Ed.D. Higher Education (TDJ) Educational Administration (TA) Ed.D. & Ph.D. History and Education (TFH) M.A. Educational Leadership & Management (TAA): Ed.D./M.B.A. Instructional Technology & Media (TUT) M.A. & Ed.M. Gifted Education (TYZ): Ed.D. Mathematics Education (TCA) History and Education (TFH) Ph.D. & Ed.D. Measurement, Evaluation, and Statistics (TMM & TMX) Learning Disabilities (TYZ): Ed.D. Motor Learning (TRM) Politics and Education (TFG) Ph.D. & Ed.D. Nutrition and Education (TSA, TSB, TSC) Religion & Education (TFU) Ed.D. Philosophy and Education (TFP) School Psychology (TKL & TKT) Ed.M., Ph.D. & Ed.D. Physical Education (TRC, TRP) Social-Organizational Psychology (TJP, TJG) Ph.D. & Ed.D. Politics and Education (TFG) M.A. & Ed.M. Sociology and Education (TFS) Ph.D. & Ed.D. Psychology and Education (TXA or TXG) M.A. Speech and Language Pathology and Audiology (TQC) M.S. Reading and Learning Disabilities (TZB) Teaching of English to Speakers of Other Languages (TESOL) (TLZ) Reading Specialist (TKU) M.A., Ed.M., Ed.D. Religion & Education (TFU) M.A.

Programs which review applications after the ﬁnal deadlines on a Science Education (TCB-X) space available basis Sociology and Education (TFS) M.A. & Ed.M. Adult and Continuing Education (TDA) M.A. Special Education Programs in Department of Health and Anthropology & Education (TFA) Behavior Studies Applied Anthropology (TFO) Student Personnel Administration (TDH) Applied Physiology & Nutrition (TZR) Teaching of English (TLE) Applied Physiology (TRA) Teaching of Spanish (TLS) Art and Art Education (TGA)

98 D EPARTMENT OF A RTS AND H UMANITIES

Chair: Professor Judith M. Joan Jeffri (Arts Chin Kim (Music) Judith Davidoff (Renaissance Burton Administration) I. Fred Koenigsberg (Arts Instruments) Location: 445A Macy Bert Konowitz (Jazz) Administration) Alan de Mause (Guitar) Telephone Number: Leonard Leibowitz (Arts Evelina Dimitrova (TESOL) (212) 678-3362 Associate Professors: Administration) Megen Driscoll (English) Fax: (212) 678-3376 René V. Arcilla (Philosophy) Linda New Levine (TESOL) Margaret Dwyer (TESOL) John M. Broughton Helaine Marshall (TESOL) Laurance Fader (Viola) (Philosophy/Cultural Roberta Martin (Social Studies) Bayard Faithful, (Social Studies) Programs: Studies) Timothy Miller (Social Studies) Anita Feldman (Dance) Margaret Smith Crocco (Social Michael B. Nord (Music Ellen Flanagan (English) Arts: Studies) Technology) Shakﬁ Gattegno (TESOL) Art and Art Education Lenore M. Pogonowski (Music) Alison Nowak (Music Theory, Carolyn Graham (TESOL) Arts Administration (sabbatical leave, spring, Composition) Deborah Greh (Computer Dance and Dance Education 2000). Estrella Pujadas (Spanish) Graphics) Music and Music Education Graeme Sullivan (Art) Jennybelle Rardin (TESOL) Jacqueline Hand-Vigario Stephen J. Thornton (Social Nathalie Robinson (Music) (Dance) Humanities: Studies) Prabha Sahasrabudhe (Art) Liz Henly (Applied Linguistics) Applied Linguistics Ruth Vinz (English) Barbara Tischler (Arts Admin- Sheldon Henry (French Horn) History and Education istration/Social Studies) A. C. Hickox (Dance) Philosophy and Education Adjunct Associate Professors: Ronald Topping (Art Sheila A. Hones (TESOL, Religion and Education Lan-Ku Chen (Music) Education) Tokyo) Social Studies Eugenia Earle (Harpsichord) Susan Jolles (Harp) Teaching of English and Alvin Fossner (Oboe, Lecturers: Eileen Jones (Dance) English Education Saxophone) Randi Dickson (English) Caitlin Kirmser (English) Teaching of English to Speakers Franklin E. Horowitz (Applied Janine Graziano-King (Applied Lisa Klein (English) of Other Languages (TESOL) Linguistics) Linguistics/TESOL) Ada Kopetz-Korf (Piano) Teaching of Spanish Solomon Mikowsky (Piano) Tatsuya Komatsu (TESOL, Jeffrey Kraus (Percussion) Joy Moser (Painting) Tokyo) Lori Don Levan (Photography) Hadassah Sahr (Piano) Pamela Martin (TESOL/ Marijeanne Liederbach (Dance) Faculty: Applied Linguistics) Thomas Lollar (Ceramics) Assistant Professors: Masumi Muramatsu (TESOL, Linda Louis (Art Education) Professors: James Albright (English) Tokyo) Stephen Maxym (Basoon) Harold F. Abeles (Music) Lori Custodero (Music) Howard A. Williams (Applied Linda McKnight (String Bass) Leslie M. Beebe (Applied Gregory W. Hamilton Linguistics) Oneida Morrober-Tester Linguistics/TESOL) (English) (Spanish) Mary C. Boys (Union Zhao Hong Han (Applied Instructors: Michael Pellettieri Theological Seminary) Linguistics/TESOL Randall E. Allsup (Saxophone) (Printmaking) Judith M. Burton (Art) Christopher Higgins Ronald Anderson (Trumpet) Claire Porter (Dance) John F. Fanselow (TESOL, (Philosophy) Paul Arcario (TESOL) James Preiss (Percussion) Tokyo)—Emeritus Susan Koff (Dance) Mary Barto (Flute) Raymond S. Pultinas (English) Maxine Greene (Philosophy James E. Purpura (Applied Barbara Bashaw (Dance) Alan Raph (Trombone, and Aesthetics)—Emeritus Linguistics/TESOL) John Beaumont (TESOL) Baritone) Joseph S. Lukinsky (Jewish Stanley Bednar (Violin) John Schuder (Organ) Theological Seminary) Adjunct Assistant Professors: Elsa Bekkala (Painting) Mary Anne Rose (Drawing) Rebecca Oxford (Applied Philip Aarons (Arts Cindy Bell (Guitar) Terry Royce (TESOL, Tokyo) Linguistics/TESOL) Administration) Evangeline Benedetti (Cello) René Schillinger (English) Nel Noddings (Philosophy) Joe Amorino (Art Education) Martha Bixler (Recorder) Stephen Shapiro (English) Mordecai Rubin (Spanish) Paul Arcairo (TESOL) Beth Brisbane (English) Marilyn Shaw (English) Douglas M. Sloan Alice H. Deakins (Applied Rika Burnham (Museum Susan Stempleski (TESOL) (History/Religion) Linguistics) Studies) Peter Swords (Arts Janice Dowd (TESOL/Applied Don Butterﬁeld (Tuba) Administration) Adjunct Professors: Linguistics) Alexander K. Cates (TESOL, Gerard Vezzuso (Photography) Dino Anagnost (Voice, Leonard Fleischer (Arts Tokyo) Martin Vinik (Arts Conducting) Administration) Carolyn Clark (Arts Adminis- Administration) Zelman Bokser (Music) Wendy Gavis (Applied tration) Lisa Vujovich (English) Gay Brookes (TESOL) Linguistics) Julian Cohen (Social Studies) Brenda Wallace (English) Angiola Churchill (Painting) Susan Glaser (Music, Flute) Scott Conti (Social Studies) Julian Williams (English) Robert Greenblatt (Arts Jeanne C. Goffi (Voice) Joyce Culver (Photography) Martha Williams (Cello) Administration) Robert Horowitz (Music) Renee Darvin (Art Education, Thomas Hoyt (Music) Museum Studies)

99 D EPARTMENT OF A RTS AND H UMANITIES

For information about faculty improvement of learning and Coordinator is required. All scholarly materials. In some and their scholarly and research the integration of theory, as applications for whom the Eng- instances, applicants may be interests, please refer to the well as research and practice lish is not their first language are requested to complete prereq- “Faculty” section of the Cata- within the domain of students’ required to submit either a 600 uisites as a condition of entry log on page 61. future professional roles. TOEFL (250 computer) or 10 to the program. Similarly, English Language proficiency. applicants may be requested to Department Mission: Faculty in the Department complete the Ed.M. degree The Department of the Arts share the view that informed, The 32 point M.A. degree is prior to acceptance to the and Humanities consists of imaginative and critical think- specially designed for individu- Ed.D. academic and professional spe- ing enables scholars and educa- als seeking in-service opportuni- cializations in philosophical, tors to take an active role in ties, or who wish to complete a The 90 point Ed.D. in Art historical, cultural, critical, shaping cultural concepts of special curriculum project, or Education is designed for those religious and social studies, as learning through education. who need the master’s degree to wishing to teach art education well as language studies and With this in mind the pro- complete state certification. The at the college/university level, the arts. The Department grams of the Department, both degree is flexibly structured to become arts supervisors in promotes inquiry into the separately and together, offer accommodate various academic school systems, education cura- processes, purposes and prac- students the skills and knowl- and professional needs. tors in museums, administra- tices of education within spe- edge needed to thrive and tors in arts agencies or enter cialist domains and across assume leadership in today’s The 38 point M.A. degree with other arts education leadership interdisciplinary frameworks. swiftly changing cultural and teacher certification is a State- positions. Applicants for this While the separate programs of educational environment. approved program for those degree are expected to exhibit the Department maintain dis- wishing to teach art K–12 in strong writing skills. ciplinary integrity, they also public schools. represent modes of inquiry, dis- Arts: The 90 point Ed.D.C.T.A. is covery and creation that share a Art and Art Education The 60 point Ed.M. degree is designed for those wishing to concern with the production Arts Administration designed for individuals seek- teach studio art, history, or and interpretation of societies Dance and Dance Education ing the highest level of profes- criticism in higher education: and cultures. The Department Music and Music Education sional achievement within the art school, college or university. is committed to an understand- arts in education. The degree is Applicants for this degree pro- ing of culture as a broad and also designed for students con- gram will be expected to have diverse process, a constitutive Art and Art Education templating future doctoral an established, critically human activity involving the (Code: TGA) study. Applicants are required reviewed, exhibition record various modes of representation Program Coordinator: Professor to have a minimum three years either national or international. and ways of thinking within Judith M. Burton of experience as an educator or which meaning is constructed practicing professional in the Program Description: and historically transmitted. Degrees offered: arts; 30 points of prior gradu- The Program in Art and Art Master of Arts (M.A.) ate study may be transferred Education embraces a concep- Within the Department, the Master of Education (Ed.M.) providing they meet the tion of art ranging from the study of education is envi- Doctor of Education (Ed.D.) requirements for the degree. traditions of fine art to the sioned broadly in terms of Doctor of Education in College Applicants for the Administra- popular arts of mass culture. intellectual, creative ideas, and Teaching of Art (Ed.D.C.T.) tive-Supervisory Certification Within this context, courses in practices that extend beyond option are expected to have at art education examine the dif- the traditional concerns of Special Application least five years of teaching or ferent settings and populations schooling to engage human Requirements/Information: other professional experience in in which the various art forms endeavor across the life-span. All applicants are required to art education. reach their audiences: public There is a shared concern with submit a portfolio (slides or origi- and private schools, colleges, the learner’s construction of nal works) and examples of schol- The 90 point Ed.D. and museums, arts centers, hospi- knowledge, the art and prac- arly writing (papers, thesis, pub- Ed.D.C.T.A. degrees are tals and other special settings. tices of teaching, the realities lications) directly to the designed for individuals inter- Central to the Program is a of the contemporary classroom, Program. Applicants must have ested in serious research and concern for the role of the arts the relationship of schools to completed an undergraduate who wish to contribute new in nurturing human growth their communities and the val- degree in studio art, art educa- scholarship and practice to the and development across the life ues and philosophies underpin- tion, art history or criticism, art field. Applicants are required span. The Program seeks to ning contemporary school or museum education, or present to have five years of profes- encourage in students flexible reform. Seven of the programs other evidence of competence. sional experience in arts/ and informed habits of mind of the Department prepare For the M.A. degrees a personal museum/studio education. For such that they can enter leader- teachers for positions in schools interview with a faculty advisor is both degrees, applicants are ship positions in the profession. and universities; each is com- strongly advised. For the Ed.D. accepted to the program fol- Faculty of the program are sea- mitted to the education of and the Ed.D.C.T.A. degrees an lowing faculty review of their soned practitioners, who reflective practitioners, the interview with the Program artistic, professional and embrace a comprehensive range

100 D EPARTMENT OF A RTS AND H UMANITIES of expertise in art, studio, Artistic development: Supervised student teaching Required courses outside the museum, and diversity educa- Children and seminar: elementary program (6–9 points) tion; they are national leaders Artistic development: Supervised student teaching Chosen with advisor in arts education research. Adolescence to Adulthood and seminar: secondary approval Curriculum design in Art Plus: two weekend work- The five programs in Art and Education shops, topics vary each Elective courses from: Art Art Education are each built Historical foundations in Art year Education, studio, and other around a core of courses consid- Education Child substance abuse programs of the College ered central to exemplary arts Studio: Two sessions detection (variable points) education. Beyond the core, Master’s Seminar Chosen with advisor students have flexibility to plan Required courses outside the approval with their advisor individual Required courses outside the program (6–9 points) programs designed to meet program (6–9 points) Chosen with advisor In addition: see expectations particular needs and goals. In Chosen with advisor approval for the M.A. above. addition to courses in arts edu- approval cation, students are expected to Elective courses from: Art edu- The Ed.M. degree offers two select from other offerings of Elective courses from: Art education, studio, other programs additional options: Teachers College and Columbia cation, studio, other programs of the College (3–6 points) Art Administrative-Supervisory University in order to fulfill of the College (9–12 points) Chosen with advisor Certification. Consistent with degree requirements. The 38 Chosen with advisor approval New York State regulations, point M.A. offers New York approval the Certification option requires State-approved teacher certifi- In addition: Students in this 18 points of course work in cation; students in the other In addition: Students in this program are required to com- museum studies, aesthetics, M.A. degree programs may opt M.A. program are required to plete an integrated written artistic development, research, for the State-approved Art complete an integrated written project on a theme or research arts administration and a super- Administrative-Supervisory project on a theme or research topic arising from their inter- vised internship. Certification, or the Museum topic arising from their interests, and mount a Macy Gallery Education concentration ests; they may also offer a Macy exhibition combining their Doctor of Education Gallery exhibition in partial own art work with that of the (see below). The Ed.D. in Art Education fulfillment of their degree pupils taught during their offers a minimum of 90 points requirements. All students are practicums. Students are also Weekend institutes, colloquia, of graduate study. mini-courses, opportunities for urged to attend the Program expected to attend the Depart- and Department-wide work- ment-wide series of workshops involvement in professional Required courses within the shops offered throughout the offered throughout the acade- development workshops, and specialization (16 points): academic year; topics vary. mic year; topics vary. summer study provide addi- Research in arts education tional richness to student expe- Studio seminar The M.A. in Art Education Master of Education riences. Suitably qualified stu- Pro-seminar with Teachers Certification dents may also apply for The Master of Education in Art Doctoral seminar offers a minimum of 38 points apprenticeships in the Center Education offers a minimum of Dissertation seminar (two of graduate study. for Arts Education Research to 60 points of graduate study. sessions) assist on funded projects study- Dissertation advisement Required courses in Art Educa- ing artistic development or Required courses in Art Educa- tion (26 points minimum) assessment of the relationships tion (27 points minimum) Suggested courses (15 points Artistic development: between schools and cultural Artistic development: minimum): Children organizations. The vast cultural Children and/or Artistic development: Artistic development: resources of New York City Artistic development: children Adolescence to Adulthood offer students myriad opportu- Adolescence to Adulthood Artistic development: Field observation in Art nities to enrich their concep- Curriculum design in Art adolescent to adult Education (two sessions) tions of art and its diverse Education Advanced curriculum design Curriculum design in Art practices. Research methods in arts Historical foundations Education education Arts in contemporary life Degree Requirements: Historical foundations in Processes and structures in Processes and structures Art Education Master of Arts—Two tracks: the visual arts Arts administration and Processes and structures in The arts in education supervision The M.A. in Art Education the visual arts Studio (two sessions) Clinical internship offers a minimum of 32 points The arts in education Studio seminar of graduate study. Studio (two sessions) America’s cultures: implica- Required courses outside the America’s cultures: Implica- tions for Art Education Program (15 points minimum) Required courses in Art Educa- tions for Art Education tion (14 points minimum): Master’s seminar Chosen with advisor approval

101 D EPARTMENT OF A RTS AND H UMANITIES

Elective courses from: Art edu- Aesthetic development A&HG 5581. Studio art *A&HG 4079. Exploring Amer- cation, independent studio, Philosophies of art in seminar (2) ica’s cultures: Implications for studio, other programs of the education Dr. Moser and Guest Critics. Per- arts education (Noncredit or 2–3) College (points vary). Arts in contemporary life mission required. Required semi- Professor Sahasrabudhe. The course Chosen with advisor Research in arts education nar for Ed.M. and Ed.D. candi- will explore the arts and aesthetics dates where studio art students of various American sub-cultures, approval Administration and supervi- meet for critique, interchange, and including cultures-of-origin, and sion at the college level support, and for help in relating will involve art teachers, art educa- In addition: Students must their art to teaching, the art world tors and other participants in a complete between 50–60 points Required courses outside the and society. Special fee: $15. process of defining and articulating in the program—including Program (15 points minimum) understandings of America’s emerg- those transferred—before enter- Chosen with advisor A&HG 6502. Doctoral seminar: ing cultures. Class lectures will ing the first of the Dissertation approval Arts in education (2) focus on critical issues, problematic seminars. The first seminar pre- Faculty. For doctoral candidates to domains in specific cultures, and pares students to write the certi- Suggested studio electives identify their area of research will develop understandings, sensi- fication papers. To complete cer- (15 points minimum) interest and to narrow their topic. tivities and skills required for cross- cultural and intercultural dialogues tification, students are expected Chosen with advisor A&HG 6580. Problems in art and interactions. Also discussed to offer a professional presenta- approval and education (2–4) will be models for program design, tion such as: a public reading Faculty. Specific problems of art the identification of content (artists, from a published work of their In addition: see Ed.D. above. and art education examined. Dif- artworks, aesthetic theories, own, a Macy Gallery art exhibi- Requirements for the disserta- ferent topics each semester. Per- philosophies, art-events, myths, tion, a curated exhibition in a tion for the Ed.D.C.T.A may mission required. Special fee $15. folklore, rituals) and cultural con- public or private gallery, an be met by combining studio ventions which must be considered account of a research or curricu- work and a written document. A&HG 7502. Dissertation semi- when planning for multicultural art lum development project. Each Candidates should be in touch nar in the arts in education (2) education. Special fee: $25. level of certification is accom- with the Office of Doctoral Studies Professor Burton and faculty. Two required group tutorials for doc- *A&HG 4080. Artistic develop- plished through faculty review; to be certain of complying with the toral students to help develop or ment of children (2–3) students must complete each latest procedures, deadlines and refine topics of inquiry for research. Professor Burton. Required of all level satisfactorily before they documents. The teaching format is flexible and candidates seeking New York State are given permission to write may include faculty/ student pre- art teacher certification (K–12). the dissertation. Candidates Courses: (* = open to sentations, group discussions and Recommended for all degree can- should be in touch with the Office of non-majors) critiques. May be repeated. Section didates in elementary education. Doctoral Studies to be certain of 2 is required of all doctoral stu- An examination of the role of the complying with the latest procedures, Art Theory and Research dents in the department in the senses, emotions, and intellect in deadlines and documents. semester following successful com- artistic development and of the A&HG 4082. The arts in pletion of written certification layered integrations they form over contemporary life (2–3) examination and involves prepara- time. Discussion of ways in which Doctor of Education in the Faculty. An examination of the tion and presentations/dissertation developmental insights are basic to College Teaching of Art roles of the arts in individual and proposal for approval. Sections: (1) the design and implementation of societal life, employing experiences The Ed.D. in the College Teach- Certification preparation (2) Dis- exemplary visual arts lessons and with artworks, readings, and dissertation proposal preparation. offer critical starting points for ing of Art offers a minimum of cussion. 90 points of graduate study. research. Special fee: $10. A&HG 8900.02. Dissertation A&HG 5082*. Philosophies of advisement in art education (0) A&HG 4081. Curriculum design Required courses within the art in education (2–3) Individual advisement on doctoral in art education (2–3) specialization (16 points) Faculty. Examination of theories of dissertations. Fee: to equal 3 Professor Sullivan. Introduction to Teaching art at the college the arts, including functions and points at current tuition rate for curriculum theory and design in level aesthetic values which underlie each term. For requirements, see the larger context of education and Curriculum in higher educa- arts education practice and criti- section in catalog on Continuous schooling. The course also explores tion cism. Development of student’s Registration for Ed.D. degree. alternative conceptual models as own views and references for prac- reflected in different art curricula, Internship or special project tice. Special fee: $15. Studio seminar Art Education and engages students in review of Pro-seminar curricular issues related to learning A&HG 5181. The arts in *A&HG 4078. Art for classroom outcomes, standards and assessment Doctoral seminar education (2–3) teachers: Teaching art to in art education. Lab fee: $30. Dissertation seminar (two Faculty. An examination of ideas children (2) sessions) about the interdisciplinary role of Ms. Louis. Introduction to theories A&HG 4085. Historical founda- Dissertation advisement the arts in traditional and nontra- of artistic development, uses of art tions of art education (2–3) ditional educational and adminis- materials and processes, and lesson Professor Sullivan. An introduction Suggested courses (10 points trative settings through analysis of planning strategies for art experi- to major historical events and minimum): programs, projects, policy issues, ences with children and young underlying beliefs, values, and and political processes that involve adolescents. Designed for class- practices that have influenced con- Artistic development: the visual arts, dance, music, and room teachers and in-service stu- adolescent to adult temporary art and art education theater. Special fee: $30. dents. Special fee $30. programs at all levels of instruc-

102 D EPARTMENT OF A RTS AND H UMANITIES tion in the U.S. as well as interna- A&HG 4281. Field observations The topic focuses for the course A&HG 6002. Teaching and tionally. Special fee: $30. in art education (1) will be drawn from art and administration of art education Ms. Louis. Required of M.A. stu- design/studio/research/psychol- in college (3) A&HG 4086. Current issues dents or art teacher certification ogy/teaching. Special fee: TBA. Dr. Churchill. The role and status and practices in art and art majors. To be taken concurrently of art in higher education, varying education (2–3) with A&HG 4080, Artistic devel- A&HG 5081. Curriculum design programs and objectives, problems Faculty. An analysis of current opment of children, and A&HG in art education: Advanced (3) and approaches in teaching and philosophies, theories, and practices 4088, Artistic development: Ado- Professor Sullivan. An analysis of administration. Special fee: $15. in art and art education at all levels lescence to adulthood. Involves curricular models at all levels of of instruction. Programs in public observations in schools of various instruction. Emphasis on evalua- A&HG 6021. Supervision schools, higher education, museum types; videotaping of contrasting tion techniques, subject matter, and administration in arts education, and other non-tradi- teaching styles and curricular and implementation processes. education (3) tional settings are examined, along approaches; analysis of perceptual, Prerequisite: A&HG 4081 or con- Ms. Darvin. Permission required. with advocacy initiatives and policy artistic, and societal assumptions sent of instructor. Special fee: $20. Prerequisite: substantial teaching issues appropriate to the various implicit within programs observed. and/or arts administration experi- issues discussed. Special fee: $30. A&HG 5085. Varieties of visual ence. The function of supervision A&HG 4702. Supervised experience: Museums and edu- and administration: effective pro- A&HG 4087. Processes and teaching in art education: cation (2) grams in city, county, and state structures in the visual arts secondary (3) Ms. Darvin. Participants will visit school systems; in-service educa- (2–3) Ms. Darvin. For majors only. A New York City museums and use tion and workshop techniques; Dr. Amorino. Opportunity for in- variety of supervised teaching the multiple resources of the school and community relation- depth and sustained exploration of experiences (7–12), supplemented museums to develop personalized ships; nontraditional settings such the properties, structures and by conferences, evaluation, and curriculum materials. Enrollment as museums, arts councils, etc. expressive uses of selected art seminars. The student completes limited. Special fee: $30. Special fee: $25. materials. The course aims to 200 hours in schools observing, enrich and extend personal visual assisting, teaching, and evaluating. *A&HG 5090. Museum Issues A&HG 6520. Seminar in clinical repertoires and, in parallel, pro- Required of those seeking state II: Missions and Standards (3) supervision in the arts: voke insights about the role of certification in Art in New York Faculty. An examination of the K through 12 (2) materials in supporting, integrat- state and other states. Prerequi- changing purposes of museums, Ms. Darvin. Permission required. ing and challenging the artistic sites: A&HG 4080, A&HG 4081, both American and international, Seminar in classroom supervision growth of young people in school. A&HG 4087 and A&HG 4088. as they confront new technologies and its application to student Prerequisite: A&HG 4080, M.A. candidates should plan to and expectations for greater partic- teaching and in-service training. A&HG 4088, or permission of take student teaching in their last ipation in education. Issues of On-site field experience, analysis of instructor. Required of all students semester of course work towards ethics and standards for museum observation and assessment, read- in all degree programs. Special fee: their degree. education will also be discussed. In ings and discussion. Participants $30. the context of the section reform must have a minimum of 5 years A&HG 4722. Supervised stu- movement. Special fee: $25 teaching. Special fee: $10. *A&HG 4088. Artistic develop- dent teaching in art education: ment: Adolescence to adulthood elementary (3) *A&HG 5804. Museums as Studio Art (2–3) Ms. Darvin. For majors only. A resource: Workshops at the Professor Burton. An examination variety of supervised teaching Metropolitan Museum (1–4) *A&HG 4061. Printmaking I: of sensory, biological, affective, experiences (K–6) supplemented Professor Burton or Ms. Darvin. Lithographic processes cognitive and cultural issues influ- by conferences, evaluation and Independent study at Teachers (Noncredit or 2–3) encing continuing development in seminars. The student completes College combined with workshops, Mr. Pellettieri. A basic course in the visual arts. Discussion of ways 200 hours in an elementary school lectures and seminars at the Met- lithography for the beginning in which developmental insights observing, assisting, teaching and ropolitan Museum of Art. Students student. Stones, metal plates, are basic to designing challenging evaluating. Required of those seek- work collaboratively with both screens, photo-lithographic plates, lessons which enrich growth and ing state certification in New York Museum and College faculty to and silkscreen utilized. Group learning as well as offering critical State and other states. Prerequi- develop and carry out individual and individual instruction to starting points for research. sites: A&HG 4080, A&HG 4081, projects, which may lead in the enhance the skills and aesthetic Required of all candidates seeking A&HG 4087, and A&HG 4088. direction of research and inquiry or perception of each student. Spe- State Art Certification K–12. Spe- M.A. candidates should plan to into the development of instruc- cial fee: $100. Noncredit fee: cial fee: $10. take student teaching in their last tional materials for different levels TBA plus special fee. semesters as final course work of schooling. *A&HG 4090. Museum towards their degrees. *A&HG 4062. Printmaking: issues I: Art museums and A&HG 5922. Master’s seminar Etching I (Noncredit or 2–3) their culture (3) *A&HG 5064. Experiments in in art education (2) Mr. Pellettieri. Designed to intro- Ms. Burnham. An examination of content (1–3) Professor Sullivan. Permission duce the beginner to the intaglio the challenges facing art museums Faculty. An examination of new required. Required for all M.A. process (hard and softground etch- in the twentieth century, with a technologies, materials, concepts, and Ed.M. students in the last 10 ing, etc.). Group and individual focus on changing interpretations attitudes, both in their current credits of their program. Guided instruction to help students of objects and how museums forms as well as future application. independent work in the study of acquire printmaking skills and dis- respond to public need. Special Participants will investigate a per- music, art, and dance, culminating cover their artistic capabilities. fee: $25. sonal topic through field experi- in the development of a master’s Special fee: $100. Noncredit fee: ence, hands-on demonstration, project. Special fee: $30. TBA plus special fee. observation, readings and lectures.

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*A&HG 4063. Painting I instrument for producing artistic *A&HG 5093. Sculpture II A&HG 6905. Studio work in art (Noncredit or 2–3) images, and the darkroom as a set- (Noncredit or 2–3) and education: Printmaking Ms. Bekkala. Development of fun- ting for reproducing those images, Ms. Weller. Further studies of (Noncredit or 1–4) damental painting skills and as well as the implications for sculptural elements with an empha- Faculty. Permission required. understandings within the quest using these techniques within vari- sis on content, craft, and individual Enrollment limited. For advanced for individual expression and style. ous educational settings and con- development. Special fee: $100. independent study. Noncredit Oils, acrylics, collage, and water- texts. Special fee: $100. Noncredit Noncredit fee: TBA plus special fee. for majors only. Special fee: $100. color employed. Noncredit fee: fee: TBA plus special fee. Noncredit fee: TBA plus special fee. TBA. Special fee: $30. *A&HG 5094. Photography II *A&HG 5060. Drawing from (Noncredit or 2–3) A&HG 6906. Studio work in *A&HG 4084. Art and life (Noncredit or 2–3) Ms. Culver. Advanced work con- art and education: Ceramics technology (Noncredit or 2–3) Ms. Rose A critical examination of centrating on the inherent prob- (Noncredit or 1–4) Dr. Greh. Through class produc- the relationship among structure, lems, limits and possibilities of the Faculty. Permission required. tion utilizing electronic imagery form and surface in drawing from medium. Critical evaluation of Enrollment limited. For advanced systems (computer graphics, com- life: objects, humans and land- student’s own work and that of independent study. Noncredit for puter animation, video synthesiz- scape. Students will track the professionals through group dis- majors only.Special fee: $100. Non- ing, digital video effects), the stu- emergence and development of cussion; attention given to differ- credit fee: TBA plus special fee. dent develops the ability to create expressive configurations in their ent forms of presentation such as artistic statements utilizing tech- own work from the vantage point exhibitions, magazines, books, and A&HG 6907. Studio work in art nological means. Offered summers. of evolving aesthetic and critical slides. Special fee: $100. Non- and education: Photography Special fee: $25. responses. Special fee: $60. Non- credit fee: TBA plus special fee. (Noncredit or 1–4) credit fee: TBA plus special fee. Prerequisite: A&HG 4094 or Faculty. Permission required. A&HG 4089. New media, new equivalent. Enrollment limited. Prerequisites: forms: Technological trends in *A&HG 5061. Printmaking: A&HG 4094, A&HG 5094 or art education (2–3) Lithography II (Noncredit or 2–3) *A&HG 5095. Color photogra- extensive experience in photogra- Dr. Greh. Examines new techno- Mr. Pellettieri. Designed to explore phy (2–3) phy and darkroom techniques. logical tools and new media in art and develop the lithography print- Mr. Vezzuso. Course addresses For advanced independent study. education: the impact of technol- ing process, including the use of both the aesthetic and technical Noncredit for majors only. Special ogy in the art room, the changing color and photolithography. Group aspects of color photography fee: $100. Noncredit fee: TBA role of the art educator, and the and individual instruction to pro- including theory, lighting, use of plus special fee. convergence of visual technologies. mote the artistic and technical positive and negative films, prints, Offered summers. Enrollment lim- potential and capacities of each par- exposure to a professional lab. Pre- A&HG 6999. Exhibition ited. Special fee: $25. ticipant. Special fee: $100. Non- requisite: A&HG 4094 or equiva- rating (0) credit fee: TBA plus special fee. lent. Special fee: $100. Rating of certification Ed.M. and *A&HG 4092. Ceramics I Ed.D. exhibitions: offered in fulfill- (Noncredit or 2–3) *A&HG 5062. Printmaking: Independent Studio Work ment of degree requirements. To be Mr. Lollar. Enrollment limited. For Etching II (Noncredit or 2–3) taken during the semester in which beginners only. Introduction to the Mr. Pellettieri. Designed to expand A&HG 6902. Studio work in work is presented in the Macy Art basic techniques of hand building, the printmaking competencies and art and education: Sculpture Gallery. Special fee: $120. the potters wheel and slab construc- aesthetic development of the artist- (Noncredit or 1–4) Faculty. Permission required. tion. Surface decoration and three- teacher. Group and individual Independent studies and research dimensional design. Stoneware and instruction. Special fee: $100. Non- Enrollment limited. For advanced earthenware clay bodies and firing credit fee: TBA plus special fee. independent study. Noncredit A&HG 4202. Fieldwork in art procedures will be addressed. Spe- for majors only. Special fee: $100. education (1–4) cial fee: $100. Noncredit fee: TBA *A&HG 5063. Painting II Noncredit fee: TBA plus special fee. Permission required. Professional plus special fee. (Noncredit or 2–3) activities in the field under faculty Ms. Bekkala. Artists capable of A&HG 6903. Studio work in supervision. *A&HG 4093. Sculpture I independent endeavor share their art and education: Drawing (Noncredit or 2–3) ideas and work in critiques and (Noncredit or 1–4) A&HG 4902. Research and Ms. Weller. An exploration into discussions and undertake Faculty. Permission required. independent study in art the world of the third dimension advanced artistic problems sug- Enrollment limited. For advanced education (1–4) through both figurative and gested by the instructor or of their independent study. Noncredit for Permission required. Research and abstract styles. There will be class- own devising. Noncredit fee: TBA. majors only. Special fee: $30. Non- independent study under the room discussions plus experimen- Special fee: $30. credit fee: TBA plus special fee. direction of a faculty member. tation in wood and stone carving, clay, plaster, assemblage, and weld- *A&HG 5092. Ceramics II A&HG 6904. Studio work in A&HG 5202. Fieldwork in art ing. Special fee: $100. Noncredit (Noncredit or 2–3) art and education: Painting education (1–4) fee: TBA plus special fee. Mr. Lollar. Further studies of (Noncredit or 1–4) Permission required. Professional ceramics with an emphasis on Faculty. Permission required. activities in the field under the *A&HG 4094. Photography I individual projects on an advanced Enrollment limited. For advanced supervision of a member of the arts (Noncredit or 2–3) level. Educational aspects of the independent study. Noncredit for faculty. Ms. Culver/Mr. Vezzuso. An intro- medium will be discussed along majors only. Special fee: $30. Non- ductory course in black and white with marketing opportunities for credit fee: TBA plus special fee. photography and darkroom tech- the professional craftsperson. Spe- niques. Participants will study cial fee: $100. Noncredit fee: TBA applications of the camera as an plus special fee.

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

105 D EPARTMENT OF A RTS AND H UMANITIES program office. Tuition rates A&HG 4176. Support Struc- special reference to the application Independent Research tures: Development and of management principles and may vary for certain elective A&HG 4970. Supervised indi- courses, depending on the fund raising in the arts and skills to the visual arts, including humanities (3) museums, commercial and cooper- vidual research in arts adminis- offering school. Each student is tration and arts education (3) evaluated in the first year to Dr. Fleischer. Permission required. ative galleries, artists’ spaces, pub- A practical exploration of fundrais- lic art, corporate and individual Ms. Jeffri and staff. Permission ensure that satisfactory ing research and proposal writing collectors. required. Independent research in progress is maintained. methods. Proposals are developed arts administration. for private and public agencies and A&HG 5175. Business policy Courses: foundations. Course incorporates and planning for the arts Residency A&HG 4170. Principles aspects of support for the arts, arts manager (3) A&HG 4100. Master’s essay and practice in arts education, the humanities, educa- Mr. Vinik. Permission required. residency (0) administration (3) tion and artists. Designed to integrate arts admin- Ms. Jeffri. Permission required. To Ms. Jeffri. Permission required. istration course-work from busi- maintain residency and receive Basic overview in arts administra- A&HG 4180. Labor relations in ness, law, and the arts. Moves from advisement on the Master’s essay, tion covering major areas of con- the arts (3) the financial, cultural, political students who have registered for cern to small, medium, and large Mr. Leibowitz. Permission environment to strategic planning the 60 required points of course- institutions. Specific aspects of arts required. Theory and practice. Spe- tools to specific arts situations in work and have not completed the management, planning, program cial emphasis on employers, the creation and implementation master’s essay, must register for development, artist relations, mar- unions, contracts, grievance proce- of policy and planning objectives. this course after six terms. Special keting, and fundraising. dures in the arts. Simulated bar- tuition: the equivalent of 1 point gaining sessions, evaluation and A&HG 5178. Special topics: of credit. A&HG 4173. Arts in context (3) discussion of dispute resolution, Critical issues in arts manage- Dr. Tischler. Permission required. arbitration, contract results. Nego- ment (3) See also: A seminar and lecture-style course tiation by student teams. Permission required. A course in A&HG 4048. Creative comput- designed to provide a cultural con- conceptualizing problems. Use of ing applications in education text for discussions of aesthetic, A&HG 4575. Master’s seminar existing documents, studies, data- and the arts (3) ethical, and political questions that in Arts Administration (3) bases to support investigations A&HG 4079. Exploring Amer- define and challenge the responsi- Mr. Vinik. Permission required. into critical issues, while identify- ica’s cultures: Implications for ble arts administrator’s role. Full-time degree candidates only. ing how these documents have arts education (Noncredit or 2–3) Required for all master’s students been constructed, their hidden and A&HG 4090. Museum issues I: A&HG 4174. Law and the in the last 10 credits of their pro- political agendas, and suggestions Art museums and their arts I (3) gram. Guided independent work for improvement and integration culture (3) Mr. Koenigsberg. Permission culminating in the development of into existing systems. A&HG 5001. Research in arts required. Principal artistic appli- a master’s essay. education (3) cations of U.S. law in areas drawn Practicum and Internship A&HG 5002. Assessment strate- from copyright law, unfair compe- A&HG 4576. Master’s seminar gies for the arts (Noncredit or 3) in Arts Administration B: A&HG 4370. Practicum in tition and trademark law, misap- arts administration and arts A&HG 5019. Dance in cultural propriation, First Amendment Research Apprenticeship (3) contexts (2–3) Ms. Jeffri/Mr. Vinik. Interview education (1) questions, miscellaneous torts Ms. Jeffri. Permission required. A&HG 5082. Philosophies of art including rights of privacy and required. Supervised individual in education (2–3) apprenticeship to ongoing projects Supplement to the required intern- publicity, defamation, interfer- ship. Work with organizations or A&HG 5181. The arts in educa- ence with contract, other prob- in arts management, arts law, and tion (2–3) data and information gathering on on projects on or off-campus; work lems relating to authenticity of must meet test of relevance to stu- A&HG 5804. Museums as art works. living artists in the Research Cen- resource: Workshops at the ter for Arts and Culture. dent’s program of study, supervisor approval, and judgment of satisfac- Metropolitan Museum (1–4) A&HG 4175. Law and the tory performance. At least 30 A&HG 6001–A&HG 6002. arts II (3) A&HG 5173. Principles and Teaching and administration of practice in arts administration: hours during the term; no more Mr. Aarons, Ms. Clark, and Mr. than 1 point per term; no more the arts in college Swords. Permission required. Lec- Performing arts (3) A&HG 6001. Music Mr. Vinik. Permission required. than 3 points during course of pro- tures and seminars on not-for- gram for practicum. education (3) profit corporations, alternative Prerequisite: A&HG 4170. A con- A&HG 6002. Art tinuation of A&HG 4170 with forms of organization, tax exemp- A&HG 4470. Internship in arts education (3) tion, the role and problems of special reference to the manage- A&HG 6021. Supervision ment principles and skills of the administration and arts educa- trustees, directors, and officers, tion (0 or 3) and administration in arts commercial and political activity, performing arts, including music, education (3) dance, and theater; audience devel- Ms. Jeffri. Permission required. administrative regulations con- Internship arranged with host A&H 5500. Pro-seminar in arts cerning arts organizations, and opment; unions; and the study of and humanities (2) physical facilities. institutions on an individual basis, arts-specific contracts. taking into account the student’s A&HG 5174. Principles and needs, interests and capacities, and practice in arts administration: the host’s abilities to integrate Visual arts (3) those with its operation in an edu- Ms. Jeffri. Permission required. cationally useful manner. Twenty Prerequisite: A&HG 4170. A con- hours per week over four months tinuation of A&HG 4170 with or the equivalent.

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Dance and Dance place in multiple settings and flexible, allowing the student Degree Requirements: pursued by a variety of people. to shape an individual program Required courses for both Education Courses in dance education in consultation with a faculty tracks are: (Code: TGD) examine the different settings advisor (minimum of 36 BBSR 4005. Applied Program Coordinator: Professor and populations in which the points). The second track offers Anatomy and Biomechan- Susan Koff various dance forms reach their experiences and study that lead ics (if not studied in the audience: public and private to an M.A. plus a K–12 Dance undergraduate degree) Degree offered: schools, higher education, arts Teacher Special Certification in A&HG 5012. Kinesiology Master of Arts (M.A.) centers, cultural institutions, the State of New York (mini- for dance video, television and film, and mum 48 points). In order to A&HG 5017. Movement Special Application other special settings. meet certain state and degree retraining Requirements/Information: requirements, students work A&HG 4018. Laban Acceptance into the program is Central to the program is a con- closely with their advisors to Movement Analysis I by audition, interview, and a cern for the role of dance as it select appropriate courses and A&HG 5013. Choreogra- review of past dance-related supports and promotes human evaluate abilities. phy I experiences and educational growth and development A&HG 5018. Dance background. While it is sug- through studio practice and cul- Completion of the K–12 Certi- Production gested that a candidate have an tural appreciation. The program fication track qualifies the A&HG 5019. Dance in undergraduate degree in dance, is built around a core of courses graduate (upon successful com- cultural contexts: theory an undergraduate degree in any considered essential to exem- pletion of state tests) to teach and application field and other appropriate plary dance education. The cur- in public education, K–12 in A&HG 5120. Introduction dance experiences will be con- riculum offers courses within the state of New York. Recip- to dance research sidered for admission. four major areas: the body sci- rocal arrangements with other A&HG 5007. Curriculum ences, performance practice and states can qualify the graduate design in dance education Auditions are held twice a year: analysis, dance pedagogy, and to teach in other states as well. A&HG 5016. Teaching January and April. Details con- theory: research and implemen- Students completing the dance: adolescence cerning the audition and spe- tation. Dance courses are offered degree (with or without certifi- through adulthood cial application forms for the in anatomy and kinesiology, cation) have continued to doc- OR program in Dance and Dance composition, technique, body toral study in dance or related A&HG 5110. Teaching Education are available along work, Laban Movement Analy- fields; have worked in educa- children’s dance with program information sis, cultural, historical and social tion departments of cultural from the Dance Education contexts, production, teaching institutions; and have taught in The K–12 certification track will office. Candidates for admis- and curriculum. Utilizing the private education, colleges and complete both A&HG 5016 and sion from foreign countries or vast resources of the New York universities. Other graduates A&HG 5110, a teaching from the western United States City metropolitan area, profes- have continued to perform and practicum (A&HG 4203 Field- work) and Supervised Student may audition via videotape. sional studio technique classes choreograph in New York and Information concerning format Teaching (A&HG 4703) as well as and other related courses may other areas. several education courses. and specific requirements will be taken for academic credit, be sent on request. provided that appropriate Student work may be shown as Courses: (* = open to arrangements can be established part of our Graduate Student Non-majors) Students desiring scholarships, with that school, program or Dance Concert Series. Some grants, fellowships, or financial organization. students choreograph, perform Body Sciences aid are urged to audition in Jan- and self-produce professionally A&HG 5012. Kinesiology for uary and to submit all required In addition to courses taken in while pursuing a graduate dance (Noncredit or 3) forms by the February 1st schol- arts education, students are degree from Teachers College. Ms. Liederbach. Prerequisite: arship deadline. Program assist- expected to select courses from Teaching, performance, BBSR 4005. Dance movements are antships are available, as are other offerings at Teachers Col- research and administrative analyzed and understood through limited merit scholarships. lege and Columbia University internships offer students “real application of anatomical principles. Special consideration is given in order to fulfill degree world” experience. The Dance Program Description: to body alignment, range of requirements. Weekend work- and Dance Education program motion, and identification and The Dance and Dance Educa- shops, master classes, colloquia, maintains professional partner- tion program encompasses a remediation of poor movement research/independent studies, ships with many of the major habits. Special fee: $25. Noncredit broad conception of dance fieldwork, and student teach- dance institutions and artist/ fee: $200. ranging from the traditions of ing provide additional richness educator/scholar arts organiza- dance as ritual and fine art to to diverse teaching, research tions in New York City, *A&HG 5017. Movement the popular view of dance in and performing opportunities. nationally and internationally. re-training (Noncredit or 2) mass culture. Dance education Each internship is tailored Ms. Eddy. Provides an experimen- is emphasized throughout the Within the program there are towards the goals of the indi- tal framework for movement learn- curriculum and is approached ing for dancer/choreographers, spe- two tracks leading to the Mas- vidual student. cial educators, dance and arts as a life-long activity, taking ter of Arts degree. The first is

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

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

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

110 D EPARTMENT OF A RTS AND H UMANITIES

C&TY 4051. Supervision Teaching program, two of these A&HG 5141. Research points of view from a variety of for elementary and courses must be in the area of (Noncredit or 1–4) perspectives. Materials fee: $30. secondary schools higher education. A&HG 5142. Pedagogy C&TY 4052. Designing (Noncredit or 1–4) *A&HG 4048. Creative comput- curriculum and To insure breadth in profes- A&HG 5143. Structure and ing applications in education organization of music and the arts (3) instruction sional background, course work (Noncredit or 1–4) Professor Abeles. This course will C&TY 4145. The education should result in competency in examine strategies for developing of youth and adolescents the following four broad areas: *A&HG 4020. Music for the creativity and problem-solving C&TY 4160. Supervision 1) Pedagogy, 2) Research, 3) world’s children (2–3) behaviors employing arts and other in pre-service teacher edu- Comprehensive Musicianship, Faculty. Focuses on the develop- educational software. Pedagogical cation programs and 4) Music Performance. ment of student’s musical thinking principles underlying the design of C&TY 5053. Staff develop- Refer to the catalog for course through active participation in the software and instructional ment processes and listings under these general classroom strategies. A broad mul- applications will be reviewed. procedures headings. ticultural repertoire serves to stim- Special fee: $75. C&TY 6152. Changes in ulate children’s creative musical responses through movement, and A&HG 4051. Musical theater in role and organization of Initially the student is admit- exploration of sound and imagery. education (2–3) instructional leaders ted to a program of study lead- Includes integrated creative activi- Faculty. A study of the process of ing toward becoming a certi- ties involving the combination of producing a musical in educa- III. Music Education: (6 points) fied doctoral candidate when movement, vocal and instrumental tional theater. A brief survey of A&HG 5020. Foundations the following has been performance, and listening. the history of the American musi- of Music Education achieved: 1) successful comple- Materials fee: $30. cal. Special emphasis given to the A&HG 6021. Supervision tion of at least 15 points of functions of the director and and administration in arts course work and 2) passing the A&HG 4023. Choral methods, musical director at all phases of education departmental certification procedures, and materials (3) the production process. Students examination. Dr. Anagnost. Recommended for acquire skills as directors and vocal-choral majors. A study of the singer-actors through scene study. IV. Internship: (1–4 points) choir as a performing medium. Materials fee: $30. A&HG 6421. Internship in The preparation and the defense Rehearsal techniques and proce- the supervision & admin- of a dissertation is required for dures as they apply to the develop- A&HG 4701. Supervised teach- istration of the arts— the doctoral degree. When ment of artistic choral perfor- ing in music education (4) Music education writing the dissertation, each mance. Choral literature available Professor Pogonowski. Permission candidate has a sponsor and an for school, community, and church required. A variety of supervised Doctor of Education and additional committee member. groups at all levels of proficiency. teaching experiences (P–12), sup- Doctor of Education in College Most often the sponsor is a fac- Materials fee: $50. plemented by conferences, evalua- Teaching of an Academic ulty member of the Program in tion, and seminars. The student A&HG 4028. Practices and completes 200 hours in schools Subject Music and Music Education. materials of teaching piano observing, assisting, teaching, and Committee members may be Basic requirements include: (Noncredit or 3–4) evaluating. Required of those seek- chosen from among the profes- 1) satisfactory completion of a Faculty. The presentation and ing state certification in Music in sorial faculty elsewhere at program of 90 points beyond analysis of procedures for group and New York City and other states. Teachers College or the Univer- the baccalaureate degree, individual piano instruction. Mod- Prerequisites: A&HG 4025. M.A. sity. Topics are selected from a 2) successful performance on a ern texts, supplementary materials, candidates who are student teach- variety of areas to meet profes- and general piano repertory are dis- ing must complete a minimum of departmental certification sional needs and interests. For cussed with relation to their use in 36 points. examination, and 3) preparation more details, consult the disser- private studios and public schools. and defense of a dissertation. tation proposal bulletins. A&HG 5020. Foundations of A&HG 4029. Introduction to music education (3) At least 54 points of work must new technologies in music Professor Abeles. An examination Students should consult the be completed at Teachers Col- education (2–3) of the historical, philosophical, appropriate bulletins of the lege. A maximum of 36 gradu- Dr. Nord. Understanding the psychological and sociological Office of Doctoral Studies and ate points may be accepted principles of creating and teach- bases of music education, empha- the current Catalog for more from other recognized graduate ing with synthesizers, MIDI, sizing the implications for the specific information. schools. Transfer credits are computers, emphasizing the development of curriculum, policy, application to music education. and administrative leadership. evaluated and allocated by the Courses: (* = open to Materials fee: $50. Admissions Office for consider- non-majors) A&HG 5021. Piano instruction ation by the Music Program. *A&HG 4030. Integrating for children (Noncredit or 3–4) Pedagogy music in the classroom (2–3) Professor Custodero. For private Doctoral students must com- A&HG 5141–A&HG 5143. Professor Pogonowski. Primarily and group music teachers. Develop- plete a minimum of 15 points Special topics in music for non-majors. Focuses on music mentally appropriate strategies and of coursework in areas other Faculty. Selected topics of interest and its relationship to other cur- materials for keyboard instruction than those in the Music Pro- in music examined in depth. Topic riculum areas as a means to facili- integrating improvisation, compo- gram. For the Ed.D. in College announced each semester. tate students’ abilities to make sition, movement, singing, and connections and conceptualize ensemble playing. Special fee $25.

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A&HG 5023. Vocal pedagogy I learning of music literature at all A&HG 6421. Internship in the with application to school music (3) levels, including college teaching. supervision and administration curricula. Special fee: $25. Dr. Goffi. Permission required. Materials fee: $30. of music (1–4) Investigation and application of Qualified students work as interns A&HG 5030. Music analysis (3) recent research in voice production A&HG 5048. Integrating the with supervisors or administrators Dr. Nowak. For Music majors and pedagogy. Phonetic approach computer into the music cur- in selected sites. Satisfies the intern- only. Designed for doctoral stu- to singers’ diction; consideration of riculum (2–3) ship requirement for administrative dents whose dissertations relate to style and interpretation in the per- Faculty. Demonstrating hands-on and supervisory certification. Provi- musical analysis. Techniques and formance of assigned solo and con- participation to introduce students sion is made for assessment of field- approaches to analysis based upon cert literature. on how the use of Apple Personal based competencies in fulfillment of representative literature of all computers and MIDI equipped program requirements. periods. A&HG 5024. Vocal pedagogy II keyboards, and other voice genera- (3) tors, can be integrated into the Research A&HG 5031. Counterpoint (2) Dr Goffi. Permission required. music curriculum. Faculty. The study of counterpoint Prerequisite: A&HG 5023. Con- A&HG 5001. Research in arts techniques in a wide range of tinuation of background studies A&HG 5921. Master’s seminar education (3) Baroque, classical, and romantic begun in A&HG 5023, Vocal Ped- in music education (2) Professor Abeles. An examination settings with analysis and related agogy I. Directed teaching of voice Professor Custodero. Permission of research studies and strategies writing assignments. comprised of student assignments, required. Required for all M.A. and for conducting research in the arts. observed lessons, and lesson evalu- Ed.M. students in the last 10 cred- Special fee: $25. A&HG 5032. Comprehensive ation. Diagnosis of vocal condition its of their program. Guided inde- musicianship I (3) and the design of lesson plans to pendent work in the study of music A&HG 5002. Assessment strate- Professor Pogonowski. Through affect change and growth will be culminating in the development of gies for the arts (Noncredit or 3) analysis, composition, critical lis- emphasized. Special fee: $50. a master’s project. Special fee: $25. Professor Abeles. An examination tening, improvisation, and perfor- of traditional and alternative mance, l7th and l8th century theo- A&HG 5025. Creativity and A&HG 6001. Teaching and strategies for assessing art objects retical constructs are explored, problem-solving in music administration of music in col- and artistic performance, knowl- including an overview of the education (Noncredit or 3) lege (3) edge of the arts, and attitudes development of harmony and Professor Pogonowski. Designed Professor Abeles. Major issues toward the arts. polyphony leading up to these for pre-service and in-service relating to the curriculum, eras. Materials fee: $30. majors to experience and explore instruction, and administration of A&HG 5003. Introduction to critical thinking as a means for programs of music and music edu- music perception and cognition A&HG 5033. Comprehensive establishing a framework for music cation in colleges and universities. (3) musicianship II (3) learning at all levels. Materials fee: Professor Abeles. An examination Professor Pogonowski. An exami- $30. A&HG 6022. Piano teaching in of acoustic and psychological foun- nation of 19th century theoretical college (Noncredit or 3–4) dations of music. constructs through analysis, com- A&HG 5026. Music skills and Faculty. Procedures and materials position, critical listening, impro- the creative strategy (Noncredit for piano and electronic keyboard Comprehensive Musicianship visation, and performance. Materi- or 3) instruction at college level, includ- *A&HG 4043. Contemporary als fee: $30. Professor Pogonowski. Prerequi- ing non-music beginners, music music (3) site: A&HG 5025. Designed for education majors and professional Permission required for non- A&HG 5040–A&HG 5041. pre-service and in-service majors to pianists. Additional work on special majors. The changing role of Interpretation of piano litera- examine and experience problem- problems, observation, or participa- music in the 20th century; evolu- ture (Noncredit or 3) solving techniques for developing tion is required for the fourth point. tion of new social functions of Faculty. Prerequisite: A&HG 5350 musical skills within the frame- music and musical institutions; or equivalent. The study and per- work of the creative strategy. A&HG 6023. The teaching of the contemporary composer and formance of representative piano Materials fee: $30. applied music in college (2–3) development of new musical lan- compositions from the Baroque Dr. Glaser. Music majors only. guages. Special fee: $25. through contemporary periods, A&HG 5029. Intermediate and Theory and practice of applied with appropriate harmonic, stylis- advanced applications of new music instruction in college for *A&HG 4044. Interpretation of tic, and technical analysis. technologies in music education both major and non-major stu- Baroque music (Noncredit or 2) (Noncredit or 2–3) dents. Emphasis on developing Dr. Earle. Permission required for A&HG 5042. Choral literature Dr. Nord. Specific demonstrations individual competence and musi- nonmajors. Laboratory courses in survey (2–3) with new music technology cal understanding. ornamentation improvisation and Dr. Anagnost. Recommended for emphasizing the development of idiomatic conventions of-notation vocal-choral majors. A comprehen- creative strategies for music educa- A&HG 6024. Piano teaching: and rhythm in Baroque keyboard sive survey of representative choral tion at various levels. Special fee: Intermediate and advanced solo and ensemble music. music, from the early Renaissance $75. Noncredit fee: TBA. (Noncredit or 3–4) period to the present. Examination Faculty. Procedures and materials A&HG 4045. Popular and youth of the development of choral A&HG 5047. Creative strategies for piano instruction from the music in the curriculum (Non- forms, stylistic features, and perfor teaching music literature (3) intermediate to college levels, credit or 2) formance practice of the periods. Professor Pogonowski. Selected including problems of the adoles- Faculty. A comprehensive study of Materials fee: $50. works from the repertoire serve as cent student. Additional work on the components of jazz, folk, rock, the basis for demonstrating how to special problems, observation, or country, and other popular idioms develop creative music strategies participation required for 4th through analysis and performance for teaching and enhancing the point of credit.

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A&HG 6030. Composition and improve skills and gain a concep- *A&HG 4351. Harpsichord A&HG 5058–A&HG 6058. analysis (3) tual understanding of the reading instruction I (Noncredit or 2) Recital Dr. Nowak. For music majors only. process. Dr. Earle. Written permission For music majors only. Co-requi- Recommended for doctoral stu- from the Music Education Pro- site: simultaneous registration for dents whose dissertations involve A&HG 4058. Piano ensemble gram, Room 520A Horace Mann, applied music instruction. The composition or musical analysis. (Noncredit or 2) required. Harpsichord lessons student will mount a recital by Faculty. Survey and performance of designed especially for keyboard securing a date, designing pro- Music Performance— original works for duet and two students with no previous harpsi- grams and flyers, advertising, Conducting pianos from the easier grades chord experience. Emphasis on ele- arranging for personnel, rehears- through the advanced repertory. ments of style and special tech- ing, and finally performing. If s/he The non-credit fee for conducting Special emphasis on teaching pro- niques of performance of chooses to perform in a group with courses is equal to 2 points at the cedures and ensemble rehearsal representative early keyboard classmates, then s/he should regis- current tuition rate. techniques. music. With the permission of the ter for 0 points. If the student advisor, a student may register wishes to give a full, solo recital, A&HG 4050. Conducting and A&HG 4059–A&HG 4060. Jazz continuously for the above course then s/he has the option of regis- score reading (Noncredit or 2–3) improvisation (Noncredit or 2) number. Special fee: $35. tering for 1 point to receive addi- Dr. Anagnost. Principles of con- Dr. Konowitz. A sequentially tional coaching from the applied ducting as a performing medium; developed performance experience *A&HG 4352. Voice instruction music instructor. emphasis on technique develop- focusing on the basic skills and for non-majors (Noncredit or 2) A&HG 5058. Recital I (0–1) ment for effective artistic visual concepts of jazz performance and Faculty. Written permission from Open only to music education portrayal of music; reading and improvisation for keyboard, instru- the Music Education Program, program majors at the M.A. memorization of scores. Classes mental and vocal musicians. Stu- Room 520A Horace Mann, level. videotaped for viewing. Special fee: dents will learn how to improvise required. Beginning voice instruc- A&HG 6058. Recital II (0–1) $50. from the beginning, performing tion: technical and musical growth Open only to music education and listening to standard jazz and through examination of teaching program majors at either the A&HG 5050. Advanced con- blues repertoire. strategies and repertoire. With the Ed.M. or Ed.D. level. ducting and interpretation permission of the advisor, a student (Noncredit or 2–3) *A&HG 4150. Instrumental may register continuously for the A&HG 5150–A&HG 5171. Dr. Anagnost. Prerequisite: music instruction I (Noncredit above number. Special fee: $35. Instrumental music instruction A&HG 4050 or equivalent. For or 2) II (Noncredit or 2) students experienced in conduct- Faculty. Written permission from A&HG 4355–A&HG 4356. Key- Faculty. Written permission from ing. Reading and memorization of the Music Education Program, board musicianship for instru- the Music Education Program, scores involving clefs and transpo- Room 520A Horace Mann, mentalists and vocalists (Non- Room 520A Horace Mann, sitions. Videotapes made and stud- required. Primarily for beginning credit or 2) required. For intermediate and ied. Special fee: $50. students. With permission of the Faculty. The development of basic advanced music majors only. With advisor, students may register con- skills in sightreading, transposing, permission of advisor, students Music Performance— tinuously for the above number. improvising, and melody harmo- may register continuously for the Instrumental/Vocal Special fee: $35. nization in traditional and contem- above number. porary idioms. Focus on profes- Special fee: $35. The non-credit fee for instrumen- *A&HG 4343. Organ instruction sional needs of music educators. A&HG 5150. Violin tal instruction is equal to 2 points for non-majors (Noncredit or 2) A&HG 5151. Trumpet at the current tuition rate. Mr. Schuder. Written permission A&HG 4357–A&HG 4358. A&HG 5152. Harp from the Music Education Pro- Ensemble performance: Music A&HG 5153. Cello *A&HG 4055. Class instruction gram, Room 520A Horace Mann, For music majors only. For instru- A&HG 5154. Viola in piano for non-music majors required. Class and individual mental and vocal majors, a course A&HG 5155. String Bass (Noncredit or 2) instruction focusing on the rudi- designed for performance by cham- A&HG 5156. Percussion Faculty. Class instruction in piano ments of organ technique, leading ber ensembles. Repertoire deter- A&HG 5157. French Horn for students with little or no musi- to the playing of four-part chorales mined by registration. Public con- A&HG 5158. Trombone, cal background. How to read and and simple trios. Piano proficiency cert performances each semester. Baritone create music at the piano; ways to required. Special fee: $35. A&HG 4357. Instrumental A&HG 5159. Tuba use music in relation to major (Noncredit or 1) A&HG 5160. Oboe study or personal enrichment. *A&HG 4350. Piano instruction A&HG 4358. Vocal (Noncredit A&HG 5161. Saxophone for non-majors (Noncredit or 2) or 1) A&HG 5162. Flute A&HG 4056. Chamber music Faculty. Written permission from A&HG 5163. Clarinet (Noncredit or 2) the Music Education Program, A&HG 5052. Vocal literature A&HG 5164. Bassoon Dr. Earle. For music majors only. Room 520A Horace Mann, and interpretation (Noncredit A&HG 5165. Recorder The study and performance of required. Individual instruction or 3) A&HG 5166. Guitar chamber works from the Baroque includes repertory, technical, and Faculty. For students of singing, A&HG 5167. Synthesizer through contemporary periods. musical problems, performing accompanying, and coaching. A&HG 5168. Strings Special fee: $35. experience, and understanding Offers performing and teaching A&HG 5169. Woodwinds of teaching strategies. Special command of representative litera- A&HG 5170. Brass A&HG 4057. Sight-reading at fee: $35. ture, techniques of interpretation A&HG 5171. Renaissance the piano (Noncredit or 2) and presentation; German, Italian, Instruments Faculty. Practicum for keyboard and French diction for singers. majors on the development of Course may be repeated. Materials sight-reading techniques. To fee: $40.

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A&HG 5350. Piano instruction Provides practical experience with A&HG 6501. Doctoral seminar Humanities for music majors (Noncredit or 2) the varieties of music the accompa- in music education (1–3) Applied Linguistics Faculty. Written permission from nist needs to know and attention For music majors only. For music History and Education the Music Education Program, to accompanying skills. doctoral candidates to identify Room 520A Horace Mann, their area of research interest and Philosophy and Education Religion and Education required. Individual instruction Fieldwork, Internships and to narrow their dissertation topic. Social Studies includes repertory, technical and Research/Independent Study musical problems, performing expe- Permission required. A&HG 6971. Research and Teaching of English and English rience, and intensive understanding independent study in music Education of teaching strategies. With the A&HG 4201. Fieldwork in education (1–4) Teaching of English to Speakers of permission of the advisor, students music education (1–4) Permission required. Research and Other Languages (TESOL) may register continuously for the For music majors only. Professional independent study under the Teaching of Spanish above number. Special fee: $35. activities in the field under the direction of a faculty member in supervision of a member of the music education. A&HG 5351. Harpsichord music education program faculty. Applied Linguistics instruction II (Noncredit or 2) A&HG 7501. Dissertation semi- (Code: TLA) Dr. Earle. For music majors only. A&HG 4901. Research and nar in music education (1–3) Written permission from the Music For music majors only. A required Program Coordinator: Professor independent study in music Leslie M. Beebe Education Program, Room 520A education (1–4) group tutorial for music doctoral Horace Mann, required. Advanced For music majors only. Research students to help develop or refine harpsichord instruction: emphasis and independent study under the topics of inquiry for research. The Degrees offered: on elements of style and special direction of a member of the music teaching format is flexible and may Master of Arts (M.A.) techniques of performance of early education program faculty. include faculty/student presenta- Master of Education (Ed.M.) keyboard music. Discussion of tions, group discussions and cri- Doctor of Education (Ed.D.) teaching material from beginning A&HG 5201. Fieldwork in tiques. Preparation and presenta- to advanced repertory. With per- music education (1–4) tion of dissertation proposal for Special Application mission of the advisor, a student approval. May be repeated. For music majors only. Professional Requirements/Information: may register continuously for the activities in the field under the above number. Special fee: $35. A&HG 8900. Dissertation All non-native speakers of Eng- supervision of a member of the lish, including those who have music education program faculty. advisement in music education A&HG 5352. Voice instruction (0) Section: 01. an undergraduate degree from a for music majors (Noncredit or 2) A&HG 5901. Research and Individual advisement on doctoral university in the United States, Faculty. For music majors only. independent study in music dissertations for music majors only. must either: Written permission from the education (1–4) Fee: to equal 3 points at current • submit a minimum score of 5 Music Education Program, Room For music majors only. Research tuition rate for each term. For on the Test of Written Eng- 520A Horace Mann, required. and independent study under the requirements, see section in cata- lish (TWE) in additional to Advanced individual voice instruc- direction of a member of the music log on Continuous Registration for the college-wide requirement tion includes repertory, technical, education program faculty. Ed.D. degree. and musical problems, performing of a minimum score of 600 experience, and intensive under- See also: on the TOEFL or a com- A&HG 6201. Fieldwork in puter-based score of 250 or standing of teaching strategies. music education (1–4) A&HG 4048. Creative comput- With the permission of the advi- For music majors only. Professional ing applications in education • submit a score of B or better sor, a student may register contin- activities in the field under the and the arts (3) on the Cambridge Certificate uously for the above number. Spe- supervision of a member of the A&HG 4079. Exploring Amer- of Proficiency in English cial fee: $35. music education program faculty. ica’s cultures: implications for (CPE) or arts education (Noncredit or 2–3) • submit a score of 7.5 or bet- A&HG 5353. Organ instruction A&HG 6421. Internship in the A&HG 5002. Assessment strate- ter on the Cambridge Inter- for music majors (Noncredit or 2) supervision and administration gies for the arts (Noncredit or 3) national English Language Mr. Schuder. Written permission A&HG 5082. Philosophies of art of music education (1–4) Testing System (IELTS) or from the Music Education Pro- Professor Abeles. For music majors in education (2–3) gram, Room 520A Horace Mann A&HG 5181. The arts in educa- • successfully complete level only. Qualified students work as 10, including the essay por- required. For experienced organists interns with supervisors or adminis- tion (2–3) and music majors. Individual trators in selected sites. Satisfies the A&HG 6021. Supervision and tion, of the English Place- instruction on technical problems, internship requirement for adminis- administration in arts education ment Test (EPT) adminis- repertory and performance prac- trative and supervisory certification. (3) tered by the Columbia tice. With the permission of the Provision is made for assessment of A&H 5500. Pro-seminar in arts University American Lan- advisor, a student may register field-based competencies in fulfill- and humanities (2) guage Program. continuously for the above num- ment of program requirements. Professor Noddings. Concentration ber. Special fee: $35. on the ethics of social research, Nonnative speakers of English examining special problems that A&HG 6481. Internship in the must also submit either a Test A&HG 5355. Art and technique teaching of college music (3) arise in both quantitative and of keyboard accompaniment qualitative research. of Spoken English (TSE) score Dr. Glaser. Guided experiences in of 50 or a SPEAK score of 50. (2–3) the teaching of music in depart- Faculty. For music majors and ments of metropolitan-area colleges. music education majors whose main performing medium is piano.

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Students are expected to write • One other elective in linguis- Electives in Applied Linguis- language acquisition, language and speak in a way that is tic analysis (3) tics (or TESOL) (3 from the pedagogy and language testing appropriate to their profes- • Second language acquisition following) and assessment. sional responsibilities. Students (3) • Linguistic Analysis having difficulty in achieving • Sociolinguistics and educa- • Interlanguage analysis Students who did not receive these standards will be tion (3) • Gender, language & educa- their M.A. or Ed.M. from required to take additional • Discourse analysis (3) tion Teachers College will be course work. • Second language assessment • Semantic systems and the expected to have completed all (3) lexicon the required courses from these Applications received after the • Teaching practicum along • Advanced topics in applied programs. priority deadline will not be with an elective (3) linguistics I reviewed. • Advanced topics in applied Doctoral students have three Required courses out of pro- linguistics II types of requirements: concen- Ed.M./Ed.D. applicants must gram (3 courses of at least two • Teaching English in diverse tration requirements, research have a degree in Applied Lin- points each: 6 points mini- social/cultural contexts methods requirements, and guistics or TESOL; a writing mum) • Psycholinguistic dimensions doctoral preparation require- sample is required. • Chosen with advisor’s of SLA ments. approval • Sociolinguistics dimensions Program Description: of SLA Concentration Requirements: The program in Applied Lin- Elective courses in Applied • The sociopsychology of SLA Students are required to take a guistics will provide students Linguistics (or TESOL) (3–4) • Interlanguage phonology minimum number of points in with a solid foundation for • Interlanguage syntax their concentrations. The exact deﬁning and resolving ques- In addition, students must • Trends in SLA Research courses should be decided in tions related to the nature of complete a master’s project • Language transfer in SLA consultation with their advisor. language, how it is used in written on a theme or research • Second language literacy educational and naturalistic topic arising from their inter- Research Requirements (15 points) contexts, how it is taught, ests and subject to approval by Required courses out of pro- To ensure that students have learned and evaluated. The pro- their advisor. gram (3 courses of at least two the skills to do scholarly gram emphasizes study in the points each: 6 points minimum) research in an area of concen- following: Master of Education tration, they are required to take a minimum of 15 points • Syntax The Applied Linguistics Pro- Choose one of these from the in research methods, statistics • Phonetics/phonology gram offers an Ed.M. that following courses in statistics, and measurement. Depending • Semantics requires 60 credits beyond the measurement or research on the type of dissertation, • Discourse bachelor’s degree. The program design: they may be asked to take • Cross-cultural pragmatics involves in-depth study in one • Introduction to measurement additional courses in statistics • Sociolinguistics or more of the language-related • Basic concepts in statistics or measurement. • Language acquisition areas. The Ed.M. may serve as • Methods of empirical • Second language literacy continued professional develop- research I Required Courses • Language pedagogy ment or as groundwork for • Qualitative research methods HUDM 5021. Methods of • Testing and assessment future doctoral studies in for educators empirical research I (3) Applied Linguistics. Degree Requirements: Chose the other two in consul- One of the following: tation an advisor. SCFF5000. Methods of Master of Arts Students who did not receive inquiry: Ethnography & their M.A. from Teachers Col- The Applied Linguistics Pro- participant observation (3) lege will be expected to have In addition, students must gram offers a 34-credit Master SCFF5001. Ethnography & completed all the required complete an Ed.M. project of Arts degree. Students will participant observation: courses from the M.A. in written on a theme or research take a wide range of courses Structural & interpretative Applied Linguistics above. topic arising from their inter- offered in Applied Linguistics ests and subject to approval by analysis (3) and related areas that will pro- C&T 5502. Introduction to Required Courses in Applied their advisor. vide breadth in the ﬁeld of qualitative research in cur- Linguistics (or TESOL) (9) Applied Linguistics. Doctor of Education riculum & teaching (2–3) • Advanced syntax (3) SCFF5059. Qualitative • Critical review of readings in The Applied Linguistics Pro- Courses in Applied Linguistics research methods for edu- ESOL/applied linguistics (3) gram offers a 90-credit Ed.D. (or TESOL) (24–25) cators (3) • Seminar in second language beyond the B.A. for students • Problems in contemporary HUDM4120. Basic con- acquisition (3) wishing to pursue empirical English grammar (3) cepts in statistics (3) research in linguistic analysis, • Phonetics and Phonology (3) HUDM4122. Probability discourse analysis, sociolinguis- and statistical inference (3) tics, cross-cultural pragmatics,

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Other courses in consultation *A&HL 4001. Sociolinguistics A&HL 4101. Phonetics and A&HL 5581–A&HL 5589. Topics with an advisor and education (3) phonology (2–4) in second language acquisition Professor Beebe. Language varia- Dr. Martin. A comparative exami- (Noncredit or 1–3 each course) Doctoral Preparation Requirements: tion based on social class, race, eth- nation of the sound system and Professor Beebe and staff. Prereq- Students must also pass a doc- nicity, age, and gender; cross-cul- orthographic system of English uisite: A&HL 4087 or permission tural pragmatics, interactional and other languages, with particu- of instructor. An in-depth exami- toral research paper, a certifica- sociolinguistics, conversational lar reference to problems of learn- nation of various perspectives on tion exam and a certification analysis. Pedagogical implications. ing and teaching. Lab fee: $25. second-language acquisition. paper. They must also write a Materials fee: $5 each course. dissertation prospectus and a A&HL 4003. Schools of A&HL 4104. Discourse A&HL 5581. Psycholinguistic doctoral dissertation as evi- Linguistics (3) analysis (3) dimensions of SLA dence that they are able to Dr. Horowitz/Dr. Williams. A Dr. Williams or Professor Purpura. A&HL 5582. Sociolinguistic carry out original research comparative examination of major Overview of diverse approaches to dimensions of SLA under the guidance of their approaches to linguistic analysis, analyzing discourse: pragmatics, A&HL 5583. The social doctoral committee. specifically systemic and transfor- conversational analysis, interac- psychology of SLA To prepare for these require- mational, with particular reference tional sociolinguistics, A&HL 5585. Discourse analy- to pedagogical applications. Special cohesion/coherence with reference sis and SLA ments, students will need to fee: $10. to native and nonnative language A&HL 5586. Interlanguage take the following seminars: acquisition and teaching. Materials phonology A&HL 5501. Research A&HL 4005. Semantic systems fee: $15. A&HL 5587. Interlanguage paper: Applied Linguistics and the lexicon (3) syntax (1–3) OR Dr. Horowitz/Dr. Williams. A A&HL 5085. Advanced A&HL 5588. Trends in SLA A&HL 5507. Research comparative examination of the syntax (3) research paper: TESOL/Applied semantic systems of English and Dr. Williams. Prerequisite: A&HL A&HL 5589. Language trans- linguistics/SLA (1–3) other languages, with particular 4085. Analysis of the more com- fer in SLA A&HL 6501. Doctoral reference to the teaching and learn- plex syntactic structures and seminar: Applied Linguis- ing of vocabulary. Special fee: $10. semantic categories of English or A&HL 6587. Seminar in second other languages. Materials fee: language acquisition (3) tics (1–3) OR A&HL 4008. Interlanguage $10. Professor Beebe. Permission A&HL 6507. Doctoral analysis (3) required. Pre-requisite: A&HL seminar: TESOL/Applied Faculty. Analysis of the processes of A&HL 5152. Academic 4087 or permission of instructor. linguistics/SLA (1–3) rule formation in second language writing I (3) An in-depth analysis of research on A&HL 7501. Dissertation acquisition, with focus on the clas- Faculty. Permission required. An second language acquisition, focus- seminar: Applied Linguis- sification and interpretation of introduction to the theory and ing on topics such as cross-cultural tics (1–2) OR learners’ errors. Special fee: $10. teaching of various genres of acad- pragmatics, pragmatic develop- A&HL 7507. Dissertation emic writing for native and non- ment, accommodation, stylistic seminar: TESOL/Applied *A&HL 4014. Gender, language native writers. Teachers are given variations, and language transfer. linguistics/SLA (1–2) and education (2–3) opportunities to develop their aca- Dr. Deakins. An exploration of demic writing skills. Doctoral preparation A&HL 8900. Dissertation gender-based differences in both advisement in language the structure and use of the Eng- A&HL 5153. Academic Doctoral preparation involves and literature (0) lish language. (Summers only) writing II (3) three successive stages; Candidates should be in touch Faculty. Permission required. An 1. Exposure to basic research with the Office of Doctoral Studies A&HL 4085. Problems in con- advanced course in the theory and methods, to be certain of complying with the temporary English grammar for teaching of expository writing. 2. Identification of dissertation latest procedures, deadlines and ESOL teachers (3) Students will work systematically topic, 3. Presentation of a prospectus, documents. Faculty. A systematic, in-depth on a major writing project. examination of English grammar In order to encourage doctoral students to progress through these Courses: (* = course open to with particular reference to the Research Seminars teaching and learning of grammar. stages, a sequence of seminars is non-majors) A&HL 5515. Advanced topics in customarily offered. Progress applied linguistics I (3) through these stages usually General A&HL 4087. Introduction to second language acquisition (3) Faculty. Permission required. involves enrollment in the follow- *A&HL 4000. The study of Faculty. Prerequisite: A&HL Research in such areas as sociolin- ing sequence of seminars: language (2–3) 4085. Survey of models and basic guistics, second language acquisi- A&HL 5501. Research paper Faculty. Survey of cognitive and principles of second language tion, assessment and literacy skills. in Applied Linguistics (1–3) social approaches to the study of acquisition and examination of Materials fee: $20. A&HL 5507. Research paper language, language acquisition, how language acquisition research in Applied Linguistics/ language systems, 20th century can inform language teaching, A&HL 5516. Advanced topics in TESOL (1–3) movements in linguistics, lan- learning and policy. Special fee: applied linguistics II (3) A&HL 6501. Doctoral semi- guage varieties and attitudes, $20. Faculty. Permission required. nar in Applied Linguistics forms and functions of language in Research in various methods of (1–3) the classroom. discourse analysis of talk or text in A&HL 6507. Doctoral semi- selected formal and informal con- nar in Applied Linguistics/ texts. Materials fee: $20. TESOL (1–3)

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A&HL 7501. Dissertation History and Education of childhood and family educa- for the degree must be in the seminar in Applied Linguis- (Code: TFH) tion, women’s education, infor- field of history and education, tics (1–2) Program Coordinators: mal and popular education and at least three Teachers Col- A&HL 7507. Dissertation Professor Douglas Sloan and through museums, newspapers, lege courses must be taken out- seminar in Applied Linguis- television, and other forms of side the program. tics/TESOL (1–2) Professor Cally Waite A&HL 8901. Dissertation mass media, minority educa- advisement in Applied Lin- Degrees offered: tion, religion and education, Master of Education guistics (0) Master of Arts (M.A.) politics and education, and The Master of Education A&HL 8907. Dissertation Master of Education (Ed.M.) educational change in relation requires 60 points, at least 30 advisement in Applied Lin- Doctor of Education (Ed.D.) to social change. The program of which must be completed guistics/TESOL (0) Doctor of Philosophy (Ph.D.) offers courses in American and under the auspices of Teachers European educational history. College. Students must take at These seminars are ordinarily Special Application undertaken as soon as possible least 30 points in history and Requirements/Information: The program is open to stu- education and at least three after completing the M.A. degree. dents of broad and diverse back- Consult advisor as to which course Educational Policy option Teachers College courses out- grounds who can give evidence or courses you should enroll in available. Sample of historical side the program. during any particular semester. writing required for Ed.M., of academic competence and personal qualities suggesting Ed.D., Ph.D. Students cannot Doctor of Education Independent Research, begin in the summer. high probability of professional Fieldwork and Internships success. Each student in the The Doctor of Education Program Description: program is expected to take requires 90 points with empha- A&HL 4901. Research and inde- courses in the history of educa- sis on broad preparation for a pendent study in Applied Lin- The Program in History and Education is one of the oldest at tion, as well as in the more gen- variety of teaching, research guistics (1–6); and administrative responsibil- A&HL 4907. Research and inde- Teachers College, the history of eralized fields of social, political, pendent study in Applied Lin- education having been one of and cultural history. Students ities informed by an under- guistics/TESOL (1–6) the first components of the uni- can also take subject matter standing of historical develop- Permission required. To be taken versity study of education. Many courses in cognate areas aimed ment and context. under the direction of a faculty of the earliest doctoral disserta- at complementing and support- member. Students work individu- tions at Teachers College dealt ing their special concerns Doctor of Philosophy ally or with others. with historical subjects, even in within the history of education. The Doctor of Philosophy the case of students aspiring to In addition, most students A&HL 5201. Fieldwork in requires 75 points, including careers in curriculum, guidance, engage in continuous indepen- demonstrated proficiency in Applied Linguistics (1–6); dent research under the supervi- A&HL 5207. Fieldwork in and administration. two foreign languages. Program Applied Linguistics/TESOL sion of a faculty member. emphasis on historical research (1–6) Primarily, the Program in in education. Candidates should Permission required. Opportunity History and Education prepares Students in the program are be in touch with the Office of Doc- for qualified students, individually persons to teach in graduate encouraged, with their advi- toral Studies to be certain of com- or in small groups, to develop and schools of education, under- sor’s guidance, to make full use plying with the latest procedures, pursue projects, in consultation graduate departments of educa- of resources offered by other deadlines and documents. with an advisor, in schools, com- tion, departments of history, programs at Teachers College, munities, and other field settings. theological seminaries, or other Columbia University, the Jew- Courses: (*= open to ish Theological Seminary, and A&HL 6201. Advanced field- academic institutions; to work non-majors) as research scholars in insti- Union Theological Seminary. work in Applied Linguistics Introductory (1–6); tutes, government bureaus, or A&HL 6207. Advanced field- social service agencies where a Degree Requirements: *A&HF 4070. History of educa- work in Applied deep understanding of educa- All courses should be deter- tion in the United States (3) Linguistics/TESOL (1–6) tion in historical perspective is mined with the advice and Professor Waite. The development Permission required. See descrip- essential. approval of the student’s advisor. of American education in the con- tion for A&HL 5201/A&HL 5207. text of American social and intel- The program addresses impor- Master of Arts lectual history. See also: tant educational questions, A&H 5500. Pro-seminar in arts The Master of Arts offers two *A&HF 4075. Waldorf Educa- and humanities (2) first, by examining the ideas, approaches: 1) 30 points and a tion: An Introduction (3) Professor Noddings. Concentration individuals, and institutions of formal master’s thesis, or 2) 32 Professor Sloan. Introduction to on the ethics of social research, the past with a view to deter- points and a special project. history, theory, and practice of examining special problems that mining their influence on their Topics and preparation of the Waldorf Education, with particu- arise in both quantitative and own times; and, second, by thesis or the special project are lar attention to Waldorf Educa- qualitative research. bringing historical knowledge to be determined in consultation’s unique curriculum, peda- and perspective to bear on cur- gogy, and understanding of child tion with the student’s advisor. development in the context of current educational issues, exam- At least 12 of the points taken ining the history, for example, rent educational reform issues.

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*SCFF 4078. Technology and and drafts, explorations of the conferences will be arranged. Central questions guiding this education in Western history (3) employment prospects of special- Enrollment may be for 1 or more philosophical exploration Professor McClintock. An historical ists in history and education. points each term, and registration include: inquiry into the educational impli- is not limited to one or two terms. • What are the ultimate pur- cations of technological change, A&HF 6574–A&HF 6575. poses that an education, in its particularly as it has affected cul- Seminar in the history of See also: tural values and the capacities to American education (3) A&HF 4603. Human and social largest sense, should serve? organize action and to communi- Faculty. Permission required. dimensions of peace (1–2) • What ideals inform the educate ideas. Special fee: $30. cated person and society? A&HF 6577. Topics in the his- A&HF 4611–A&HF 4614. • How is the developing sense *A&HF 4171–A&HF 4172. tory of American educational Education for peace, disarma- of selfhood connected to the Religion and education in thought (3) ment, and the control of nuclear ideals that orient one’s con- American culture Faculty. Permission required. Pre- weapons duct? Professor Sloan. The educational requisite: A&HF 4070 or equiva- A&HF 4611. Security issues • What is the role of aesthetic role of religious ideas, institutions, lent. Readings, discussions, and in the nuclear age (1–3) experience in education, from and movements in American cul- research in the intellectual history A&HF 4613. Fundamental the experience of art, literature. of American education. concepts of peace education A&HF 4171. 18th and 19th (1–2) ture and music to the experience of beauty in everyday centuries (2–3) Individualized Studies A&HF 4614. The United A&HF 4172. 20th century Nations as peace educator life? (2–3) A&HF 4901. Research and (2–3) • How can education be a force Independent Study (1–8) A&HL 4042. The History of for social reform? Permission required. Intermediate American social thought (3) A&H5500. Pro-seminar in The range of educational prac- *A&HF 5070. History and A&HF 6200. Field research out- arts and humanities (2) theory of higher education (3) side the United States (0) tices that might be illuminated Faculty. Fundamental ideas that Faculty. Permission required. by these and similar philosoph- have shaped liberal education in the Required of doctoral students ical concerns is limited only by United States and basic issues that when choice of doctoral research Philosophy and the interests of the particular arise in the formulation of purposes, necessitates data generation in Education student. Among the topics on policies, and educational programs other countries. One year of field (Code: TFP) which such philosophical study in colleges and universities. experience under supervision in Program Coordinator: Professor might bear are: approved geographical and institu- René Arcilla • The education of democratic *A&HF 5075. Knowledge and tional site. Students secure citizens human values (2–3) approval of department chair and • The role of critical thinking Professor Sloan. Historical and principal advisor in advance, and Degrees offered: philosophical perspectives on con- render periodic reports. Master of Arts (M.A.) skills ceptions of knowing, modes of Master of Education (Ed.M.) • Multicultural and gender consciousness, and educational A&HF 7500. Dissertation semi- Doctor of Education (Ed.D. issues aims in 19th and 20th century nar in philosophy and the social Doctor of Philosophy (Ph.D.), • New roles for educational American thought. sciences (0–3) (Educational Policy option technology Permission required. Required of available) • The professional ethics of *A&HF 6041. Historical doctoral students in the semester teaching method (3) following successful completion of Special Application • Moral and aesthetic education Professor Waite. Permission certification examinations. Requirements/Information: required. Methods, principles, and The philosophy program pro- problems of historical research and A&HF 8900. Dissertation Background in philosophy interpretation. Designed for stu- advisement in philosophy and required for M.A., Ed.M., and vides an opportunity for educa- dents throughout the College the social sciences (0) Ed.D. Undergraduate major in tors to broaden and deepen undertaking systematic inquires Individual advisement on doctoral philosophy required for the their understanding of the on historical topics. dissertations. Fee: to equal 3 Ph.D. Sample of philosophical processes and aims of education points at current tuition rate for writing required for Ed.M., by mastering a spectrum of A&HF 6042. Theories of each term. For requirements, see Ed.D., Ph.D. applicants. philosophical approaches, history (3) section in catalog on Continuous including those in the fields of Faculty. Permission required. The- Registration for Ed.D./Ph.D. Program Description: moral philosophy and ethics, ories of historical knowledge and degrees. The Philosophy and Education social and political philosophy, the historical process. epistemology, aesthetics, and A&HF 6970. Studies in history program offers students a unique opportunity to develop philosophy of science. Study of Advanced and education (1–6) Faculty. Advanced students may their humanistic, philosophical a variety of historical and con- *A&HF 5670. Colloquium in register for intensive individual thinking about education. ceptual frameworks enables history and education (1–3) study of some aspect of their spe- students to develop theoretical Faculty. For majors only. Discus- cialization. Registration is only by perspectives on education, and sion of research and teaching top- permission of the professor under to effectively analyze and criti- ics in history and education, pre- whose guidance the work will be cize arguments in contempo- sentation of dissertation proposals undertaken. Times for individual rary educational debates.

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Recent dissertations have At the center of that course of *A&HF 4083. Philosophy of *A&HF 5035. Women and included discussions of femi- study are classes in philosophy science and human inquiry (3) moral theory (3) nist theory and moral educa- and education. In addition to Faculty. Relates major themes in Professor Noddings. Historical tion, narrative and dialogical those major courses, some stu- philosophy of science to the con- association of women with moral reasoning in education, democ- dents use their electives to ception of research on human inferiority; contemporary work in beings and social institutions. feminist moral theory; associated ratic education from a Haber- develop an expertise or “minor” writings in education. (Not offered masian perspective, and in foundations of education, *A&HF 4084. Social philosophy in 1999–2000.) African-American philosophies including history, psychology, and education (3) of education. sociology, or politics. Others Faculty. Major concepts in social A&HF 5082. The philosophy of may wish to develop a minor in philosophy and their application to John Dewey (3) The program has shaped the educational studies related to educational issues. Faculty. An analysis of the princi- historical course of philosophy their philosophical interests, pal works of John Dewey on of education in America. Those such as curriculum develop- *A&HF 4085. The arts and education. who taught in it in the past— ment, approaches to teaching, American education (3) proceeding from the ground- or educational policy. A comparative study of responses A&HF 5080. Advanced topics in by educators, literary artists, and social and moral education and breaking work of John Dewey painters to the American experi- philosophy (3) and William Heard Kilpatrick, The Philosophy and Education ence in the 19th and 20th cen- Faculty. Close reading of impor- to the achievements of their program offers both the Doctor turies. tant (mostly contemporary) philo- most recent successors, Jonas of Education (Ed.D.) and Doc- sophical texts on several topics rel- Soltis and Maxine Greene— tor of Philosophy (Ph.D.) *A&HF 4086. Aesthetics and evant to education. Topics will have been leaders in the field. degrees. The Ed.D. requires a education (3) vary and can include racism, cul- minimum of 90 points of credit, Faculty. The relation of art and tural and moral relativism, moral- Degree requirements: and offers a broad preparation education, with attention to theo- ity, multiculturalism, and religion. for professional and academic ries of the creative act, aesthetic Master of Arts responsibilities with emphasis experience, and the criteria gov- *A&HF 5086. Changing styles: The Master of Arts program is erning criticism. philosophy, art and literature (3) on a particular area of educa- Professor Broughton. An explo- designed to introduce education. The Ph.D. requires a mini- *A&HF 4180. Education and the ration of Western traditions of tors and professionals with a mum of 75 points, and empha- making of the modern self (3) thought and practice with relation wide variety of interests to the sizes research and intensive Professor Arcilla. A critical study to the general problems of contem- study of philosophy and educa- specialization in a particular of modern philosophical and liter- porary culture and the emerging tion. In addition to major area of philosophy. Candidates ary works on self-cultivation and demands of “cultural literacy” in a courses in philosophy and edu- should be in touch with the Office of of their implications for education. fragmented society. cation, students may use their Doctoral Studies to be certain of electives to develop an area of complying with the latest procedures, *A&HF 4181. Critical theory A&HF 5680. Colloquium in philosophical interest (e.g., deadlines and documents. and education (3) philosophy and education (1–3) ethics, social philosophy, epis- Professor Arcilla. An examination Professors Arcilla, Broughton and of key ideas and texts in the criti- Noddings. For majors only. A dis- temology, etc.), to develop and Courses: (* = course open to cal theory tradition of social phi- sertation seminar and treatment of area of educational interest non-majors) losophy, using them to illuminate topics related to the development (e.g., educational foundations, *A&HF 4081. Philosophies of humanistic issues in contemporary of competence in research and curriculum studies, theories of education (3) education. teaching philosophy of education. teaching and learning, etc.), or Professor Noddings. An intro- to generally broaden their production to philosophies of edu- *A&HF 4183. Philosophies of A&HF 5681. Colloquium in fessional education. cation from and the problems multiculturalism and pluralism existentialism and education (3) addressed currently in Philosophy (2–3) Professor Arcilla. Permission Doctoral Programs of education. Faculty. An examination of the required. A study of selected writ- major historical and current Amer- ings in existentialism and their The doctoral program in phi- *A&HF 4082. Race, racism and ican views of the nature and value implications for education. losophy and education is flexi- socio-cultural identity (2–3) of multiculturalism and of cultural ble and responsive to individ- Faculty. A brief history of the con- pluralism, in education and in *A&HF 6580. Seminar in phi- ual student backgrounds, cept of “race” in the West and U.S. society more generally. Some losophy and education (3) needs, interests, and career “Race” as scientifically invalid. attention to criticisms of multicul- Faculty. An advanced seminar. goals. Each student takes Race as social construction. Indi- turalism. Permission required responsibility, in consultation vidual, cultural, and institutional forms of racism. Overuse of con- *A&HF 4680. Ethical issues in with his or her adviser, for educational practice (3) designing a course of study cept of “racism,” Racial and ethnic identity among African-Ameri- Faculty. A study of how modern that will meet the general pro- cans, Latinos, Asian-Americans, ethical theories illuminate ethical gram requirements as well as and white ethnics. “Mixed race” predicaments in education. the individual’s professional identity. goals.

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Individualized Studies *A&HF 4130. Gender and Many students in the program, the special project are to be violence (2–3) A&HF 4901. Research and inde- particularly at the doctoral determined in consultation Professor Broughton. How literal level, transfer substantial cred- with the student’s advisor. At pendent study (1–8) and symbolic violence shape gen- Permission only. its in graduate or professional least 12 of the points taken for der formation. Aggression in the religious studies from other the degree must be in the field lives of men and women. Racism, A&HF 7500. Dissertation semi- homophobia, child-abuse, date- institutions and devote the of religion and education, and nar in philosophy and education rape, demonism, guns and bombs, major part of their effort in the at least three Teachers College (0–3) in reality, art, and fiction. Special program to acquiring the edu- courses must be taken outside Faculty. Permission required. fee: $40. cational knowledge and skills the program. Required of doctoral students in needed to complement their the semester following successful See also: previous theological study. Doctor of Education completion of certification exami- A&H 5500. Pro-seminar in arts nation. Each student’s program is The Doctor of Education is a and humanities (2) worked out to meet his or her Professor Noddings. Concentration 90 point program. All students A&HF 8900. Dissertation particular objectives, using the must take a minimum of 6 on the ethics of social research, combined resources of Teachers advisement in philosophy and examining special problems that points of A&HF6581, Studies education (0) College and the other institu- arise in both quantitative and in Religion and Education. The Individual advisement on doctoral qualitative research. tions mentioned above. dissertations. Fee: to equal 3 full program of other courses is developed on an individual points at current tuition rate for The program prepares its grad- each term. For requirements, see basis for each student in con- Religion and Education uates to teach in colleges, uni- sultation with the advisors of section in catalog on Continuous versities, and theological Registration for Ed.D./Ph.D. (Code: TFU) the program. In developing the degrees. Program Coordinator: Professor schools, with special concern for full course program, every Douglas Sloan the religious dimensions in effort is made to ensure that A&HF 6980. Studies in philoso- Program Advisors: Professor education. Such persons would the student receives a solid phy and education (1–6) Douglas Sloan, Teachers Col- also be prepared to teach grounding in the nature of reli- Faculty. Advanced students may lege; Professor Mary Boys, courses in religion or to serve gion (with courses in fields per- register for intensive individual Union Theology Seminary; with various religious organiza- study of some aspect of their spe- taining to literature of religion, Professor Joseph Lukinsky, The tions in positions of leadership history of religions, philosophy cialization. Registration is only by in matters of educational policy. permission of a faculty member, Jewish theological Seminary of religion and theology, social science and religion, and psy- under whose guidance the work For information about the joint will be undertaken. Times for indi- Degrees offered: chology of religion), and in the vidual conferences will be Master of Arts (M.A.) Ed.D. program and the related nature of education (with arranged. Enrollment may be for 1 Master of Education (Ed.M.) Master of Arts in Education courses pertaining to history or more points each term, and reg- Doctor of Education (Ed.D.) and Theological Studies at and education, philosophy and istration is not limited to one or Union Theological Seminary, education, anthropology and two terms. Special Application consult the Seminary’s catalog. sociology of education, interna- Requirements/Information: tional education, curriculum Cultural Studies Degree Requirements: Students may not begin pro- and teaching and adult educa- *A&HF 4088. Popular culture. gram in the summer. The program of courses in tion). Other courses deemed Professor Broughton. Critical Religion and Education is important for the student’s par- examination of mass communica- Program Description: worked out with one of the ticular goals in the study of tion as an informal medium of For three quarters of a century advisors from the three cooper- religion and education also education: film, TV, comic books, Teachers College has offered ating institutions. Drawing on become part of the course pro- music, dance, advertising. “Low” advanced studies of various these combined resources each gram. Further detailed require- vs. “high” culture and hybrid fields related to religion and student’s program is designed forms. Enrollees learn to create and ments for the Ed.D. are avail- education. Today, the program to meet his or her own particu- able from the Office of promote their own pop-cultural lar objectives. All courses commodity. Special fee: $40. in religion and education, lead- Doctoral Studies. Candidates ing to the M.A., Ed.M., and should be determined with the should be in touch with the Office *A&HF 4089. Aesthetics of Ed.D. degrees, offers the advice and approval of the stu- of Doctoral Studies to be certain of technology (2–3) opportunity for combining dent’s advisor. complying with the latest proce- Professor Broughton. Technology religious studies at Union The- dures, deadlines and documents. as a cultural form regulating the ological Seminary, the Jewish Master of Arts development of the human self. Theological Seminary of Amer- The degree requirements can Metaphysical, symbolic and fan- ica, and the Columbia Univer- be met in one of two ways: 1) tasy components in computing, sity Graduate School of Arts space travel, medicine, reproduc- completing 30 points and a tion, and children’s toys. Literary and Sciences with studies in formal master’s thesis, or, 2) and artistic representations. Special education at Teachers College. completing 32 points and a fee: $40. special project. The topics and preparation of the thesis and

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Courses: (* = course open to A&HF 4611–A&HF 4614. Applicants to the Master of the professionals who will lead non-majors) Education for peace, disarma- Education degree should be the way in formulating and ment, and the control of nuclear aware that the Program admits confronting the great educa- A&HF 6581. Seminar: Studies in weapons students after several years of tional questions of the day. religion and education (1–3) A&HF 4611. Security issues teaching or after completion of in the nuclear age (1–3) Professors Boys, Lukinsky, and an M.A. degree in Social Stud- The program prepares students Sloan. Required for all Ed.D. can- A&HF 4614. The United Nations as peace educator ies education or in an appropri- for professional positions in didates in religion and education ate content field. Admission schools, colleges, universities, at the Jewish Theological Semi- (2–3) nary, Teachers College, and Union A&H5500. Pro-seminar in arts requirements in terms of and allied institutions. Our fac- Theological Seminary. Introduces and humanities (2) undergraduate background are ulty’s strengths in history and doctoral students to the history, the same as the M.A. social education are well suited issues, and research methods in the to that purpose. These field of religion and education and Social Studies An M.A. in appropriate con- strengths, along with the full provides a collegium for develop- (Code: TLW) tent field or Social Studies edu- resources of Teachers College ing proposals for dissertations. Program Coordinator: Professor cation is required for applicants and Columbia’s Graduate Cross listed at Union Seminary as Stephen J. Thornton to the Doctor of Education or School of Arts and Sciences, RE 505–506 and at Jewish Theo- Doctor of Philosophy degree are, of course, available to every logical Seminary as Ed. 9547. Degrees offered: programs. In addition to the student. Master of Arts (M.A.) general Teachers College Individualized Studies Master of Education (Ed.M.) admission requirements, doc- Degree Requirements: A&HF 4901. Research and Doctor of Education (Ed.D.) toral applicants must submit a Master of Arts independent study (1–8) Doctor of Philosophy (Ph.D.) writing sample and recommen- Permission only. dations written by persons The Master of Arts offers the Special Application qualified to address the poten- following two tracks: A&HF 7500. Dissertation Requirements/Information: tial for doctoral-level work. If seminar in religion (0–3) The Master of Arts in Social Stud- Faculty. Permission required. Standardized tests are not the applicant will be in or near Required of doctoral students in required for social studies pro- New York City, an interview is ies requires a minimum of 32 the semester following successful grams. However, the GRE recommended. points and an integrative pro- completion of certification exami- General Test is encouraged for ject. This degree program nations. those with undergraduate Inquiries for the Ed.M., Ed.D. focuses on social studies teach- GPAs below 3.5. Master’s stu- and the Ph.D. degrees should ing in middle and high schools, A&HF 8900. Dissertation dents can begin in the fall or be directed to Professor and is designed primarily for in- advisement in religion (0) summer only. Stephen J. Thornton, Box 66, service teachers. The 32 points Individual advisement on doctoral Teachers College; telephone: should be distributed as follows: dissertations. Fee: to equal 3 Students should indicate on the (212) 678-3150. points at current tuition rate for Methods and Materials each term. For requirements, see specialization section of appli- section in catalog on Continuous cation whether they wish to Program Description: (9 points minimum) Registration for Ed.D./Ph.D. pursue teacher certification. The social studies combine his- Required: degrees. tory and the social sciences for A&HL4030. The study of Applicants to the Master of purposes of instruction. To this history* In each of the areas within the Arts degree program must have end, the social studies must A&HL4036. The teaching department, advanced students taken at least 30 credits in his- maintain a balance between of social studies** may register for intensive individ- tory or appropriate social sci- constancy to their parent disci- Take at least one of the ual study of some aspect of their ence course work. For those plines and dedication to the following: specialization. Registration is only courses that are not listed oneness of learning. A&HL5030. Diversity by permission of the instructor and the social studies under whose guidance the work under a history department, will be undertaken. Times for indi- and which the applicant feels The program particularly curriculum vidual conferences will be may be counted as part of the emphasizes the historical devel- A&HL5035. History of the arranged. Enrollment may be for 1 “history” requirement, appli- opment of the field, the selec- social studies since 1880 or more points each term, and reg- cants must submit course tion and organization of subject A&HL5037. Alternative istration is not limited to one or descriptions in order for the matter, and analysis of materi- models of social studies two terms. social studies faculty to deter- als of instruction. curriculum mine the content. M.A. A&HF 6981. Studies in religion inquiries should be directed to Social studies teachers must be *Students who were under- and education (1–6) Mr. Scott Conti, Social Studies schooled in subject matter, graduate history majors may substitute A&HL5035 or See Also: Program Office, Box 66, (212) practiced in the arts of peda- A&HF 4603. Human and social 678-3173. The program secre- gogy, attuned to the needs of A&HL5530 dimensions of peace (1–2) tary for Social Studies can be students, and alive to the inter- **Students who have taken an reached at (212) 678-4083. play of theory and practice in equivalent course should sub- everything they do. These are stitute A&HL5037

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Social Studies Content Courses A&HL5037. Alternative social studies education for set- A*HL5530. The history of (14–17 points) models of social studies tings such as middle and high American social thought In consultation with an advisor, curriculum schools, community colleges, **A&HL5931. Guided students should select courses curriculum agencies and pub- investigations in the teach- to round out their knowledge *Students who were under- lishing, and foundations and ing of social studies of the subject matters taught in graduate history majors may historical museums. Emphasis **A&HL6530. Curriculum secondary schools. substitute A&HL5035 or is on specialized work in cur- development, research, A&HL5530 riculum development and the and supervision Professional Development **Students may substitute subject matters, methods, and Courses (6–9 points) another Teachers College materials of instruction. This *Students who have taken an Three 2–3 point Teachers Col- course that satisfies the “diver- degree program is also suitable equivalent course should sub- lege courses outside the Social sity” requirement with the for students contemplating stitute A&HL5037 Studies Program, chosen with consent of an advisor. future doctoral study. The pro- **May be taken more than advisor approval. gram is flexible in nature and once Social Studies Content Courses can be tailored to the student’s Further Requirements (11–14 points) specific career goals. Social Studies Content Students must complete an Same as 32 point M.A. pro- Electives (15 points minimum) integrative project, selected gram. See above. Social Studies Foundations, Same as for M.A. See above. with advisor approval. Methods, and Professional Student Teaching (9 points) Content (30 points minimum) Professional Development The Master of Arts in Social A&HL4530. Seminar for The courses in this area are Courses (6–9 points minimum) Studies with Teacher Certification student teachers in social intended to familiarize students Same as for M.A. See above. requires a minimum of 38 studies* with the historical development points and an integrative pro- A&HL4730. Supervised and current state of social stud- Further Requirements ject and is designed for pre-ser- student teaching in social ies and to provide experience in The integrative project can be vice teachers. Successful com- studies** research on educational prac- either a publishable article or pletion of this program of tices. Students should consult a similar quality curricular study leads to the M.A. degree *Students enroll for 1 point in with an advisor to determine project arising out of the stu- and recommendation for New the fall and for 2 points in the what additional research courses dent’s particular program of York State teacher certification spring. outside the program will be study. Students will register for (grades 7–12). Student teach- ** Students enroll for 3 points needed in their individual pro- A&HL6030 with an advisor to ing is undertaken in cooperat- in both the fall and the spring. grams of study; these out-of- conceptualize and begin to pre- ing middle and high schools, program courses may be used to pare this project. both city and suburban. A Professional Development satisfy points requirements in committee of social studies fac- Courses (6–9 points) this area. The Master of Education in Social ulty and cooperating profes- Same as 32 point M.A. pro- Required: Studies with New York State Cer- sionals from the school to gram. See above. A&HL4030. The study of tification in Administration and which the student is assigned history Supervision requires a minimum supervises and evaluates the Further Requirements *A&HL4036. The teaching of 60 points and an integrative student teacher’s work. This Students must complete an of social studies project. program is registered by New integrative project, satisfy the A&HL5035. History of the York State. requirement for study of a lan- social studies since 1880 Social Studies Foundations, guage other than English, and A&HL5037. Diversity Methods, and Professional The 38 points should be dis- register for and attend the and the social studies Content (18 points minimum) tributed as follows: teacher education lectures on curriculum Required: detection of child and sub- Same as Ed.M. above Methods and Materials stance abuse. Suggested, consult an advisor: Suggested: (9–12 points) **A&HL4903. Research Consult an advisor: Required: Master of Education and independent study in Except for A&HL6530, same A&HL4030. The study of The Master of Education in social studies choices as Ed.M. above history* Social Studies offers the follow- A&HL5037. Alternative A&HL4036. The teaching ing two tracks: models of social studies Public School Administration of social studies curriculum (12 points required) A&HL5030. Diversity The Master of Education in Social **A&HL5203. Fieldwork Courses selected in consulta- and the social studies Studies requires a minimum of in social studies tion with an advisor curriculum** 60 points and an integrative A&HL5223. Oral history as Elective: project. The degree is intended a multidisciplinary teach- A&HL5035. History of the for experienced educators; it is ing tool social studies since 1880 aimed at developing leaders in

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Public School Supervision A&HL5037. Alternative Degree of Doctor Education bul- Non-major foundations (12 points required) models of social studies letin, obtainable from the (15 points minimum) Required: curriculum Office of Doctoral Studies. Same as “Broad and basic areas C&TY4051. Supervision A&HL6530. Curriculum of professional scholarship” in for elementary and sec- development, research, Doctor of Philosophy Ed.D. and supervision ondary schools The Doctor of Philosophy in ther requirements A&HL6530. Curriculum Social Studies requires 75 Fur Research courses, seminars and In addition to the dissertation, development, research, points of graduate study and a individualized work (15 points students must satisfy the for- and supervision dissertation. The Ph.D. pro- minimum) eign language requirements Suggested: gram emphasizes research and Required: equivalent to those of the Consult an advisor intensive specialization in A&HL5503. Research department of the Columbia social studies scholarship. Internship in supervision paper in social studies University Graduate School of (4–6 points over two terms) A&HL6503. Doctoral sem- Arts and Sciences with which Courses in the major field C&TY6542. Internship inar in social studies (15 points minimum) their work is most closely iden- program in supervision A&HL7503. Dissertation Required: tified. For Ph.D. students in (in-service) seminar in social studies A&HL4030. The study of social studies, the usual cog- Suggested: history or alternative with nate department in the Gradu- Guidance in development of Consult an advisor consent of advisor ate School is History. Students integrative project (3 points) Requirements for A&HL4036. The teaching should read the A&HL6030. Research in oad and basic areas of profes- Doctor of Philosophy Br of social studies or alter- obtainable social studies education sional scholarship (15 points native with consent of from the Office of Doctoral minimum) advisor Studies at Teachers College. Electives (9–11 points) Required: A&HL4042. The history of Must include courses in both In consultation with an advisor, Courses: American social thought (* = course open to social studies content and pro- select at least one course in A&HL 5035. History of the non-majors) fessional development. Chosen each of the following three social studies since 1880 Methods and Materials with advisor approval. areas: the nature of education, Suggested: the nature of persons and the *A&HL 4030. The study of A&HL6203. Advanced Further requirements learning process, and, methods history (3) fieldwork in social studies Same as for Ed.M. above. of evaluation and research. Professor Thornton. Methods of A&HL6530. Curriculum Other course work in this area historical analysis and interpreta- development, research, tion. The discipline of history and Doctor of Education should be tailored to the indi- and supervision its relationship to the social sci- The Doctor of Education in vidual student’s needs; consult ences. Suggested for all social stud- an advisor. Social Studies requires 90 points Electives in the area of special- ies majors; required for those who of graduate study and a disserta- ization (15 points minimum) were not history majors. eld (15 tion. The Ed.D. degree program Electives in the major fi Soon after beginning the Pro- points minimum) A&HL 4036. The teaching of emphasizes broad preparation gram, students must select an Soon after beginning this pro- social studies (3) for advanced professional area of specialization. Students gram, students should select Faculty. Basic classroom methods responsibilities in social studies. may select either American his- an area of emphasis, either for teaching social studies in sec- tory or modern history. Students American history or modern ondary schools; teaching resources Courses in the major field should select courses with an and aids; assessment and testing. history, broadly conceived. (15 points minimum) advisor, taking care to include Special fee: $10. These courses should be Required: courses relevant to the area of selected for their applicability A&HL4030. The study of dissertation research at both A&HL 4530. Seminar for to the student’s area of disser- history Teachers College and the Grad- student teachers in social tation research. Course work studies (1–3) A&HL4036. The teaching uate School of Arts and Sciences. Faculty. Must be taken concur- of social studies (or equiv- in the area of emphasis normally includes both the sub- rently with A&HL 4730. alent) Research methods (15 points ject matters themselves and A&HL4042. The history of minimum) the design and evaluation of A&HL 4730. Supervised student American social thought Required: educational programs in those teaching in social studies (3) A&HL5035. History of the A&HF6041. Historical Professor Crocco and Faculty. Per- subject matters. social studies since 1880 method mission required. Must be taken Take at least one of the Altogether students must com- concurrently with A&HL 4530. Further requirements following: plete a minimum of 12 points In addition to the dissertation, A&HL5030. Diversity in research methods course A&HL 5030. Diversity and the there are other requirements. social studies curriculum (3) and the social studies work. The sequence of doctoral Students should consult an Professor Crocco and faculty. Cur- curriculum preparation seminars is the advisor in the Program and riculum theory and instructional same as for the Ed.D. read the Requirements for the methods related to teaching sec-

123 D EPARTMENT OF A RTS AND H UMANITIES ondary school social studies in the *A&HL 4033. History of Europe *A&HL 5530. The history of A&HL 5223. Oral history as a diverse classroom. Particular atten- since 1914: Selected topics (2–3) American social thought (3) multidisciplinary teaching tool tion paid to gender and multicul- Professor Thornton. Main themes Professor Crocco. The history of (0–2) tural issues in urban settings. Spe- and problems in the teaching of American social thought as it has Professor Crocco. Students will cial fee: $10. recent European history. Topics: influenced and been influenced by learn the steps of oral history World War I, totalitarianism, theories of education and patterns design for the clasroom, including A&HL 5031. Teacher education World War II, the new Europe, of educational practice. research, selection of interviewees, in social studies (1–3) social and intellectual change. contact and context, conducting Professor Thornton. Permission Doctoral preparation the interview, transcribing, required. Problems, issues, and new *A&HL 4035. New York City as reviewing, editing and processing. directions in college teaching of a learning laboratory (1–3) Doctoral preparation involves methods courses. Supervision of Faculty. New York City’s cultural, three successive stages: A&HL 5232. Fieldwork in social practice teaching and other profes- social, governmental, business, 1. Exposure to basic research studies teacher training (2–3) sional programs. financial, medical institutions, methods, Professor Crocco. Permission neighborhoods, green spaces stud- 2. Identification of dissertation required. For advanced students A&HL 5035. History of the ied through field experiences. topic, engaged in supervision of student social studies since 1880 (3) 3. Presentation of a prospectus. teachers. Supervised field work, Professor Thornton. An historical *A&HL 4037. East Asia: Survey In order to encourage doctoral stu- individual conferences, and group investigation of the development of of modern history and culture dents to progress through these seminar. the secondary school history/social (2–3) stages, a sequence of seminars is studies curriculum, including ques- Dr. Martin. An overview of central customarily offered. Progress A&HL 5430. Internship in the tions related to objectives, content, themes in the modern history and through these stages usually teaching of history and social and methods of instruction. culture of China, Japan and Korea. involves enrollment in the follow- sciences (1–3) ing courses: Faculty. Permission and advance A&HL 5037. Alternative models *A&HL 4038. Problems in A&HL 5503. Research paper application required. Ordinarily in of social studies curriculum (3) teaching American history (2–3) in Social Studies (1–3) secondary schools, junior colleges, Faculty. Examination of alterna- Faculty. Main themes in American A&HL 6503. Doctoral semi- teacher training programs or pub- tives to dominant approaches to history, selection, and interpreta- nar in Social Studies (1–3) lishing work. social studies. Suitable for experi- tion; past and future of the survey A&HL 7503. Dissertation enced teachers interested in course; its relation to textbooks, seminar in Social Studies A&HL 5931. Guided investiga- advanced methodology. curriculum design, social science, (1–2) tions in the teaching of social and professional teaching. A&HL 8903. Dissertation studies (1–3) A&HL 6500. Seminar in the advisement in Social Studies Faculty. Permission required. For history of the social studies (3) *A&HL 4039. The United States (0) advanced students. Individual Professor Thornton. Permission Constitution (2–3) These seminars are ordinarily fieldwork in secondary school or required. Individual and group Dr. Tischler. Course includes major undertaken as soon as possible introductory college social studies. investigation and group discus- philosophical foundations, prob- after completing the M.A. degree. sions of such topics as listed in lems preceding and during the Consult program advisor as to A&HL 6030. Research in social A&HL5035, which is ordinarily a convention, the struggle for ratifi- which course or courses you should studies education (1–3) prerequisite. cation, detailed examination of the enroll in during any particular Faculty. Permission required. document, important court cases, semester. A&HL 6530. Curriculum non-written constitutional tradi- A&HL 6203. Advanced field- development, research, and tions, and unresolved constitu- Independent Research, work in social studies (1–6) supervision (3) tional issues. Fieldwork and Internships Faculty. Permission required. See description for A&HL 5203. Professor Thornton. Aspects of A&HL 4903. Research and inde- *A&HL 4040. Women of the curriculum; teaching and learning pendent study in social studies world: Issues in teaching (2–3) A&HL 6403. Internship in processes; attention to problems (1–6) Professor Crocco. Women’s lives college teaching in social and techniques of supervision. For Faculty. Permission required. To (e.g., Africa, China, Latin America) studies (1–6) advanced students interested in the be taken under the direction of a past and present provide text for Faculty. Permission required. Occa- analysis and evaluation of educa- faculty member. Students work the course. Students’ stories as told sional opportunities in college pro- tional programs and methods of individually or with others. instruction. via oral/family history supplement. grams in areas represented by the Reconceptualizing the history cur- program. Students must inquire to A&HL 5203. Fieldwork in social riculum is a dominant theme. see if opportunities are available Social Studies Content studies (1–6) Special fee: $10. during any given semester. *A&HL 4032. Problems in Faculty. Permission required. Opportunity for qualified students, teaching world history (2–3) A&HL 4041. Approaches to eco- A&HL 6935. Studies in history individually or in small groups, to Faculty. Particular attention paid nomics in secondary education and in the teaching of history develop and pursue projects, in to problems of conceptualization (2–3) and social studies (1–3) consultation with an advisor, in and interpretation involved in Dr. Miller. Integration of economics Faculty. Permission required. Indi- schools, communities, and other organizing and teaching the course. in the secondary school social stud- vidual research and advanced his- field settings. ies curriculum. Attention to orga- torical method ordinarily related nizing an instructional program. to a doctoral dissertation.

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See also: grated curriculum, and peda- Program Description: mer sessions. For the award of A&H 5500. Pro-seminar in arts gogy. Applicants are required An English teacher creates con- the M.A., a special master’s and humanities (2) to submit official transcripts texts for reading, writing, project must be completed. Professor Noddings. Concentration from all undergraduate institu- listening, and speaking. Class- on the ethics of social research, tions attended, two letters of rooms are transitory environ- The 36-point program should examining special problems that arise in both quantitative and recommendation, and a per- ments and demand teachers be distributed as follows: qualitative research. sonal statement. Applicants who are aware of themselves as must have completed at least learners, capable of adapting to Required writing courses Program in History and 24 undergraduate and/or grad- change, skilled at negotiating, (6 points minimum): Education: uate credits in English prior to and respectful of diversity. Our A&HL4151. Teaching of entering the program. For cer- program is committed to the Writing A&HF 4070. History of educa- tification, students must also professional development of A&HL4156. Writing: Non tion in the United States. (3) have completed, at the time of teachers as they pursue their Fiction A&HF 6041. Historical method (3) graduation, 6 points of study at teaching and scholarly lives. the undergraduate level in a We recognize and value the Required literature courses Columbia University’s Graduate foreign language. Waivers for variety of needs and experi- (6 points minimum): School of Arts and Sciences, for second language fluency are ences of a diverse student body, A&HL4058. Teaching of example: (three thousand level available. and we strive to provide our Reading courses require approval of students with individualized Take at least one of the advisor and Registrar) The Ed.M. degree in English programs. following: Education offers experienced A&HL4050. The Study of Hist. W4674, American urban teachers the opportunity to Our program encourages stu- Literature history continue their examination of dents to seek a balance A&HL4051. American Hist. W3005, Main currents in issues, pedagogy, policy, and between breadth and special- Literature African History Hist. W3121, America in the era practice in the teaching of Eng- ization by offering a variety of A&HL4052. Adolescent of slavery and Jackson lish. Special emphasis is placed both methods and content Literature Hist. W4010, Roman imperialism on classroom based research courses. Methods courses focus A&HL4053. African Hist. W4779, Latin American civ- and an examination of leader- on the design and implementa- American Literature ilization ship roles in schools. Ed.M. tion of curriculum as well as A&HL4056. Women Hist. W4825, History of modern applicants are required to sub- diverse strategies and methods Writers of the 20th South Asia mit a writing sample, must for the teaching of literature, Century Pol. Sci. G4461, Latin American have earned an M.A. in Eng- writing, and language. Con- A&HL4100. Contemporary politics. lish, English Education, or in tent courses include literature Theater an analogous field, and must and writing electives that A&HL4561. American have teaching experience at the model the various literacy Short Story Teaching of English secondary classroom level. A practices that can be useful in A&HL5151. Perspectives (Code: TLE) personal interview with a fac- teaching secondary students in on Popular Texts Program Coordinator: ulty advisor is strongly advised. English classrooms. Professor Ruth Vinz Required methods courses The Ed.D., Ed.D.C.T., and Two semesters of student (6 points minimum): Degrees offered: Ph.D. degrees in English Edu- teaching, primarily in public A&HL4057. English Master of Arts (M.A.) cation combine course and urban sites, complement the Methods Master of Education (Ed.M.) fieldwork for teachers who: course work in the M.A. and Doctor of Education (Ed.D.) 1) have the desire to examine provide students with place- Take at least one of the Doctor of Education theoretical, research, and peda- ments at both the middle following: (Ed.D.C.T.) in the College gogical principles as they apply school and high school levels A&HL4155. Teaching Teaching of English to practice; 2) wish to prepare where they can apply what they Strategies Doctor of Philosophy (Ph.D.) prospective teachers and con- are learning in the program. A&HL4550. Teaching of in English Education tinue conversations with in-ser- Poetry vice teachers; and 3) prepare Degree requirements: A&HL4551. Teaching of Special Application themselves for leadership roles Shakespeare Master of Arts Requirements/Information: in the field of teaching English. A&HL5518. Diversity: The M.A. degree in English Applicants are required to sub- The M.A. in English Education Social and Cultural Education is designed for stu- mit a writing sample, must is a 36-point program (with Contexts in the English dents who plan to teach or are have an M.A. in English, Eng- certification for pre-service Classroom currently teaching. This pro- lish Education, or in a closely teachers) or a 32-point program offers new and experi- related field, and must have gram (for in-service teachers) enced educators opportunities classroom teaching experience. and can be completed with for intensive study in disci- A personal interview with a fac- full-time enrollment in one plined-based content, inte- ulty advisor is strongly advised. academic year plus two sum-

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Required Student Teaching A&HL4051. American ature, writing, and language. centration. Students must course work (8 points Literature Up to 30 points may be trans- take at least three Teachers minimum): A&HL4052. Adolescent ferred from previous graduate College courses (for a min- A&HL4750. Supervised Literature study at an accredited institu- imum of 2 points each) Student Teaching of A&HL4053. African tion toward the Master of Edu- from departments outside English Seminar* American Literature cation degree. This master’s of Arts & Humanities. *Students enroll in A&HL4056. Women program is designed for indi- This requirement must be A&HL4750 twice in order to Writers of the 20th viduals interested in advanced completed while at Teach- support: 1) a middle/junior Century study within the ﬁeld of Eng- ers College. high school student teaching A&HL4100. Contemporary lish Education or in interdisci- experience, and 2) a senior high Theater plinary studies. The degree Courses within the English school student teaching experi- A&HL4561. American represents a commitment to Education program ence. This seminar serves as a Short Story research and study of issues in (15 points minimum*): forum to address the needs, A&HL5151. Perspectives teaching and learning. The Recommended courses at issues and challenges that may on Popular Textx Ed.M. is designed for in-service the 4000 level (no more arise during the student teach- teachers as a way to comple- than 12 points) include: ing experience. Required methods courses ment their work in schools and A&HL4050. The Study (6 points minimum) can serve as a preparation proof Literature Required Foundations course A&HL4057. English gram for students who may A&HL4051. American work (6–9 points minimum): Methods want to enter the doctoral pro- Literature Any three Teachers College Take at least one of the gram. An acceptable special A&HL4052. Adoles- courses that are NOT following: project is required for the cent Literature A&HL. Each Foundations A&HL4155. Teaching degree. A&HL4053. African course must be taken for a Strategies American Literature minimum of 2 points. A&HL4550. Teaching of The 60-point program should A&HL4056. Women Poetry be distributed as follows: Writer’s in the 20th Electives (1 point minimum): A&HL4551. Teaching of Research Methods (9 points Century Any graduate-level course(s) Shakespeare minimum): A&HL4057. English taken at Teachers College A&HL5518. Diversity: These courses may be taken Methods and/or Columbia University Social and Cultural in any department of A&HL4058. Teaching applied to overall credit Contexts in the English Teachers College and may of Reading requirement for the M.A. Classroom be from either 4000 or A&HL4100. Contem- 5000 level. Although porary Theater Special Project (0 points): Required Foundations course courses may include both A&HL4154. Rhetoric: A&HL5590. Master’s work (6–9 points minimum): quantitative and/or qualita- Connecting Reading Seminar* Any three Teachers College tive methods, we recom- and Writing courses that are NOT mend that at least one A&HL4155. Teaching *Required by the College of all A&HL. Each Foundations course represent study in Strategies Master’s-level students. Must course must be taken for a the area of qualitative A&HL4550. Teaching be taken twice as a companion minimum of 2 points. research. One course should of Poetry course to each semester of be taken from the research A&HL4551. Teaching A&HL4750. Electives (1 point minimum): offerings in the English of Shakespeare Any graduate-level course(s) Education program: A&HL4561. American The 32-point program should taken at Teachers College A&HL4904. Research Short Story be distributed as follows: and/or Columbia University and Independent A&HL4151. Teaching applied to overall credit Study in the Teaching of Writing Required writing courses requirement for the M.A. of English (6 points minimum): A&HL5149. Writing Recommended courses at A&HL4151. Teaching of Special Project (0 points): Research: Methods the 5000 and 6000 level Writing A&HL5590. Master’s and Assumptions (no more than 30 points): A&HL4156. Writing: Non Seminar* A&HL5150. Action A&HL5149. Writing Fiction *Required by the College of all Research Research: Methods Master’s-level students. and Assumptions Required literature courses Foundation courses (6 points A&HL5151. Perspec- (6 points minimum) Master of Education minimum): tives of Popular Liter- A&HL4058. Teaching of These courses are intended ature in the English The Ed.M. in English Educa- Reading to broaden knowledge of Classroom tion is a 60-point plan of study Take at least one of the educational issues and that includes in-depth work in following: practices beyond those of theory and pedagogy as it A&HL4050. The Study of your particular area con- Literature applies to the teaching of liter-

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A&HL5504. Research Thesis: the field. Represented schemat- Students working towards a Paper in the Teaching The Ed.M. thesis will ically these areas include, but 75-point Ph.D. degree will of English incorporate a coherent are not limited to: also complete a 50-point pro- A&HL5514. Reader assimilation of the work Literary Studies: various gram and thus may transfer up Response: Research, undertaken in the literature courses at the 4000 to 25 points from previous Theory, and Practice A&HL5504 paper and level; various literature graduate work. In certain A&HL5518. Diversity: extensions from it. The and/or literary theory and exceptional cases, Ph.D. stu- Social and Cultural thesis will represent a research courses at the 5000 dents may be able to transfer Contexts in the Eng- refined presentation of the level; consistent emphasis more than 25 points. You will lish Classroom student’s area and question within courses on social and find some information pertain- A&HL6011. The of inquiry and will political contexts within the ing to this point in the Politics of Teaching include: field of English Education. “requirements” booklets that English a) an introduction that sets Issues of teacher education are available from the Office of A&HL6015. College forth the student’s ori- pertain consistently. (See Doctoral Studies in the first Teaching of English entation and interest in above Ed.M. program plan floor of Horace Mann. A&HL6450. Intern- the topic of the thesis; for 4000 and 5000 level Required doctoral course ship in the Teaching b) a literature review that course suggestions.) work within the English of Writing explores theoretical Rhetorical Studies: various Education program (with A&HL6514. Postmod- research and practical advisor’s approval): ern Literary Theory: perspectives that rele- writing courses at the 4000 level; various composition A&HL6015. College An Aesthetic Dimen- vantly bear on the the- Teaching of English* sion sis topic; and/or rhetorical theory courses at the 5000 level. A&HL5504. Research * Students must complete c) a methodology section, Paper in the Teaching of between 15–45 credits of explaining how and why English study at the 4000, 5000, data was collected, with Methodological/Pedagogical: A&HL6504. Doctoral and 6000 level within the whom, how it was ana- various courses at the 4000 Seminar in the Teaching English Education pro- lyzed and interpreted, & 5000 level that apply of English gram, depending on how and the role of the research methods, given A&HL7504. Dissertation many credits are trans- researcher therein; related theoretical and prac- Seminar in the Teaching ferred in. It is possible to d) the results of the tical applications within the of English substitute a 12–15 credit research; field of English Education. A&HL8904. Dissertation specialization in another e) a concluding section Advisement in the area with advisor’s that sets forth the rele- Students must complete at Teaching of English approval. Students transfer- vance of this work for least a 50-point program of ring up to 30 points should teachers within the *for students seeking the study to meet requirements for Ed.D.C.T. take most of their courses fields of English Educa- the doctoral degrees within the at the more advanced 5000 tion, interdisciplinary, English Education program. and 6000 level. or literacy studies. Candidates should keep in touch The program of study encom- with the Office of Doctoral passing these points is Studies to obtain information Research Paper/Project (1–3 Doctoral Programs designed to represent a coher- points minimum): about the latest procedures, The Doctor of Education ent network of courses. The deadlines and documents. A&HL5504. Research (Ed.D.), Doctor of Education in number of courses you will Paper in the Teaching of the College Teaching of Eng- take also depends, in part, on English* Courses: (* = course open to lish (Ed.D.C.T.), and the Doc- the number of points you are non-majors) *This course is required of tor of Philosophy (Ph.D.) pro- able to transfer from your pre- all Ed.M. students and is grams in English Education vious graduate work. *A&HL 4050. The study of the core course of the pro- synthesize theoretical, peda- literature (3) Faculty. Teachers examine multiple gram. This course entails gogical, and research-oriented Students working toward a 90- work on a major paper and approaches to reading traditional course work in literary and point Ed.D degree are able to and contemporary texts using the- research project that will rhetorical studies. The student transfer a maximum of 40 ory and criticism as tools for fram- form the basis for the will eventually focus on an area points from previous graduate ing the teaching of literature. Ed.M. thesis. This major of interest for further inquiry. study. Ed.D. students will paper (commonly referred Teaching experience in sec- complete at least 50 points *A&HL 4051. American litera- to as the “5500” paper) ondary education is required within the program to com- ture: Critical approaches for the involves students in syn- for admittance to both the plete their doctoral work. prospective teacher (2–3) thesizing work in theory, Ed.D. and Ph.D. programs. Faculty. Classical and contempo- research, and practice as Course work within doctoral rary literary selections are explored within various critical frameworks. related to the student’s programs reflects a range of chosen area of inquiry. issues and areas of study within

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A&HL 4052. Adolescent A&HL 4154. Rhetoric: Connect- dents should plan to reserve part of A&HL 6011. The politics of literature (3) ing reading and writing (3) each day Monday through Friday teaching English (3) Faculty. Students examine con- Faculty. The course examines the for classroom experience. Faculty. An examination of politi- temporary young adult literature applicability of this two-thousand- cal and sociocultural theories of and traditional canonical texts. year-old tradition for present day A&HL 5149. Writing research: language, literature, and composi- Discussions focus on issues of students and teachers. Emphasis Methods and assumptions (3) tion that inform diverse ideologi- diversity, the urban experience, on rhetorical principles in the Faculty. A study of methods and cal constructions of knowledge, gender and the teaching of adoles- analysis and creation of literary findings in current research, with curriculum, and pedagogy in Eng- cent literature. and non literary texts. attention to connections between lish language arts education. research and practice. *A&HL 4053. African-American A&HL 4155. Teaching strategies A&HL 6015. College teaching of literature (3) for the secondary English class- A&HL 5150. Action research (2) English (3) Faculty. Contemporary African- room (2–3) Faculty. Links research and prac- Faculty. An examination of pro- American literary selections are Faculty. Current approaches to the tice through participatory research grams and methods of instruction explored within a theoretical con- teaching of reading, writing, and action inquiry. in English courses on the college text that emphasizes cultural, drama, and language skills. level. political, and aesthetic dimensions A&HL 5151. Perspectives on of these texts. A&HL 4156. Writing: Nonfiction popular texts in English class- A&HL 6514. Postmodern (3) rooms (3) literary theory: The aesthetic *A&HL 4056. Women writers of Faculty. Participants write out Faculty. This course unites post- dimension (3) the 20th century (2–3) of their own areas of expertise, structuralist literacy theory with Faculty. Teachers will examine lit- Faculty. The course focuses on drafting and revising articles for cultural studies. Through a range erary and theoretical texts central women writers of the 20th cen- publication. This course is taught of class activities and readings, the to postmodern theory. Students tury, exploring common themes: as part of 6 credit block with course will explore intersections will explore, through a diverse growing up female, marriage and A&HL 4151, Teaching of writing. between feminism, post-modern range of means and media, texts the family, women as artists and aesthetics, and popular literature. deemed pivotal to postmodern minority women within a feminist A&HL 4157. Writing: Fiction approaches and principles. theoretical framework. and personal narrative (3) A&HL 5153. Academic writing Faculty. In a small, intensive set- II (3) Doctoral preparation A&HL 4057. English methods (3) ting, teachers write their own fic- See program in Applied Linguistics. Faculty. Majors only. A required tion and study models from cur- Doctoral preparation involves course which focuses on practical rent fiction. A&HL 5514. Reader response: three successive stages; aspects of teaching English, includ- Research, theory and practice (3) 1. Exposure to basic research ing lesson and unit plans, effective A&HL 4158. Writing: Poetry (3) Faculty. This course is an advanced methods, teaching strategies, evaluation and Faculty. A poetry writing class seminar for students exploring 2. Identification of dissertation assessment, curriculum design, and combined with close readings of research issues related to theories topic, integration in language arts. selected contemporary poets. of reader-response. Various models 3. Presentation of a prospectus, of the literary-reading process will In order to encourage doctoral stu- A&HL 4058. Teaching of A&HL 4550. Teaching of be studied including psychologi- dents to progress through these reading (3) poetry (3) cal, transactional, feminist, and stages, a sequence of seminars is Faculty. The course focuses on Faculty. Experience in reading and social accounts of reading. customarily offered. Progress helping teachers examine both the- writing poetry, designing curricu- through these stages usually oretical and pedagogical principles lum, and determining effective A&HL 5518. Teaching English involves enrollment in the follow- relevant to teaching literary and teaching practices. in diverse social and cultural ing sequence of seminars: non literary texts. contexts (3) A&HL 5504. Research paper A&HL 4551. Teaching of Faculty. A seminar examining how in the Teaching of English A&HL 4100. Contemporary Shakespeare (3) gender, class, race, ethnicity and program (1–3) theater (3) Faculty. An examination of a sexual orientation issues inform A&HL 6504. Doctoral semi- Faculty. The role of drama in the sequence of Shakespeare plays, with instructional goals, curriculum nar in the Teaching of Eng- classroom. Students will examine emphasis on diverse theoretical planning/implementation, and lish Program (1–3) how theaters in their community perspectives and pedagogical prin- practices in the teaching of litera- A&HL 7504. Dissertation function for learning about pro- ciples for teaching Shakespeare. ture, language, and composition in seminar in the Teaching of duction and performance. English language arts classrooms. English Program (1–2) *A&HL 4561. The American A&HL 8904. Dissertation A&HL 4151. Teaching of short story (3) A&HL 5590. Master’s seminar: advisement in the Teaching writing (3) Faculty. Explores the introduction Teaching of English (0) of English program (0) Faculty. The course integrates the- of the contemporary short story to Faculty. For Ed.M. and doctoral Consult program advisor as to ory and practice for teachers. Topics middle and high school students. students only. Designed to prepare which course or courses you include writing development, students for completing integra- should enroll in during any par- research on writing, evaluation and A&HL 4750. Supervised teach- tive project for the M.A. degree, ticular semester. assessment of writing, and class- ing of English (3) students participate in seminars room methods for teaching the Faculty. Majors only. Students may which are oriented towards creat- writing process. This course is satisfy state certification require- ing an academic, professional, and taught with A&HL 4156, Writing: ments by participating in the social network. Students research Nonfiction, as part of a 6 credit supervised teaching program in an area of special interest and share sequence. the Fall and Spring semesters. Stu- their findings.

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Independent research, fieldwork Teaching English to Non-native speakers of English uates typically teach in elemen- and internships must also submit either a score tary or secondary schools, in Speakers of Other A&HL 4904. Research and inde- of 50 on the Test of Spoken universities or in English lan- pendent study in Teaching of Languages (TESOL) English (TSE) or a SPEAK guage institutes around the English (1–6) (Code: TLZ) score of 50. world. Some graduates teach Permission required. Research and Program Coordinator: Professor ESOL for businesses or interna- independent study under the Rebecca Oxford Students are expected to write tional organizations. direction of a faculty member. Stu- and speak in a way that is dents work individually or with TESOL in Japan: appropriate to their professional New York City provides one of others. (Code: TLX) responsibilities. Students hav- the most diverse settings in the Master of Arts (M.A.) ing difficulty in achieving these world for teaching ESOL, and A&HL 5204. Fieldwork in standards will be required to participants in the program Teaching of English (1–6) For those interested in the off- Permission required. Opportunity campus M.A. in Tokyo, contact: take additional course work. make good use of the range of for qualified students, individually Dr. John F. Fanselow, Program teaching situations in the city. or in small groups, to develop and Director or Terry Royce, M.A. applicants: The M.A. In addition to the variety of pursue projects, in consultation Program Coordinator program accepts students for settings where our students with an advisor, in schools, com- Simul Academy, Teachers the Fall semester only. teach and observe, we sponsor munities, and other field settings. College/Simul Academy, the Community English Pro- 2-22-1, Yoyogi, Shibuya-ku, Ed.M./Ed.D. applicants: Appli- gram for nonnative English A&HL 6204. Advanced field- Tokyo 151 Japan; cations will be accepted on the speaking adults from the work in Teaching of English Fax: 81 (3) 3372-3280 Fall and Spring priority dates adjoining community. These (1–6) only. Applicants must have an classes are organized and Permission required. See description for A&HL 5204. Degrees offered: (New York) M.A. in TESOL, applied lin- taught by those enrolled in the Master of Arts (M.A.) guistics or related-field. TESOL program. A&HL 6404. Internship in Master of Education (Ed.M.) college teaching of English (1–6) Doctor of Education (Ed.D.) Ed.M.: Up to 30 points may be Ed.M. students combine both Permission required. Opportuni- transferred from previous grad- 4000- and 5000-level courses, ties to work in college programs. Special Application uate study at an accredited while doctoral candidates make Students must inquire to see if Requirements/Information: institution, pending approval selections from all levels to opportunities are available during All non-native speakers of Eng- by a faculty adviser. Students round out their programs. The any given semester. lish, including those who have who have already earned an Ed.M. is designed to comple- M.A. from Teachers College ment former professional train- A&HL 6450. Internship in an undergraduate degree from a teaching writing (1–3) university in the United States, may transfer only 15 points ing at the M.A. level and A forum designed to offer students must either: from outside. A writing sample sometimes serves as an initial with a deep interest in the teach- • submit a minimum score of 5 is required. preparation for entering the ing of writing an opportunity to on the Test of Written Eng- doctoral program. explore key issues in the field lish (TWE) in additional to Any application received after through their involvement with the college-wide requirement the priority deadline will NOT In addition, an off-campus students, teachers, and classroom of a minimum score of 600 be reviewed. M.A. in TESOL is offered in settings throughout the city or, for on the TOEFL or a 250 on Tokyo for teachers of English some students, tutoring work for the computer-based equiva- Ed.D.: For students wishing to in Japan. the TC Writing Skills Center. lent, or pursue empirical research. Up See also: • submit a score of B or better to 45 credit points may be Doctoral studies (Ed.D.) A&HT 5500. Pro-seminar in on the Cambridge Certificate transferred from previous grad- emphasize research, especially arts and humanities (1) of Proficiency in English uate study at an accredited in the areas of second language Faculty. Arts and humanities fac- (CPE), or institution, pending faculty acquisition and teaching. The ulty present their recent research • submit a score of 7.5 or bet- approval. doctoral program serves those or debate contemporary issues to ter on the Cambridge Inter- interested in research, univer- illuminate critical issues in the national English Language Program Description: sity teaching, teacher educa- field, current challenges to educa- Testing System (IELTS), or The TESOL program serves tion, or curriculum develop- tion, innovative methods of • successfully complete level those who plan to teach Eng- ment. Those interested in inquiry and contemporary cultural lish as a second or foreign lan- research on second language issues. 10, including the essay por- Department of International and tion, of the English Place- guage in the US or abroad, or acquisition should see Professor Transcultural Studies: ment Test (EPT) adminis- who plan to do research on the Beebe as their advisor. SCFU 4040. Computers and tered by the Columbia teaching, learning or assess- writing (3) University American Lan- ment of English as a second or guage Program. foreign language. TESOL grad-

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Degree Requirements: • Supervised student teach- • Discourse analysis • Critical review of readings ing (1 semester K–6, 1 • Semantic systems and the in ESOL and applied lin- Master of Arts semester 7–12) lexicon guistics The TESOL program offers the • Problems in contemporary • Sociolinguistics and • Seminar in second following two tracks in the English grammar for ESOL education language acquisition Master of Arts program: teachers • Critical review of readings Required courses in TESOL • Phonetics and phonology in ESOL and applied lin- concentration (at least 15 The M.A. in TESOL offers a mini- • Introduction to second lan- guistics points): Chosen with advisor mum of 34 points of graduate study. guage acquisition • Seminar in second approval. Required courses in TESOL: • Second language assess- language acquisition Required courses in statis- • TESOL Classroom ment tics, measurement and practices Required courses outside the research design (15 points). • TESOL workshops Required courses outside the program (6–9 points). Chosen Chosen with advisor approval. (minimum of 3) program (6–9 points) with advisor approval. At least • Specialized pratica • Special education one course must be in statis- In addition: Students must (minimum of 2) • Bilingual education tics, measurement and complete a library research • Problems in contemporary • Multicultural education research design. paper, certification exam, English grammar for ESOL certification paper and dis- teachers Elective in: Sociolinguistics In addition: Students in the sertation prospectus before • Phonetics and phonology and education, Semantic sys- Ed.M. program are required they begin writing their dis- • Introduction to second lan- tems and the lexicon, Inter- to complete an integrative sertation. guage acquisition language analysis, Discourse project. Candidates should be in touch • Second language assess- analysis, Linguistic Analysis, with the Office of Doctoral ment Psycholinguistics, Advanced Doctor of Education Studies to be certain of comply- English syntax, Trends in The Ed.D. in TESOL offers a ing with the latest procedures, Required courses outside the second language acquisition. minimum of 90 points of grad- deadlines and documents. program (6–9 points). Chosen Chosen with advisor (3 points) uate study. In order to ensure with advisor approval. approval. that Ed.D. students are well- Courses: (* = courses open to Elective courses in: Soci- rounded in the field of TESOL, non-majors) olinguistics and educa- In addition: Students in this they are required to take one or tion, Semantic systems Basic Courses M.A. program are required more courses in: teacher educa- and the lexicon, Inter- to complete a three part tion, English language analysis, *A&HL 4076. TESOL method- language analysis, Dis- comprehensive exam consist- second language acquisition, ologies for K–6 (2–3) course analysis, ing of two multiple choice sociolinguistics and second lan- Dr. Levine. Introduction to activi- Advanced English syn- ties, materials, and principles par- sections and a final essay. guage assessment. tax, Trends in second ticularly suited to students in ele- Required courses in TESOL language acquisition. mentary and secondary schools. Master of Education research: (6 points) Chosen with Special fee: $10. advisor approval The Ed.M. in TESOL offers a • Doctoral seminar minimum of 60 points of grad- • Dissertation seminar *A&HL 4077. TESOL classroom In addition: Students in uate study. In order to ensure • Dissertation advisement practices (2–3) this M.A. program are that Ed.M. students are well- Faculty. Introduction to the major required to complete a rounded in the field of TESOL, Required courses in TESOL: language teaching approaches that three part comprehen- they are required to take one or • TESOL classroom practices have been influential in the 20th sive exam consisting of more courses in: teacher educa- • Specialized practicum century. Special fee: $10. two multiple choice section, English language analysis, • Problems in contemporary tions and a final essay. *A&HL 4078. TESOL materials second language acquisition, English grammar for ESOL (2–3) The M.A. in TESOL with Teacher sociolinguistics and second lan- teachers Faculty. Practice in characterizing Certification offers a minimum of guage assessment. • Phonetics and phonology and critiquing materials in use and 34 points of graduate study. Required courses in TESOL: • Introduction to second lan- determining their suitability for • TESOL classroom practices guage acquisition different settings. Required courses in TESOL: Specialized practicum • Second language • TESOL classroom practices • Problems in contemporary assessment *A&HL 4080. Teaching in • TESOL methodologies for English grammar for ESOL • Language teacher linguistically diverse K–6 teachers education programs classrooms (3) • Language through the con- Ms. Dwyer. Supports teachers in • Phonetics and phonology • Discourse analysis tent areas for 7–12 mainstream classrooms, grades • Introduction to second lan- • Semantic systems and the • TESOL workshops (mini- 5–12, in bulding a knowledge guage acquisition lexicon mum of 3) base and a repertoire of instruc- • Second language assessment • Sociolinguistics and • Specialized practicum tional strategies that will enhance • Language teacher educa- education the learning of language-minority tion programs students.

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A&HL 4085. Problems in con- A&HL 4165. English for A&HL 4817–A&HL 4819. cultural pragmatics, pragmatic temporary English grammar for academic purposes Experiences in learning another development, accommodation, ESOL teachers (2–3) A&HL 4166. Models of learn- language (Noncredit or 1 each stylistic variations, and language Faculty. An in-depth examination ing languages through the course) transfer. of English language grammar as it use of computers Faculty. Experience in learning to applies to language teaching and A&HL 4167. Learning from read, write, speak, and listen to a Practica learning. Special fee: $10. television, radio, video, and foreign language through a brief other media immersion; perspective on princi- These practica are designed to A&HL 4086. Observation (1–3) A&HL 4168. Culture and ples and methods from a learner’s enable degree candidates to trans- Faculty. Introduction to systematic second language teaching point of view. Method varies from late their other course work into observation of methods and other A&HL 4169. Literature in the term to term and the course may practice. The credit hours for prac- communications in classrooms and ESOL class be taken more than once. tica do not accurately reflect the of a range of interactions outside of A&HL 4170. Drill and A&HL 4817.® The Silent time commitment they each classrooms as well. practice Way require. In addition to teaching A&HL 4172. Teaching A&HL 4818.® Counseling from 6 to 12 clock hours per week, A&HL 4087. Introduction to English in non-English Learning/Community participants must set aside 2–3 second language acquisition (3) speaking countries Language Learning hours per week for seminars and Faculty. Prerequisite: A&HL 4085. A&HL 4173. The functional A&HL 4819. Trends in from 6 to 10 hours per week for Survey of models and basic princi- approach language teaching teaching preparation, observation, ples of second language acquisition A&HL 4174. The grammatical and individual conferences to dis- and examination of how language approach A&HL 4860–A&HL 4880. cuss their teaching. acquisition research can inform A&HL 4175. Facilitating Specialized materials (Noncredit language teaching and learning. autonomy in language or 0–1 each course) A&HL 4776. Supervised student Special fee: $20. learning Faculty/Staff. Not all courses are teaching in ESOL (3) A&HL 4176. Listening offered each term or year. Courses Faculty. Permission required. A A&HL 4088. Second-language A&HL 4177. Speaking are offered according to student supervised teaching experience for assessment (2–3) A&HL 4178. Reading interest and staff availability. all those M.A. candidates who are Professor Purpura. Prerequisite: A&HL 4179. Writing Courses usually meet over 1 or 2 interested in working for a New A&HL 4085 or permission of A&HL 4180. Trends: New weekends. The titles of the courses York State teaching certificate in instructor. Introduction to lan- directions in ESOL A&HL 4860–A&HL 4880 parallel ESOL N–12 (nursery School to guage assessment practices includ- those of courses A&HL 12th grade) and who have not ing: test design, construction and A&HL 4171. Language through 4160–A&HL 4180. taught ESOL in grades N–12 for analysis; introduction to measure- the content areas (2–3) at least two years, full time. Dur- ing the terms of practice teaching, ment concepts and basic statistics; Ms. Dwyer. Teaching English to Advanced Courses use of the computer in language 7–12 students through content students are not permitted to hold assessment. Special fee: $20. areas like science, math and social A&HL 5575. Critical review of full-time jobs. Course may be studies. Special fee: $10. current readings in ESOL and taken more than once. A&HL 4089. Teaching writing applied linguistics (1–3) to ESL students (2–3) *A&HL 4500. Advanced English Professor Beebe. Sustained reading A&HL 5360–A&HL 5379. Faculty. Teaching writing to ESL language study (1–2) of professional journals and classic Specialized practica for ESOL students, particularly for sec- Faculty. Development of speaking, works in the field of language teachers (2 each course) ondary, college and adult teachers. listening, reading, and writing teaching and seminal works related Faculty/Staff. A parallel course Theory and classroom practices skills for use in an academic setting; to the field of ESOL, methods, sec- from A&HL 4160–A&HL 4180 integrated through readings, writ- emphasis on composing and editing ond language acquisition, and and/or A&HL 4860–A&HL 4880 ing, discussion, and experiences. projects for previous and ongoing bilingual education. is required. For example, if a can- classes; discussion of cross-cultural didate wants to enroll in a A&HL 4160–A&HL 4180. Spe- topics. Topics and emphasis change A&HL 5577. Language teacher practicum in role playing, A&HL cialized TESOL methodology each term. Course may be taken education programs (1–3) 5363, then previous or concurrent (Noncredit or 0–1 each course) more than once. Ideal for nonnative Faculty. Models, practices, and registration of A&HL 4163 and/or Faculty/Staff. Not all courses are writers of English or those wishing issues in teacher preparationand A&HL 4863 is necessary. The offered each term or year. Selec- to develop their writing skills. professional development, includ- titles of courses A&HL tions are offered according to stu- Limit 1 point toward TESOL or ing supervision. 5360–A&HL 5379 and A&HL dent interest and staff availability. Applied Linguistics degree. Special 4860–A&HL 4879 parallel those Courses usually meet over 1 or 2 fee: $10. A&HL 5581–A&HL 5589. Topics of courses A&HL 4160–A&HL weekends. in second language acquisition 4179. All practica are not offered A&HL 4160.® The Silent Way A&HL 4570. Classroom strate- (Noncredit or 1–3 per section) each term or year. Courses are A&HL 4161.® Counseling gies for teaching language See Applied Linguistics program. offered as a result of student inter- Learning©/Community Lan- minority learners (0) est and staff availability. guage Learning Ms. Dwyer. Introduction to acco- A&HL 6587. Seminar in second A&HL 4162. Small group modating language minority language acquisition (3) A&HL 5380. Specialized activities and Cooperative learners in mainstream classes. Professor Beebe. Permission practica for ESOL teachers: Learning Required for supervised student required. Prerequisite: A&HL in-service teaching (3) A&HL 4163. Role playing teaching in Arts and Humanities. 4087 or permission of instructor. Faculty. Permission required. A A&HL 4164. English for An in-depth analysis of research on supervised student teaching expe- specific purposes second-language acquisition, rience for those M.A. candidates focusing on topics such as cross- interested in a New York State teaching certificate in ESOL who

131 D EPARTMENT OF A RTS AND H UMANITIES are currently teaching full-time in In order to encourage doctoral stu- Special Application not native speakers of English the schools. Course may be taken dents to progress through these Requirements/Information: must present 600 on the more than once. stages, a sequence of seminars is Functional proficiency in Span- TOEFL (English) examination offered. Progress through these ish required for all degree or equivalent (250 computer; A&HL 6375. Professional devel- stages usually involves enrollment applicants, evaluated by the 10 English Language Profi- opment seminar in TESOL (3–9) in a sequence of seminars such as Faculty. Permission required. Par- the following: adviser through interview, cor- ciency, etc.). Proficiency in ticipants relate their own teaching A&HL 5505. Research paper respondence or writing sample. Spanish must be demonstrated. experiences to other courses they in the Teaching of English to audit at the College. They develop Speakers of Other Languages M.A.: An undergraduate major Ed.D.C.T. (College Teaching): projects related to their courses (TESOL) program. (1–3 each in Spanish, or 24 college credits coincident with the Ed.D. and readings but do not have to course) in the language, or the equiva- fulfill the requirements of other A&HL 6505. Doctoral semi- lent via examination, by the Ph.D.: The M.A., writing sam- courses. Work can be done at nar in the Teaching of Eng- end of the first semester at ples and demonstrated lan- Teachers College and in New York lish to Speakers of Other Lan- Teachers College. guage proficiency, as for the City or at one’s own teaching site guages (TESOL) program. Ed.D. Application may be any place in the world. (1–3 each course) A&HL 7505. Dissertation Where the fulfillment of admis- made to transfer credits from sion requirements is question- other institutions. Independent research, fieldwork seminar in the Teaching of able or incomplete at the time and internships English to Speakers of Other Languages (TESOL) program. of registration, probationary The Ph.D. requires acceptance A&HL 4095. Research in TESOL (1–2 each course) acceptance into the program is by a special University Com- (1–6) A&HL 8905. Dissertation often possible. It is also permis- mittee of Columbia, in addi- Permission of instructor. Research advisement in the Teaching sible to begin studies (up to 16 tion to the usual admission by under the direction of a faculty of English to Speakers of credits) before being formally Teachers College. Where no member. Students work individu- Other Languages (TESOL) accepted into a degree program, problem is anticipated, and ally or with others. Course may be program. (0) taken more than once. while admission documents are where the Ed.D. or Ed.D.C.T. These seminars are ordinarily being processed. constitute acceptable alterna- A&HL 5205. Fieldwork in undertaken as soon as possible tives in the event of problems TESOL (1–6) after completing the M.A. degree. M.A. with Teacher Certifica- exclusive to Ph.D. require- Permission of instructor. Opportu- The details of seminar organization tion: same as for the M.A. ments, students admitted to nity for qualified students, indi- vary considerably between pro- Teachers College may begin vidually or in small groups, to grams. Consult your advisor as to Ed.M.: An M.A. degree that their studies before their docu- develop and pursue projects, in which course or courses you should includes at least 12 graduate ments are examined by the consultation with an advisor, in enroll in during any particular credits in Spanish. Application University Committee. schools, communities, and other semester. field settings. Course may be taken may be made to transfer up to 30 credits from other graduate Program Description: more than once. See also: A&H 5500 Pro-seminar in arts studies. The Teaching of Spanish pro- A&HL 6205. Advanced field- and humanities (2) gram is concerned both with work in TESOL (1–6) Professor Noddings. Concentration Ed.D.: An M.A. in Spanish or training high school and col- Permission of instructor. See on the ethics of social research, equivalent including 12 gradu- lege teachers of Spanish and description for A&HL 5205. Course examining special problems that ate-level credits in Spanish. with preparing professionals may be taken more than once. arise in both quantitative and Admission should not be con- proficient in a foreign language qualitative research. fused with doctoral certifica- for non-teaching settings. A&HL 6405. Internship in col- tion. Admission permits a stu- Courses embrace both methods lege teaching in TESOL (1–6 ) Permission of instructor. Occa- dent to study towards a and content and address the Teaching of Spanish doctorate, usually passing areas of language, culture, and sional opportunities in college pro- (Code: TLS) grams in areas represented by the through the Ed.M. degree. literature. department. Students must inquire Program Coordinator: Professor (Certification means that the to see if opportunities are available Mordecai Rubin students, after admission to the The Teaching of Spanish pro- during any given semester. Course doctoral program, has success- gram draws on other programs may be taken more than once. Degrees offered: fully completed the formal at Teachers College and the Master of Arts (M.A.) research paper (A&HL 5506) Graduate School of Arts and Doctoral preparation Master of Education (Ed.M.) and has passed the comprehen- Sciences of Columbia Univer- Doctor of Education (Ed.D.) Doctoral preparation involves sive certification examination. sity to make available to stu- three successive stages: Doctor of Education in College These tasks are usually under- dents individually formulated • Exposure to basic research Teaching (Ed.D.C.T.) taken after some 15 credits of programs with emphases in methods Doctor of Philosophy (Ph.D.) course work.) Bilingual Education, Linguis- • Identification of dissertation tics, English as a Second Lan- topic Two writing samples, one in guage, or more than one for- • Presentation of a prospectus English, one in Spanish, must eign language. be submitted. Students who are

132 D EPARTMENT OF A RTS AND H UMANITIES

Experiential Opportunities: A&HL 4069. Spanish pro- mal research paper of A&HL of Spanish, generally arranged Internships in distance learn- nunciation and intonation 5506, for 1–3 credits and a let- on campus, with Distance ing, field projects, and teaching for teachers, and ter grade) and most of the learning Spanish or Conversa- community service courses in A&HL 5061. Advanced course work, preparation for the tional Spanish classes. conversational Spanish for Spanish syntax dissertation includes two “semi- adults are some of the opportu- For teacher certification, nars” (no class sessions): A&HL It will be anticipated that the nities that add to the flexibility A&HL 4760, Supervised prac- 6506 which is the determina- dissertation defended for this of Spanish language study at tice teaching (4 points) is tion of the dissertation topic degree will be especially relevant Teachers College. Such activi- required, generally to be taken and the writing of a thesis pro- to adult-level Spanish education. ties are planned in conjunction in the last spring semester at posal or prospectus (1–3 credits, with each student’s advisor. both middle and high school P or F grade); and A&HL 7506 Doctor of Philosophy levels. Students seeking certifi- which is the presentation and Weekend workshops, visiting 75 graduate credits. A special cation should consult with the acceptance of the proposal (1–2 lectures, and special mini- Ph.D. examination in a foreign Registrar concerning the latest credits, P or F grade). courses of two to eight weeks language must be taken at the requirements. duration are listed in semester Graduate School of Arts and Following the semester of reg- bulletins; they provide a vari- Sciences. An average of B in all major istration in A&HL 7506, the ety of special topics and skills Note: Successful completion of courses and a comprehensive student must enroll in the non- for Spanish language majors course work, the Certification examination are required for credit A&HL 8906, Disserta- and teachers in the field. Examination, and the formal the M.A. tion Advisement, in which research paper (A&HL 5506) continuous registration is gen- The following Hispanic literary permits the candidate to apply Master of Education erally required until achieve- societies hold their meetings, for the M.Phil. status (in lieu ment of the degree. readings, and special events at If the M.A. is not from Teachers of the doctoral certification for The dissertation committee Teachers College, enriching the College, the student will be the Ed.D.). Candidates should be consists of two or three faculty cultural experience of Spanish expected to include in his in touch with the Office of Doc- members; the doctoral jury will majors: Academia Norteameri- Ed.M. program requirements toral Studies to be certain of com- consist of four professors. Can- cana de la Lengua; Academia for the M.A. (see above), where plying with the latest procedures, didates must be in touch with the Iberoamericana de Poesía; Aso- the equivalents do not appear deadlines and documents. Office of Doctoral Studies to be cer- ciación Puertorriqueña de on the transcript of the trans- tain of complying with procedures, Escritores; Círculo de Poetas y ferred master’s degree. A mini- Courses: (* = courses open to deadlines and documents. Escritores Iberoamericanos; mum of 60 points of graduate non-majors) Arregni Memorial Foundation; course work, of which no less *A&HL 4049. Spanish methods Fundación Cultura Hispánica than 30 must be taken through Doctor of Education in the de los Estados Unidos. College Teaching of an and class management (2) Teachers College. Application Faculty. A “hands-on”, practical may be made to transfer a lim- Academic Subject Degree Requirements: survey of objectives, strengths and ited amount of credits from While all doctorates are most weaknesses of the principal Master of Arts other graduate studies. After meaningful for teaching at the approaches to foreign-language teaching since 1945. Special prob- 32–36 points plus a project, course work, a project, research college level, this specialized paper or a comprehensive exam- degree suggests to employing lems of multi-cultural settings will research paper or comprehen- also be explored. sive examination. Credits from ination must be completed. institutions a particular expertise. The appropriate emphasis other institutions are not trans- *A&HL 4060. Practical Spanish ferable at the master’s level. Doctor of Education is achieved in the course of for urban communication 15 points in Spanish, includ- A total of 90 credits beyond study via: (Noncredit or 2–3) ing at least one course at the B.A. are required. Applica- a) at least two courses in Professor Rubin and Staff. Practical the Columbia Graduate tion may be made for the trans- Higher Education (catalog conversational Spanish taught by School of Arts and Sciences fer of credits from other insti- ORLD), such as (but not only): the direct method. Beginner, Inter- ORLD 4040. The Ameri- mediate and Advanced sections. 6 points in methods (consult tutions. In addition to the Very limited use of books and with advisor) usual content courses, doctoral can college student ORLD 4051. How adults assignments. Special fee: $20. Non- 3 points in linguistics students are expected to give credit fee: $210. For distance-learn- 3 TC courses outside the particular attention to tertulias learn ORLD 4053. Facilitating ing version see offerings of Educa- major and other cultural programs tional Outreach and Innovation. sponsored by the Teaching of adult learning Of the foregoing, three courses Spanish Program, as well as to ORLD 4820. Cultural A&HL 4069. Spanish pronunci- are specific requirements for Internship and teaching oppor- diversity training in higher ation and intonation for teach- the M.A. tunities at the College. education settings; ers (3) A&HL 4049. Spanish plus Professor Rubin. Required for the b) at least one supervised M.A. degree. Conducted in Span- methods and class man- After doctoral certification ish. Standard and regional Spanish agement (achieved through the Certifica- semester of A&HL 6406, Internship in college teaching phonology; contrasts with English; tion Examination and the for- pedagogical problems.

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*A&HL 4070. Cultural tradi- A&HL 5070. Stylistics and A&HL 5206. Fieldwork in tions and achievements in His- writing in Spanish (3) Teaching of Spanish (1–6) panic America (2–3) Faculty. Conducted in Spanish. Opportunity for qualified students, Professor Rubin. An examination Designed to upgrade writing skills individually or in small groups, to of the values and traditions of His- as well as assist teachers in the develop and pursue projects, in panic America or of a specific teaching of composition in Spanish. consultation with an advisor, in country, as reflected in literature schools, communities, and other and language, education, govern- A&HL 5565. Advanced seminar field settings. ment, and fine arts. Topics change; in historical Romance linguis- course may be repeated. tics (3) A&HL 6206. Advanced field- Professor Rubin. Permission work in Teaching of Spanish *A&HL 4072. Humanities in the required. Generally for students (1–6) Hispanic world: Selected topics beyond the Master’s level. Devel- Permission required. See descrip- (2–3) opment of Romance languages tion for A&HL 5206. Faculty. This course is generally from the Indo-European family, conducted in Spanish, but all work with major stress on the evolution A&HL 6406. Internship in col- is acceptable in Spanish or English. of the languages in which the sem- lege teaching of Spanish (1–6) Sample semester topics: Jose Ortega inar students are specializing. Opportunities in teaching direct- y Gasset; Lessons from Revolutions Some contrast made with the evo- method conversational Spanish and (Mexican, Cuban, others); The Arts lution of English. Independent in projects in distance learning. in the Golden Age (Spain); Miguel work assigned to each student in Students must inquire to see if de Unamuno; Gabriel Garcia Mar- his or her language specialization. opportunities are available during quez; Dario and the Modernists. any given semester. Doctoral preparation A&HL 4760. Supervised teach- See also: ing of Spanish in secondary In order to encourage doctoral stu- For additional acceptable courses schools (4) dents to progress through the in teaching methods and practica, Professor Rubin and staff. Gener- appropriate stages, a series of semi- see the listing under TESOL pro- ally taken in the final spring semes- nars is offered. Progress through gram (Teaching English to Speak- ter at both middle and high school these stages usually involves ers of Other Languages) and Bilin- levels. During the practice teach- enrollment in a sequence of semi- gual Education. ing period a coordinate seminar nars such as the following: meets periodically a the College. A&HL 5506. Research paper A&H 5500. Pro-seminar in arts in the Teaching of Spanish and humanities (2) A&HL 5061. Advanced Spanish program (1–3) Noddings. Concentration on the syntax (3) A&HL 6506. Doctoral semi- ethics of social research, examining Professor Rubin. Required for the nar in the Teaching of Span- special problems that arise in both M.A. degree. Conducted in Span- ish Program (1–3) quantitative and qualitative ish. Intensive study of contempo- A&HL 7506. Dissertation research. rary Spanish syntax; contrasts with seminar in the Teaching of English; pedagogical implications. Spanish Program (1–2) A&HL 8906. Dissertation A&HL 5062. Techniques and advisement in the Teaching problems of translation (English- of Spanish program (0) Spanish) (3) Primarily for Spanish majors and These seminars are ordinarily native speakers of Spanish major- undertaken as soon as possible ing in English or the teaching of after completing the M.A. degree. English to Speakers of Other Lan- Consult program advisor as to guages. The use of translation in which course or courses you should language teaching; translating lit- enroll in during any particular erature (prose and poetry); consid- semester. erations of commercial and technical translation. Independent research, fieldwork and internships A&HL 5064. The teaching of A&HL 4906. Research and inde- Spanish literature (3) pendent study in Teaching of Professor Rubin. Conducted in Spanish (1–6) Spanish. Methods and problems in Research and independent study teaching various forms of Spanish under the direction of a faculty literature in the light of aesthetics, member. Students work individu- stylistics, and the general character ally or with others. of the Spanish or Spanish-American culture in which the literature arises. First half of semester devoted to prose; second half to poetry.

134 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, Applied Physiology) 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 Web Address: Jack Light (Speech-Language on page 61. Speech and Language Pathol- [email protected] Pathology) ogy is accredited by the Coun- bia.edu (General Department J. Joan Sheppard (Speech- Departmental mission: cil on Academic Accreditation information) Language Pathology) The Department of Biobehav- of the American Speech-Lan- Web address: Patricia M. Sweeting (Speech- ioral Studies offers programs guage-Hearing Association [email protected] Language Pathology) which derive educational and (ASHA). The Edward D. bia.edu (Department Chair) Karen B. Wexler (Speech- clinical applications from an Mysak Speech and Hearing Language Pathology) understanding of the biological Center is accredited by the Pro- Programs: processes underlying human fessional Services Board of Assistant Professors: communication, movement, ASHA. Movement Sciences and Merrilyn L. Gow (Speech- and their disorders. An under- Education Language Pathology) standing of the normal biobe- Courses: Speech-Language Pathology Jason H. Mateika havioral processes is applied to BBS 4043. The human nervous and Audiology (Movement Sciences: clinical practice. The scientific system (3) Applied Physiology) knowledge obtained from Faculty. Anatomy and basic physi- Faculty: studying each of these special- ology of the central and peripheral Adjunct Assistant Professors: ized fields is used to enhance nervous systems. Reflex systems, Professors: Mark Budde (Speech-Language the educational, adaptive and sensorimotor processes and the Ronald DeMeersman Pathology) communicative capabilities of special senses; introduction to neu- (Movement Sciences: Roger A. Muzii (Movement individuals with normal and ropathology and clinical neurology Applied Physiology) Sciences: Motor Learning impaired abilities across the as related to rehabilitation. Antoinette Gentile (Movement and Control) life span. BBS 4050. Applied biomedical Sciences: Motor Learning Susan Goldfein (Speech- and Control) instrumentation (3) Language Pathology) Graduates of our master’s pro- Faculty. Permission required. Elec- John H. Saxman (Speech- grams assume professional roles tronic instrumentation for detec- Language Pathology) Instructors: in educational, health-related, tion and characterization of physi- Cynthia S. Cohen (Speech- and community agency set- ologic phenomena. Basic elements Adjunct Professors: Language Pathology) tings as speech-language of instrumentation arrays, includ- Steven Heymsfield Catherine Crowley, pathologists, exercise physiolo- ing transduction, signal condition- (Movement Sciences: Distinguished Practitioner gists, fitness trainers, cardiac ing, and output displays. Evalua- Applied Physiology) (Speech-Language rehabilitation therapists, occu- tion of displacements, force EMG, Lorraine Ramig (Speech- Pathology) pational therapists, and physi- ECG, and ventilatory parameters. Has special relevance to students Language Pathology) Susan V. Duff (Movement cal therapists. As these profes- Xavier Pi-Sunyer in motor learning and control, and Sciences: Motor Learning sionals often work in applied physiology. (Movement Sciences: and Control) interdisciplinary teams, the Applied Physiology) Julie Fineman (Movement Department facilitates oppor- BBS 5069. Brain and behavior I: Richard Stein (Movement Sciences: Motor Learning tunities for students to interact Communication in the nervous Sciences: Applied and Control) across professional boundaries. system (1–2) Physiology) Maria Grigos (Speech- Professor Gentile. An introduction Language Pathology) Our Doctoral graduates are to communication within the ner- Associate Professors: Carol M. Kaufman (Speech- prepared for university faculty vous system and functional brain Andrew M. Gordon Language Pathology) positions, administrative posi- neuroanatomy. Examination of chemical circuits in brain and asso- (Movement Sciences: Motor Iris A. Klatsky (Speech- tions in field-based settings, Learning and Control) ciated pathologies, such as Parkin- Language Pathology) and to pursue careers in son’s disease, Tourettes, schizo- Honor O’Malley (Audiology) Sally McCormack research. phrenia, depression and anxiety. (Movement Sciences: Applied Physiology) The Department maintains BBS 5069. Brain and behavior Carol Tompkins (Speech- clinics and laboratories to sup- II: Perception, emotion memory Language Pathology) port the teaching and research and cognition (1–2)

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Professor Gentile. An introduction Movement Sciences and lege for at least one day to meet 5. Elective courses to meet spe- to brain processes associated with with faculty and doctoral stu- cific student needs which perception, emotion, memory and Education dents, to audit a course or semi- may be taken throughout cognition. Consequences of dam- (Code: TR) nar, and to become acquainted the College and University age to these neurobehavioral with research areas and in such areas as anatomy, processes are examined through reading and discussion of clinical Applied Physiology resources. Students seeking biology, business, chemistry, case studies. (Code: TRA) admission to the doctoral pro- computer science, health gram are customarily admitted education, higher and adult BBS 5060. Neuromuscular Motor Learning and Control to the Ed.M. for at least one education, neurosciences, responses and adaptation to (Code: TRM) year. Formal admission to the nutrition, physiology, psy- exercise (2) doctoral program is based upon chology and science educa- Professor Mateika. A review of the Physical Education level of achievement in course tion. A list of recommended physiology of muscle contraction (Codes: TRP & TPC) work and seminars; demonstra- elective and related courses in addition to in-depth discussion See offerings in the Depart- tion of research competence; a is available to students in of topics related to the field which research direction compatible the Movement Sciences include, the relationship between ment of Health and Behavior muscle activation and respiration Studies, p. 171 with faculty and laboratory office. during exercise, muscle fatigue, See also: The interdepartmental resources; and signs of profes- eccentric versus concentric con- program in Applied Physiology sional promise. A list of current Applied physiology deals with tractions and adaptation to and Nutrition in the Depart- research projects in applied the physiological effects of strength training. ment of Health and Behavior physiology and in motor learn- exercise, training, and arousal Studies ing and control can be obtained (with reference to autonomic BBS 4032. Neuroscience of from the secretary in the Move- nervous system functions, such human speech and language (2) Degrees offered: ment Sciences office. as, cardiovascular processes and Professor Gow. This course com- Master of Arts (M.A.) sleep regulation). Application bines lectures and laboratory learn- Applicants are reviewed on an of study in applied physiology ing to provide an understanding of Master of Education (Ed.M.) the neuroscience of human com- Doctor of Education (Ed.D.) ongoing basis throughout the is made to the improvement of munication. academic year. However, con- health and physical fitness. Special Application sideration for general and Interaction with nutritional BBS 4065. Biological and Requirements/Information: minority scholarship awards is factors is also emphasized. Pro- behavioral basis of sleep (3) While students have come given to those applicants who fessionals can gain insight into Professor Mateika. This course is from a variety of fields, back- meet the priority deadline. the role of exercise in diagnosis designed to introduce students to grounds in movement sciences, Prior to formal admission, and treatment of health prob- the biological and behavioral exercise science, physical ther- enrollment in up to 8 points of lems of interest to them. mechanisms responsible for sleep, apy, occupational therapy, study as a non-matriculated dreaming, and attention. physical education, athletic student is permitted. In motor learning and control, BBS 6070. Neural basis of training, biology, nutrition, study focuses on the behavioral, respiration (3) nursing, and psychology are Program Description: biomechanical and neural bases Professor Mateika. This course is most appropriate. Students Each of the subspecialties in of development, acquisition designed to expose students to with strong academic records, Movement Sciences has five and performance of functional topics in respiratory control which who have deficiencies in their components, including: movement skills. Acquisition relates to the fields of motor learn- science backgrounds, may be 1. Substantive study of theory of skill is examined over the ing and control, exercise physiol- admitted with the understand- and research as embodied in life span in typically develop- ogy, and speech. Topics include ing that these deficiencies will lecture and laboratory ing and impaired individuals. posture, balance and breathing, be remedied with appropriate courses. Movement analysis is used to respiratory control of upper airway 2. Development of clinical or elucidate the neuromotor con- muscle activity, neural basis of courses. When possible, it is exercise hyperpnea. strongly recommended that educational skills in labora- trol processes underlying see also: prospective students communi- tory and fieldwork courses. skilled performance in everyday SCFC 5000. Neurobiology of cate with an academic advisor 3. Research training to enable functional behaviors, sport, and consciousness, constructivism to discuss program plans prior students to read and inter- dance. The teacher’s or thera- and information processing to admission. pret original research and to pist’s role in facilitating skill (2–3) carry out educational, clini- learning and performance is Interviews are required for cal or laboratory research. emphasized. applicants planning to pursue 4. Seminars to discuss theory the doctoral program (although and research, identification of exceptions are made when research problems, and clini- extensive travel is necessary). cal/educational applications. Students intending to pursue doctoral study are strongly encouraged to make an appointment to visit the Col-

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Degree Requirements: One laboratory course in Move- BBSR 5582. Research design pare doctoral students to pur- ment Sciences (minimum 2–3 in the movement sciences (3) sue scholarly and scientific Master’s Degree Programs points) Research preparation: mini- work. Students are expected to For the M.A. and Ed.M. pro- Seminars or tutorials (minimum mally one course selected from grams, students have two contribute significantly to the 2–3 points) BBSR 5504, 5505, 5595 (2–3) completion of at least one options. They may specialize in Individual program in move- Substantive study in the move- research project prior to initia- one of the three areas offered ment sciences (additional sub- ment sciences including offer- within Movement Sciences or, stantive, laboratory, fieldwork or ings in physical education in the tion of their dissertation pro- in consultation with an advisor, seminar study) or in related Department of Health and posal. The skills developed they may arrange a flexibly- areas outside of movement sci- Behavioral Studies (minimum during completion of this pro- designed program of study cut- ences (minimum 6 points) 15 points) ject will enable students to Electives with provision that the Two laboratory courses: (mini- carry out their dissertation pro- ting across specialization in the total program includes at least mum 5–6 points) movement sciences which will ject independently. Students three courses outside of the Seminars or tutorials: (mini- are encouraged to present the meet their professional needs movement sciences. mum 5–6 points) and academic interests. work leading up to the disser- Individual program in move- tation proposal at national ment sciences (additional sub- Master of Education meetings and to contribute to Master of Arts The Ed.M. program provides stantive, laboratory, fieldwork or The M.A. program emphasizes seminar study) or in related the publication of results in for advanced study in the peer reviewed journals. bridging between the move- movement sciences and for areas outside of movement sci- ment sciences and clinical or ences (minimum 12 points) Research may be completed in individually designed study to Electives (12) the applied physiology labora- education practice. The objec- meet the student’s professional tive is to develop a comprehen- tories at Teachers College or in needs and interests. The pro- Doctoral Program the student’s own sive and coherent view of theory gram requires 60 points of and research that can be applied Specialization in applied physi- clinical/research setting. If the graduate study. Students can ology or in motor learning and work is completed outside of to practice within the student’s focus on: (a) preparation as a professional field. The program control is required for the doc- Teachers College, students are “scholar of practice” able to toral program. Within each expected to demonstrate that requires 32 points of study. A translate research and theory culminating project is required area of specialization, students they have contributed signifi- into appropriate clinical or prepare course and laboratory cantly to the completion of the for the M.A. and may involve: educational strategies; (a) a scholarly review of research projects, research papers and required projects. All work (b) preparation as a clinical other materials appropriate for (either at Teachers College or and theory within a topical area instructor, clinical or educa- drawing application to educa- their projected professional outside of the College) must be tional supervisor or applied activities. The program developed and completed in tional or clinical practice, or investigator; or (c) preparation (b) a basic or applied research requires 90 points of graduate conjunction with advisement of for study towards the doctoral study. The doctoral program Movement Sciences faculty. report. For initial advisement degree. All Ed.M. students and approval of M.A. projects, prepares individuals for leader- Students are expected to com- must complete a final, culmi- ship roles in the movement sci- mit themselves to their gradu- students must consult with nating project involving either Professors Gordon or Mateika. ences and in the fields of physi- ate studies. A minimum com- (a) an applied research report cal education, nutrition and mitment entails engaging in The M. A. program can be which can focus on clinical or completed in 12–18 months of rehabilitation (occupational, research activity related to the educational issues, or (b) a lab- physical and respiratory ther- doctoral degree three days per full-time study or two to three oratory research paper. Stu- years of part-time study apy). Graduates have assumed week (at least two weekdays). dents intending to continue positions as faculty members This minimum commitment (depending on the student’s study towards the doctoral other responsibilities). and program directors in uni- will ensure that advisement, degree should arrange their versities and colleges; as research activities and course Ed.M. program to include core Specific requirements for distri- researchers in educational, clin- work can be completed in an courses required for doctoral ical or biomedical settings; and efficient and timely fashion. bution of courses in the M.A. specialization in applied physi- program, are: as administrators, supervisors ology or in motor learning and or consultants in clinical or For the doctoral program with BBS 5068. Brain and Behav- control. ior I: Communication in the educational facilities. Prepara- specialization in applied physi- nervous system (2) tion focuses advanced study ology, specific course require- BBS 4060. Neuromuscular For the Ed.M. program, spe- and research training within ments (or equivalents trans- response and adaptation to cific requirements for distribu- the specialization. ferred from prior graduate exercise (2) tion of courses or equivalents study) include: BBSR 5582. Research design transferred from prior graduate Specialization in Applied BBS 5068. Brain and Behav- in the movement sciences (3) study are: Physiology ior I: Communication in the Substantive study in movement BBS 5068. Brain and Behav- Program Coordinators: Profes- nervous system (2) sciences including offerings in ior I: Communication in the sors DeMeersman and Mateika BBS 4060. Neuromuscular physical education in the nervous system (2) response and adaptation to Department of Health and BBS 4060. Neuromuscular exercise (2) Behavioral Studies (minimum response and adaptation to The goal of the applied physi- 6 points) exercise (2) ology specialization is to pre-

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BBSR 4095. Applied lished in professional journals. BBSR 5151. Analysis of bio- ics. Students will be expected to physiology I (3) In addition to substantive study mechanical signals or an participate in a laboratory offered BBSR 5095. Exercise and and research preparation, stu- approved course in computer immediately preceding the sched- Health (3) dents are expected to design an programming (3 points) uled class time. Lab fee: $50. BBSR 4065. Biological and individual program represent- BBSR 5504. Research training behavioral basis of sleep (3) in motor learning and control BBSR 4050. Analysis of human BBSR 4195. Applied physiol- ing their research area and pro- (2–3 points each semester, con- movement (3) ogy laboratory I (3) fessional concerns. Such prepa- tinuous enrollment required until Professor Gordon. Permission BBSR 5194. Applied physiol- ration requires a significant completion of degree require- required. Covers the principles and ogy laboratory II. (3) commitment to graduate study. ments, typically 18 points) techniques required to analyze One additional laboratory Doctoral students (and Ed.M. Individual program and elec- human movement, which can be course: BBSR 5195 or BBSR students planning to pursue the tives (22 points) used to develop practical research 5055 (3) doctoral degree) are required to questions. Quantitative and quali- BBSR 5596. Topics in applied be engaged in research at least Graduate Study/Clinical Prac- tative techniques for analysis of physiology (3) three days per week (on- or off- tice Traineeships are available movement are discussed in relation BBS 6070. Neural basis of site) and be available for advise- for occupational and physical to the study of learning, motor respiration (3) control, motor development, and ment at least two mornings or therapists enrolled in or admit- Three courses (9) selected from ted to degree programs in motor impairments. Lab fee: $50. BBSR 4050, BBSR 4055, BBSR afternoons. 4060, BBSR 4005, BBSR 5028, Movement Sciences. These BBSR 4055. Neuromotor BBSR 5055, BBSR 5057, BBSR For the doctoral program with traineeships are offered in col- processes (3) 5200, SCFC 4054, SCFC 5052, specialization in motor learn- laboration with several clinical Professor Gentile. Prerequisite: BBS 4043, HBSS 5010, HBSS ing and control, specific course agencies located in the metro- BBSQ 4043 or equivalent. An 5011, HBSS 5034 requirements (or equivalents politan New York area, that examination of the structure and BBSR 5582. Research design transferred from prior graduate provide services to diverse function of the nervous system in the movement sciences (3) study) are: groups including pediatric, with specific reference to adaptive Statistics sequence minimally BBS 5068. Brain and Behav- adult and geriatric clients. motor control. two courses (6 points) from: ior I: Communication in the These traineeships carry an HUDM 4122, HUDM 5122 nervous system (2 points) award of $32,000 in stipend BBSR 4060. Motor learning (2-3) and HUDM 5123 Professor Gentile. Study of factors BBS 4060. Neuromuscular and tuition benefits. Clinical BBSR 5595. Research seminar response and adaptation to relating to the acquisition and perin applied physiology (typi- supervision is provided by the formance of motor skills. Includes exercise (2 points) instructional staff in Movement cally, students enroll each BBSR 4060. Motor learning review and analysis of appropriate semester until degree require- (2–3 points) Sciences. A case study approach research findings. Co-requisite: ments are completed) (3 points BBSR 4050. Analysis of is used to directly bridge BBSR 4861, Section 1. each semester) human movement (3 points) between substantive study and BBSR 4150. Motor learning clinical practice. For more BBSR 4070. Introduction to the Specialization in Motor laboratory (2 points) detailed information, contact psychosocial study of human Learning and Control BBSR 4151. Laboratory meth- the coordinator of Clinical movement (2-3) Program Coordinators: ods in biomechanics (3 points) Traineeships at 212-678-3325. Dr. Muzii. A general overview of Professors Gentile and Gordon BBSR 5860. Movement sci- knowledge and theory pertaining ences conference (enrollment to the psychosocial dynamics of In addition to scholarship behavior in sports and dance. In the preparation of doctoral required during each year of awards, advanced students in study towards the Ed.D., mini- students, the goal is to develop the Ed.M. or Ed.D. programs BBSR 4090. Physical those competencies necessary to mum 3 points, other enrollments can be non-credit) may have an opportunity for fitness, weight control, pursue scholarly and scientific Three enrollments in BBSR funding by serving as research, and relaxation (3) work and to formulate strate- 6563 Conference seminar (6 laboratory or teaching assis- Dr. Gallagher. Contributions of gies to enhance professional points) tants, conference coordinators exercise to human well-being practice. Research training uses Four courses (12 points) selected or through appointment as throughout life. Classroom, gym- an apprenticeship model. Stu- from: instructors in basic courses. nasium, and laboratory experiences dents work closely with faculty BBSQ 4047, BBSR 4055, included. Designed for teachers, counselors, and others who desire throughout their preparation: BBSR 4070, SCFC 5000, BBSR Courses: 5028, BBSR 5050, BBSR 5055, an introduction to basic concepts initially as an apprentice with of physical fitness. access to considerable advise- BBSR 5057, BBSR 5251. Substantive study ment, subsequently as a collab- Three topical seminars (9 BBSR 4005. Applied anatomy points) selected from: BBSR BBSR 4095. Applied orator, then progressing to a and biomechanics (3) physiology I (3) 5596, BBSR 6263, BBSR 6564, Ms. Duff. Topics include: gross position as an independent BBSR 6565, BBSR 6571 Professor DeMeersman. Prerequi- researcher. Typically, the disser- anatomy and function of human site: a course in human physiology. Statistics sequence minimum skeletal and muscular systems, tation research is an extension (9 points): HUDM 4122, Physiological bases of exercise. of one or two prior studies. mechanics of human movement, Lectures concerning the effects of HUDM 5122 and HUDM 5123 and analysis of skills in dance and Often, research leading up to BBSR 5582. Research design exercise on the major physiological physical education. Designed pri- systems (cellular, cardiovascular, the dissertation is presented at in the movement sciences marily for students without a prior (3 points) thermoregulatory, pulmonary, national meetings or is pub- course in anatomy or biomechan- renal, body fluids, hormonal).

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BBSR 5028. Motor development application of biomechanics to the Seminars and Conferences Fieldwork (2–3) study of movement behavior Professor Gentile. Review and including video-based data collec- BBSR 4865. Tutorials in motor BBSR 5200. Fieldwork in move- analysis of theoretical models and tion and computer-based kine- learning and control (1–3 or ment sciences (1–4) experimental research related to matic analysis. Students design noncredit) Permission required. For advanced development and performance and conduct a pilot research study Faculty. Review of theoretical and students prepared to investigate of motor skills throughout the using biomechanical analysis of a experimental studies in motor problems. life span. functional movement. Special learning and motor control. Topics fee: $75. to be announced. BBSR 5251. Fieldwork seminar BBSR 5050. Neurophysiology in motor learning and motor of motor control and elec- BBSR 4161. Motor learning BBSR 5596. Topics in applied control (1–2) tromyography (3) laboratory (1–2) physiology (3) Faculty. Applications of theory/ Professor Mateika. Advanced top- Faculty. An introduction to quali- Professor Mateika. Prerequisite: research to therapeutic or educa- ics dealing with the experimental tative and quantitative analysis of BBSR 5095 or equivalent. A semi- tional practice for students in and clinical use of electromyogra- movement and action during nar format used for discussion of field-based settings. phy. Topics will be integrated with acquisition of functional skills. advanced topics. Open only to doc- the kinematics of movements toral and advanced master’s stu- BBSR 6201. Supervision of being observed. A laboratory pro- BBSR 4195. Applied physiology dents. educational or clinical practice ject using EMG will be required. laboratory I (3) in the movement sciences (0–2) Lab fee: $50. Professors DeMeersman, Mateika BBSR 5860. Movement sciences Professor Gentile. Permission and Lab Assistant. Co- or prerequi- conference (1 or noncredit) required. Co-requisite: actual BBSR 5055. Bases of motor site: BBSR 4095. The discussion Faculty. Topics and speakers are supervisory experience during that control systems (3) and practice of techniques for col- announced in a separate brochure semester. For doctoral students in Professor Gentile. Study of control lection and analyses of physiologic which may be obtained from the the movement sciences. Field- processes subserving the coordina- data (calibration, basal metabo- department office. based experiences in the guidance tion of movement. lism, body composition, static pul- of therapists or educators engaged monary functions, VO2 measure- BBSR 6562. Review and analysis in applying the movement sciences BBSR 5057. Movement ments, physiography). Lab fee: of clinical literature (3) to clinical practice. disorders (3) $100. Faculty. Review and analysis of lit- Professor Gordon. Study of the erature in rehabilitation (physical Research Preparation pathophysiology of various move- BBSR 5151. Introduction to therapy, occupational therapy) and special education, with reference to BBSR 4900. Research and ment disorders and the resulting the analysis of biomechanical independent study in move- motor impairments. signals (3) theory and research in the neurosciences and motor control. ment sciences and education Professor Gordon. Introduction to (1 or more). BBSR 5095. Exercise and the concepts and techniques used BBSR 6563. Movement sciences Master’s degree students undertake health (3) in the analysis of biomechanical research and independent study Professor DeMeersman. Prerequi- signals. Students will apply these conference seminar (2) Faculty. Offered in conjunction under the direction of a faculty site: BBSR 4095 or equivalent. techniques to actual kinematic, member. The role of exercise in diagnosis, kinetic, and electromyographic with BBSR 5864. Review and prevention, and rehabilitation of data using the LabVIEW program- analysis of research related to conference topic. BBSR 5504. Research training health problems such as cardiovas- ming language. in motor learning and control cular disease, pulmonary disease, BBSR 6564. Advanced topics in (1–3) diabetes, obesity, and stress. Inter- BBSR 5194. Applied physiology Professors Gentile, Gordon, and actions with nutrition are stressed. laboratory II (3) neuromotor processes (2–3) Faculty. Topic changes annually. Kaminski. Permission required. A Professor DeMeersman, Mateika competency-based approach to the BBSR 5098. Biochemistry of and Lab Assistant. The discussion BBSR 6565. Seminar in motor preparation of researchers in the exercise (3) and practice of techniques for col- areas of neuromotor control and Professor DeMeersman. Enzy- lection and analysis of physiologic learning and motor control (3) Professor Gentile. Review and perceptual-motor processes. Sev- matic, hormonal, and metabolic data (strength testing, electromyo- eral learning experiences are responses to exercise. Interactions graphy, computerized data acquisi- analysis of theories and research in a selected topical area pertaining offered each semester, involving of exercise and nutrition. Applica- tion). Lab fee: $100. lectures, laboratory practica, semi- tion to exercise performance and to acquisition of skill or control processes underlying skilled per- nars and individual research health concerns such as carbohy- BBSR 5195. Advanced applied advisement. drate metabolism, diabetes, cardio- physiology laboratory (3) formance. Re-enrollment is permitted as topics vary. vascular disease, lipoprotein pro- Professor DeMeersman. Prerequi- BBSR 5505. Tutorial in research file, pregnancy, body composition, site: BBSR 5194. Introduction of conceptualization (2–3) and osteoporosis. advanced techniques and concepts. BBSR 6571. Research seminar in the psychosocial study of Faculty. Formulation and design Included are indirect calorimetry, of field-based studies and library spectrophotometry, vascular vol- human movement (3) Laboratory Courses Dr. Muzii. Examines research top- research projects. Intended for mas- ume dynamics, autonomic reflexes, ter’s (M.A. and Ed.M.) students. BBSR 4151. Laboratory methods thermoregulation, noninvasive car- ics, problems, design, and method- in biomechanics (3) diac output, pulmonary acquisi- ologies in the psychosocial study of Dr. Kaminski. Permission tion and post-acquisition analyses. human movement. required. Enrollment limited. Pre- Lab fee: $100. requisite: BBSR 4050. Students develop technical skills in the

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BBSR 5582. Research design in Audiology In addition to the regular program are reflected by the the movement sciences (3) Master of Education (Ed.M.) admission requirements, following work and present Faculty. Basic concepts of research Doctor of Education (Ed.D.)* doctoral applicants must also concerns of its faculty: Profes- design and statistical analysis. Stu- Doctor of Philosophy (Ph.D.)* submit: sor O’Malley—psychoa- dents learn to interpret articles and coustics, including frequency design projects. *These programs are currently Doctor of Education (Ed.D.) selectivity, two-tone suppres- BBSR 5595. Research seminar not admitting new students. At least one letter of recom- sion, auditory spectral resolu- in applied physiology (3) mendation specifically related tion, pitch, and auditory tem- Professors DeMeersman, and Special Application to the applicant’s professional poral acuity; Professor Mateika, and Ms. Gallagher. Requirements/Information: ability and potential. When- Saxman—speech and language M.A. students carrying out Ideally, candidates should have ever possible, this should be development and disorder; Dr. research-culminating projects a broad liberal arts background from a licensed or certified Sweeting—vocal tract function enroll in this course near the end with concentration in the bio- speech and language patholo- and dysfunction and life span of their course of study to discuss logical and behavioral sciences. gist or audiologist familiar development of speech and present their projects. Ed.M. Foundation courses that pro- with the applicant’s area of spe- processes; Professor Gow— and doctoral students enroll at least once in connection with each vide information relating to cific interest. A paper, no more fluency disorders and articula- research project they complete. normal speech, language and than 5 or 6 pages in length, tion/ phonology disorder. hearing processes; introductory describing a major clinical BBSR 6900. Supervised inde- level courses in speech, lan- problem in need of investiga- Programs leading to the M.S., pendent research in movement guage, and hearing disorders; tion or clarification in the Ed.M., Ed.D., and Ph.D. sciences (1–9) and, appropriate related areas applicant’s area of interest. degrees in Speech and Lan- For advanced students who wish to required for the master’s pro- guage Pathology or Audiology conduct research under faculty gram can be taken as a matric- Doctor of Philosophy (Ph.D.) (doctoral only) prepare gradu- guidance. ulated graduate student at If possible, at least one letter of ates for positions in a variety of Teachers College or at another recommendation related to the professional settings: school BBSR 7500. Dissertation seminar in movement sciences (0–3) accredited institution. Students applicant’s research potential systems, community speech with undergraduate prepara- by a professional familiar with and hearing centers, rehabilita- BBSR 8900. Dissertation advise- tion in communication sciences the applicant’s interests and tion centers, hospital clinics, ment in movement sciences (0) and disorders typically have aptitudes. private practice, state depart- Advisement on doctoral disserta- completed the foundation A paper, not more than 5 or ments of education, health tion. Fee: to equal 3 points at cur- courses. Students who choose 6 pages in length, describing a departments, federal agencies, rent tuition rate for each term. For to take the foundation work at major research need in the and colleges and universities. requirements, see section in cata- Teachers College should plan applicant’s area of interest. log on Continuous Registration for on extending their master’s Completion of at least 90 cred- Because of the program’s cen- Ed.D. degree. program as appropriate, usually its in liberal arts courses. tral concern with the processes one semester and a summer ses- of individual human communi- Speech-Language sion. Students from diverse aca- All Doctoral Applicants cation and their disorders and Pathology and Audiology demic and experience back- Doctoral applicants are management, it has special grounds are routinely accepted strongly urged to discuss their interests in and relations with (Code: TQ) into the program and encour- plans with one of the depart- the fields of psychology, lin- Program Coordinator: Profes- aged to apply. ment’s faculty before complet- guistics, anatomy and physiol- sor John H. Saxman ing the application process. ogy, acoustics, special educa- The Master of Science degree in After all credentials have been tion, medicine, and dentistry. Speech and Language Pathology Speech and Language Pathol- received in the Admission In turn, many of the program’s (Code: TQC) ogy accepts applicants for the Office, an interview will be courses in normal and disor- Fall semester only, and does not arranged by the Department’s dered speech and hearing Audiology accept applications after the Doctoral Admission and Moni- processes contribute to profes- (Code: TQE) priority deadline. toring Committee. sional preparation in speech and language arts, kindergarten Degrees offered: Doctoral candidates should Program Description: through secondary school edu- Speech-language Pathology have completed a professional The programs in Speech and cation, special education, reme- Master of Science (M.S.) master’s degree in communica- Language Pathology and Audi- dial reading, psychology, and Doctor of Education (Ed.D.) tion sciences and disorders ology offer advanced education various health related profes- Doctor of Philosophy (Ph.D.) prior to matriculation. Under and training in the processes of sions, including physical ther- exceptional circumstances, stu- individual human communica- apy, occupational therapy, den- dents with a master’s degree in tion (speech, hearing, lan- tal hygiene, nursing, and a closely related field will be guage), disorders of human hospital administration. considered for admission. communication, and remedial procedures for such disorders. Emphases and interests of the

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Degree Requirements: field typically require 74 points must be taken at Teachers Core Course Work to complete the requirements College: The following core courses Master of Science in Speech- for graduation BBSQ 4030. Physiologic must be taken at Teachers Col- Language Pathology phonetics (3) This degree program leads to lege or the equivalent course Students admitted to the pro- BBSQ 4031. Articulatory, professional licensing, profes- material must have been taken gram with undergraduate vocal and auditory sional certification, and if as part of a student’s prior majors in speech and language mechanism (3) coursework and approved by elected, to teacher of speech BBS 4032. Neuroscience of pathology or with substantial and hearing handicapped certi- human speech and language the student’s academic advisor: prior coursework can expect to fication. Students are required (2) Speech-Language Pathology: complete the program within BBSQ4040. Speech and Lan- to complete academic and prac- BBS 5069. Brain and behavior two calendar years (four semes- guage Disorders (2) tice requirements for the New I: Communication in the ters and two summer sessions) nervous system (1–2) BBSQ 5111. Tests and Testing York State License in Speech- of full time study. Students Procedures (3) Language Pathology and the admitted with little or no prior The remainder of the normal BBSQ 5112. Articulation Certificate of Clinical Compe- Disorders (3) coursework can expect to com- human communication tence offered by the American BBSQ 5113. Voice plete the program in two and processes requirement can be Speech-Language-Hearing Disorders (3) one-half calendar years of full- fulfilled through a variety of Association to be eligible for BBSQ 5114. Stuttering: time study. Some accommoda- course options such as: BBSQ graduation with the Master of theory and therapy (3) tions can be made for part-time 5044 Speech and language per- BBSQ 5115. Language Science Degree. This require- study during a portion of the ception and processing; A&HL disorders in Children (3) ment means that it is the program, but students must be 4101 Phonetics and phonol- BBSQ 5116. Language responsibility of the student to enrolled in practicum experi- ogy; HBSE 4079 Language disorders in Adults (3) satisfy the required 75 credits ences (TQ 5331/2) from their development and habilitation; of course work in appropriate first semester and in all subse- HUDK 5024 Language devel- Hearing specified areas for the ASHA quent semesters of their enroll- opment; HUDK 5090 The BBSQ 4042. Audiology (2) CCC-SP before completion of psychology of language and BBSQ 5125. Clinical ment. Approaches to Aural the M.S., either through course reading; HUDK 5091 Applied work taken at Teachers College Rehabilitation (3) Academic and Practicum psycholinguistics; A&HL 4000 or through an approved distri- BBSQ 5129. Audiological Requirements The study of language; A&HL bution of courses completed at Concepts (1) Basic Human Communication 4003 Approaches to linguistic BBSQ 5343. Hearing Teachers College and at another Processes analysis; ITSL 4024 Linguistic Measurements (1) regionally accredited institu- In the area of normal human foundations of bilingual/bicul- tions (including undergraduate communication processes, stu- tural education; and other Additional Course Work course work). This requirement dents are required to take two courses listed in the program Students are required to take a is in addition to the specific courses in each of three areas of materials. minimum of 3 points of courses and minimum credits speech, language, and hearing, coursework within the program required by the Teachers Col- including: Professional Course Work in Speech-Language Pathology lege faculty to satisfy the Mas- anatomic and physiologic In professional area course- in addition to the required core ter of Science degree require- bases work, students are required to courses. Some additional ments. Although course credits physical and psychophysical take 7 points in hearing disor- courses are offered yearly, while from other institutions are not bases ders and a minimum of 30 others are offered on a less reg- transferred to the students pro- linguistic and psycholinguis- points in speech-language dis- ular or a one-time basis. There gram, courses taken elsewhere tic aspects orders. The professional area are also seminars that are open and approved by the student’s coursework in speech-language to advanced master’s students. academic advisor as equivalent These courses will total at least pathology must be at the grad- The following is a list of addi- to course work required to sat- 15 points. This coursework uate level and must include a tional courses: isfy the ASHA certification may be taken at either the minimum of 3 points in BBSQ 4046. Non-speech requirements or selected undergraduate or graduate courses within the program Communication: Alternative departmental requirements do level. Students with an under- that are not part of the core & Augmentative Systems (2) not need to be repeated at graduate degree in communica- requirements. In addition, only BBSQ 5118. Cleft Palate (2–3) Teachers College. Teachers Col- BBSQ 5119. Alaryngeal tion disorders will have taken 3 points of practicum course- Speech (1) lege requires a minimum of 32 some or all of this coursework work can be used to fulfill the points for the Master of Science BBSQ 5130. Assessment as part of their undergraduate 30 point professional area & Intervention for Degree. The minimum number preparation. requirement. Only courses for of points for completion of the Dysphagia (2) which a grade of at least a C BBSQ 6111. Neurogenic Program in Speech-Language Material covered in the follow- has been earned can be used to Speech Disorders (2–3) Pathology is approximately 50, ing courses must have been fulfill these requirements. BBSQ 4047. Early Motor including practicum courses. included as part of the stu- Behaviors in Children: Students who have no previous dent’s prior coursework or Normal and Abnormal (3) applicable coursework in the

141 D EPARTMENT OF B IOBEHAVIORAL S TUDIES

BBSQ 5117. Cerebral Palsy 350 supervised clinical hours communicology, and supervi- guage Pathology and Audiol- and Speech Habilitation (3) within a minimum of 3 service sion. Further details on the ogy is approved by the Contin- BBSQ 6111. Current Issues sites in addition to the on- Ed.M. degree, including the uing Education Board of the and Practices in Speech- campus Edward D. Mysak satisfactory completion of an American Speech-Language- Language Pathology (1–3) Speech and Hearing Center. integrative research training Hearing Association as a con- These field placements typi- paper, may be obtained by tinuing education sponsor. Research Methods cally include a school site, a requesting the general state- Students are required to take hospital, and a rehabilitation ment on Ed.M. programs from Academic, Practical, and Research BBSQ5940, Evaluating site. the program office. Training Opportunities: Research in Speech-Language Instruction in the areas of Pathology, or to have previ- Diagnostics. Students are speech and language pathology ously taken equivalent course- required to enroll in one semes- Doctor of Education and audiology includes formal work. This course is offered ter of diagnostic Practicum This degree program leads to a course work (lectures, seminars, during the Fall term. (BBSQ5312). This Practicum professional doctorate in colloquia) and practica train- experience follows BBSQ5111 Speech-Language Pathology ing. The formal course work Out-of-Department Courses (Tests and Testing Procedures) and is designed to prepare can- within each area is supple- Students at Teachers College are and is contingent upon satis- didates for professional leader- mented by videotape and live- required to take 2 courses in factory completion of academic ship in clinical, supervisory, case presentations by the departments other than their coursework and therapy and teaching activities. A min- instructors and by direct expe- major program area. These Practicum experiences in a imum of 90 points must be riences with clients within the courses may be used to fulfill variety of disorder areas. completed. There is no lan- Edward D. Mysak Speech-Lan- the requirements for course- Assignment to this Practicum guage requirement. guage and Hearing Center. work in normal human com- is also determined by and at Practical training at the mas- munication processes or may be the discretion of the Clinic Doctor of Philosophy ter’s and doctoral levels in related professional areas. Program Coordinator. This program is designed for includes lecture-demonstra- Out-of-department courses may individuals primarily inter- tions, small-group instruction, be taken pass/fail. Currently, Clinic Lab. Students must ested in careers in Speech-Lan- and direct experience with any advisor approved non enroll in BBSQ5333 and guage Pathology, in research, clients. Students engaged in BBSQ course meets the “out of BBSQ5334. This is a two and college teaching. A mini- practica are supervised individ- department” requirement. semester series in Laboratory mum of 75 points must be ually and in groups by the fac- Methods and Instrumentation completed. There is no lan- ulty and staff of the program. Practicum Requirements in Clinical Practice that is guage requirement. Unusual opportunities for Therapy practicum. Students taken for 0 credit. All students learning and inquiry with ref- enroll in Practicum meet on Friday mornings for a All doctoral candidates must erence to advanced clinical, (BBSQ5331/2) starting with lecture/presentation. Students complete a dissertation. For supervisory, teaching, and their first semester at Teachers are also assigned to small group details concerning the various research activities are provided College and continue in workshop sessions. doctoral programs, consult the within the large, well- Practicum during each subse- Office of Doctoral Studies’ bul- equipped, and active Edward quent semester, including at Hearing Practicum. Students letins, “Requirements for the D. Mysak Speech-Language least one summer are required to enroll in Degree of Doctor of Education” and Hearing Center. (BBSQ5315/6). Assignment BBSQ5343 (Hearing Measure- and “Requirements for the and participation in each of ment). This is a one semester, Degree of Doctor of Philoso- Opportunities for clinical and these Practicum experiences is one point Practicum that ful- phy,” and request from the pro- research experiences also exist determined by and at the dis- fills the ASHA requirement for gram office statements on in numerous affiliated field set- cretion of the Clinic Program clinical hours in Audiology. Ed.D. and Ph.D. programs. tings. For example, practical Coordinator. training experiences are avail- Master of Education in Continuing Professional able in approximately 60 Students continue in Audiology Education: selected field facilities includ- Practicum until a satisfactory This program requires previous Each year, the Speech and ing hospital, rehabilitation level of clinical competence completion of the professional Language Pathology program centers, and school settings. appropriate for entry into the master’s degree. At Teachers offers courses, workshops, and Clinical Fellowship Year has College, the professional mas- special events designed for The program’s Clinic Labora- been demonstrated. Students ters degree is the Master of Sci- postgraduates and other prac- tory is used to train students in without background in the ence. Programs are planned for ticing professionals in the field the application of precision field typically enroll for six or individuals who desire prepara- and related fields. Also, under instrumentation for objective seven semesters of Practicum, tion for advanced professional the Alumni Audit Program, measurement of the phonatory, while students with back- responsibilities. Goals of candi- alumni may audit courses articulatory, and fluency ground tend to enroll for five dates for the degree may offered through the program at dimensions of speech behavior. or six semesters of Practicum. include concentrations in pedi- substantially reduced fees. The The laboratory is an integral Students accrue a minimum of atric communicology, geriatric program in Speech and Lan- element in the diagnostic and

142 D EPARTMENT OF B IOBEHAVIORAL S TUDIES treatment services provided by BBSQ 4042. Audiology (2–3) in procedures for assessment and BBSQ 5111. Tests and testing the Speech-Language and Professor O’Malley. This course management of geriatric commu- procedures in speech-language Hearing Center and enhances covers the anatomy and physiology nication problems. Programs for pathology (3) opportunities for clinical of the auditory system, pure tone the delivery of services in institu- Faculty. Permission required. research. and speech audiometry, types and tions and the community. Required of speech pathology effects of hearing loss, amplifica- majors. Prerequisite: an introduction, and immitance audiometry. tory course in speech pathology. Special learning and research Basic Speech and Hearing Study of tests and testing proce- experiences are available BBSQ 4045. Communication Science dures for evaluating articulation, through the program’s Speech problems among the aging (2–3) phonation, resonance, fluency, and Research Laboratory, and, for Faculty. Survey of disordered com- BBSQ 4030. Physiologic language. qualified students, laboratories munication processes in the aged, phonetics (3) maintained by the Depart- its assessment and its management Faculty. Kinesiologic approach to BBSQ 5112. Articulation ment’s programs in applied in a variety of settings. Designed the study of phonetics and the disorders (3) for non-majors, especially for those phonetics of physiologic impair- Professor Gow. Prerequisites: pho- physiology and motor learning ment. Practice in use of the Inter- and control. Additional in gerontology, psychology, social netics course and an introductory work, nursing, health education, national Phonetic Alphabet and course in speech pathology. Study research facilities are available health administration, physical other descriptive systems. of phonological rule disorders and in several related Teachers Col- and occupational therapy, and disorders associated with func- lege programs and Columbia dental hygiene. BBSQ 4031. Articulatory, vocal, tional and various structural and University departments in vari- and auditory mechanisms (3) neurological problems. Critical ous affiliated institutions BBSQ 4046. Introduction to Faculty. Basic structures and func- analysis of research in etiology, throughout the greater New augmentative and alternative tions of the articulatory, vocal, and testing, and therapy. York metropolitan area. communication (2) auditory mechanisms. Application Dr. Budde and Ms. Cohen. Intro- of such study to the field of speech BBSQ 5113. Voice disorders (3) pathology and audiology. Traineeships: duction to basic sign language and Dr. Sweeting. Prerequisite: BBSQ Traineeships on the master’s alternative and augmentative com- 4031 or equivalent and an intro- munication systems. Students BBSQ 5044. Speech and ductory course in speech pathol- and doctoral levels from the informed on how to serve commu- language perception and ogy. Study of voice disorders asso- Veterans Administration, the nicatively handicapped hearing processing (2–3) ciated with functional, structural, Shield Institute, the Parkside impaired, emotionally disturbed, Professor O’Malley. Examination of endocrinological, and neurological School, the League Center, and mentally retarded, and severely the models proposed to explain problems. Analysis of recent others are available through the and profoundly involved individu- speech perception, and discussion of research and major approaches to department. For information als. Important to special educators, the research which assigns to speech voice therapy. and applications, contact the psychologists, occupational and and language a “special” role. Office of Student Aid. physical therapists, and other BBSQ 5114. Stuttering: Theory health professionals. Applied Speech Science and therapy (3) The program for preparing Courses (Speech-Language Professor Gow. Prerequisite: an BBSQ 4047. Early motor Pathology) introductory course in speech teachers of the speech and hear- behaviors in children: Normal pathology. Analysis of major theo- ing handicapped is approved and abnormal (3) BBSQ 5105. Assessment of child ries and research on stuttering. by the New York State Educa- Dr. Sheppard. Study of normal and language (2–3) Study of prophylactic principles tion Department. The Ph.D., abnormal development of sensory- Faculty. This course will cover pro- for younger children and evalua- Ed.D., Ed.M., and M.S. pro- motor speech processes and related cedures for analyzing and probing tive and therapeutic procedures for grams are also registered by the oral motor behaviors; etiology, a child’s language for the purposes older children and adults. New York and New Jersey diagnosis, and management of pre- of identifying language impairment and determining individual- State Education Departments. speech and eating pathologies in BBSQ 5115. Language disorders infants and severely handicapped ized intervention goals. Areas of in children (3) language needed to be covered Courses: individuals. Faculty. Prerequisite: an introduc- include morphology, syntax, tory course in speech pathology. General BBSQ 5041. School speech- semantics, pragmatics, and narra- Definition of language disorders language-hearing program (2) tive for the agespan from toddlers and description of deviant lan- BBSQ 4040. Speech and Faculty. Prerequisite: BBSQ 4040 to preadolescence. guage behavior for purposes of (1) language disorders (2–3) or equivalent. Organization and identifying children with a lan- Professor Saxman. Discussion of development; survey techniques, BBSQ 5110. Pathologies of guage disorder and (2) planning speech and language disorders and testing, reports, records, materials, speech systems (3) goals of language learning. of remedial procedures. For speech equipment; relationship of the Faculty. Prerequisite: an introduc- pathology-audiology majors with- program to the classroom teacher tory course in speech pathology. BBSQ 5116. Language disorders out academic background in speech and other personnel. Discussion of major speech systems in adults (3) and hearing and students in lan- including the integrator, facilita- Dr. Goldfein. Prerequisite: an guage arts, psychology, guidance, BBSQ 5042. Geriatric tor, receptor, effector, transmitter, introductory course in speech special education, childhood educa- communicology (2) and sensor systems. Identification pathology. Study of aphasia: etiol- tion, health education, nursing Faculty. Biomedical, psychosocial, of anomalies and diseases that ogy, diagnosis, classification, and education, physical and occupa- and environmental factors as they affect the systems and accompany- remedial procedures. tional therapy, and dental hygiene. relate to speech and hearing in the ing speech, hearing, and language aged. Adaptations and innovations symptoms.

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BBSQ 5118. Cleft palate and otoacoustic emissions, tests of cen- BBSQ 5336. Stuttering clinic (0) Research Courses and Seminars speech habilitation (2–3) tral auditory function. Dr. Wexler. Observation and par- Professor Saxman. Prerequisite: an ticipation in group therapy for BBSQ 5940. Evaluating research introductory course in speech adult stutterers. Special fee: $150. in speech-language pathology Practica and audiology (3) pathology. Etiology and sympto- BBSQ 5210–BBSQ 5212. matology of the communication BBSQ 5337. Aphasia clinic (0) Professor O’Malley. Required of all Practicum in school speech- Master’s and first-year doctoral stu- impairment associated with cleft language pathology (3) Faculty. Observation and partici- lip and palate and other craniofa- pation in group therapy for adult dents. Evaluation of research Dr. Sweeting. Permission required. methods. cial disorders. The role of the Participation and student teaching aphasics. Special fee: $150. speech pathologist in the multidis- in a school remedial speech and BBSQ 5941. Research needs and ciplinary approach to total habili- hearing program: survey, organiza- BBSQ 5338. Voice clinic (0) tation of children and adults. Faculty. Observation and partici- methods in speech-language tion, remedial procedures. Special pathology and audiology (3) fee: $150. pation in group therapy for adults BBSQ 5119. Alaryngeal with voice problems. Special fee: Professor Saxman. Permission required. Prerequisite: BBSQ speech (1) BBSQ 5312. Diagnostic methods $150. Ms. Klatsky. Prerequisite: an 5940. Required of first-year doc- and practice in speech-language toral students. Development of introductory course in speech pathology (3 per section) BBSQ 5339. Computer applica- pathology. Survey of medicosurgi- tions in clinical practice (0) rationales for doctoral dissertations Dr. Sweeting. Sections: (1) TBA. and projects. cal treatments for laryngeal carci- (2 ) TBA. (3) TBA. (4). Required Faculty. Understanding, evaluat- noma. Analysis of physiologic, ing, and implementing microcom- of speech pathology majors. Pre- BBSQ 6511. Seminar in supervi- acoustic, and psychosocial aspects requisites: BBSQ 5110 and BBSQ puter facilities in speech and hear- of alaryngeal speech. Study of ther- ing practice. Special fee: $150. sion in speech-language pathol- 5111. Observation and participa- ogy and audiology (2) apeutic methods. tion in methods of evaluation of BBSQ 5340–BBSQ 5343. Faculty. Permission required. individuals with speech and lan- Study of supervisory models in BBSQ 5130. Assessment and guage disorders at the Edward D. Methods and practice in intervention in dysphagia (2) audiology speech-language pathology and Mysak Speech-Language and Hear- audiology and related areas. Dr. Sheppard. Study of eating and ing Center. Practice in report writ- Faculty. Permission required. Pre- swallowing disorders in children ing. Special fee: $100. or co-requisite : BBSQ 5120. May and adults. Assessment and man- be repeated for credit. BBSQ 6512. Seminar in the practice of supervision in agement strategies for eating and BBSQ 5331–BBSQ 5339. Clinic swallowing disorders. BBSQ 5342. Auditory rehabilita- speech-language pathology and practicum audiology (3) Faculty. Therapeutic methods and tion clinic (0) Faculty. Observation and partici- Faculty. Permission required. Applied Hearing Science practice in speech-language Prerequisite: BBSQ 6511. Contin- Courses (Audiology) pathology: pation in individual and group therapy for hearing impaired indi- ued study of supervisory processes BBSQ 5125. Clinical approaches viduals. Special fee: $150. and opportunity for supervisory BBSQ 5331–BBSQ 5332. Regular experiences. to aural habilitation of children clinic (3) (3) BBSQ 5343. Hearing measure- Dr. Sweeting (Coordinator). BBSQ 6513–BBSQ 6517. Semi- Ms. Boemio. Prerequisite: BBSQ Observation and practice in speech ment (1) 4042 or equivalent. Clinical proce- Ms. Boemio. Practice in hearing nars in basic and applied speech and language therapy at the science (3) dures available to audiologists, Speech and Hearing Center and at screening, audiologic evaluation, speech pathologists and deaf edu- hearing aid fittings and trouble- Faculty. Permission required. For related field facilities. Weekly lec- doctoral candidates and advanced cators for implementing speech- ture on principles of speech and shooting malfunctioning hearing reading, auditory training, speech- aids. For speech and language master’s degree students in speech- language therapy. Majors enroll language pathology. Doctoral can- language therapy for the hard-of- until practicum requirements for pathology majors. Prerequisite: hearing child. Use of amplification BBSQ 4042. Special fee: $150. didates are required to enroll in at the M.S. degree are completed. least three sections. Seminars and counseling approaches. Special fee: $150. BBSQ 6351–BBSQ 6355. involve intensive study and analysis of current research and issues in BBSQ 5126. Clinical approaches BBSQ 5333-BBSQ 5334. Labora- Advanced practice (2) to aural rehabilitation of adults Faculty the particular topics. tory methods and instrumenta- BBSQ 6513. Phonological (3) tion in clinical practice (0) Advanced practice in speech-lan- Faculty. Prerequisite: BBSQ 4042 guage pathology and audiology impairment (children and Faculty. Instruction and practice in adults) (3) or equivalent. Recent developments acoustic and physiologic measures required. Doctoral students are in speech-reading, auditory train- required to register in four sections BBSQ 6514. Language impair- related to voice, articulation, and ment (children and adults) (3) ing, and speech conservation. The fluency disorders. Majors must during their period of candidacy. audiologic problems of the geriatric Observation of faculty during ther- BBSQ 6515. Voice and its dis- enroll for one Autumn and one orders (3) population. Principles of therapy Spring term. Special fee: $150. apy, diagnosis, supervisory, teach- and clinical techniques emphasized. ing, or research activities and par- BBSQ 6516. Fluency and its disorders (3) BBSQ 5335. Infant evaluation ticipation in such activities. BBSQ 5129. Audiological con- BBSQ 6351. Clinical (2) BBSQ 6517. Neuropathology clinic (0) of speech (3) cepts and principles (1) Dr. Sheppard. Observation and BBSQ 6352. Supervision (2) Professor O’Malley. Prerequisite: participation in the evaluation of BBSQ 6353. Teaching (2) BBSQ 4042 Audiology or equiva- pre-speech and feeding behaviors BBSQ 6354. Laboratory (2) lent. This course covers patholo- in at-risk infants and in the devel- BBSQ 6355. Administration gies of the auditory system; elec- opment of individualized manage- (2) trophysiological measures, ment programs. Special fee: $150.

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BBSQ 6520. Seminars in basic practice in neurophysiological and applied hearing science (3) evaluation of and neurospeech Professor O’Malley. Permission therapy for cerebral palsied required. For doctoral candidates children. and advanced master’s degree students in audiology. Doctoral candi- BBSQ 6120. Current issues and dates are required to enroll in at practices in audiology (1–3) least three seminars. Intensive Faculty. Topics will vary with study and analysis of current issues respect to current issues and prac- on particular topics. tices in audiology.

BBSQ 6940–BBSQ 6941. Super- BBSQ 6811. Neuromuscular vised research in speech-lan- facilitation approaches to guage pathology and audiology assessment and treatment of (3 per section) oral motor dysfunction Sections: (1) Professor Saxman. (Noncredit or 1–3) (2) Professor O’Malley. (3) Faculty Dr. Sheppard. Application of (4) Professor Gow. Permission neuromuscular facilitation required. Prerequisite: BBSQ approaches to the various eating, 5941. Doctoral candidates are pre-speech, and motor speech dis- required to enroll in their advisor’s orders caused by oral motor dys- section for both semesters. Oppor- function in infants and the tunity to design and conduct pilot severely, developmentally disabled. studies and projects. BBSQ 6812. Symposium on care BBSQ 7500. Dissertation of the professional voice (1) seminar in speech-language Faculty. Course taken in associa- pathology and audiology (2) tion with the annual symposium Professor Saxman and Faculty. Pre- on the care of the professional requisite: BBSQ 6941. Develop- voice sponsored by The Voice ment of doctoral dissertations and Foundation. The purpose of the projects and presentation of plans symposium is to present the latest for approval. Doctoral candidates information on research ﬁndings are required to enroll for one year and on teaching and clinical activi- and must begin the sequence in ties pertinent to the care of the the Autumn term immediately fol- professional singing and speaking lowing completion of BBSQ 6941. voice.

BBSQ 8900. Dissertation–advisement in speech-language pathology and audiology (0) Faculty. Prerequisite: BBSQ 7500. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registra- tion for Ed.D./Ph.D. degrees.

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

BBSQ 6112. Neurospeech therapy for the cerebral palsied (1–3) Faculty. Required. Application of developmental neurophysiology to cerebral palsy speech habilitation. Discussion, demonstration, and

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Chair: TBA Adjunct Assistant Professors: Counseling Psychology requirements. Admissions deci- Location: 428 Horace Mann Adeyinka Akinsulure-Smith sions are made once a year, usu- Telephone Number: (Counseling) Program Coordinator: ally by April 1st. It is the 212-678-3257 Jill Backfield (Clinical) Professor Robert T. Carter responsibility of the applicant Fax: 212-678-3275 Donna Bender (Clinical) Director of Training: TBA to ensure that all admissions Ann Fenichel (Counseling) materials are received by the Degrees Offered: Programs: Lisa Kentgen (Clinical) January 15 deadline. Michael J. Koski (Counseling) Master of Education (Ed.M.) Psychological Counseling Samuel E. Menahem (Clinical) (Code: TJE) M.A. en passant While admission to the Ph.D. Counseling Psychology Patricia D. Strasberg Doctor of Education (Ed.D.) — program requires acceptance by Clinical Psychology (Counseling) currently not accepting the Columbia University Grad- Psychology in Education applications uate School of Arts and Sci- Clinical Post-doctoral For information about faculty Doctor of Philosophy (Ph.D.) ences as well as Teachers Col- Respecialization Program and their scholarly and research (Code: TJV) lege, the administrative details interests, please refer to the for this process are managed via Special Application Faculty: “Faculty” section of the Catalog the Teachers College Admis- on page 61. Requirements/Information: sions Office. Applicants Professors: General should NOT submit an Judith Berman Brandenburg Departmental mission: While an undergraduate major application directly to the (Counseling) This department prepares stu- in psychology or one of the Graduate School of Arts and Robert T. Carter (Counseling) dents to investigate and other social or behavioral sci- Sciences. The Graduate School Barry A. Farber (Clinical) address the psychological needs ences is desirable, it is not of Arts and Sciences requires Leah Blumburg Lapidus of individuals, families, groups, essential. It is expected that the that applicants have a Bachelor (Clinical) organizations/institutions and personal statement which of Arts degree with 90 points Elizabeth Midlarsky (Clinical) communities. Counseling psy- accompanies the student’s of liberal arts credit. Rosalea A. Schonbar chology focuses on normal and application will show a realistic (Clinical)-Emeritus optimal development across the assessment of his/her profes- Preference is given to candi- lifespan, with particular atten- sional interests and goals, as dates with excellent verbal and Associate Professors: tion to expanding knowledge well as how they fit with the quantitative skills whose tran- Madonna Constantine and skills in occupational program’s training objectives. scripts, references, performance (Counseling) choice and transitions, and in an admissions interview, and Patricia M. Raskin multicultural and group coun- Applications are considered previous work experience sug- (Counseling) seling. Clinical Psychology pri- once a year for the doctoral gest that they have the poten- marily uses a broad-based psy- program and throughout the tial to make a significant con- Assistant Professors: chodynamic perspective to year for the master’s program. tribution to theory, research, George Bonanno (Clinical) study and treat a variety of psy- Master’s applications received practice or policy-making. Lisa Miller (Clinical) chological and psychoeduca- after the priority deadline for Christine Yeh (Counseling) tional problems. In addition to the fall semester will be consid- Program Description: sharing an interest and appreci- ered until May 15 on a space- The Program in Counseling Adjunct Professors: ation for the critical role of cul- available basis. Psychology is dedicated to James Fosshage (Clinical) ture in development and adap- preparing psychological coun- Samuel D. Johnson tation, both programs highly Ed.M. selors (master’s students) and (Counseling) value the teaching of clinical At least one of the two required counseling psychologists (doc- Jerome W. Kosseff (Clinical) and research skills. Thus, stu- letters should be an academic toral students) who facilitate Arnold W. Wolf (Counseling) dents in this department are reference. The GREs are not the normal and optimal devel- trained to become knowledge- required for the Ed.M. opment across the life span of Adjunct Associate Professors: able and proficient researchers, individuals, groups, and organi- Xavier Amador (Clinical) to provide psychological and Ph.D. zations/institutions that is cul- Ghislaine Boulager (Clinical) educational leadership, and to Doctoral applicants must submit turally relevant and psychologi- Nurit N. Israeli (Counseling) be effective practitioners. all credentials along with their cally appropriate. Our students Nanette A. Kramer Specifically, graduates from scores on the Graduate Record are taught to use strategies of (Counseling) these programs seek positions Examination General (Aptitude) prevention, intervention, and Laurence Lewis (Clinical) in teaching, research, policy, Test by January 15. Doctoral remediation to assist others in Aracelia Pearson-Brok administration, psychotherapy, applicants are also required to developing effective coping (Clinical) and counseling. submit a copy of a recently com- skills and responses to their Stephen Reisner (Clinical) pleted paper on some topic of environments. interest to them. This may be, but does not have to be, a paper submitted to satisfy course

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The objectives of the program career objectives, will prepare understand themselves better, last five years, b) are equivalent are to prepare students to: them appropriately. Depending to examine and clarify their in subject matter, scope, depth 1) focus on the development of on their area of interest and values, to make good choices and level to courses normally individuals and groups, level of training, graduates and decisions, to set meaning- taken by students in the Coun- their education and careers, have found employment in ful life goals, and to make use seling Psychology Program and their assets and strengths, universities, colleges, elemen- of appropriate resources in c) contribute directly, signifi- the importance of person- tary and secondary schools, moving toward these goals. cantly and substantively to environment interactions, adult basic education centers, sound preparation in counsel- psychoeducation and pre- employment and training pro- They are skilled in several ing psychology. Exceptions to ventive needs as well as grams, rehabilitation centers, modes of facilitating human the recency requirement will their pathology; hospitals, mental health cen- development, such as individ- be considered when there is 2) intervene in appropriate are- ters, industry, senior citizens ual and group counseling, envi- evidence that skills and knowl- nas through their commit- centers, and community and ronmental intervention, and edge acquired more than five ment to education, evalua- government agencies. Regard- planned exploratory and devel- years before have been refined tion, research, and program less of eventual work setting, opmental experiences. They are and updated through on-the- development; students in the program are concerned with translating job training and participation 3) be self-aware and sensitive expected by the end of their concepts and theories from the in professional workshops and to social constructions, to training to have the following behavioral sciences into strate- seminars. issues related to identity in common: gies and programs of interven- group membership, and tion. In addition to engaging Very few students, usually those to participate in a variety They are concerned with assess- in innovative program develop- from a closely and directly of settings with diverse ing, facilitating and guiding ment and designing planned related specialty, are given full populations; individual development. Their interventions, they are com- credit for courses taken in other 4) integrate theory, practice, focus is on enhancing those mitted to evaluating the out- programs or institutions. If a and research, and conditions which further comes of such undertakings student’s decision to enroll in 5) develop identities as ethical human development and on using appropriate assessment the program is contingent on counselors who are socialized eliminating or ameliorating techniques. the number of transfer credits into the profession and con- those that hamper it. They are which will be approved, he or tribute to the discipline and as concerned with promoting Experience has shown that stu- she should ask to have them society. normal and optimal develop- dents who are principally moti- evaluated in advance and, in ment as they are with prevent- vated to become psychothera- any case, no later than the end These competencies prepare ing or ameliorating faulty pists are usually the least of the student’s first semester at students to work in a variety of development. They help indi- satisfied and least satisfactory Teachers College. settings with emphasis on edu- viduals to discover and take students in the program. cational (e.g. schools, colleges, advantage of choice possibili- Applicants who are so moti- When students wish to request and universities, etc.), health ties in the environment and vated are advised to seek permission to transfer graduate (e.g. outpatient clinics, hospi- developmental possibilities in admission to a program in clin- credits they should submit to tals, nursing homes, etc.) and themselves. They are skilled in ical psychology. their advisor course syllabi and related agencies. In roles as working with individuals from readings lists with the written psychological counselors, mas- diverse ethnic, racial, cultural, Transfer Credits request. The Counseling Psy- ters graduates will be able to and socioeconomic back- Up to 30 points of recent and chology Program Faculty will apply the competencies stated grounds. directly relevant graduate work process all requests collectively. above in school counseling, in appropriate areas of study clinical practice, administra- They are concerned with the may be transferred toward the Degree Requirements: tion, assessment, and research. social and situational as well as Ed.M. or Ph.D. Master of Education As a result of more in depth the psychological determinants The Ed.M. is granted after suc- and broader training at the of behavior. They use their Possibly relevant graduate cessful completion of a special doctoral level, the roles of knowledge of theories of work completed at other insti- project and 60 points of counseling psychologists human development and learn- tutions or in other departments planned, sequential study include a capacity to produce ing, the structure of groups, or programs at Teachers Col- beyond the bachelor’s degree, knowledge, to be leaders in institutions, and subcultures to lege is indicated by the Admis- of which at least 30 must be relation to policy development bring about growth-facilitating sions Office. Your advisor, in taken at Teachers College. The and implementation, and to changes in individuals and consultation with other mem- Ed.M. can lead to the doctorate work in independent practice. their environments. They are bers with other members of the at Teachers College and else- concerned with providing indi- faculty, then determines the where, but usually with some With the help of a faculty advi- viduals and groups with expe- applicability of previously loss of time and credits because sor, students register for riences that will help them to earned graduate credits to your of differences in emphasis required and elective courses, discover, develop, and use their program. Ordinarily only those between master’s and doctoral that in light of their previous assets, resources, and poten- courses will be credited which level programs. preparation, special needs, and tials. They help individuals to a) have been completed in the

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Students who choose to special- To satisfy residence require- The Clinical Psychology require- ing must take either CCPJ ize in school counseling can, by ments, 45 points out of the 60 ment may be met by one of the fol- 4160, School Counseling for completing a series of specified must be completed at Teachers lowing four courses: CCPX 4030, Children and Youth or ITSL courses, be eligible for provi- College if both the M.A. and Psychology of Adjustment or 5023, Counseling Techniques sional Certification as a School Ed.M. are sought. Those 45 CCPX 4035, Personality and for the Bilingual-bicultural Counselor in New York State. credits must include all courses Behavior Change or CCPX Children and Their Families See specific course requirements required for the M.A. 5032, Personality and and do their fieldwork (CCPJ in the Curriculum section Psychopathology or CCPX 5263 or CCPJ 5265) in a below. For permanent certifica- Most required courses are 5034, Developmental Psy- school setting. Colleges are not tion, New York State requires scheduled in the evening, thus chopathology. a recognized school setting for two years of employment as a making it possible for stu- certification purposes. school counselor and 30 addi- dents to complete the program The Research requirements may be tional credits of graduate work. as part-time students. Full- met by taking one of the following Students interested in becoming The credits from the Ed.M. time students generally com- two sequence: HUDM 4122, a Certified Rehabilitation Coun- beyond the M.A. will be plete the program in two cal- Probability and Statistical selor must take: CCPJ 4065, applied toward the 30. Stu- endar years. Inference and HUDM 5122, Career Development of Women; dents planning to obtain New Applied Regression Analysis; CCPJ 4062, Medical Aspects of York State Certification in Length of completion for part- OR ORLJ 4009, Understand- Disabilities and Rehabilitation School Counseling use the en time students varies with the ing Behavioral Research and or CCPJ 5063, Psychological passant M.A. to apply for provi- number of points for which HUDM 5021, Methods of Aspects of Disabilities and sional certification. The appli- they enroll each semester. Empirical Research I. Rehabilitation; and CCPJ 4061, cation for certification is made Rehabilitation Counseling: upon graduation. Curriculum Students should register for the fol- Principles and Practices. Stu- In addition to required core lowing courses to meet Fieldwork dents’ fieldwork (CCPJ 5260) Similarly, students can become courses, students will be and Practicum requirements: must be done in a rehabilitation certified as rehabilitation coun- expected to select electives CCPJ 5260, Fieldwork in setting under the supervision of selors by completing a series of from the various areas of psy- Counseling and Rehabilitation the Certified Rehabilitation specified courses as well as 3 to chology and other appropriate or CCPJ 5263, Supervised Counselor (CRC). 4 years of post-master’s work disciplines that will provide Fieldwork in Elementary experience in an appropriate breadth and depth to their School Counseling or CCPJ A Special Project is required in setting, and successful perfor- preparation as a counselor. 5265, Supervised Fieldwork in addition to the 60 points of mance on an examination spon- Secondary School Counseling; course work. Students should sored by the Commission on The core courses are: CCPJ 4064, and CCPJ 5360, Practicum in plan to complete their project Rehabilitation Counselor Cer- Principles and Methods of Educational and Vocational in the same semester that they tification (CRCC). See details Counseling; CCPJ 5062, Appraisal in Counseling. apply for the Ed.M. degree. in the “Curriculum” section Career Counseling and Devel- below. opment; CCPJ 4560, Profes- Students must have com- The Comprehensive Exam, sional Issues; CCPJ 5361, pleted all prerequisites for which is a mandatory require- With careful planning, stu- Preparation for Individual the Fieldwork and ment for obtaining the en pas- dents who are interested in Counseling and Interviewing; Practicum before they will sant M.A., is generally taken in counseling within a corporate/ CCPJ 5362,Group Dynamics be allowed to register for the semester in which 45 cred- business setting can complete or an approved substitute; as these courses. Please see pre- its are completed. the requirements for the Ed.M. well as either CCPJ 5020, requisites which are listed degree in Psychological Coun- Racism and Racial Identity in with the course descriptions. Earning the M.A. en route to the seling and the M.A. degree in Psychology and Education or Students must apply for Ed.M. Organizational Psychology. It CCPJ 5164, Perspectives on CCPJ 5360 between April While students are not accepted is not possible to choose this Cross-Cultural Counseling and 15th and June 1st of the into the program as candidates option and follow the School Psychology; and CCPJ 5165, Academic Year prior to their for the terminal M.A., Ed.M. Counselor track as well. Racial/Cultural Lab. planned enrollment in the students may apply for the practicum. Applications are M.A. degree en passant. To sat- A terminal M.A. degree is not The courses for the broad and basic available from the program isfy residence requirements, the offered. However, students who areas are: HUDM 5059, Psy- secretary. In addition, CCPX candidate may apply for the have completed 32 credits of chological Measurement; as 5630 (Case Conference), M.A. degree in the semester in appropriate work and passed the well as HUDK 4022, Develop- offered for zero credit, must which s/he will complete 45 out master’s level comprehensive mental Psychology: Childhood; be taken concurrently with of the 60 points required for the examination at Teachers College or HUDK 4023, Developmen- CCPJ 5360. Ed.M. at Teachers College. may apply for the award of the tal Psychology: Adolescence or After completing a minimum of en passant M.A. during their HUDK 4024, Developmental Students planning to complete 45 points, which must include third full-time (or part-time Psychology: Adulthood and the the requirements for N.Y.S. the appropriate required courses equivalent) semester of study. Life Span. certification in School Counsel- (listed in Ed.M. Program Infor-

148 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY mation which is available at a • Students entering Fall 1997 Please note that upon admis- to the historical roots of coun- student’s initial registration), and beyond are required to sion to the Ph.D. students will seling psychology, i.e., the applications will be approved. A take 6 semesters of Advanced receive a Handbook for the Ph.D. study of individual differences, comprehensive exam must be Professional Issues. These six in Counseling Psychology. the vocational guidance move- successfully completed. It semesters should be taken in ment and the mental health should be taken in the semester the students’ first three years Curriculum movement. Similarly he/she is in which the student applies for of study. The program of study leading expected to be prepared for the the M.A. • Students must take 5 semes- to the doctorate in Counseling probable future of counseling ters of practicum, beginning Psychology is guided by crite- psychology in the areas of The M.A. degree application in the spring semester of the ria adopted by the American expertness represented by this should only contain 32 points first year. Students are Psychological Association for faculty, especially the influence of course work even though the required to attend a weekly accredited programs in profes- of social and cultural systems student must have completed 2 hour seminar as well as sional psychology. In consulta- (home, family, workplace and at least 45 points. They should meet with the individual tion with their advisor, stu- environment) on human devel- include the required courses supervisor and with each dents will select the courses opment and change. listed in the Ed.M. Program client. and other learning experiences Information document, which which best utilize what they In addition to a common core is available to students at their • Students must take 5 semes- have already mastered and will of required courses, courses in initial registration. ters of research focused add to their mastery of areas of specific and specialized areas of courses, beginning with. competence considered neces- counseling psychology are With the exception of courses Review of Research in Coun- sary and desirable. available. Courses in the in which the only grades seling in the spring of the department are supplemented awarded are “P” and “F,” grades first year followed by one The course of studies includes: by appropriate offerings of in the aforementioned courses year (two semesters) of Scientific and professional other programs and depart- must be letter grades. Research Practicum with a ethics and standards; Psycho- ments at Teachers College and faculty member, followed by logical measurement, statistics Columbia University. Doctor of Philosophy a two semester Dissertation and research design and The program of study that fol- Seminar. These courses are in methodology; Knowledge and Required Courses addition to the two semes- lows is described in terms of understanding of, a) history General Psychology full-time study. Some of the ters of statistics required of and systems of psychology, b) each student, and a semester Please note that satisfactory courses may be taken on a part- the biological basis of behavior performance in required time basis. At least one full year of Research Methods in (e.g., physiological psychology, Social Psychology. courses is defined as an overall of full-time study after the first comparative psychology, neu- grade point average of B+ and 30 applicable credits is required • Students must complete at ropsychology, sensation, psy- no courses in which the grade unless the student can present least 6 general psychology chopharmacology), c) the cog- earned is lower than B. Stu- persuasive evidence that his/her core requirements in the nitive-affective bases of dents will be permitted to living and working circum- areas of cognitive and affec- behavior (e.g., learning, mem- compensate for a grade lower stances have not prevented and tive aspects of behavior, ory perception, cognition, than a B by completing will not prevent him/her from human development, social thinking, motivation, emotion, another course in the same cat- taking full advantage of the aspects of behavior, biologi- d) The social bases of behavior egory as that in which the low College’s resources. Certain cal aspects of behavior, his- (e.g., social psychology, cul- grade was earned. essential subjects and practica tory and systems of psychol- tural, ethnic and group process, are offered only in the morning ogy, and measurement. sex roles, organizational and In the General Psychology area and early afternoon hours. systems theory), and e) individ- the requirements are: • Students must also complete ual behavior (e.g.; personality The doctorate is granted after a course in ethics, to be theory, human development, taken in the first year. Cognitive and affective aspects of successful completion of a min- individual differences, abnor- behavior, e.g., HUDK 4029 imum of 90 points of planned, • Students must also take: mal psychology); Introductory Theories of human cognition sequential study beyond the Group Dynamics or its and advanced work: leading to and learning bachelor’s degree, of which at equivalent, Racism and competence in the specializa- Human Development, e.g., least 60 points must be taken Racial Identity in Psychol- tion in this instance, counsel- HUDK 5029 Personality at Teachers College. The doc- ogy and Education or Per- ing psychology; Intervention development and socialization toral program is approved by spectives on Cross-cultural strategies and service delivery across the life span the American Psychological Counseling in Psychology, systems; Methods of inquiry; Social aspects of behavior, e.g., Association and requires at Racial Cultural Laboratory in Preparation to undertake a doc- ORLJ 5540 Pro-seminar in least four years, including the Counseling Psychology, Inte- toral dissertation. social psychology or CCPJ 5020 equivalent of three years of aca- gration of Group Counseling Racism and racial identity in demic study beyond the Bache- and Theory, and 1 year of In developing the necessary psychology and education lor’s degree and one calendar Psychological Testing. mastery of these areas the stu- year of internship. dent is expected to be attentive

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Biological Aspects of Behavior, (needed if admitted without ies are subject to certain penal- managed. Unless carefully e.g., CCPJ 4075 Brain and Masters); CCPJ 5060–61 (Year ties described in a bulletin planned in advance, it can behavior Course), Assessment in coun- entitled Continuous Enroll- prove a difficult hurdle. History and Systems of Psychology, seling psychology (individual ment and Post-Certification Accordingly, the program has e.g., CCPX 6020 History and psychological testing)®; Examination Course Require- several built-in features systems of psychology CCPX 5032, Personality and ments available in the Office of designed to facilitate the for- Measurement, e.g., HUDM 5059 psychopathology OR CCPX Doctoral Studies (153 Horace mulation and successful execu- Psychological Measurement 5037, Dynamic psychothera- Mann). To avoid these penalties tion of an acceptable disserta- pies OR CCPX 5038, Cogni- the certification examination tion proposal. Professional Development tive and behavioral therapies; must be taken no later than the Required courses are: CCPJ CCPJ 5165, Racial-cultural semester following the one in Students must have an 6569 Scientific and professional counseling laboratory®; CCPJ which the number of points approved dissertation proposal ethics, and CCPJ 5346 5360, Practicum in vocational accumulated at Teachers Col- before they can apply for an Advanced professional issues appraisal and counseling lege and elsewhere do not internship. Students must peti- (first three years) (semester) (needed if admitted exceed the specified maximum, tion the faculty if they wish to without M.A.); CCPJ 6369 75 for students in the Ph.D. apply for internship. There are Research Practicum in individual coun- program. progress evaluations done Within the research domain seling/psychotherapy (semes- annually to facilitate students students are required to take: ter)®; CCPJ 6360Z (Year Candidacy as a doctoral student timely completion of the Ph.D. Course), Practice in psycholog- expires after a certain number degree. Please see the Ph.D. Research Methodology ical counseling®; CCPJ 5364 of years. Ph.D. candidates must Handbook for further details. CCPJ 5560, Review of research Advanced practicum in cross- complete all degree require- in counseling psychology; cultural counseling and psy- ments within seven years of Courses: CCPJ 6572–79 (Year Course) chotherapy or related courses®; first entering the program (six Courses at the 4000-level do Research practicum in counsel- CCPJ 5368, Supervision and years if they have an applicable not usually require permission ing psychology; CCPJ 5040–41 teaching of counseling; CCPJ master’s degree or 30 points of of the instructor and are open (Year Course) Research meth- 6362, Group practicum; advanced standing prior to to non-majors as well as majors. ods in social psychology; CCPJ CCPJ 6460 (Year Course), doctoral admission). Many 5000-level courses are 7502 (Year Course), Disserta- Internship® also open to non-majors with tion seminar; CCPJ 8900, Dis- The Program Certification and appropriate background; 6000- sertation advisement. Electives Comprehensive Exam level courses are usually limited Elective possibilities are: CCPJ The Certification and Compre- to majors with advanced stand- Techniques of data analysis 6363, Advanced group hensive Exam will have two ing in the program. See listings The Statistics courses: HUDM practicum, and CCPJ 6368, components: (A) a scholarly below for prerequisites and lim- 4122, Probability and statisti- Advanced supervision and paper involving a comprehen- itations on enrollment. In addi- cal inference, and HUDM training. sive and integrative review of tion to the courses listed below, 5122, Applied regression the literature in a topic chosen students should consult the analysis ® = Required by the student in consultation offerings of other psychology with his or her advisor; and (B) a programs, many of which are Practice Doctoral Certification written exam covering several recommended in the various Our practice sequence includes: Counseling psychology stu- areas in counseling psychology. program guides which are courses that include require- dents do not become official Exam questions will assess the obtainable from the program ments associated with Individ- candidates for the degree of students’ command of: (1) theo- coordinator. ual differences, Human function- Doctor of Philosophy until retical concepts; (2) core psy- ing, dysfunctional behavior or they have passed a program chology course work; (3) clinical CCPJ 4061. Rehabilitation coun- psychopathology, Theories and certification comprehensive interventions; (4) assessment in seling: Principles and practices methods of assessment, diagnosis exam and an interdepartmental career work and personal/social (2–3) and effective interventions. They examination on research meth- counseling; (5) professional Dr. Wolf. History and legislation, are: CCPJ 4064, Principles & ods and design and submitted a issues such as ethics, professional principles, settings, major issues. The counselor’s role in the rehabil- methods of counseling (needed scholarly review of research on trends, and developments in itation program. if admitted without Counsel- a psychological topic of partic- counseling psychology. Cultural ing Masters); CCPJ 5361 ular interest to them. In addi- issues will be infused in the con- CCPJ 4062. Medical aspects of Preparation for individual tion, they must satisfy all other tent questions in the exam. disabilities and rehabilitation counseling (needed if admitted requirements for certification (2–3) without Counseling Masters); prescribed by the Office of The Dissertation Faculty. Limiting aspects of the CCPJ 5362 Group dynamics: Doctoral Studies (see the bul- For most doctoral students the major physical and emotional dis- theory and experience , Inte- letins issued by that office). completion of course require- abilities. Understanding and using gration of group counseling Students who fail to take the ments presents few problems. medical knowledge in rehabilita- and theory; CCPJ 5062, Career certification examination at the Successful completion of a dis- tion counseling. Counseling and Development appropriate point in their stud- sertation is usually less easily

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CCPJ 4064. Principles and CCPJ 4166. Current issues in meet for weekly small-group CCPJ 5161. Counseling and nor- methods of psychological coun- gerontology (2–3) supervision as well as for class mal aging (2–3) seling (3) Dr. Kramer. Current and emerging instruction. This course is Dr. Kramer. Exploration of factors Professor Raskin. Approaches to emphases in theory, research, and offered in the Fall. Special fee: impacting on psychological treat- appraisal and counseling; theories practice. Registration not limited $150. ment for normative problems of and research findings; procedures to one term. Topics are announced CCPJ 5061. Dr. Kramer. Students later adulthood such as physical employed in educational, voca- in the preliminary and final course will explore a range of contempo- illness and retirement, and survey tional, and personal counseling; schedules distributed each semester. rary issues in testing and will also of interventions designed to typical problems; illustrative cases. receive supervised testing experi- address these problems. CCPJ 4560. Professional issues ence in a hospital or clinic. This CCPJ 4065. Career development in psychological counseling (1) course is offered in the Spring only CCPJ 5162. Counseling and psy- of women (2–3) Professor Brandenburg. Profes- for the students who have com- chopathology in older persons Professor Raskin. Applicability of sional orientation for Ed.M. stu- pleted CCPJ 5060, Section 2. (2–3) existing theories of vocational dents in psychological counseling. Dr. Kramer. Exploration of factors choice and adjustment to the Ethics and professional issues; CCPJ 5062. Career Counseling impacting on psychological treat- career development of women. employment opportunities and and Development (2–3) ment of serious psychological dys- New and emerging concepts, theo- work settings. Registration in the Dr. Constantine. General concepts functioning in later life, such as ries, and research findings. Psycho- first year is recommended. Special of career development and meth- senile dementia and clinical logical, sociological, and economic fee: $10. ods of assessment in career coun- depression, and survey of interven- factors which facilitate or impede seling. This course also highlights tions designed to address these the career development of women. CCPJ 5020. Racism and racial various issues related to the voca- problems. identity in psychology and edu- tional development of diverse CCPJ 4068. Counseling women: cation (3) client populations in light of con- CCPJ 5164. Perspectives on Cultural, familial, and intrapsy- Professor Carter. A review of the temporary socio-political phenom- cross-cultural counseling and chic factors (2–3) debate on the influence of race and ena. Materials fee: $40. psychology (2–3) Emphasis on the cultural factors racism on education, mental Professor Carter. Introduces stu- that influence the familial and health, and other social sciences. CCPJ 5063. Psychological dents to a range of approaches used intrapsychic issues of women. The Introduction of current theoretical aspects of disability and rehabil- in psychology and other disciplines integration of feminist, psychoana- and research developments which itation (2–3) for developing therapeutic inter- lytic, and family systems theories explore the influence and role of Dr. Wolf. Personality theory and vention across racial and cultural provides a framework for under- racial identity (black and white) in physical disabilities. Personality groups. standing the implications of individual development and pro- and environmental variables in the women’s development for counsel- fessional practice. adjustment and rehabilitation CCPJ 5165. Racial-cultural ing and psychotherapy. Class for- process. counseling laboratory (4) mat includes lectures and small CCPJ 5060–CCPJ 5061. Assess- Professor Carter. Permission application/discussion groups. Spe- ment in Counseling Psychology CCPJ 5064. Family therapy: required. Prerequisites: CCPJ cial fee: $50. (2-master’s, 3-doctoral) Theory and practice (3) 4064, CCPJ 5361, CCPJ 5362 and CCPJ 5060. Dr. Kramer. The Dr. Israeli. Permission required. CCPJ 5020 or CCPJ 5164. An CCPJ 4160. School Counseling course is designed to provide an Prerequisite: CCPJ 4064 or equiva- advanced experiential course for children and adolescents overview of the basic principles, lent. Open to majors in counseling designed to increase awareness of, (2–3) theories, issues and practices in the and clinical psychology and to oth- and sensitivity to cultural and eth- Professor Yeh. Principles and prac- field of psychological testing. Tests ers with appropriate backgrounds. nic factors in psychological coun- tices in the guidance of children of both cognitive and personality The course focuses on the relation- seling. and adolescents examined from a functioning will be included, with ship between self and system. Inte- multidisciplinary and multicul- emphasis on identification of both grative theory models based on sys- CCPJ 5167. Consultation and tural perspective with special problems and strengths. This temic thinking are explored. supervision in counseling (2–3) emphasis on facilitating develop- course is divided into 2 sections, as Family systems approaches relevant Faculty. Prerequisites: CCPJ 4064, mental processes of school, family, follows: to working with individual adults, CCPJ 5361, and CCPJ 5362, or and community contexts. The role Section 1: is open to all stu- children, couples and families are equivalent training and experience. of the Guidance Counselor in dents. It is a one semester studied. Illustrative cases are pre- For advanced master’s and doctoral developing preventive and rehabili- course which covers theories sented and discussed. students. Introduction to the tative interventions in urban and and concepts of testing, under- knowledge and skills of consulta- suburban schools/communities will standing and interpreting of CCPJ 5065. Psychology of the tion and supervision in the helping be considered. Special fee: $15. test results and test reports, and undergraduate: Issues for coun- professions, emphasizing the work use of assessment results to seling and psychology (3) of the counselor in schools and CCPJ 4165. Community agen- develop treatment plans and Professor Brandenburg. Theory agencies. cies and resources (2–3) interventions. and research on the psychological Faculty. Community services and Section 2: is open only to doc- development of women and men Relevant Courses in Other programs in family and personal toral students in Counseling in college. Focus on intellectual, Departments: counseling, health and child care, Psychology. In addition to the psychosocial, moral, and vocational HUDK 5122. Psychological fac- mental health, career counseling, material covered in section 1, it development with attention to the tors in later life (3) job placement, and service to the includes training in the admin- needs of special student groups, ITSL 5023. Guidance techniques aged. istration, scoring, interpretation and to the campus context and cli- for the bilingual/bicultural child and reporting of results of a mate. Institutional structures and and family (3) standard battery of test instru- responses. Issues for counseling ments. Section 2 students will and education. Special fee: $15.

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Fieldwork and Internships CCPJ 6260. Advanced fieldwork CCPJ 5362. Group dynamics: A Students register for 4 points each (2–4) systems perspective (4) term. Special fee: $115 each CCPJ 5260. Fieldwork in psy- Professor Carter. (Coordinator) and Professor Noumair. Permission semester. chological counseling and reha- Faculty. Permission required. Lim- required. Enrollment limited. Spe- bilitation (2–4) ited to advanced students who cial hours and dates. Social CCPJ 6362. Group practicum (3) Professor Carter (Coordinator). have completed the regular field- processes in groups and their Dr. Koski (Autumn) and Prof. Limited to second-year students. work sequence in their area of con- impact on individual behavior. In Noumair (Spring). Permission Required: written application by centration. Registration not lim- addition to a series of lectures/dis- required. Students must submit midterm date of the preceding ited to one semester. cussions, students are required to written application by the semester and permission of the participate as members of an expe- midterm date of the preceding instructor. Prerequisites: CCPJ CCPJ 6460z. Internship in riential group designed to provide semester. Limited to advanced stu- 4064, CCPJ 5062, CCPJ 5361, counseling psychology (0–6) opportunities for learning about dents with appropriate back- CCPJ 5362; and either HUDK TBA. Permission required. For group dynamics through an exami- grounds in group work. A small 4022, HUDK 4023, or HUDK doctoral students only. Supervised nation of power, authority, leader- group training experience in which 4024; or approved substitutes. experience in approved and appro- ship, intergroup and interpersonal students alternate the co-leader- Supervised experience in various priate agencies, institutions, and processes. Special fee: $65. ship of a group composed of other types of social agencies, rehabilita- establishments. students. Students receive faculty tion agencies, vocational guidance CCPJ 5363. Practicum in educa- supervision and feedback of their centers, business establishments, tional, vocational, and personal videotaped work as co-leaders. educational institutions, and facili- Practica CCPJ 5360. Practicum in educa- counseling in school settings (3) Special fee: $50. ties serving the elderly. Normally a Faculty. Permission required. Pre- minimum of two semesters is tional and vocational appraisal and counseling (4) requisite: CCPJ 4064, CCPJ 5062, CCPJ 6363. Advanced Group required at 2 points per term. CCPJ 5361, CCPJ 5362, HUD practicum (1–2) Additional points of credit may be TBA (Coordinator) and Faculty. Limited enrollment. Required: M5059 and HUDK 4022 or 4023. Dr. Cecil. Permission required. added only with the approval of Students take responsibility for Prerequisites: CCPJ 5361, CCPJ the instructor. Special fee: $20. written application by June 1 for either semester of next academic counseling under supervision. 5362, and CCPJ 6362. Written application by midterm date of the CCPJ 5263. Supervised field- year, permission of the instructor, and concurrent registration for CCPJ 5364. Advanced practicum preceeding semester required. work in elementary school in cross-cultural counseling and Advanced group supervision to counseling (2–4) CCPX 5630. Prerequisites: CCPJ 4064, CCPJ 5062, CCPJ 5361, psychotherapy (4) provide service to clients in the Professor Yeh. Required: Permis- Professor Carter and Dr. Johnson. Center for Psychological Services sion of the instructor. Limited to HUDK 4022 or HUDK 4023 or HUDK 4024 or their equivalents. Course will involve placement in a and/or outside agencies. second-year students specializing human service setting with indi- in elementary guidance. Prerequi- Limited to second-year students (30 or more points) majoring in vidual supervisor and a weekly CCPJ 6368. Advanced supervi- sites: CCPJ 4064, CCPJ 5062, seminar. Prerequisites: CCPJ sion and teaching of counseling CCPJ 5361, CCPJ 5362; and counseling. Supervised practice in vocational appraisal and short- 4064, CCPJ 5062, CCPJ 5165, (0–2) either HUDK 4022, HUDK CCPJ 5360, CCPJ 5361, CCPJ Permission required. Prerequisite: 4023, or HUDK 4024; or term educational and vocational counseling. Students work with 5362, HUDK 4022 or HUDK Completion of, or concurrent approved substitutes. Normally a 4023 or HUDK 4024. enrollment in, an advanced minimum of two semesters is clients of the Center for Psycho- logical Services. Special fee: $115. practicum. Experience in required at 2 points per term. CCPJ 5368. Supervision and practicum supervision and related Additional points of credit may be CCPJ 5361. Preparation for teaching of counseling (0–2) teaching activities for advanced added only with the approval of Permission required. Prerequisite: doctoral students under the guid- the instructor. Special fee: $20. individual counseling and interviewing (3) successful completion of appropri- ance of a faculty member. Regis- Autumn: Dr. Fenichel; Spring: ate practica in individual and/or tration not limited to one term. CCPJ 5265. Supervised field- group counseling. Experience in work in secondary school coun- Professor Brandenburg. Permission required. Limited enrollment. Pre- practicum supervision and related Seminars seling (2–4) teaching activities under the guid- Professor Yeh. Required: Permis- requisite: for counseling psychol- CCPJ 5560. Review of research ogy majors, CCPJ 4064 completed ance of a faculty member. Enroll- in counseling psychology (3) sion of the instructor. Limited to ment not limited to one term. second-year students specializing or taken concurrently; CCPJ 4064 Professor Carter. Required of and in secondary guidance. Prerequi- recommended but not required of limited to doctoral candidates in other students. A laboratory expe- CCPJ 6360z. Practice in psycho- counseling psychology. sites: CCPJ 4064, CCPJ 5062, logical counseling (8) CCPJ 5361, CCPJ 5362; and rience for counselors and others in the helping professions. Practice in Prof. Constantine (Coordinator) CCPJ 5563. Special topics and either HUDK 4022, HUDK and Faculty. Required: written 4023, or HUDK 4024; or clarifying, understanding, and issues in counseling psychology responding to personal communi- application by June 1 for the next (1–3) approved substitutes. Normally a academic year, permission of the minimum of two semesters is cations. Graduated exercises and Faculty. New and emerging devel- videotapes are used to develop instructor, and concurrent registra- opments, practices, and concerns required at 2 points per term. tion for CCPX 5630. For advanced Additional points of credit may be counseling and interviewing skills in the field are examined and eval- and desirable counselor attitudes. doctoral candidates in counseling uated. Topics are announced in the added only with the approval of psychology. Counseling of persons the instructor. Special fee: $20. Special fee: $20. preliminary and final course with personal, social, vocational, schedules distributed each semes- and educational problems; work ter. Registration not limited to under close supervision with ado- one term. lescent and adult clients in the Center for Psychological Services.

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CCPJ 6569. Professional ethics Independent Study and Research that the degree be received 4. References: Applicants must and standards in psychology (3) Students may register for intensive in time for enrollment. The submit at least two letters of Professor Brandenburg. Ethics and undergraduate transcript recommendation from indi- standards of psychological practice individual study of a topic of special interest. Registration in inde- must include a course in sta- viduals able to comment on and research. Limited to doctoral tistics and at least nine addi- their scholarly and personal students in psychology. Others by pendent study is by permission of special permission. the instructor under whose guid- tional credits from among qualifications. ance the work will be undertaken. the following areas, at least CCPJ 6572–CCPJ 6579. Research Credit may range from 1 to 3 one of which should include 5. Personal Statement: Appli- practicum in counseling points each term except for CCPJ a laboratory experience: per- cants should try to say some- psychology 8900 (Dissertation Advisement); sonality, social psychology, thing about the range of Permission of instructor required. and registration is not limited to developmental psychology, their interests and experi- Students participate in ongoing one term. Hours for individual conferences are to be arranged. abnormal, learning theory, ence, attempting to give the research under the direction of a and experimental psychol- Admissions Committee a fla- faculty member. Participation CCPJ 4902. Research and independent study in psycho- ogy. An applicant may be vor of the person behind the includes formulation of hypothe- accepted with a deficiency in application. ses, identification of appropriate logical counseling (1–3 each variables and measures, data col- course) one of these areas on condi- lection and analysis, and prepara- CCPJ 6902. Advanced tion that the deficiency be Applicants whose paper qualification of research reports. Students research and independent remedied (either during the tions appear most promising are register for two consecutive terms. study in counseling psychol- summer or, without degree invited to a personal interview, CCPJ 6572. Multicultural ogy (1–3 each course) credit, during the first usually during the month of Competencies(2–3) Professor CCPJ 8900. Dissertation semester). March. As a rule, no applicant advisement (0 each course) Constantine will be accepted on the basis of CCPJ 6573. Cross Cultural 2. Clinical and Research Expe- written application alone. Appli- Research (2–3) Professor Yeh Clinical Psychology rience: Though not required, cants are interviewed by one stu- CCPJ 6575. Research models the Program values the addi- dent and one faculty member of and procedures with Program Coordinator and racial/cultural emphasis (2–3) Director of Clinical Training: tional evidence of maturity, the Admissions Committee. All Professor Carter. Professor Barry A. Farber competence, and capacity for material included in the admis- CCPJ 6577. Psychological responsibility that comes sions procedure is accorded pro- interventions with older per- Degrees Offered: from a broad range of work fessional confidentiality by the sons (2–3) Dr. Kramer. Master of Arts (M.A.) and life experiences. Thus, Committee. The fact that stu- CCPJ 6578. Sexual harass- (Code: Applied Track—TXA) most students admitted to dents submit their applications ment, psychology of the (Code: General Track—TXG) the program have engaged, with this knowledge constitutes undergraduate, gender and after college, in both super- permission to have these materi- leadership (2–3) Professor Doctor of Education (Ed.D.) — currently not accepting students vised psychological research als read by both faculty and stu- Brandenburg. and some type of supervised dent members of the Committee. CCPJ 6579. Identity and inti- Doctor of Philosophy (Ph.D.) macy (2–3) Professor Raskin. (Code: TXC) work in a clinical setting. Master of Science (M.S.) Post-doctoral Respecialization CCPJ 7502. Dissertation en passant 3. Graduate Record Examina- Program is open to those with seminar (1–3) Post-doctoral Respecialization tion (GRE): Applicants a doctoral degree in Psychology Permission required. Prerequisite: Certificate must submit the results of from a regionally accredited CCPJ 5560 and CCPJ 6572– (Code: TZH) the GRE Aptitude tests and university. The deadline date CCPJ 6579. Development of doc- the GRE Advanced Exami- for applications is June 15th. toral dissertations and presentation nations in Psychology, taken of plans for approval. Registration Special Application Requirements/Information: no more than two years prior Program Description: limited to two terms. For require- to the date of the applica- The Clinical Psychology Pro- ments, see section in catalog on M.A. tion. Unless English is not gram offers a course of schol- Continuous Registration for At least one of the two required Ed.D./Ph.D. degrees. the applicant’s first lan- arly/professional education letters should be an academic guage, scores on the Verbal leading to the degree of Doctor reference. The GREs are not CCPJ 7572. Advanced research and Quantitative tests and of Philosophy (Ph.D.). The practicum in counseling psy- required for the M.A. the Advanced Test of less Master of Science (M.S.) and chology (0) than 650 will make accep- Master of Philosophy (M.Phil.) Permission required. Prerequisite: Ph.D. tance less likely. On test degrees are earned en passant. CCPJ 6572–79. This course is a 1. A bachelor’s degree from a retakes, the Admissions The Clinical Psychology Pro- continuation of CCPJ 6572–79 regionally accredited college Committee will consider the gram also offers a Master of and is only open to students who or university or its equiva- higher scores. Applicants are Arts (M.A.) in Psychology in have completed two semesters of lent in another country. An the prerequisite. urged to take the GRE no Education and a Postdoctoral applicant who applies while later than November. Respecialization Program for still an undergraduate can be qualified psychologists with accepted only on condition doctorates in other areas.

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Applicants to the Master of Arts vision is offered by full-time other perspectives (e.g. cogni- Degree Requirements: (M.A.) program in Psychology and adjunct faculty and staff. tive-behavioral therapy, family Master of Arts in Education are able to choose therapy), the Program empha- Applied Psychology The doctoral program has been sizes instruction in a variety of between two tracks: Applied (Code: TXA) continuously accredited by the psychodynamic models, includ- Psychology (TXA) and General Students in the Applied Psy- American Psychological Asso- ing traditional insight-oriented Psychology (TXG). Both tracks chology track are expected to ciation since accreditation was psychotherapy, ego psychology, are now under the auspices of complete a 32-credit program, initiated in 1948. Notable interpersonal approaches, the Clinical Psychology Pro- which includes a special pro- graduates both before and after short-term therapy, self psy- gram and both provide a termi- ject, fieldwork and research. 1948 include Virginia Axline, chology and object relations. In nal master’s degree. The Gen- The program is tailored to stu- Albert Ellis, Chaim Ginott, short, the primary objective of eral Psychology track is dents’ individual interests Helen Singer Kaplan, Perry the program is to train psycho- designed to provide students around an 18-credit clinical London, Rollo May, M. Powell dynamically-informed clinical with a general introduction to psychology core of courses. This Lawton, and Carl Rogers. Our psychologists who are prepared the field which is the “next program can be completed in current training model is that for research and practice with a step” after college graduation two academic semesters. for many students. The Applied of the Scholar-Practitioner. diverse population in a variety Psychology track is specifically This model best reflects the of settings and who are able to General Psychology traditional strengths of this integrate the theoretical, designed to give students a (Code: TXG) program (e.g., equal weight research, and clinical aspects of foundation for master’s-level The General Psychology track placed on scholarship and prac- their training. Increasingly, the practice, or for additional grad- is designed to help potential tice, significant faculty involve- Program is emphasizing work uate work in mental health; it teachers and psychologists gain ment in community and pro- in the child-clinical area. includes clinical course work an understanding of basic prin- fessional activities, and faculty and opportunities to gain expe- ciples in psychology and educa- scholarship that includes but is The Program shares an in- rience in clinically relevant tion. Course work is intended not restricted to empirical house clinic (The Center for fieldwork and research, both to provide a foundation of research articles). Our scholar- Educational and Psychological inside and outside the class- knowledge in a 32-credit pro- practitioner model means that Services) with several other room. Although completion of gram. At least 18 credits must we are dedicated to training College programs. All clinical the M.A. degree does not guar- be taken in psychology, and a students who are proficient at psychology doctoral students antee admission to a doctoral special project is required. This providing clinical services and are staff members in the Center program, either at Teachers Col- track can also be completed in who are also able to expertly after their first semester in the lege or elsewhere, outstanding two academic semesters. students are likely to be more analyze, discuss, and generate Program, carrying a regular scholarly materials whether in caseload of clients. The Center attractive candidates for admis- Students from both tracks the form of empirical research sponsors a weekly case confer- sion to a doctoral program than should plan to meet the Pro- or theoretical exposition; we ence, at which students present they were before enrolling. gram Coordinator at registra- fully expect our students’ work and discuss cases. Clinical work Graduates are also expected to tion time to finalize course to be constantly informed by is supervised by core faculty have enhanced opportunities for selection. Coordinator: Profes- traditional and emerging schol- members or by adjunct faculty employment. Please note that sor Midlarsky differences between the masters arship in the field. Conversely, who are psychologists in pri- and doctoral level requirements we expect our students’ work vate practice throughout New Doctor of Philosophy can reduce the number of mas- to give rise to theoretical and York. Students usually carry (Code: TXC) ter’s credits that will be technique oriented questions four clients as part of their psy- The Program requires: accepted for transfer to a doc- that can become the basis for chotherapy practicum and 1. The completion of 100 toral program. scholarly enterprise. Further, receive two hours of supervi- points of academic credit we are committed to the belief sion each week with two differ- during three to four years of The doctoral program prepares that training as a clinical psy- ent supervisors. residence at the College; graduates for professional work chologist involves firm embed- 2. A full-time, twelve month in community agencies, hospi- dedness in psychology itself The Clinical Psychology Pro- clinical internship during tals, research centers, colleges with its body of knowledge and gram also offers a Postdoctoral the fourth or fifth year of and universities, and indepen- methods; exposure to theories, Respecialization Program for study; dent practice. It is accredited by knowledge, and ethical princi- psychologists with doctoral 3. An original piece of empiri- the American Psychological ples which form the basis and degrees in other areas of psy- cal research, which also Association. Completing a 100- context of clinical practice; and chology. The Respecialization serves as a qualifying paper, point doctoral degree, including training in the methods of Program requires two years of to be completed during the an internship, typically takes research and scholarship that academic work and practica second year of study; five to seven years. Practicum advance the field of psychology. followed by a one-year intern- 4. A passing grade on the certi- work is done in the Teachers The theoretical orientation of ship. Fulfillment of all require- fication examination (on College Center for Educational the Program may be broadly ments results in a certificate of Research Methods) during and Psychological Services described as psychodynamic. completion. the third year of study; (Director: TBA). Clinical super- Although we offer exposure to

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5. A case presentation and track or neuropsychology-track Student. The College also trols” (Sponsor: Elizabeth Mid- accompanying paper during take additional didactic courses arranges with banks a variety of larsky); “Psychological differ- the third year, demonstrat- and practica. Elective courses student loans, most of them entiation, symptom profiles, ing the student’s ability to for all students include Short- repayment- and interest- and mental health status in integrate theory, research, term Dynamic Psychotherapy, deferred. Limited work study male and female survivors of and practice; and Forencsic Psychology, Object funds may also be available. sexual and physical abuse and 6. A doctoral dissertation, Relations, Self Psychology, Since 1993, the Clinical Psy- non-abused adults” (Sponsor: which must be completed no Working with Children-At- chology Program has also Leah Lapidus): “The desire to later than the seventh year Risk, Women and Mental granted partial scholarships via parent in gay men” (Sponsor: after matriculation. Health, Family Counseling and the James S. Scappaticcio Fel- Leah Lapidus); “Arousal pat- Therapy, and Assessment and lowship for Gay Men and Les- terns, emotion identification, During their first year of study, Treatment of Alcohol and bian doctoral candidates in and cognitive style in doctoral students typically take Chemical Dependency. Clinical Psychology. Tuition depressed and nondepressed the following didactic courses: grants are available for one or inner-city adolescent Latinas” Professional and Ethical Issues The program allows only 12 two “self-identified gay clinical (Sponsor: Leah Lapidus); “Fac- in Clinical Psychology, Person- points of graduate work from doctoral candidates”; small tors affecting parental attitudes ality and Psychopathology, another institution to be trans- grant-in-aids are also made toward a child’s therapist and Psychological Measurement, ferred. No transfer credits are available for research on topics therapy” (Sponsor: Barry Far- Applied Regression Analysis, awarded for practica. Coordina- relevant to homosexuality, ber); “Significant others’ per- Research Methods, Develop- tor: Professor Farber including psychological and/or ceptions of the effects of their mental Psychopathology, and psychosocial aspects of AIDS or partner’s psychotherapy” Dynamic Approaches to Psy- Post-doctoral Respecialization AIDS treatment.” The program (Sponsor: Barry Farber); “The chotherapy. Students also take (Code: TZH) currently does not have half-life of psychotherapy: A two semesters of psychological Individual courses of study are NIMH-funded traineeships to follow-up study of post-termi- testing, a course in clinical determined in consultation offer. Most doctoral students nation effects of psychotherapy interviewing and a practicum with the student’s academic with significant financial need on self-representation and rep- in psychological assessment. advisor within the context of obtain help in the form of a resentation of the therapist” Many students also begin the candidate’s previous educa- tuition scholarship that covers (Sponsor: Barry Farber). working with faculty members tion. Since APA mandates that approximately 25% of the cost on research during this first respecialization programs be of a year’s tuition. Most stu- Courses: year. During their second year, equivalent to those of predoc- dents also work part-time to Note that 4000-level courses are students’ didactic courses toral students except for those cover expenses. Students who generally open to non-majors, as include Research methods (II) , courses or areas already studied anticipate needing financial are certain 5000-level courses. See Experimental Design, Empiri- at the graduate level, the post- assistance must submit finan- listings below for prerequisites and cal Bases of Psychotherapy, doctoral students’ programs cial aid forms to the College by limitations on enrollment. Psychotherapy with Children, will likely include: January 15th. DSM-IV, History and Systems, • Course work in clinical CCPX 4000. Introduction to and the Evolution of Freud’s theory and practice, psy- Student and Faculty Research Applied Psychology (3) Psychological Theories. In chopathology, assessment, Despite the small size of the Professor Midlarsky. This course is addition, students sign up for a and professional ethics and faculty, the range of both stu- designed to provide an introduction to multidisciplinary full year of research practicum standards; dent and faculty research in approaches to mental health with a faculty member (culmi- • Practica in psychological recent years has been broad. including clinical psychology, nating in an empirical Second- assessment and intervention, Representative faculty research school psychology, pediatric psy- Year Project) and a full year including an externship can be found elsewhere in this chology/child psychology, forensic clinical practicum. Third year when possible, and an Catalog. Examples of recently and health psychology. didactic courses include Group internship; completed student disserta- Dynamics, Cognitive and • Course work in areas of tions include: “The effects of CCPX 4010. Psychological Behavioral Psychotherapies, general psychology and/or family functioning on the psy- perspectives on critical social Transference and Countertrans- research in which the candi- chological and social adjust- problems (3) ference, and Dissertation Semi- date has a deficiency; ment of Jamaican immigrant Professor Midlarsky. Psychological perspectives on social problems nar. There is also a full year • Electives in related fields of children” (Sponsor: Elizabeth such as eating disorders, domestic clinical practicum. psychology. Midlarsky); “Ageism in diag- violence, AIDS and HIV infection, Coordinator: Professor nosis and prognosis by practic- and mental health in late life. Fourth year features an Schonbar ing psychologists.” (Sponsor: optional clinical practicum but Elizabeth Midlarsky); “The CCPX 4030. Psychology of is typically devoted to work on Financial Aid (Doctoral importance of shape and adjustment (3) the dissertation. Year five is Program) weight in normal-weight Dr. Pearson-Brok. Healthy and usually spent on a full-year Teachers College has three women with Bulimia Nervosa, pathological adjustment through- clinical internship. Students scholarship funds: General, normal-weight restrained out the life span: stress, defense who elect either a special child- Minority and International eaters and normal weight con- mechanisms, and coping.

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CCPX 4032. Assessment and chology to medical-legal problems emphasis on original sources: CCPX 5333. Practicum in clini- treatment of alcohol and chemi- and nomenclature in diagnosis, Freud, Winnicott, Kohut, ego psy- cal assessment (1 for Spring and cal dependency (3) evaluation, assessment, treatment, chology, and object relations theory. 0–1 for Summer) Dr. Derby. Overview of the clini- and testimony regarding criminal Professor. Lapidus. Permission cal principles governing assess- behavior, psychopathology, and CCPX 5038. Cognitive, behav- required. Supervised practice in ment and treatment of addictive civil, family and criminal law. ioral and interpersonal (IPT) assessment as staff members of the disorders; stages of addiction; Therapies (3) Center for Psychological Services. issues of comorbidity; resistances CCPX 4230. Fieldwork in Professor Miller. Doctoral candi- Special fee: $115; $45 for Summer. to treatment. applied psychology (3) dates in psychology; others by per- Professor Midlarsky. Supervised mission. Introduction to theory and CCPX 5334. Clinical assessment CCPX 4033. Advanced clinical practice in field placements. technique underlying treatment and research with children and interventions with addicted within the following modalities: adolescents (3) patients and families (3) CCPX 5030. Ethical and Cognitive, Behavioral, Interper- Dr. Kentgen. Doctoral candidates Permission required. Prerequisite: professional issues in clinical sonal, and Short-Term Psychody- in clinical, counseling, and school CCPX 4032. Focus on developing psychology (1) namic. The course will explore the psychology. Psychological assess- advanced alcohol-specific interven- Professor Schonbar. Limited to application of these various treatment of children and adolescents, tion techniques, and group and doctoral and postdoctoral students ment approaches to a range of dis- including interviewing techniques, family counseling skills for work in clinical psychology. Orientation orders to include Depressive Disor- observational methods, and psy- with addicted individuals and to program and field; ethical and ders, Anxiety Disorders, OCD, and chodiagnostic testing. their families. professional issues. management of Schizophrenia. CCPX 5531. Psychotherapy CCPX 4035. Personality and CCPX 5032. Personality and CCPX 5039. Empirical bases of with children (3) behavior change (3) psychopathology (3) psychotherapy (3) Professor Miller. Open to doctoral Dr. Pearson-Brok. Review of the Professor Midlarsky. Major clinical Professor Farber. Permission students in psychology; others by major theories of personality; disorders of adulthood viewed required. Analysis of research permission. Inntroduction to con- mechanisms of behavioral change. from clinical and research perspec- efforts concerned with investigat- temporary models of child psy- tives; current issues in diagnosis ing the process and outcome of chotherapy to include Psychoedu- CCPX 4038. Comparative and treatment. psychotherapy. Emphasis on client, cational, Cognitive Behavioral, psychotherapies (3) therapist, and system variables Interpersonal, and Psychodynamic. Professor Farber. Survey and analy- CCPX 5033. The evolution that contribute to the probability Emphasis will be upon a compari- sis of representative psychothera- of Freud’s psychological of therapeutic success. son of the theoretical foundations pies in current practice: psychoan- theories (3) and techniques across paradigms. alytic, neo-Freudian, Gestalt, Dr. Reisner. Intensive examination CCPX 5102. Research in psy- Jungian, client-centered, existen- of selected psychological works of chopathology, diagnosis, and CCPX 5532. Risk and resilience tial, behavior therapy, and others. Sigmund Freud from 1892 to legal applications of DSM IV (3) in children and adolescents (3) 1940, focusing on theoretical Dr. Amador. Experimental Professor Miller. Open to all stu- CCPX 4039. Critical perspec- innovations, modifications, and research in psychopathology and dents. The course will focus upon tives on nontraditional elaborations. legal diagnosis: empirical studies current research on risk factors and psychotherapies (3) and applications of multiaxial resiliency factors developed from Dr. Menahem. Overview and eval- CCPX 5034. Developmental diagnosis. Understanding and use within epidemiological, social, uation of nontraditional psy- psychopathology (3) of The Diagnostic and Statistical and antra-psychic perspectives. chotherapeutic approaches includ- Professor Farber. Major clinical Manual of Mental Disorders (4th Research findings will be discussed ing existential psychotherapy, syndromes of childhood and ado- edition). within the context of theories of Eriksonian hypnosis, transpersonal lescence viewed within the context development. therapy, and Eastern-oriented of normal development. Considera- CCPX 5230. Fieldwork in clini- models. tion of various theoretical, diag- cal psychology (1) CCPX 5533–CCPX 5534. nostic, etiological, and therapeutic Supervised practice in field place- Research methods in clinical CCPX 4120. Psychotherapy viewpoints. ments. Sections: (1) Adult Extern- psychology (3 each semester) through fiction and film (3) ship (Prof. Midlarsky). (2) Child Fall: Professor Bonanno. Spring: Professor Farber. Psychotherapy, CCPX 5036. Transference and Externship (Prof. Miller). Dr. Amador. Permission required. the therapist, and psychopathology countertransference arising Design, methodology, and artifact as reflected in current fiction and from differences in age, gender, CCPX 5330. Principles and in research. Development of film. racial, ethnic, and sexual orien- techniques of clinical assess- research proposals. Critical review tation backgrounds (3) Permis- ment (3) of journal articles. CCPX 4125. Women and mental sion required. An experiential Professor Lapidus. Doctoral candi- health (3) seminar for practicum students in dates in clinical, counseling, and CCPX 5535. Research Dr. Bender. Stressors, manifesta- clinical and counseling psychology school psychology. Theory and practicum in clinical tions, and treatment of psy- who are working with clients dif- practice of assessing individual psychology (2) chopathology in women; theories ferent from themselves. personality functioning and styles Faculty. Permission required. of Klein, Horney, Thompson, and of adjustment through observa- Supervised research in clinical others. CCPX 5037. Dynamic tion, interview, and diagnostic psychology. psychotherapies (3) instruments. Course requirements CCPX 4150. Introduction to Dr. Boulanger. Spring: open to doc- include a laboratory experience. CCPX 5539. Clinical assess- forensic psychology (3). toral candidates in psychology; oth- Special fee: $150. ment: The interview (3) Professor Lapidus. The practice ers by permission. Theories of psy- Professor Lapidus. Doctoral stu- and application of forensic psychoanalytic psychotherapy with dents in clinical, counseling,

156 D EPARTMENT OF C OUNSELING AND C LINICAL P SYCHOLOGY school psychology, speech and CCPX 6332–CCPX 6333. Super- CCPX 6531. Personality assess- CCPX 4900. Research and hearing, learning disabilities, spe- vision of assessment, intake, ment: Projective tests, self- independent study (1–3) cial education, and pre-doctoral educational, or abuse preven- report measures and structured students providing intake services tion family services (1–3) interviews (2) CCPX 5110. Research appren- at the Teachers College Clinic. Professor Lapidus. Permission Faculty. Permission required. Pre- ticeship (0–2) Introductory didactic and practice required. For post-internship stu- requisites: CCPX 5330, CCPX Faculty. Permission required. seminar in clinical interviewing. dents in clinical, and counseling, 5331. Emphasis on the Exner sys- Involvement as a research extern in school psychology, and qualified tem of Rorschach scoring and community agencies or as a CCPX 5542. Psychoanalytic doctoral and pre-doctoral supervi- interpretation, on self-report mea- research assistant to departmental issues: Theory and research sors of services in the Teachers Col- sures (e.g., MMPI), and on struc- faculty. (2–3) lege Clinic or in the community. tured clinical interviews. Examination of selected topics in Seminar and supervised practice in CCPX 6900. Advanced research psychoanalytic theory and tech- the teaching and supervision of CCPX 6532–CCPX 6533. and independent study (1–3) nique, e.g., dreams, transference, clinical assessment and intake. Advanced topics in clinical the- Faculty. Permission required. autobiographical memories. ory, research, and practice (2–3) CCPX 6335. Practicum in clini- Clinical Faculty and Invited CCPX 7500. Dissertation CCPX 5544. Cross-cultural cal intervention (4; 0–2 during Instructors (Faculty and Dr. Fos- seminar (1 each semester) issues in psychopathology, Summer) shage in alternate years). Advanced Fall: Dr. Amador. Spring: Professor resilience and coping (2–3) Professor Farber. Permission doctoral candidates in clinical and Farber. Permission required. Professor Lapidus. Doctoral and required. For doctoral students in counseling psychology; other can- Development of doctoral disserta- masters students in psychology, clinical psychology, two semesters, didates by permission (different tions and presentation of plans for social work and public health. Oth- 4 points each semester. Supervised sections may have different crite- approval. Registration limited to ers by permission. Examination of practice in psychotherapy as staff ria). Seminars for the intensive two terms. pathology and resilience in the con- members of the Center for Psycho- study of specialized areas of theory, text of cultural patterns of coping logical Services. Special fee: $115 research, and practice for advanced CCPX 8900. Dissertation with developmental life tasks and each semester; $45 for Summer. students. Content varies. advisement (0) reactions to stress. Special fee: $50. CCPX 6336. Advanced CCPX 6534. Object relations CCPX 5546. Research practicum in clinical interven- and self psychology (2–3) perspectives on critical social tion (4; 0–2 during Summer) TBA. Permission required. British problems (3) Professor Bonanno. Permission and American schools of object 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- the interface of social and clinical dents in clinical psychology. Spe- nalization, splitting, regression, psychology. Topics include help- cial fee: $115 each semester; $45 and projective identification. ing, help-seeking, gender roles, for Summer. aging and mental health, AIDS, CCPX 6536. Postdoctoral semi- and stress coping. CCPX 6338. Fourth-year nar in clinical psychology (3) practicum in clinical interven- Professor Schonbar. Emphasis on CCPX 5610. Clinical psychology tion (1) the relationship between newly colloquium (0) Professor Schonbar. Permission acquired knowledge of clinical the- Professor Farber (Coordinator), required. Prerequisite: CCPX ory and technique and the stu- Clinical faculty and guest speakers. 6336. For fourth-year students in dents’ previously acquired research Permission required. clinical psychology, two semesters, competence and interests. 1 point each semester. Special fee: CCPX 5630. Case conference (0) $30 each semester. CCPX 6538. Advanced object TBA. (Coordinator). Permission relations theory (2–3) required. Corequisite: CCPX CCPX 6430z. Internship in TBA. Permission required. Prereq- 5333, CCPX 6335z, CCPX clinical psychology (0) uisite: CCPX 6534. Emphasis on 6336z, CCPJ 5360, CCPJ 6360z, Advanced doctoral students in clinical material illustrative of or CCPJ 6364z. For practicum stu- clinical psychology. Experience object relations phenomena. dents in the Center for Educational under supervision in approved and Psychological Services. All mental health agency. One year Independent Study and Research trainees must attend at least five full-time or part-time equivalent. conferences each term. Students may register for intensive CCPX 6530. Short-term individual study of a topic of spe- CCPX 6020. History and dynamic psychotherapy (2–3) cial interest. Registration in inde- systems of psychology (3) Dr. Lewis. Permission required. pendent study (CCPX 4900 and Professor Midlarsky. Survey of the For doctoral students in clinical, CCPX 6900) is by permission of history of psychology from the counseling, and school psychology. the instructor under whose guid- Ancient Greeks to the present. Focus on theoretical and technical ance the work will be undertaken. Discussion of theoretical systems aspects of short-term therapy; key Credit may range from 1 to 3 including Associationism, Struc- concepts illustrated by clinical points each term, and registration turalism, Behaviorism, Psycho- material presented by instructor is not limited to one term. Hours analysis, and Existentialism. and students. for individual conferences are to be arranged.

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Chair: Professor James H. Jed Luchow settings (e.g., schools, centers, – elementary or secondary Borland Maris Manheimer homes, workplaces, neighbor- education Location: 306 Main Hall Eileen Marzola hoods). We approach our work – learning disabilities Telephone: (212) 678-3765 Karen Megay-Nespoli from a critical, historical per- – gifted education Judy Randi spective and cultivate an ethic • Director of: Programs: of care and rigorous scholarship, – child-care center Lecturer: taking collaborative approaches – infant and parent center Curriculum and Teaching Anne Sabatini to inquiry, teaching, and gover- – early childhood program Early Childhood Education nance. We respect a broad • College teacher in under- Early Childhood Special Instructors: range of ways of knowing and graduate or graduate pro- Education Nadine Bryce inquiring and believe in the grams specializing in: Elementary/Childhood Robert Cunningham need for both qualitative and – infancy or early childhood Education, Preservice John Gray quantitative research methods. education Gifted Education Djanna Hill – early childhood special Learning Disabilities Robert Lane Our intellectual and theoretical education Reading and Learning Aliex Lawrence roots are deep in the Progressive – elementary or secondary Disabilities (Offered jointly Leslie Laud Education tradition, which education with the Department of Roberta Newton places high priority on direct – learning disabilities Health and Behavior Studies) Mindy Ochsner experience in teaching, learning, – gifted education Azuka Okeke and research; integration of the – curriculum development Faculty: Mary Rowe social, emotional, intellectual, – research and theory in cur- Alison Rutter and moral dimensions of educa- riculum and teaching Professors: Kathy Sood tion; and authentic respect for • Administrator (such as assis- Jeanne Brooks-Gunn Robyn Ulzheimer learners, the process of learning, tant superintendent, consul- Lucy McCormick Calkins Michelle Yang and the wisdom gained through tant, coordinator, director) in Celia Genishi practice. We view meaning and charge of: D. Kim Reid For information about faculty truth as constructions, literally – curriculum and instruction Leslie R. Williams and their scholarly and research built through study, conversa- – curriculum research Karen Zumwalt interests, please refer to the tion, thought, writing, and cri- – professional development “Faculty” section of the Catalog tique in the context of a learning – special education Adjunct Professor: on page 61. community. We—faculty and – gifted education Beatrice Fennimore students in the Department— • Teacher-leader in programs Departmental Mission participate in a number of over- for learners from infancy to Associate Professors: The Department of Curriculum lapping communities, incorpo- adulthood James H. Borland and Teaching has two broad rating into them diverse • Consultant or educational A. Lin Goodwin goals: first to contribute to the individuals and our respective specialist in a non-school Barbara Kiefer fields of early childhood educa- cultures, life experiences, and agency. Nancy Lesko tion, early childhood special points of view. Our central goal Susan Recchia education, educational and is to create, participate in, and Preservice teacher education Frances Schoonmaker instructional leadership, gen- nurture many learning commu- programs are designed to meet Marjorie Siegel (on sabbatical eral curriculum design and the- nities, pursuing deeper under- New York State and City AY 1999–2000) ory, gifted education, learning standing and mitigation of per- teacher certification require- disabilities, supervision and sistent problems of educational ments. Requirements for Adjunct Associate Professors: curriculum development, and practice. Along the way, we school administrator/supervisor Joann Jacullo-Noto teacher education; and, second, deliberately educate prospective (SAS) may be met through Lisa Wright to prepare prospective teachers and experienced professionals courses incorporated in the and other professionals to and ourselves about ways to ini- Ed.M. degree. Assistant Professors: assume leadership roles in edu- tiate, sustain, and provide leader- Michelle Knight cational programs for learners ship for these learning commu- Programs in Curriculum Celia Oyler of all ages. nities in a variety of educational settings, including urban con- and Teaching Adjunct Assistant Professors: To elaborate, we aim to educate texts and public schools. Areas of Specialization: Valerie Bang-Jensen leaders who will engage in Toni Bernard inquiry into and reform of cur- Typical positions for which stu- Master of Arts Judith Birsh riculum, teaching, the organi- dents are prepared include: There are two different types of Gloria Farber zation of schools, and teacher • Teacher or supervisor of: Masters Programs within the Stephen Farenga education. We are committed – infancy or early childhood Department of Curriculum and Valerie Henning-Piedmonte to understanding and working education Teaching: Preservice Programs Janet Hoffman with children and adults in cul- – early childhood special and Inservice Programs. Lori Langer de Ramirez turally and socially diverse field education

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Preservice M.A. programs are Doctoral Programs in the fall term or who matric- tial for research, field inquiry, designed for people with little The Doctor of Education Pro- ulated in the previous spring or or development activities in or no teaching experience or grams require 90 points of summer term and is enrolling education; and three years of preparation who are seeking graduate study beyond the for his or her first fall term. successful teaching or equiva- certification in Early Childhood Baccalaureate. The Department lent experience. All applicants Special Education, Elemen- of Curriculum and Teaching C&T 5000 is designed to make are required to submit GRE or tary/Childhood Education, offers doctoral programs in beginning doctoral students Miller Analogy Test scores that Gifted Education, or Learning Curriculum and Teaching and aware of, among other things, are no more than five years old Disabilities. The M.A. pro- in Early Childhood Education. important problems and issues and are required to submit a grams in Early Childhood Spe- Concentrations within Curricu- in curriculum and teaching, to writing sample. The Depart- cial Education, Elementary/ lum and Teaching include: introduce students to methods ment of Curriculum and Childhood Education, and • Curriculum and Teaching: of formulating questions and to Teaching evaluates Ed.D. Learning Disabilities are regis- Theory, Research, and modes of inquiry appropriate applications once per year. tered with the State of New Practice to doctoral-level research, and The application deadline is York, and graduates of these • Educational Leadership: to build a cohesive student January 15th. Applications programs are recommended for Teacher Education/ cohort. received after January 15th certification in their respective Supervision/ will be evaluated in the fol- fields. Preservice graduates of Staff Development Curriculum and lowing year. the M.A. program in Gifted • Gifted Education Education can become certified • Learning Disabilities Teaching Program Description: by applying for certification • Reading and Language Arts (Code: TYZ) The Program in Curriculum directly to the State Education • Religious Education Program Coordinators: Profes- and Teaching is designed for Department. • Urban Education sors Borland, Calkins, Kiefer, experienced inservice teachers, Knight, Lesko, Griffin, and administrators, and other edu- Inservice M.A. programs are Within the area of specializa- Siegel cators who have professional designed for people who are tion of Early Childhood Educa- preparation in preschool already certified or are provi- tion there are several areas of Degrees Offered: through grade twelve. Students sionally certified to teach in concentration, including Master of Arts (M.A.) will have opportunities to New York, in another state, or • Infant Study and Practice Master of Education (Ed.M.) become expert in such areas as on another grade level and who • Early Childhood Special Doctor of Education (Ed.D.) curriculum development, seek a Masters of Arts degree in Education school change and reform ini- Curriculum and Teaching, • Multicultural Early Child- Special Application tiatives, action research and Early Childhood Education, hood Education Requirements/Information: other school-based inquiry Early Childhood Special Educa- • Theoretical and Social Foun- For M.A. admission, please strategies, and will gain per- tion, Elementary/Childhood dations of Early Education submit proof of early childhood spectives on teaching as com- Education, Gifted Education, • Early Childhood Curriculum or elementary school teacher plex intellectual activity. The or Learning Disabilities. Grad- Development certification (provisional or per- overarching intention of the uates of inservice M.A. pro- See specific programs for addi- manent) or proof that you have program is to assist educators grams can become permanently tional admission requirements. completed an accredited Ele- who expect to exert leadership certified by applying for perma- mentary or Early Childhood in their school settings and nent certification directly to the Enrollment Requirements for First- student teaching program in with their colleagues. (See State Education Department. Year Ed.D. Students another state. above for areas of concentration Every first-year Ed.D. student within this program.) Master of Education in the Department of Curricu- In addition to the above, Ed.M. The Master of Education degree lum and Teaching is required students must provide evidence Degree Requirements: (Ed.M.) within the Department to enroll in C&T 5000, Theory of a minimum of two years of Master of Arts of Curriculum and Teaching and Inquiry in Curriculum and successful teaching experience, The basic curriculum for M.A. affords students the opportu- Teaching, in both the fall and and students seeking the Ed.D. students includes: nity to develop an area of exper- the spring semesters of his or degree must provide evidence • Curriculum Design tise beyond that required for her first year. C&T 5000 is a of a minimum of three years of (3 points): classroom teaching. The degree 6-point course that meets for a successful teaching experience. Choose from C&T 4023, is comprised of 60 points. double class session once per Differentiated curriculum Thirty of those 60 points may week, resulting in a minimum Admission to programs leading for the gifted and talented, be transferred from previous first-year enrollment of 12 to the Ed.D. degree is deter- C&T 4052, Designing cur- graduate work at another insti- points. A student can enroll for mined on the basis of academic riculum and instruction, or tution or at Teachers College, more than this minimum, but ability as evidenced by success C&T 5114, Cognitive cur- upon the recommendation of C&T 5000 must be part of his in prior academic work and /or riculum in early childhood the student’s program advisor. or her first-year course of study. other measures of academic education. See specific programs for addi- A first-year student is defined aptitude; demonstrable poten- tional admission requirements. as a student who matriculates

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• Teaching Strategies (3 points): The basic curriculum for M.A. • Practical Curriculum Design • Educational Leadership: Choose from C&T 4005, students with a concentration in Course (at least one) of the Teacher Education/Supervi- Principles of teaching and Reading/Writing (TYZL) following: C&T 4052, sion/Staff Development learning or C&T 4121, Early includes: Designing curriculum and • Gifted Education childhood teaching strate- • C&T 5037, Literacy, culture instruction (2–3 points), • Learning Disabilities gies within a social context. and the teaching of reading C&T 4023, Differentiated • Reading and Language Arts • Basic Course in Curriculum (3 points) or HUDK 4010, curriculum for the gifted- • Religious Education Theory (3 points): Psychology of reading talented (2–3 points), C&T • Urban Education C&T 4002, Basic course in (3 points) 5114, Cognitive curriculum theory of curriculum design • C&T 4136, Methods and in early childhood education Early Childhood • Other than the above courses materials for reading instruc- (3 points), or SCFU4083, at least one course address- tion (2–3 points) Instructional technology & Education ing one of the following: • C&T 4140, Literature for media systems (3 points). (Code: TYD) a) subject focus, b) age focus, younger children (2–3 • One course in social-histori- Program Coordinators: Profes- or c) setting/context focus. points) or C&T 4141, Litera- cal foundations of curricu- sors Genishi and Williams • C&T 4501, Teacher educa- ture for older children (2–3 lum and teaching. Choose tion lectures (1 point) points) or another course in from: C&T 4118, Theoreti- Degrees Offered: • C&T 4502, Master’s project children’s literature cal foundations of childhood Master of Arts (M.A.) (1 point) • At least one of the following: education (2–3 points), C&T Master of Education (Ed.M.) • A minimum of 12 points in C&T 4113, Early childhood 5036, Child and Family Pol- Doctor of Education (Ed.D.) the department methods and programs icy (2–3 points), C&T 4020, • At least 3 courses (at least 2 (3 points) The environments of school Special Application points each) outside of the C&T 4118, Theoretical (2–3 points), C&T 5074, Requirements/Information: department foundations of childhood Curriculum and teaching Admission to programs lead- • Completion of the action education (2–3 points) policy (3 points). ing to the Ed.D. degree is research project (0 points) C&T 4130, Current issues • Beyond the core courses, stu- determined on the basis of in elementary education dents’ programs are individ- academic ability as evidenced The basic curriculum for M.A. (3 points) ually planned with their by success in prior academic students with a concentration in C&T 4145, The education advisors, based on their pro- work and /or other measures of Elementary/Secondary (TYZT) of youth and adolescents fessional goals and interests. academic aptitude; demonstra- includes: (3 points) ble potential for research, field • At least one of the following: • C&T 4501, Teacher educa- Doctor of Education inquiry, or development activ- C&T 4130, Current issues tion lectures (1 point) The basic curriculum for Ed.D. ities in education; and three in elementary education • C&T 4502, Master’s project students includes: years of successful teaching or (3 points) (1 point) • Core: equivalent experience. All C&T 4145, The education • A minimum of 12 points in C&T 5000, Theory and applicants are required to sub- of youth and adolescents Department Inquiry in Curriculum and mit GRE or Miller Analogy (3 points) • At least 3 courses (at least Teaching (6 points)* Test scores that are no more • At least one of the following: 2 points each) outside • Research Requirements: than five years old and are C&T 4020, The environ- Department Departmental research required to submit a writing ments of school (2–3 points) • Completion of Master’s requirements include courses sample. C&T 4118, Theoretical Action Research Project in research methods, statis- foundations of childhood (0 points) tics, and one or two semes- Program Description: education (2–3 points) ters of Dissertation Seminar The program in Early Child- C&T 5036, Child and Master of Education in Curriculum and Teaching hood Education is concerned Family Policy (2–3 points) The basic curriculum for Ed.M. (C&T 7500 and C&T 7501). with the education of children • C&T 4501, Teacher educa- students includes: See departmental guidelines from birth to eight years of tion lectures (1 point) • Core: for speciﬁc requirements. age. It is designed to accom- • C&T 4502, Master’s project C&T 4002, Basic course in • Other courses are selected in plish three major goals: (1) to (1 point) theory of curriculum design consultaiton with an advisor. relate research on the growth, • A minimum of 12 points in (3 points) *Taken both fall and spring development, and education of Department C&T 4004, Basic course of ﬁrst year for 6 points per young children to practice in • At least 3 courses (at least in school improvement semester. current early childhood educa- 2 points each) outside (3 points) tional programs, including Department C&T 4005, Principles of Concentrations include: curriculum development and • Completion of Master’s teaching and learning • Curriculum and Teaching: program assessment and evalu- Action Research Project (3 points) Theory, Research, and ation, (2) to strengthen and (0 points) Practice augment the competencies of teachers and other educational

160 D EPARTMENT OF C URRICULUM AND T EACHING personnel, and (3) to investi- C&T 5321, Practicum in • Other courses are selected in development, curriculum, and gate historical, current, and early childhood education consultation with an advisor. instructional strategies within projected issues central to early (3–4 points) *Taken both fall and spring of a family-oriented, child- childhood education. • A minimum of 12 points first year for 6 points per focused model. Students are within the department semester. prepared to work with a range The Master of Arts program in • A minimum of 18 points of ages and disabilities, and to Early Childhood is an inservice related to early childhood Early Childhood Special apply their skills within both program, primarily for people • At least 3 courses outside the inclusive and self-contained already certified (or provision- department for at least 2 Education settings. ally certified) to teach. Consid- points each (Code: TEC) eration may also be given to • Master’s project (0 points) Program Coordinator: Professor The course of study for the applicants whose training and Recchia M.A. in Early childhood Special experience are in closely allied Master of Education Education makes provision for professional fields, but they The basic curriculum for Ed.M. Degrees Offered: students with backgrounds in may have to take additional students includes: Master of Arts (M.A.) special education, for students credits to meet the require- • Core: Master of Education (Ed.M.) with backgrounds in education ments for the M.A. C&T 4002, Basic course in Doctor of Education (Ed.D.), but not in special education, theory of curriculum design concentration available and for students with no previ- Students who seek preparation (3 points) through Early Childhood Edu- ous course work in the field of in Early Childhood Education C&T 4004, Basic course cation (Code: TYD). education. As a result, the num- and are not certified may seek in school improvement ber of credits required for grad- admission to the degree pro- (3 points) Special Application uation and teacher certification gram in Elementary/Childhood C&T 4005, Principles of Instructions/Information: and the course of study varies as Education-Preservice and can teaching and learning Admission to programs leading a function of the student’s previ- concentrate in the early child- (3 points) to the Ed.D. degree is deter- ous educational history. Stu- hood grades by completing C&T 5513, Seminar in mined on the basis of academic dents with special education 14–15 credits of electives in early childhood education ability as evidenced by success backgrounds can complete the early childhood courses and (3 points) in prior academic work and /or course of study for the Master of doing one semester of student C&T 5514, Seminar in other measures of academic Arts degree by earning 32 cred- teaching at the kindergarten or early childhood education aptitude; demonstrable poten- its of course work, as can those pre-kindergarten level. (3 points) or C&T 5036, tial for research, field inquiry, with education backgrounds Child and Family Policy At the doctoral level, the pro- or development activities in outside the field of special edu- (2–3 points) gram in Early Childhood Edu- education; and three years of cation. Students with no previ- Beyond the core courses, stu- cation prepares candidates for successful teaching or equiva- ous course work in education dents’ programs are individu- college teaching, research, and lent experience. All applicants must complete at least 36 cred- ally planned with their advi- other leadership positions in are required to submit GRE or its in order to obtain the Master sors, based on their professional early childhood education. The Miller Analogy Test scores that of Arts degree and the depart- goals and interests. program is highly selective, are no more than five years old ment’s recommendation for pro- aiming to identify and train and are required to submit a visional certification as a teacher individuals whose prior educa- Doctor of Education writing sample. Ed.D. appli- of special education. The basic curriculum for Ed.D. tion and experience, whether cants should indicate interest in students includes: or not it has been specifically early childhood special educa- The Ed.M. Program in Early • Core: in the field of early childhood, tion on application. Childhood Special Education C&T 5000, Theory and gives promise of the ability to offers students who have already Inquiry in Curriculum and develop modes of inquiry suit- Program Description: completed the Master of Arts Teaching (6 points)* able to the field’s complexities. Early Childhood Special Edu- degree (or the equivalent), an • Research Requirements: cation is a rapidly expanding opportunity for more special- Degree Requirements: Departmental research field providing early interven- ized and advanced study, train- requirements include courses tion and educational services ing, and practice in the field. Master of Arts in research methods, statis- to infants, toddlers, and Ed.M. students take a series of The basic curriculum for M.A. tics, and one or two semes- preschool children with dis- interdisciplinary courses focused students includes: ters of Dissertation Seminar abilities (including those at- on their individual areas of • Core: in Curriculum and Teaching risk for developing disabili- interest (e.g., infant develop- C&T 4113, Early childhood (C&T 7500 and C&T 7501). ties) and their families in ment and practice, working methods and programs See departmental guidelines home, hospital, and center- with families, working in inclu- (3 points) for specific requirements. based settings. This program sive settings, curriculum devel- C&T 4118, Theoretical prepares educators to work opment, etc.). Teaching and foundations of childhood with young children and their research practica are incorpo- education (2–3 points) families by emphasizing early rated into the program.

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The Department of Curriculum C&T 5114, Cognitive cur- room, HBSE 4002, Adapting space-available basis. Those who and Teaching offers a doctoral riculum in early childhood curriculum and instruction for complete their applications after concentration in Early Child- education (3) children with disabilities, or the priority deadline may not hood Special Education through • Special Education Focus an approved equivalent will be have the opportunity to begin its program in Early Childhood (6–9 points): added to the Core require- student teaching in their first Education. This concentration Students, with the approval ment. Second, students must year, even if admitted. prepares students for careers of their advisor, will select a secure a placement (either a related to leadership and advo- meaningful combination of paid position or a volunteer Applicants who wish to enroll cacy in the field, research and three special education elec- position) in a program which in the Spring semester must scholarship, and higher educative courses. These may con- serves young children with or submit their applications no tion and teacher preparation sist of either three courses without disabilities during later than the October 15 pri- programs. Core courses empha- within one area of focus, or their first semester enrolled (or ority deadline. size theory and foundations in three courses from diverse during the semester previous general and early childhood areas of focus. to the one in which they do Program Description: education and research methods • Teachers College Breadth their student teaching). Third, This is a 40-point M.A. preser- and training. Seminars and (4–6 points): students may consider select- vice program for applicants advanced practica focus on spe- Two additional TC courses ing courses in the teaching of with little or no teaching expe- cial topics in the field. Opportu- in Programs other than the reading as part of their breadth rience or preparation who are nities for involvement in fac- home program. These requirement. seeking certification at the ele- ulty-sponsored research and courses should be selected mentary level, grades N–6. professional development activi- carefully, with an eye toward Master of Education Extensions for Early Childhood ties are an integral part of the enhancing the students pro- Course requirements for Ed.M. and Middle School levels are program concentration. gram of study. students include: possible. The program includes • Culminating Project 30 points in Special Education a professional student-teaching Degree Requirements: (0 points) and/or Early Childhood Educa- sequence from September tion, 12 points in related social through May. Students may Master of Arts Course requirements for M.A. stu- Course requirements for M.A. stu- science courses (e.g. child complete the program on a dents with backgrounds in Special dents with Education backgrounds development, speech and lan- full-time or part-time basis; Education include (minimum of but No Previous course work in guage development, neuro- students have the option to 32 points): Special Education include (mini- physiology, etc.), 10–12 points complete an accelerated pro- mum of 32 points): • Core (19–23 points): in research and technology, and gram (an academic year plus C&T 4080, Normal and Students who are certified/have 6–8 points in practicum expe- preceding and following sum- atypical development in backgrounds in elementary rience. 30 points may be trans- mer sessions) or to extend their young children (2–3) education, including 6 credits ferred in from other programs. program over 2–5 years. Stu- C&T 4081, Programs for in the teaching of reading, fol- The exact course of study is dents planning to student young children with disabil- low the course of study designed by students in collab- teach are required to file a Dec- ities (2–3) described above with the addi- oration with their program laration of Intention to Student C&T 4082, Assessment of tion of C&T 4001, Teaching advisors. Teach (available from the young children with excep- students with disabilities in Department Office) by May 15 tionalities (2–3) the regular classroom or HBSE prior to the Fall term in which C&T 4083, Working with 4002, Adapting curriculum Elementary/Childhood they plan to student teach. A and instruction for children non-refundable deposit of families of young children Education-Preservice with disabilities (2–3) with disabilities (or an $150.00, which is later C&T 4302, Supervised approved equivalent). All stu- (Code: TYP) released into the student’s practicum in the assessment dents should have a minimum Program Coordinators: account upon registration for of young children with total of 24 points in courses in Professors Goodwin, Oyler, student teaching that Fall, is exceptionalities or HBSE special education by the end of and Schoonmaker also required by May 15. Some 4300, Supervised practicum the program. courses may be taken before in the educational assessment Degree Offered: beginning the professional Course requirements for M.A. of exceptional children (2–3) Master of Arts (M.A.) sequence. students with No background in C&T 4308, Pre-Student Education include (minimum of teaching practicum in Special Application New York State and the Preser- 36 points): early childhood special edu- Requirements/Information: vice Program require that cation (3) Students with no background Applicants who wish to enroll degree/teacher certification C&T 4708, Observation in education follow the course in the Summer or Fall semester candidates complete a distribu- and student teaching in spe- of study described above with should make every effort to tion of liberal arts course work cial education: Early child- several additions. First, C&T meet the February 1 priority at either the graduate or under- hood (3) 4001, Teaching students with deadline. Applications will be graduate levels. This includes a disabilities in the regular class- considered until April 1 on a minimum of 6 credits in each

162 D EPARTMENT OF C URRICULUM AND T EACHING of the following domains: Eng- classroom management and lege, Columbia University, Ed.D. program. Students lish, mathematics, social sci- organization (designated Union Theological Seminary, or enrolled for this degree meet ence, science, and two term C&T 4123, C&T 4334/5 and Jewish Theological Seminary. the departmental doctoral core length courses in a language C&T 4726 in the Fall; C&T requirements, complete other than English (proven 4124, C&T 4143, C&T Gifted Education coursework in gifted educa- proficiency may substitute for 4336, C&T 4501, C&T tion, and undertake disserta- course work in language). This 4726 in the Spring). Stu- (Code: TEI) tion research on a problem requirement can be satisfied by: dents complete the Preser- Program Coordinator: related to gifted students. 1. transcript review of course vice Seminar Core concur- Professor Borland work taken prior to entering rently with the student Degree Requirements: Teachers College; teaching semesters. In addi- Degrees Offered: Master of Arts (M.A.), Master of Arts 2. elective course work taken at tion to the Preservice Core, The basic curriculum for M.A. Doctor of Education (Ed.D.), Teachers College either as a which accounts for approxi- students includes: available through Curriculum part of or in addition to the mately half of the 40 points • The Nature of Giftedness and Teaching (Code:TYZ) 40 points required for the required, the following (6–9 points)*. degree; courses are required for certi- Required: C&T 4021, Nature 3. graduate or undergraduate fication and the master’s Special Application Requirements/Information: and needs of gifted students course work taken elsewhere, degree: (2–3 points) and C&T 5023, Admission to programs leading with permission of the Reg- • one course in Child Develop- Exceptionality and intelli- to the Ed.D. degree is deter- istrar, while completing the ment (2–3 points)*, such as gence: Theoretical mined on the basis of academic Teachers College degree; C&T 4118, Theoretical approaches (2–3 points). ability as evidenced by success these would be in addition foundations of childhood Elective: C&T 4025, Educat- in prior academic work and /or to Preservice Program degree education ing the young gifted child other measures of academic apti- requirements; • one course in Educational (2–3 points) tude; demonstrable potential for 4. successful completion of the Foundations (2–3 points)*, • Teaching Gifted Students research, field inquiry, or devel- College Level Examination philosophical, historical, (9–12 points)*. opment activities in education; Program (CLEP) test can be sociological etc. Required: C&T 4023, Differ- and three years of successful substituted for course work • two courses in Methods of entiated curriculum for teaching or equivalent experi- in a second language, or in Teaching Reading (3 points gifted students (2–3 points), ence. All applicants are required each of the liberal arts sub- each): C&T 4132 and C&T C&T 5023, Planning and to submit GRE or Miller Anal- jects. Upon successful com- 4133, to be taken in con- implementing programs for ogy Test scores that are no more pletion, it may fulfill the junction with student gifted students (3 points). than five years old and are course requirement in Eng- teaching. Elective: C&T 4822, required to submit a writing lish, social science, mathe- • one course in Methods of Instructional models in the sample. Ed.D. applicants should matics, and/or science. Teaching Math (3 points): education of gifted students indicate interest in Gifted Edu- SCFC 5010, Mathematics in (1–2 points), C&T 5810, cation on application. Please note that for New York the elementary school New approaches to identify- City licenses and for states • one course in Methods of Program Description: ing and educating gifted other than New York, require- Teaching Science (3 points): students (1–2 points), C&T The M.A. program in gifted ments for certification may be SCFC 4040, Science in 5902, Problems in special education is designed primarily different. It is up to the stu- childhood education and education: Giftedness (1–3 for teachers, both inservice dent to be aware of any addi- SCFC 4140 Laboratory points) teachers (those who already tional provisions. Contact the methods and experiences for • Out-Of -Department hold teaching certificates) and Board of Education of New elementary school teachers Requirements (9–12 points): preservice teachers (individuals York City and State Education • one course in Special Educa- Preservice students must take who have no background in the Departments for current licens- tion Methods (2–3 points) two 3-point courses in teach- field of education but wish to ing requirements. *Appropriate undergraduate ing reading (6 points) and become teachers). Preservice courses may be substituted for one additional pedagogy Degree Requirements: students who complete the these requirements; please con- course to be determined in M.A. degree in the Program in The basic curriculum for M.A. sult with Preservice faculty. consultation with their advi- Gifted Education become certi- Elementary Preservice students sor (3 points). fied as elementary or secondary includes: Each student may use the bal- Inservice students select addi- school teachers by applying • The Preservice Seminar ance of his/her 40 points as tional courses in consultation directly to the State Education Core, which includes as top- he/she decides, in consultation with their advisor. Department for Certification. ics teaching methods, child with an advisor, to specialize in • Student Teaching (3–6 development, curriculum an area of interest, to obtain points): The Ed.D. degree is a concen- development, alternative additional certification, or to Preservice students take C&T tration within the general models of teaching, social sample a variety of graduate- 4702, Observation and stu- Curriculum and Teaching studies curriculum, and level courses at Teachers Col- dent teaching in special edu-

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cation: Gifted (3 points) Program Description: and intervention ( 3 points) Special Application twice, in separate semesters. The Master of Arts program is HBSK 5373, Practicum in Requirements/Information: Inservice students take C&T designed to prepare teachers to diagnosis of reading difficulty Applicants must hold a gradu- 4702, Observation and stu- work with students with spe- (3 points) ate M.A. degree in Learning dent teaching in special edu- cific disabilities. The program HUDM 4050, Introduction to Disabilities or Reading from cation: Gifted (3 points) one is based on the assumption that measurement (2 points) either Teachers College or semester. successful teachers of students C&T 4501, Teacher education another accredited institution. • Culminating Project with learning disabilities must lectures (0–2 points)** Admission decisions are based (0 points): have a thorough understanding C&T 4504, Child abuse & upon undergraduate and grad- A culminating project, of the nature of learning and of Drug abuse detection and uate academic records (a GPA arranged in consultation learning disabilities and must reporting (0 points)*** of B+ or better is required), with your advisor, that also be skilled in planning and * C&T 4705, section 001, for letters of recommendation, and demonstrates your ability to evaluating instruction and in three credits, is required for all a personal statement. Appli- integrate your theoretical collaborating with others who students; C&T 4705, section cants must also have at least knowledge with practical work with these students in 002, for three credits, is also three years of full-time teach- problems and issues in gifted various settings. The program required only for those with no ing experience either at the education. requires a minimum of 32 previous student teaching or time of admission, or before *The number of points in the points. Graduates who meet classroom experience in either the granting of the degree. first two categories must equal the requirements of the pro- general or special education 17–20. gram will be recommended for settings. Program Description: the New York State Certificate **Students must enroll for, and The Reading and Learning Learning Disabilities in Special Education. meet the requirements of, C&T Disabilities Ed.M. requires a 4501 in order to meet New minimum of 60 points and is (Code: TEN) The Ed.D. degree is a concen- York State Certification offered to applicants who have Acting Program Coordinator: tration within the general Cur- requirements for work in mul- either teacher certification or a Professor Reid riculum and Teaching Ed.D. ticultural education. master’s degree in a related area program. Students enrolled for *** Students must enroll for, and desire additional, more Degrees Offered: this degree meet the depart- and meet the requirements of, specialized training within the Master of Arts (M.A.) mental doctoral core require- C&T 4504 in order to meet reading specialist area, without Doctor of Education (Ed.D.), ments, complete course work New York State Certification making the extended commit- available through Curriculum in learning disabilities, and requirements. This course costs ment required to undertake and Teaching (Code: TYZ) undertake dissertation research $10.00 and meets for 6 hours pursuit of a doctoral degree. on a problem related to learn- over the course of two Friday Graduates are eligible for state Special Application ing disabilities. afternoons. certification as a reading Requirements/Information: teacher and as a teacher of spe- Admission to programs lead- Degree Requirements: In addition to the above, four cial education. Applicants who ing to the Ed.D. degree is to six points in elective courses have neither a master’s degree Master of Arts determined on the basis of aca- should be chosen in consulta- The basic curriculum for M.A. nor teaching certification in demic ability as evidenced by tion with an advisor. Selection students includes: either Reading Specialist or success in prior academic work is influenced by factors such as C&T 4046, Introduction to Learning Disabilities should and/or other measures of acade- previous academic background learning disabilities (2 points) apply to the Master of Arts mic aptitude; demonstrable and career objectives. C&T 4047, Education of stu- program in one of these two potential for research, field dents with learning disabilities areas. Subsequent to complet- inquiry, or development activi- (2 points) ing this Master of Arts degree, ties in education; and three Reading and Learning C&T 4048, Diagnosis and persons are eligible to apply for years of successful teaching or Disabilities remediation of math learning admission to the Ed.M. pro- equivalent experience. All disabilities (2 points) (Code: TZB) gram in Reading and Learning applicants are required to sub- C&T 4853, Multisensory Offered jointly with Depart- Disabilities. mit GRE or Miller Analogy teaching of basic language ment of Health and Behavior Test scores that are no more Degree Requirements: skills (3 points) Studies, see page 171. than five years old and are C&T 4049, Tests and remedial The basic curriculum for Ed.M. required to submit a writing work (2 points) Program Coordinators: students includes: sample. Ed.D. applicants C&T 4301, Practicum in edu- Professor Reid and Professor Courses marked with an * are should list interest in Learning cational assessment (3 points) Perin (Health and Behavior required courses. Other courses Disabilities on application. C&T 4705, Student teaching Studies) necessary to fulfill each core in learning disabilities (3 or 6 should be selected in consulta- points)* Degree Offered: tion with an advisor. HBSK 4072, Theory and tech- Master of Education (Ed.M.) • Reading and Learning Dis- niques of reading assessment abilities Core (25 points):

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C&T 4000, Introduction to C&T 4301, Practicum in Emphasis is placed on the way C&T 4022. Instructional models special education (2–3 educational assessment these special education programs in the education of gifted points) (3 points)* fit, or should fit, into ongoing students (2–3) C&T 4046, Introduction to HBSK 5373, Practicum in work in schools. Special fee: $25. Professor Borland. A review and learning disabilities (2–3 diagnosis of reading diffi- application of special instructional C&T 4001. Teaching students systems for educating the gifted. points)* culty (3 points)* with disabilities in the regular Special attention devoted to frame- C&T 4047, Education of HBSK 5374, Advanced classroom (3) works developed by Gordon, students with learning dis- practicum in the psychoedu- Faculty. Problems of educational Jacobs and Borland, Parnes, Ren- abilities (2–3 points)* cational assessment of read- assessment, curriculum and teach- zulli, Taba, Tannenbaum, Taylor C&T 4048, Diagnosis and ing difficulties (3 points)* ing, organization, and guidance of and Williams. Course also offered remediation of math learn- • Learning and Development students with physical, cognitive, as summer workshop C&T 4822. ing disabilities (2–3 points)* Core (9 points): affective, and sensory disabilities. HBSK 4072, Theory and HUDK 4020, Theories of For non-majors. Special fee: $10. C&T 4023. Differentiated cur- techniques of reading assess- human development (2–3 riculum for gifted students ment and intervention points) C&T 4002. Basic course in the- (2–3) ory of curriculum design (3) Dr. Wright. Development and (3 points)* HUDK 4022, Developmen- Professor Lesko or Schoonmaker. application of guidelines and plan- HBSK 4074, Reading com- tal psychology: Childhood The nature and design of educa- ning differentiated curriculum for prehension strategies and (2–3 points) tional activities: theory, research, gifted and talented students. study skills (3 points)* HUDK 4023, Developmen- and practice of curriculum design. HBSK 4077, Adult basic lit- tal psychology: Adolescence C&T 4025. Educating young eracy (3 points) (2–3 points) C&T 4004. Basic course in gifted children (2–3) C&T 4136, Methods and HUDK 4027, Development school improvement (3) Dr. Wright. Examination of theo- materials for reading instruc- of mathematical thinking Professor Knight. Major themes ries and practices relevant to the tion (2–3) (3 points) include state of the field regarding education of the young (preschool C&T 4705, Student teaching HUDK 4029, Theories of school change, schools as social through second grade) gifted child organizations, the individual in with particular focus on the devel- in learning disabilities human cognition and learn- the organization, theories of opment of critical-thinking and (3 points)* ing (2–3 points) change, and implementation problem-solving skills. C&T 4853, Multisensory HBSE 4076, Introduction to strategies and processes. teaching of basic language neuropsychology (3 points) C&T 4029. Creativity: Its nature skills (3 points) HBSE 4079, Language C&T 4005. Principles of teach- and nurture (2–3) HUDK 5090, Psychology of development and habitation: ing and learning (3) Faculty. An examination and criti- language and reading (2–3 The foundations (2–3 points) Dr. Randi. Examination of princi- cal appraisal of theories of creativ- points) HUDK 4121, Developmen- ples of teaching that can be ity, test development to measure HBSK 5099, Theories of tal psychology (2–3 points) derived from psychological theo- creativity, and methods designed cognitive processes in writ- HBSK 5070, Neural bases ries and research, including behav- to enhance the creativity of chil- ioral, cognitive, and social cogni- dren and adults. ing (3 points) for language and cognitive tive theories. Classroom teaching HBSK 5376, Practicum in development (3 points) strategies and principles of teach- C&T 4046. Introduction to intervention with reading • Electives (13 points): ing are integrated for novice learning disabilities (2–3) and school subject difficulty The remaining points teachers. Professor Reid. Enrollment by per- (3 points)* should be taken in courses mission only. This course is HBSK 5377, Advanced that reflect the emphasis of C&T 4020. The environments of designed to examine the psycho- practicum in intervention the individual student’s pro- school (2–3) logical and social characteristics of with reading and school sub- gram. Those points may Faculty. Space, objects, and territo- children and adolescents described ject difficulty (3 points) include any courses listed riality; school and classroom size; as learning disabled. HBSK 5080, Seminar in above, or in other areas. the environment as hidden curriculum; risk and stress in school; C&T 4047. Education of consultation and evaluation Electives should be selected interrelationship of the cognitive, students with learning in reading (3 points)* in consultation with an social and physical conditions and disabilities (2–3) C&T 4501, Teacher educa- advisor. outcomes of schools and class- Faculty. Procedures for teaching tion lectures (0–2 points)* rooms. students with learning disabilities. C&T 4504, Child abuse & Courses: Discussion and demonstration of C&T 4021. Nature and needs of selected methods applicable in drug abuse detection and C&T 4000. Introduction to gifted students (2–3) resource room programs, regular reporting (0 points)* special education (2–3) Dr. Wright. Psychological factors and special classes, and individual • Testing and Measurement Faculty. Enrollment limited to 35 personal and social affecting iden- remedial instructional settings. Core (13 points): students. A first course in special tification and development of C&T 4049, Tests and reme- education offered for students who gifted children and youth: impli- are not special education majors. dial work (2–3 points)* cations for education, counseling The course is a study of educa- HUDM 4050, Introduction and guidance. to measurement (2–3 tional programs for children and points)* adolescents with physical, mental, emotional, or sensory handicaps.

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C&T 4048. Diagnosis and reme- opment of infants, toddlers, and C&T 4118. Theoretical founda- curriculum and instructional prac- diation of math learning prob- preschoolers with and without dis- tions of childhood education tices in American elementary lems (2–3) abilities. Cross-categorical. (2–3) schools. Curriculum trends in sub- Faculty. Techniques for identify- Professor Genishi. Major theories ject areas such as reading, social ing and remediating problems C&T 4081. Programs for young relevant to contemporary research studies; trends and intended/unin- affecting math mastery in chil- children with disabilities (2–3) and practice in early childhood and tended consequences of practices in dren who are learning disabled. Professor Recchia or Dr. Bernard. childhood education: learning the- areas such as management and dis- Review of relevant research. Eval- Curriculum development and ory, Piaget’s interactionism, cipline; teacher expectancy and uation of materials, methods, and instructional strategies for excep- Vygotsky’s sociocultural develop- accountability. Special attention remedial techniques in resource tional young children birth to age mental theory, and Bruner’s theory will be paid to the role of educa- room programs, regular and spe- 5, in home and center-based proof pragmatics and context in tional leadership. cial classes, and individual reme- grams. Organization and planning development. dial instruction. of activities and intervention mod- C&T 4132. Learning and teach- els; analysis and selection of mate- C&T 4119. Issues and interdis- ing in the primary reading/ C&T 4049. Tests and remedial rials; community resources. Cross- ciplinary methods for working writing classroom (3) work for children with categorical and transdisciplinary. with parents of young children Professor Calkins, Kiefer, or Siegel. disabilities (2) (2–3) Permission required. Examines Professor Reid. This course is C&T 4082. Assessment of young Dr. Hoffman. Issues such as sepa- principles of literacy learning in designed for students preparing to children with exceptionalities ration, problematic behaviors, and young children and introduces the- become teachers of students with (2–3) assessment are examined in the ories, practices, and materials for learning disabilities. The focus is on Professor Recchia. An introduction development of interdisciplinary teaching reading/writing in pri- the diagnosis of dyslexia, non-ver- to formal and informal assessment strategies for working with parents mary grades. bal learning disabilities and atten- strategies and their application to of normal, at risk, and handi- tion disorders. Special fee: $25. work with young children. capped young children. Sessions C&T 4133. Learning and teach- are taught by an interdisciplinary ing in the intermediate reading/ C&T 4051. Supervision for ele- C&T 4083. Working with fami- team of faculty and invited speak- writing classroom (3) mentary and secondary schools lies of young children with dis- ers from special education, clinical Professors Calkins, Kiefer, or (2–3) abilities (2–3) psychology, early childhood educa- Siegel. Permission required. Exam- Professor Schoonmaker or Dr. Professor Recchia or faculty. Cur- tion, psychiatry, pediatrics, and ines strategies for teaching, orga- Maiocco. Theory and practice of rent and historical perspectives on social work. nizing and assessing reading and supervision in elementary and sec- parent involvement in the special writing in intermediate grades. ondary schools. Emphasis is on the education and rehabilitation of C&T 4121. Early childhood role of the supervisor in improve- infants, children, and youth with teaching strategies within a C&T 4136. Methods and materi- ment of instruction and curricu- disabilities. Emphasis on strategies social context (2–3) als for reading instruction (2–3) lum development. Students prac- and materials to facilitate a contin- Professor Genishi or Williams or Professor Kiefer or Professor tice techniques for improving uum of parent and family partici- faculty. Exploration of the teach- Siegel. A survey of approaches to supervisory skills through role pation. Special fee: $10. ing strategies used in early child- reading instruction from kinder- playing, case studies, and analysis hood education through analysis garten through middle school with of teaching. Attention given to C&T 4113. Early childhood of the social contexts out of which a critical examination of modern creating programs for continuous methods and programs (3) they have arisen. Emphasis on methods, materials, trends, and professional growth of elementary Professor Genishi or Williams or assimilation and application of issues. and secondary school teachers, Dr. Fennimore. Comparative study differing strategies through work- paraprofessionals, and leadership of traditional, current, and innova- shop format. C&T 4140. Literature for personnel. tive program models designed for younger children (2–3) children from birth through 8 years C&T 4124. Curriculum develop- Professor Kiefer. Critical study of C&T 4052. Designing curricu- of age. ment in elementary education literary trends and materials for lum and instruction (2–3) (2–3) children in pre-kindergarten, Professor Lesko or Oyler or faculty. C&T 4114. Multicultural Professors Goodwin, Oyler, kindergarten, and early grades. Application of models for design- approaches to teaching young Schoonmaker and Staff. Permission Consideration of developmental ing curriculum and instruction. children (3) required. Open to student teach- issues and reader response theory Students design curriculum in col- Professor Williams. Analysis of ers, interns, assistant and begin- relating to young children. laborative groups. major curriculum models for learn- ning teachers who are concurrently ing in young children through use working in elementary or middle C&T 4141. Literature for older C&T 4078. Curriculum and of culturally and environmentally- schools. Continuation of C&T children (2–3) teaching in urban areas (2–3) derived content. 4123, with emphasis on teaching Professor Kiefer. Interpretive and Professor Knight. Analysis of social of social studies, the interrelation- critical study of literature suitable context and resources for curricu- C&T 4117. Play: The roots ship of various instructional ﬁelds, for later elementary grades and lum and teaching in urban areas. of competence in young and team curriculum development. junior high school. Consideration children (3) of promising practices in using lit- C&T 4080. Normal and atypical Faculty. The origins of play and C&T 4130. Current issues in erature in school groups. development of young children related aspects of development elementary education (2–3) (2–3) with implications for practice. Professor Zumwalt or faculty. Professor Recchia. A ﬁrst course in Required for all Elementary Edu- early childhood special education cation in-service majors and open for majors and non-majors. Devel- to non-majors. A critical study of

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C&T 4143. Social studies in C&T 4200. Fieldwork in class will meet. A laboratory Abuse required for teacher certifi- the elementary and middle curriculum and teaching (1–4) course for developing teaching cation by the State of New York. school (2) Faculty. Permission required. skills and strategies based on con- Professors Goodwin, Oyler, Majors work under guidance. Stu- temporary models (group process, C&T 4615. Young children and Schoonmaker and Staff. Permission dents should have had previous cooperative learning, synectics, social policy: Issues and prob- required. Developing a curriculum course work with their supervising role play, concept development). lems (2–3) in social studies: emphasis on ratio- staff member and should select a Application of the models to field Dr. Fennimore. Overview of social nal-empirical and emergent mod- problem relating to this work. problems in teaching, staffing, policy towards young children as it els; critical examination of current supervision, and curriculum affects classroom practice and pro- practices. Material fee: $20. C&T 4301. Supervised design. Video tape recorded peer fessional goals. Situations such as practicum in the educational teaching and analysis. child abuse, divorce and custody, C&T 4145. The education of assessment of exceptional chil- C&T 4334. Group process student classification, and foster youth and adolescents (2–3) dren (2–3) strategies (1) care are examined. Professor Knight. A comprehen- Professor Reid. Permission C&T 4335. Cooperative sive examination of adolescent required. Prerequisite: C&T 4004. learning (1) C&T 4702. Student teaching- development and learning as they Participation in educational assess- C&T 4336. Synectics and role giftedness (3) relate to ment of exceptional children. playing (1) Dr. Wright. Observation and issues of curriculum, teaching, Analysis of observational and test C&T 4337. Concept attain- student teaching. Permission and learning. data; formulation of educational ment and formation (1) Required. Course requires 3–5 programs for exceptional learners. days a week for participation in C&T 4151. Teaching of Conducted in the Center for Edu- C&T 4501. Teacher education community, school, and agency Writing (3) cational and Psychological Services lectures (0–2) programs and a weekly seminar Professor Calkins. The course inte- or in appropriate community facil- Dr. Langer de Ramirez. Open to on campus. grates theory and practice for ities. Course meets one full day a preservice and inservice students in teachers. Topics include writing week. Lab fee: $150. all subject departments. Class C&T 4705. Student teaching- development, research on writing, meets for seven sessions (consult learning disabilities (3) models for responding to and eval- C&T 4302. Supervised department secretary or instructor Faculty. Observation and student uating student writing, and class- practicum in the educational for dates). Student diversity (char- teaching. Permission Required. room methods for teaching the assessment of young children acterized by gender, race, ethnicity, Course requires 3–5 days a week writing process in elementary with exceptionalities (2–3) language, special needs, and sexual for participation in community, classrooms. Professor Recchia and Faculty. Per- orientation) is examined in relation school, and agency programs and mission required. Prerequisite: to decisions about teaching a weekly seminar on campus. C&T 4159. Teacher education C&T 4082. Participation in educa- methodology, curriculum, instruc- programs (2–3) tional assessment of young chil- tional materials, student grouping, C&T 4708. Student teaching- Faculty. Current developments in dren with exceptionalities. Analy- home-school-community relation- infancy and early childhood (3) programs for the preparation and sis of observational and test data; ships, and teachers’ professional Professor Recchia and Faculty. inservice development of teachers formulation of educational inter- growth and development. Observation and student teaching. for elementary and secondary ventions. Conducted in the Center Permission required. Course schools. for Infants and Parents and the C&T 4502. Master’s project (1) requires 3–5 days a week for par- Center for Toddlers and Parents. Professor Genishi, Goodwin, ticipation in community, school, C&T 4160. Supervision in Course meets one full day a week. Lesko, Kiefer, or Siegel. Permis- and agency programs and a weekly preservice teacher education Lab fee: $150. sion required. Required for TYZ seminar on campus. programs (2–3) Master’s students. Students work Faculty. Theory and practice of C&T 4308. Pre-student teaching to develop proposals to initiate C&T 4726z. Professional labora- supervision of student teachers. practicum in early childhood required Master’s action research tory experiences (including full- Designed especially for cooperat- special education (3) project. time student teaching) in ele- ing teachers, this course will help Professor Recchia or Dr. Bernard. mentary education (4–6) students develop supervisory This course is a practicum for stu- C&T 4503. Independent study Professors Schoonmaker, Goodwin, skills through case studies, role dents in the Early Childhood Spe- (1–3) Oyler, and Staff. Permission playing, and analysis of teaching. cial Education Program that serves Faculty. Permission required. required. Students must begin in Lab fee: $5. as a prerequisite for student teach- Majors work individually or in the Autumn term. Full-time stu- ing. Students will work on and off small groups with a staff member. dent teaching under the sponsor- C&T 4161. The teacher: campus to develop competencies in Students should have had previ- ship of the regular classroom Professional/social/personal such skills as C.P.R., program ous course work with their super- teacher with supervision shared by context of teaching (2–3) planning, and working effectively vising staff member and should the cooperating teacher and Teach- Professor Zumwalt or faculty. with children and families. Special select a problem relating to this ers College staff members. Assign- Exploration of dilemmas facing fee: $50. work. ments to classrooms provide for teachers today through analysis of emphasis on education for younger historical studies, recent reports, C&T 4334–C&T 4337. Models of C&T 4504. Child abuse & sub- and older children in traditional and autobiographical reflections. teaching: Practicum stance abuse detection and and innovative settings, including Consideration of teacher develop- Professors Goodwin, Oyler, reporting (0–2) the College’s Professional Develop- ment theories and recent proposals Schoonmaker, and Staff. Permis- Dr. Jacullo-Noto. Specialized ment School. Given in conjunction regarding teachers. Prerequisite: sion required. Class meets for six training in the Detection and with C&T 4123 and C&T 4124. teaching experience. sessions. Consult instructors for Reporting of Child Abuse and the Eighteen hours per week field exact dates during the term each Detection of Drug and Alcohol placement plus class hours. Stu-

167 D EPARTMENT OF C URRICULUM AND T EACHING dents registering to begin student C&T 5024. Planning and imple- process from policy design through C&T 5308. Advanced teaching must file a Declaration of menting programs for gifted implementation. practicum-infancy and early Intention to Student Teach by May students (3) childhood (1–6) 15 prior to the Fall term. Professor Borland. Examination C&T 5112. Issues in child care: Professor Recchia. Permission of factors affecting planning and Birth through school age (2–3) required. Guided experiences for C&T 4729. Professional labora- implementation of programs for Dr. Farber. Impact of recent social advanced students in Early Child- tory experiences (including stu- the gifted, components of gifted and demographic changes on care- hood Special Education. Preservice dent teaching) in elementary programs, and systems approach giver/teacher training needs; and internships arranged. Students sub- education (4) to program planning. Students contributions from transdiscipli- mit reports analyzing experiences. Professor Goodwin. Permission develop written program plans for nary approaches to family day care required. Prerequisites C&T 4123 specific settings. and center-based programs. C&T 5321. Practicum in early or C&T 4124 and C&T 4726. childhood education: Curricu- Designed for students who have C&T 5036. Child and Family C&T 5113. Influence of social lum development, observation, completed two semesters of stu- Policy (2–3) factors in childhood education: and assessment in early child- dent teaching as an additional lab- Professor Brooks–Gunn. Course Developmental strategies (2–3) hood (3–4) oratory experience. (See C&T provides a foundation of knowl- Professor Genishi. Application of Professor Genishi or Williams. 4726z description). Students regis- edge concerning the role of child developmental, sociocultural, etho- Permission required. Supervised tering to begin student teaching and family perspectives in inform- logical, and socialization theory in-service competency-based field must file a Declaration of Inten- ing public policy. and research to the understanding experiences in early childhood set- tion to Student Teach by May 15 of children’s social lives in the tings. Emphasis on emerging prior to the Fall term. C&T 5037. Literacy, culture and classroom and other settings. issues and refinement of practice. the teaching of reading (3) C&T 4731. Professional labora- Professor Siegel. Prerequisite: C&T C&T 5114. Cognitive curricu- C&T 5323. Supervision and the tory experiences (including stu- 4136, C&T 4138, or equivalent. lum in early childhood educa- organization of programs for dent teaching) in elementary Examines current practices of read- tion (3) families with young children (3) education (4) ing instruction in light of theory Professor Williams or Dr. Hoff- Faculty. Prerequisites: C&T 5118. Professor Goodwin. Permission and research on literacy as a social, man. Focus on the practical appli- Assessment procedures, supervi- required. Given in conjunction cultural and political practice. cation of cognitive theory and sion, and social policy are related with C&T 4123 or C&T 4124. research in the design of curricula to the development and adminis- Laboratory experience designed for C&T 5042. Special topics in for children from birth to 8 years tration of programs for families certified teachers. (See C&T 4726z children’s literature (3) of age. Emphasis on development with infants and toddlers. description). Students registering Professor Kiefer. Study of specific of a sample curriculum. to begin student teaching must file genres or curriculum issues in chil- C&T 5500. Development of the a Declaration of Intention to dren’s literature. Topics are C&T 5118z. Infant development curriculum field (2–3) Student Teach by May 15 prior to announced in preliminary and final and practice (2–4) Professor Schoonmaker. Permission the Fall term. course schedules distributed each Professor Recchia. Permission required. Critical analysis of cur- semester. Registration not limited required. Theory is related to prac- rent and historical developments C&T 5000. Theory and Inquiry to one term. tice and research with infants and in the theory and practice of cur- in Curriculum and Teaching their parents. Enrollment is for 2 riculum making. (6 points each semester, fall and C&T 5053. Staff development semesters as a training fellow at spring). processes and procedures (3) the Center for Infants and Parents. C&T 5501. Research methods in Faculty. Required of and limited Faculty. Concepts and practices curriculum and teaching to first-year Ed.D. students in the related to staff development, in- C&T 5302 Advanced practicum- Professor Borland or Siegel. Department of Curriculum and service education, and organiza- giftedness (1–6) Understanding and developing Teaching; must be taken in both tional improvement. Attention Professor Borland and Dr. Wright. competence in research methods the fall and spring semesters. given to applications of staff devel- Permission required. Guided expe- for studying curriculum and teach- Introduction to and exploration of opment using institutional cooper- riences for advanced students in ing. important problems and issues in ation, organizational dynamics, Giftedness. Supervised group field curriculum and teaching, methods and research on teacher training. visits. Preservice internships C&T 5502. Introduction to of formulating questions, and Designed for principals, supervi- arranged. Students submit reports qualitative research in curricu- modes of inquiry appropriate to sors, curriculum directors, and analyzing experiences. lum and teaching (2–3) doctoral-level research. others concerned with staff and Professor Genishi or Siegel. Intro- program development to deal with C&T 5305. Advanced practicum- ductory seminar on methods in C&T 5023. Exceptionality and change in their own institutional learning disabilities (1–6) qualitative research, with focus on intelligence: Theoretical contexts. Faculty. Permission required. case studies in classrooms and approaches (2–3) Guided experiences for advanced schools. Professor Borland. Theories of cog- C&T 5074. Curriculum and students in Learning Disabilities. nition as they relate to the issues of teaching policy (3) Supervised group field visits. Pre- C&T 5513–C&T 5514. Seminar intelligence and creativity pre- Professor Sobol. Prerequisite: C&T service internships arranged. Stu- in early childhood education (3) sented as a basis for conceiving of 4004. Examination of the theoreti- dents submit reports analyzing Professor Genishi, Recchia, or students as exceptional and for dif- cal and political bases of curricu- experiences. Williams. Required of all second- ferentiating their curriculum. lum and teaching policies and year doctoral students in early their influences on school organiza- childhood education and open to tions and teaching practices. other post-Master’s students with Explores the policy-making permission. Examination of under-

168 D EPARTMENT OF C URRICULUM AND T EACHING lying issues and currents in early C&T 6402. Advanced intern- C&T 6505. Spencer Seminar: C&T 6551. Seminar in supervi- childhood education, with formu- ship-giftedness (1–6) School Research and Develop- sion and curriculum improve- lation of initial research plans. Professor Borland. Permission ment (2) ment (3) required. Post-master’s level. Professor Goodwin. This seminar is Professor Schoonmaker. Permission C&T 5515. Infancy research Intensive inservice internship at designed to prepare doctoral stu- required. Prerequisite: C&T 4051, seminar (non-credit or 0–3) agency chosen to meet individual dents to conduct collaborative C&T 4005, or equivalent. Primar- Professor Recchia. Permission student’s needs. Students submit school-based inquiry focused on ily for doctoral students. Intensive required. Research in infant devel- reports analyzing experiences. educational practice in elementary, study of selected problems. Major opment is facilitated and coordi- middle, and high schools. Special emphasis on formulation of super- nated through training in a variety C&T 6405. Advanced intern- attention is given to issues of vision strategies and curriculum of research methods and a seminar. ship-learning disabilities (1–6) school-university collaboration, change. Faculty. Permission required. context-sensitive research method- C&T 5902. Independent study- Post-master’s level. Intensive in- ologies, urban educational improve- C&T 6569. Seminar in theory giftedness (1–4) service internship designed to ment, and the relation of research to and research in curriculum Professor Borland. Permission meet individual student’s needs. development in school settings. (1–3) required. Qualified students work Students submit reports analyzing Participation in field research and Faculty. Permission required. Crit- under guidance on practical experiences. development is required. ical study of classroom environ- research problems. Proposed work ment as a laboratory for teacher must be outlined prior to registra- C&T 6408. Advanced intern- C&T 6506. Advanced seminar- education. tion; final written report required. ship-infancy and early child- giftedness (3) hood (1–6) Professor Borland. For doctoral C&T 6900–C&T 6901. Directed C&T 5905. Independent study- Professor Recchia. Permission students in Giftedness. Recent research and theory develop- learning disabilities (1–4) required. Post-master’s level. developments in theory and ment in curriculum and teach- Faculty. Permission required. Intensive inservice internship at research in gifted education. ing (1–4) Qualified students work under agency chosen to meet individual Faculty. Permission required. guidance on practical research student’s needs. Students submit C&T 6507. Advanced seminar- problems. Proposed work must be reports analyzing experiences. learning disabilities (2–3) C&T 6914–C&T 6915. Advanced outlined prior to registration; final Faculty. For doctoral students in studies in early childhood and written report required. C&T 6452–C&T 6453. Intern- learning disabilities and related childhood education (1–4) ship program in supervision fields. Recent developments in Professor Brooks-Gunn, Genishi, C&T 5908. Independent study- and curriculum improvement theory and research as related to Recchia, or Williams. Permission infancy and early childhood Professors Schoonmaker, Goodwin, learning disabilities from psycho- required. Identification and theo- (1–4) Oyler, and Staff. Permission logical, educational, sociological, retical and empirical investigation Professor Recchia. Permission required. Prerequisite: C&T 4160 and/or medical sources. of selected topics, problems, and required. Qualified students work or C&T 4051. Work with curricu- issues in early childhood and under guidance on practical lum leaders in an ongoing pro- C&T 6508. Advanced seminar- childhood education. Topics vary. research problems. Proposed work gram. Fieldwork involves school infancy and early childhood (3) May be taken more than once for must be outlined prior to registra- system problems and leadership Professor Recchia. For doctoral credit. tion; final written report required. processes. students in special education and C&T 6452. In-Service (2–4) related fields. Recent develop- C&T 7500–C&T 7501. Disserta- C&T 5913. Independent study C&T 6453. Preservice (2–4) ments in theory and research as tion seminar in curriculum and of infants and parents (3) related to the specialization from teaching (1–3) Professor Recchia. Permission C&T 6501–C&T 6502. Studies in psychological, educational, socio- Professors Genishi or Zumwalt. required. Workshop approach to curriculum and teaching (2–3) logical, and/or medical sources. Two semesters required of all doc- the study and support of infants Faculty. Permission required. Inte- toral candidates in the department. and their parents. grating seminar provides an oppor- C&T 6532. Seminar in Development of doctoral disserta- tunity for students to discuss reading/language arts and tions and presentation of plans for C&T 6200–C&T 6201. Field issues and questions fundamental related research (3) approval. study in designing curriculum to the field of curriculum and Professor Siegel. Permission and instruction (2–8) teaching. required. Open only to advanced C&T 8900. Dissertation Faculty. Permission required. Field Master’s and doctoral students advisement in curriculum experiences in relation to design- C&T 6503–C&T 6504. Seminar with a specialization in reading or and teaching (0) ing, conducting, and evaluating in field research (2) related area who have completed a Individual advisement on doctoral programs in curriculum and Faculty. Permission required. recent methods course in reading. dissertations. Fee: to equal 3 instruction. Corequisite: C&T 6200–C&T In-depth study and discussion of points at current tuition rate for 6201. Collect and organize data trends and issues in reading devel- each term. For requirements, see C&T 6259–C&T 6260. Field- and report field study findings. opment and instruction. section in catalog on Continuous work in preservice teacher edu- Abstract generalizations or limited Registration for Ed.D. degree. cation (1–4) theories as guides to practice and C&T 6533. Advanced study of further research. children’s literature (3) C&T 6400. Internship program Professor Kiefer. Permission in curriculum research (2–4) required. Issues and problems relat- Faculty. Permission required. For ing to the formulation of knowl- doctoral candidates. Firsthand edge about children’s literature. experience in a center where curriculum research is in progress.

169 D EPARTMENT OF C URRICULUM AND T EACHING

Continuing Education C&T 4853. Multisensory teach- support inquiry and collaboration, ing of basic language skills for and using literature to help stu- C&T 4802. Models of students with learning disabili- dents craft their writing. The curriculum and teaching ties (non-credit or 3–4) Institute is appropriate for elemen- (non-credit or 1) Dr. Birsh. Introduction to the the- tary and secondary school teachers. Professor Goodwin, Genishi, or oretical and practical issues of Williams. An institute focusing on teaching a Multisensory Struc- C&T 5810. New approaches to current issues in curriculum and tional Language approach in read- identifying and educating gifted teaching, such as innovative mod- ing, spelling, and handwriting, students (non-credit, 1 or 2) els of teaching or curriculum and in the structure of English, Professor Borland and Dr. Wright. development in specific settings. based on Alphabetic Phonics to This three-day workshop provides Topics vary and institute may be dyslexic students. Four-week sum- participants with the opportunity taken more than once for credit. mer session. Materials fee: $30. to learn about and discuss new challenges and approaches to iden- C&T 4803. Facing History. C&T 4854. Multisensory teach- tifying and educating gifted stu- (1 to 2) ing of basic skills I (non-credit dents. Presentations and discus- Mr. Nelson. A workshop designed or 1) sions will provide the core for each for educators who want to think Dr. Birsh. Prerequisite: C&T day. Small group work and indi- about innovative approaches to cit- 4853. Two day-long workshops vidual consultations will also be izenship education. Participants combined with the teaching of integrated throughout the three will have the opportunity to inves- Alphabetic Phonics curriculum in days. The emphasis of these ses- tigate the consequences of racism, school settings. Extension of prac- sions will be on the creation of anti-Semitism, and violence in tice in Schedule II, teaching read- practical products and practices society and ways to teach responsi- ing, spelling, and handwriting. that can be used in the partici- bly abut these issues in the class- pant’s schools. Schools are also room. Case study of the events that C&T 4855. Multisensory teach- encouraged to send both individu- led to the Holocaust will be used ing of basic skills II (non-credit als and teams with clearly articu- to explore the significance of deci- or 1) lated issues and problems they sions by individuals and groups in Dr. Birsh. Prerequisite: C&T would like to have discussed. history and the connections to the 4854. Two day-long workshops choices adolescents face today. combined with the teaching of C&T 5853. Advanced multi- Alphabetic Phonics curriculum in sensory teaching of basic lan- C&T 4822. Instructional models school settings. Extension of C&T guage skills for students with in the education of gifted stu- 4854. learning disabilities (non-credit dents (non-credit, 1 or 2) or 2) Professor Borland. What should C&T4858. Institute: Teaching of Dr. Birsh. Prerequisites: C&T gifted students learn? How can we Reading (3) 4853, C&T 4854, and C&T 4855. differentiate the curriculum for Professor Calkins. Designed to In-depth extension of multisensory gifted learners in order to meet help teachers of grades K-8 techniques for teaching reading their special needs more effec- develop a theoretical framework strategies, spelling situations and tively? These and other questions for the teaching of reading and a formulas, advanced syllable divi- will be addressed in this three-day repertoire of strategies of enhanc- sion, lesson planning, dictionary workshop devoted to the discus- ing students’ independence and skills, composition, and compre- sion, analysis, and evaluation of skills as readers. hension. Two-week summer session. instructional models designed or adapted for gifted students. C&T5800. Institute: Teaching of C&T 5854. Advanced multi- Emphasis will be placed on the Writing (non-credit or 1, 3, or 6) sensory teaching of basic skills I principles of curricular differentia- Professor Calkins. The focus of the (non-credit or 1) tion and on providing an overview Institute will be on the teaching of Two day-long workshops to extend of a range of models designed to writing with the participants also and refine skills in advanced phases modify content, enhance the devel- working on their own writing. of curriculum while teaching in opment of thinking skills and There will be a combination of school settings. enhance creativity. large group presentations, small interactive sessions, and writing C&T 5855. Advanced multi- C&T 4835. Improving reading workshops. Separate sections will sensory teaching of basic skills instruction (non-credit or 1–3) be offered for advanced partici- II (non-credit or 2) Professor Kiefer or Siegel. An insti- pants. A partial list of topics to be A continuation of C&T 5854. Four tute focusing on current issues in covered includes: the central role day-long workshops. reading and related areas. Includes of planning and curriculum devel- oral and written language develop- opment in the teaching of writing, ment and children’s literature. methods for holding out students accountable for doing their best work, classroom structures that

170 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

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

171 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

For information about faculty Health Studies, including Programs in Applied professionals with experience in and their scholarly and research Health Education, Nursing such fields as school psychology, interests, please refer to the Education, Nutrition and Edu- Educational Psychology occupational therapy, physical “Faculty” section of the Catalog cation (Applied Physiology and Neurosciences and Education therapy, learning disabilities, on page 61. Nutrition, Community Nutri- Reading Specialist Reading and and reading. For most gradu- tion Education, Dietetic Learning—Disabilities ates, the degree is designed to Departmental mission: Internship, Nutrition and Pub- School Psychology supplement their professional Programs in this Department lic Health, Nutrition Educa- training; however, some go on share the common goal of help- tion), and Physical Education. Neurosciences and to further graduate study. ing people to realize their full These programs prepare stu- potential as learners, to make dents to serve in leadership Education Degree Requirements: informed decisions, and to roles in community-based (Code: TKN) The program of study in neuro- attain the best possible quality organizations, government Program Coordinator: Professor sciences and education offers a of life. Health and learning are agencies, corporations, health Ursula Kirk systematic sequence of courses inextricably intertwined. Opti- care settings and schools. Cur- within the neurosciences. mal learning cannot take place rent knowledge in behavioral Degree Offered: • Basic courses provide a thor- in an atmosphere permeated science and education is inte- Master of Education (Ed.M.) ough introduction to the with physical, psychological grated with field-based applica- neural bases of behavior. and social health problems, and tions for health promotion and Special Application • Advanced courses explore optimal healthfulness cannot disease prevention. Requirements/Information: implications of brain-behav- be achieved without skill in Applications are considered for ior research for educational learning and literacy. One way Special Education, including the Fall term only. An inter- and clinical practice. to enhance learning potential is Administration and Supervi- view is recommended. • Supervised practica enable stu- by overcoming health-related sion of Special Education Pro- dents to make use of neu- constraints and barriers to lit- grams, Applied Behavior Students who enter the pro- ropsychological assessment eracy through work at both the Analysis and Behavioral Disor- gram with a master’s degree findings for instruction and individual and community lev- ders, Blindness and Visual may apply up to 30 points of learning. els. Some programs prepare Impairment, Deaf and Hard of acceptable graduate credit professionals to work with Hearing, Guidance and Habili- toward the Ed.M. Enrollment I. Professional Studies may be on a full- or part-time individuals and draw on and tation, Instructional Practice, All students are expected to contribute to the behavioral Mental Retardation, Physical basis. Students may enter the program with only a bachelor’s develop or enhance their com- sciences and education. Others Disabilities, and Supervision of petencies in and understanding emphasize the development Special Education programs. degree but must combine study of the neurosciences with of: a) the psychological and assessment of innovative, These programs prepare stu- processes underlying develop- multidisciplinary, community- dents to serve as leaders and earning an M.A. in an applied area such as Learning Disabili- ment and learning, b) the based interventions. scholar-practitioners skilled in nature of psychoeducational the development, evaluation ties or Reading Specialist. The M.A. provides a sequence of assessment, c) the social and Program Descriptions: and application of practices supervised practica and oppor- philosophical foundations of The programs in the Depart- that improve the life prospects education, and d) the theory ment fall into three main of those with disabilities. tunities to acquire professional skills and experience. and practice within a particular categories: field of education or clinical The Department faculty offers Program Description: specialization. Thus, all stu- Applied Educational Psychology, a broad spectrum of expertise. dents must offer the minimum including Neurosciences and We encourage multidiscipli- This is the first and only graduate program focused on the edu- preparation and point distribu- Education, Reading Specialist, nary efforts within the faculty tion outlined below within the Reading and Learning Disabili- and hope that, in the course of cational and clinical implications of recent advances in four areas. Prior study at the ties, and School Psychology. their studies, students will graduate level may be applied These programs prepare stu- acquire the valuable skill of understanding brain-behavior relationships. The objective is to meet these requirements if dents to serve as educators, sci- working collaboratively with judged to be acceptable. entists and service providers in experts in other disciplines. to prepare a new kind of special- a variety of settings, including ist: a professional with dual Students who are not quali- universities, schools, psychoed- preparation who can “bridge the fied through prior study at the ucational clinics, hospital- gap” between research underly- undergraduate or graduate level based child study clinics, and ing cognition and behavior and to meet the requirements for community agencies. the problems encountered in registration, certification or schools and clinics. licensure in an area of educational or clinical practice must The program leads to an select one of the following three advanced master’s degree and is areas for professional specializa- intended primarily for qualified tion within this program:

172 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES a) Psychoeducational Practice- A&HG 4011. Cogni- B. Educational and Clinical The Ed.M. project Reading, b) Elementary Educa- tion Applications of the Neuro- entails a committee of one tion, c) Special Education, d) A&HG 4002. Learning sciences. All students are advisor in the Neuro- Human Development, Cogni- B. Psychological Evaluation expected to offer minimally science program and at tion and Learning, or e) Motor and Assessment. The two 24 points of study in Neuro- least one other appropriate Learning. courses (or their equivalents) science and Education course faculty member. It culmi- In effect, students fulfill the indicated below are required. work. At least three courses nates in a paper of pub- master’s level requirements in HUDM 4050. Introduc- (9 points) must be selected lishable form and quality one of these three areas, and tion to Measurement for the Core Courses. The which is submitted for thus qualify for the M.A. (2–3) Integrative Seminar (mini- permanent record at the degree during the 60-point HBSK 5320. Individual mum of 3 points) is required Teachers College Library, program of study for the Ed.M. Psychological Testing (3) during work on the Ed.M. and in an oral presentation paper. The four additional of the work to the stu- Other students who are pro- C. Educational or Clinical courses (12 points) necessary dents and faculty of the fessionally qualified before Specialization. Minimally, to fulfill the point require- Neuroscience and Educa- entry to this program may elect 15 points of graduate study ment may be selected for the tion program. to earn the M.A. degree during representing a cohesive remaining Advanced Course, study toward the Ed.M. For sequence of courses in such 3) Field Work/Case Field Work/Case Studies, these students, program plans areas as: audiology, counsel- Studies Workshops/Conferences, or can be arranged to lead to the ing psychology, educational HBSK 5274. Field Advanced Topical Seminars. M.A. degree in one of the fol- psychology, elementary edu- Work: Neuropsycho- lowing areas: Educational Psy- cation, motor learning, nurs- 1) Advanced Courses. logical Approaches to chology-Reading, Elementary ing, science education, Minimally, three courses Reading and Learning Education, Motor Learning, speech pathology and special from those listed below or Disabilities (0–4) Science Education, Develop- education. (equivalents): HBSK 5375. Case stud- mental Psychology, or Special HBSK 5338. Neu- ies of Reading and ropsychology Assess- Learning Disabilities Education. In such cases, there obiological Bases of II. Neur ment in Education and from a Neuropsycho- may be requirements in addi- Behavior and Educational Clinical Practice (3) logical Perspective (3) tion to those outlined below. Applications HBSK 5031. Human 4) Advanced Topical A. Psychological Processes e Courses. The courses A. Cor Clinical Neuropsy- Seminars underlying development, indicated below are for stu- chology (3) HBSK 6575. Seminar in learning and cognition. dents with little or no prior HBSK 5044. Educa- Neuroscience and One course in each of the background in Neurosciences. tional and Clinical Education (3) areas below is required. With consultation and Applications of BBSQ 6510. Seminar: approval of the advisor, three 1) Development Psychol- Neuroscience Tech- Neuropathologies of to four courses are required ogy, such as: nology (3) Speech (3) unless equivalent preparation HBSK 5024. Early HBSK 5139. Funda- HBSR 6561. Seminar in can be demonstrated. Language Develop- mental of Psychophar- Neuromotor Processes HBSK 5070. Neural ment (2–3) macology (3) (2–3) Bases of Language, and HBSK 4024. Develop- HBSK 5371. Educa- Cognitive Development, mental Psychology: tional Neuropsychol- Section 1 (3) Section 2 (3) Summary of Point Distribution Adulthood and ogy (3) (Ed.M.) Lifespan (2–3) BBSQ 4043. The Human 2) Integrative Seminar. HBSK 5219. Adult- Nervous System (3) I. Professional BBS 5069. Brain and The Seminar HBSK 5575 Studies ...... 27–32 points hood (3) is required of all students Behavior I: Communica- A. Psychological Processes (6) HBSK 5023. Cognitive and is taken in conjunc- Development (2–3) tion in the Nervous Sys- tem (2) tion with preparation of B. Psychological Evaluation HBSK 4020. Theories the Ed.M. project. It may and Assessment (6) of Human Develop- BBS 5069. Brain and be taken for two semesters C. Educational or Clinical ment (3) Behavior II: Perception, Emotion, Memory and (Fall and Spring of one Specialization (15–18) 2) Learning and Cogni- academic year), beginning Cognition (1–2) II. Neurobiological Bases or tion, such as: BBSQ 4040. Speech and with the second year of the HBSK 5023. Cognitive student’s full-time equiva- Behavior and Educational Language Disorders (3) Applications...... 18–30 points Development (if not HBSK 5072. Develop- lent enrollment in the pro- applied toward Devel- mental Neuropsychol- gram (15 points). A total A. Core Courses in Neuro- opmental requirements) ogy (3) of at least 3 points must sciences (9–12) HBSK 5097. Psychol- be accrued in this year. B. Educational and Clinical ogy of Instruction (3) Applications of the Neu- rosciences (18)

173 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

E. Integrative Seminar areas: attention, cognition, con- HBSK 6383. Neuropsychological Additional Courses Relevant to (TI 5574) (3 or more) sciousness, perception and lan- assessment in clinical practice (3) Neurosciences and Education guage; consequences of damage on Faculty. Permission required. III. Electives...... 3–12 points (For course descriptions, see other learning and memory. Prerequisites: HBSK 5033 or program listings) Minimum Total ...... 60 points HBSK 5070; and HBSK 5320. HBSK 5033. Human clinical Analysis, administration, and SCFC 5052–SCFC 5053. Opportunities for student par- neuropsychology (3) interpretation of special procedures Biochemistry and cell biology (3–4) ticipation in research are avail- Professor Kirk. Permission used to access brain damage/dys- required. Prerequisite: HBSK function in adults and children. SCFC 5055. Electron microscopy able. Preparation of a master’s (3) thesis is required for the 4075 or equivalent. Cognitive and Special fee: $150. emotional disorders associated SCFC 5152. Biochemistry and degree. with particular brain functions or HBSK 5371. Educational cell biology laboratory (2) locations. neuropsychology (1–3) CCPJ 4064. Principles and meth- Note: Teachers College students Professor Kirk. Permission ods of psychological counseling (3) enrolled in selected doctoral pro- HBSK 5070. Neural bases required. Educational applications HBSJ 4160. Guidance of children grams may arrange a focus in the for language and cognitive of neuropsychological assessment and youth (2–3) area of Neurosciences and Educa- development Section 1 (3) Sec- findings. Special fee: $150. HBSJ 4073. New developments in tion. These include: Clinical Psy- tion 2 (3) psychoeducational diagnosis and intervention (1–3) chology, Counseling Psychology, Professor Kirk. Permission HBSK 5375. Case studies of required. Examination of neural reading and cognitive develop- HBSK 5023. Cognitive Developmental Psychology, Educa- development (3) tional Psychology, Motor Learn- mechanisms involved in language, ment from a neuropsychological reading, and the acquisition of aca- perspective (4) HBSK 5024. Language ing, Science Education, Special demic skills. Particular attention Professor Kirk. Permission development (2–3) Education, and Speech Sciences. to language disorders, variations in required. Prerequisite: previous HBSK 5031. Family as context cerebral organization, and hemi- courses in neuropsychological and for child development (3) sphere specialization. educational assessment. Interpreta- HBSK 5096. The psychology of Neurosciences and tion and implications of neuropsy- memory (3) HBSK 5320–HBSK 5321. Indi- Education and HBSK 5072. Developmental chological assessment for effective neuropsychology (3) educational interventions. Materi- vidual psychological testing (2–3) (Code: TZL) Faculty. Permission required. Pre- als fee: $100. BBSQ 4043. The human nervous Clinical requisite: HBSK 4075 or HBSK system (3) 5070 or HBSK 5068 or equivalent HBSK 5575. Integrative seminar BBSQ 6513–BBSQ 6517. Semi- Neuropsychology background in basic neurosciences; in neurosciences and education nars in basic and applied speech (Code: TSK) also recommended: an introduc- (3) science (3) tory course in developmental psy- Professor Kirk. Primarily for stu- BBSR 4055. Neuromotor Degree Offered: chology. Focus on neurobiological dents in the Neurosciences and processes (3) Certificate of Attendance processes underlying pre- and Education program during prepa- BBSR 6562–BBSR 6565. Seminar post-natal development of the cen- ration of the final Ed.M. project; in neuromotor processes (2–3) tral nervous system. Particular others by permission. In-depth CCPX 4030. Psychology of Special Application adjustment (3) Requirements/Information: attention is devoted to processes examination of the implications related to early perceptual-motor for education and clinical practice Applicants must be qualified and cognitive development and to of defined areas within the neuro- Independent Study and Research professionals who hold the doc- educational and clinical problems sciences. toral degree. Students may register for intensive in development. individual study of a topic of spe- Advanced Study cial interest. Registration in inde- Program Description: HBSK 5139. Fundamentals of HBSK 9410. Supervised intern- pendent study is by permission of The Program in Neurosciences psychopharmacology (3) the instructor under whose guid- and Education offers Postdoc- Faculty. Permission required. ship, advanced study level (1–6) Professor Kirk. Internship for ance the work will be undertaken. toral Advanced Study pro- Mechanisms of action and behav- Credit may range from 1 to 3 ioral effects of drugs on the central Advanced Study program students grams in both Neurosciences in Clinical Neuropsychology or in points each term. and Education and Clinical nervous system. Focus on drugs influencing learning and memory Neurosciences and Education. Neuropsychology. Contact Supervised experience with assess- The following courses may be and those used for psychiatric and taken by students in the Ed.M. Professor Ursula Kirk for more neurobiological conditions. ment and intervention techniques information. in the neurosciences as they apply Program in Neurosciences and to education and clinical practice. Education. The last digit of each HBSK 5274. Fieldwork: course number corresponds to the Courses: Neuropsychological approaches area of study: Psychology; Neuro- to reading and cognitive HBSK 9910. Independent study, Neurosciences and Education advanced study level (2–3) sciences and Education; HBSK development (1–3) 4904; HBSK 6904. BBS 5069. Brain and Professor Kirk. Permission Independent study vehicle for stu- behavior I; II (3) required. Corequisite: HBSK dents in Advanced Study program Professor Gentile. General intro- 5375. Supervised experience in to engage in supervised research or duction to higher brain functions neuropsychological assessment and independent readings in neuro- with particular emphasis on corti- intervention. Special fee: $100. sciences and education or clinical cal processes. Analysis and discus- neuropsychology. sion of behavior in selected topical

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Doctoral students in other pro- • Identify cognitive processing Required Courses HBSK 6576. Acquisition grams at the college may register problems that underlie read- (10 required courses, total of reading and writing for the following courses: ing decoding and reading 28–30 points) ability (permission HBSK 4904. Research and comprehension difficulties. HUDK 4010. The psychol- required) (3) independent study (1–3 each • Complete an assessment of ogy of reading (for stu- course) HBSK 6904. Advanced reading, writing, and related dents with little back- Course grades research and independent skills. ground in reading) (3) If courses are graded, students study (1–3 each course) • Formulate an appropriate or should take them for a grade, HBSK 7504. Dissertation intervention plan based on HUDK 5090. Psychology rather than pass/fail. seminar (1–3 each course) previous diagnostic findings of language and reading Permission required. Develop- and continuous diagnostic (2–3) Completion of M.A. Project ment of doctoral dissertations teaching. HUDM 4050. Introduction The master’s project can and presentation of plans for • Evaluate the effectiveness of to measurement (2–3) address a number of areas approval. Registration limited remedial intervention and HBSK 4072. Theory and related to reading and related to two terms. revise techniques and strate- techniques of assessment learning difficulties among HBSK 8900. Dissertation advisement (0 each course) gies when necessary. and intervention in read- children and adults. This cul- Individual advisement on doc- • Evaluate commercially pre- ing (3) minating project is intended to toral dissertation. Fee equal to 3 pared instructional and test- HBSK 5373. Practicum in be completed during the final points at current tuition rate for ing materials analytically psychoeducational assess- term of a student’s enrollment each term. See catalog on con- and critically. ment of reading and in the program under the tinuous registration for school subject difficulties supervision of an advisor. Ed.D./Ph.D. degrees. Successful completion of the (HBSK 4072 prerequisite or program leads to eligibility for co-requisite, permission Courses: New York State certification as required) (3) See courses in Reading Specialist, Reading Specialist a Reading Teacher (those who HBSK 5376. Practicum in Reading and Learning Disabilities, (Code: TKU) do not have a New York State intervention with reading and School Psychology programs Program Coordinator: Professor teaching license are required to and school subject diffi- below. Dolores Perin take the standardized tests culties (HBSK 4072 and mandated by New York State HBSK5373 prerequisite or Degree Offered: before applying for certifica- corequisite, permission Reading and Learning Master of Arts (M.A.) tion). An elementary (N–6) required) (3) Disabilities teaching certificate may also be HBSK 5374. Advanced (Code: TZB) Program Description: obtained with ten points of practicum in psychoedu- Program Coordinators: The Reading Specialist M.A. additional course work which cational assessment of Professor Kim Ried and program provides students includes student teaching. Stu- reading and school subject Professor Dolores Perin with a broad foundation in dents interested in this option difficulties (HBS 5373/HBS applied educational psychology should contact the Department 4300 & HBS 5376 prerequi- Degree Offered: as it relates to reading acquisi- of Curriculum and Teaching. site) (3) Master of Education (Ed.M.) tion, and concentrated prepara- HBSK 5377. Advanced tion in the assessment and Prepared to serve children as practicum in intervention Special Application remediation of reading and well as adults with a wide vari- with reading and school Requirements/Information: writing difficulties. Students ety of educational needs, the subject difficulties Applicants must hold a gradu- may focus on work with child, program’s graduates are in (HBSK5376 prerequisite) (3) ate M.A. degree in Learning adolescent, or adult learners. great demand as reading spe- HBSK 4074. Reading com- Disabilities or Reading from cialists in schools, community prehension strategies and either Teachers College or Graduates of the program: agencies, psychoeducational study skills (3) another accredited institution. • Understand the normal clinics, and private practice. HBSK 4085. Behavioral Admission decisions are based acquisition of reading skills. management in the class- upon undergraduate and grad- • Understand the cognitive Degree Requirements: room (child focus) (3) uate academic records (a GPA processing problems experi- The Master of Arts requires a or of B+ or better is required), enced by students with read- minimum of 32 points, and HBSK 4077. Adult basic letters of recommendation, and ing, writing, and other can be pursued either part-time literacy (adult focus) (3) a personal statement. Appli- learning disabilities. (two academic years and two HBSK 5580. Seminar in cants must also have at least • Understand reading summers) or full-time (one aca- consultation and evalua- three years of full-time teach- processes in terms of linguis- demic year and two summers). tion in reading (to be taken ing experience either at the tic, ethnic, and cultural during the final Spring of the time of admission, or before diversity. program) (3) the granting of the degree. • Understand the affective or components of reading difficulty.

175 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Program Description: C&T4052*. Diagnosis and HUDK4022. Developmental School Psychology The Reading and Learning remediation of math learn- psychology: childhood (2–3 (Code: TKL—Ed.M.) Disabilities Ed.M. requires a ing problems (2–3 points) points) (Code: TKT—Ed.D.) minimum of 60 points, and is HBSK4072*. Theory and HUDK4023. Developmental Program Coordinator: Professor offered to applicants who have techniques of assessment psychology: adolescence (2–3 Stephen Peverly either teacher certification or a and intervention in reading points) master’s degree in a related area (3 points) HUDK4027. Development Degrees Offered: and who desire additional spe- HBSK4074. Reading com- of mathematical thinking (3 Master of Education (Ed.M.) cialized training, without mak- prehension strategies and points) Doctor of Education (Ed.D.) ing the extended commitment study skills (3 points) HUDK4029. Theories of required to undertake a doc- HBSK4077. Adult basic human cognition and Special Application toral degree. Graduates are eli- literacy (3 points) learning (2–3 points) Instructions/Information: gible for state certification as a C&T4136. Methods and HBSK4076. Introduction to The GRE general test and reading teacher and as a teacher materials for reading neuropsychology (3 points) an academic writing sample of special education. instruction (2–3 points) C&T4079. Language devel- (a paper for a prior under- C&T4138. Teaching reading: opment and habitation: the graduate or graduate class) are Applicants who have neither a a whole language perspective foundations (2–3 points) required for applicants to both master’s degree nor teaching (2–3 points) HUDK4121. Developmental the Ed.M. and Ed.D. degrees. certification in either Reading C&T4705*. Observation and psychopathology (2–3 points) Specialist or Learning Disabili- student teaching: learning HBSK5070. Neural bases for Any student wishing to focus ties should apply to the Master disabilities (3points.) language and cognitive on Low Incidence/Handicaps/ of Arts degree in one of these C&T4853. Multisensory development (3 points) Hearing Impaired or Neuro- two areas. Subsequent to com- teaching of basic language psychology should indicate this pleting this Master of Arts skills (3 points) Testing and Measurement Core on the application form under degree, persons are eligible to HUDK5090. Psychology of A total of at least 13 points are “Area of Specialization.” apply for admission to the language and reading (2–3 needed to fulfill this core Ed.M. program in Reading and points) requirement. Program Description: Learning Disabilities. HBSK5099. Theories of C&T4004*. Tests and reme- cognitive processes in Master of Education dial work for children with Degree Requirements: writing (3 points) learning disabilities (2–3 Students in the Master of HBSK5376*. Practicum in Reading and Learning points) Education program in School intervention with reading Disabilities Core HUDM4050*. Introduction Psychology receive training in and school subject difficulty A total of at least 25 points to measurement (2–3 points) the basic foundations of psy- (3 points) must be taken to fulfill the C&T4301*. Practicum in the chology, psychoeducational HBSK5377. Advanced reading and learning disabili- educational assessment of assessment (including the practicum in intervention ties core requirement. Courses exceptional children (3 assessment of content-related with reading and school marked with an * are required points) cognitive processes), remedia- subject difficulty (3 points) courses. Other courses neces- HBSK5373*. Practicum in tion in reading and school HBSK5580*. Seminar in sary to fulfill this core should the psychoeducational subject difficulties and study consultation and evaluation be selected in consultation assessment of reading diffi- skills, short-term interven- in reading (3 points) with an advisor. An integrative culties (3 points) tions, school consultation, C&T4501*. Core course: paper, which is submitted to HBSK5374*. Advanced affective assessment, counsel- teacher education lecture fulfill the master’s special pro- practicum in the psychoedu- ing, and prevention programs. (0–2 points) ject requirement, is prepared cational assessment of read- C&T4504*. Child abuse and during the semester in which ing difficulties (3 points) Within the program, a student HBSK5580 is taken (usually drug abuse detection and can follow the prescribed pro- reporting (0 points) the last spring semester of Courses: gram sequence or opt for a attendance). See courses in Reading Specialist, focus on the hearing impaired Learning and Development Reading and Learning Disabilities, or neuropsychology. Each C&T4000. Introduction to Core and School Psychology programs focus requires some additional special education (2–3 points) A total of at least 9 points are listed below. course work and appropriately C&T4050*. Introduction to needed to fulfill this core planned fieldwork and intern- learning disabilities (2–3 requirement. ship experiences. points) HUDK4020. Theories of C&T4051*. Education of human development (2–3 students with learning points) disabilities (2–3 points)

176 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Doctor of Education In addition, doctoral graduates HBSK 4072. Theory and HBSK 5096. The Psychology The doctoral program in School will be able to: techniques of reading assess- of Memory Psychology is based on two con- • Conduct psychological ment and intervention HBSK 5280. Fieldwork cepts: the integration of science research related to children’s HBSK 5320. Individual psy- CCPJ 6362. Group with practice and school-linked cognitive and social-emo- chological testing Practicum (Sect. 2) services. Our general goals are tional functioning. HBSK 5373. Practicum in to stress: a) a firm grounding in • Take leadership roles in a assessment of reading and Third Year the core areas of psychology, broad range of settings such school subject difficulties HBSK 6480. School psychol- especially cognitive psychology; as schools, universities, psy- HBSK 5031. Families as a ogy internship (full-time b) the development of research choeducational clinics, and context for child develop- placement) competencies through course community agencies. ment work in psychological measure- *Take HBSK5085 if you are ment, statistics, research design, Degree Requirements: Spring interested in working with and participation in an ongoing CCPX 5034. Developmental Master of Education young children; take research apprenticeship; and, psychopathology HBSK4074 if you are inter- c) supervised clinical training in The Master of Education pro- HUDK 5023. Cognitive ested in late elementary/middle psychological and educational gram requires approximately development school & high school popula- assessment and interventions 64 points of course work. The HBSK 5321. Individual tions (testing, observation, counsel- course of study stresses a firm psychological testing **Teachers College students in ing, consultation, and short- grounding in the core areas of HBSK 6380. Practicum in the Ed.M. program who are term therapy with families). psychology, especially cogni- psychoeducational assess- interested in applying for the Our objective is to prepare stu- tive psychology, as well as in ment with culturally diverse doctoral program must take dents to work in a variety of set- the tools traditionally used by students HUDM4122, which is given in tings, but with a primary focus school psychologists to apply the Fall & Summer only on schools and universities. their knowledge and skills to Summer school settings. Completion of HBSK 4073. Short-term Doctor of Education As with the Ed.M. program, the Ed.M. program in School Interventions students in the doctoral pro- Psychology can lead to certifi- HUDM 4050. Introduction The doctoral program (Ed.D.) gram can develop special com- cation as a school psychologist to Measurement requires 95+ points. Attain- petencies in one of the follow- in New York State. ment of the doctoral degree ing areas: Low Incidence Second Year prepares students for certifica- Handicaps/Hearing Impaired Ed.M. students should plan on tion as a school psychologist Fall or Neuropsychology. three years of full-time atten- and licensure as a psychologist. HBSK 5070. Neural Bases dance, including summers. On average, doctoral students for language and cognitive Graduates of these programs Although part-time attendance should plan on five years of development will be competent to: is possible, full-time atten- full-time attendance, including HBSK 5085*. Observing • Assess and evaluate learner dance leads to a richer educa- summers—three years of course and assessing the preschool differences from a develop- tional experience. Ed.M. stu- work, a two-semester extern- child or mental perspective. dents must be available to ship in the third year, a full- HBSK 4074. Reading com- • Diagnose and remediate dif- spend a minimum of one full year internship during the fifth prehension strategies and ficulties in reading, mathe- day per week for practica in year, and a dissertation. study skills matics, studying, and school their first year and two full HBSK 5280. Fieldwork subjects. days per week for fieldwork in Doctoral Program: HBSK 6584. Seminar in • Carry out behavioral and their second year. Internships Suggested Sequence of Courses school psychology consulta- personality assessments. are full-time. In addition, stu- by Year and Semester tion/Intervention in Child- • Engage in and plan educa- dents must be available for hood Disorders First year tional, behavioral, and men- classes during the day in order HUDM 4122**. Probability tal health interventions. to follow courses in an orderly Fall and statistical inference or • Contribute to the develop- sequence. HBSK4025. Professional and HUDM 5021. Methods of ment and evaluation of cur- ethical functions of school Empirical Research riculum and instruction. Ed.M. Program: psychologists CCPX 4137. Group Dynam- • Consult with educators, par- Suggested Sequence of Courses HBSK5320. Individual psy- ics: Theory and Experience ents, administrators, and by Year and Semester chological testing community agencies to aid HUDM4122. Probability and First Year Spring in identifying and remediat- Statistical Inference HBSK 6383. Neuropsycho- ing learning and mental Fall HBSK4072. Theory and logical Assessment of chil- health problems. HBSK 4025. Professional techniques of reading assess- and ethical issues in school dren and adults ment and intervention psychology

177 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSK5373. Practicum in Summer Hearing Impaired adults. These two courses pro- diagnosis of reading and CCPX6020. History and The focus in Low Incidence vide students with an under- school subject difficulties Systems of Psychology Handicaps: Hearing Impaired standing of the differences HBSK6570–HBSK6578. requires a core of 6 courses between the developing brain Research Practicum Third Year (12 credits) plus appropriately and the adult brain as well as Fall planned fieldwork and intern- the differences involved in the Spring ORLJ5540. Proseminar in ship experiences. One of these consequences of brain damage HBSK6570–HBSK6578. Social Psychology courses will meet the program’s for the acquisition of skill and Research Practicum HBSK4074. Reading Com- special education requirement. for the loss of an acquired skill. HBSK5321. Individual Psy- prehension strategies and Also, signing is taught on a A third course focuses on neu- chological Testing Study Skills non-credit basis. Students are ropsychological assessment for CCPX5034. Developmental HBSK5031. Family as a Con- expected to become moderately children and adults and is Psychopathology text for Child Development proficient in communicating offered as part of the Advanced HUDK5023. Cognitive HBSK527. Supervised expe- by sign before the completion Practicum in psychological Development rience of Psychoeducational of the program. assessment and intervention. HBSK6380. Practicum in practice The fourth course is offered as Psychoeducational assess- HBSK6570–HBSK6578. The required courses are as part of the Fieldwork in psycho- ment w/culturally diverse Research Practicum follows: logical services. Students com- students 1. BBSQ 4049. Listening in plete their Fieldwork by work- HUDM5122. Applied Spring educational settings for ing one day in an external Regression HBSS4110. Health the hard of hearing child placement and the equivalent of promotion for children 2. HBSE 4079. Language one day at Teachers College. Summer and adolescents development & habitua- The fifth course, as well as addi- HBSK4073. New develop- HBSK5096. Psychology of tion: the foundation tional course work, can be ments in psychoeducational Memory 3. HBSE 6070. The psychol- selected as elective, with the interventions HBSK7503. Dissertation ogy of deafness advice of an advisor. HUDM5059. Psychological Proposal 4. HBSE 4072. Development measurement ed Courses HUDM6122. Multivariate of language for the deaf Requir BBS 5069. Brain and Behav- Analysis I 5. HBSE 5907. Linguistics for Second Year ASL ior I, II (3) HBSK 5070. Neural bases of Fall Third year students are also 6. HBSE 4071. Special meth- language and cognitive HBSK5085. Observing required to do an externship ods for teaching the hear- development Section 1, 2 and Assessing Preschool during the fall and spring ing impaired This course focuses on children Children semesters. HBSK5070. Neural Bases for There are many opportunities and meets the APA General for fieldwork and internship Psychology Requirements for language and cognitive Fourth Year development experiences in the New York biological bases. HBSK8900. Dissertation City area including public and HBSK 5033. Human clinical HBSK6570–HBSK6578. Advisement Research practicum private schools (e.g., St. Mary’s neuropsychology HBSK5280. Fieldwork School for the Deaf; St. Joseph’s This course focuses on the con- Fifth Year HBSK6584. Seminar in School for the Deaf; and St. sequence of brain damage in School Psychology Consulta- HBSK6480. School Francis School) and hospitals adults. tion/Intervention in Child- psychologist internship (e.g., Manhattan Eye and Ear HBSK 6383. Neuropsycho- hood Disorders Hospital). logical assessment of CCPX4137. Group Dynam- Foci in School Psychology children and adults Neurosciences and Education ics: Theory and Experience HBSK 5280. Fieldwork in As mentioned previously, mas- • The focus in Neurosciences school psychological services ter’s and doctoral students in Spring and Education requires a min- the School Psychology Program imum of 5 courses or 15 Students work one day in the HBSK6383. Neuropsycho- can choose, if they wish, to points. Of these courses, four field and the equivalent of one logical assessment focus on one of two areas: hear- are required. One required day at Teachers College. The HBSK6570–HBSK6578. ing impaired or neuroscience course focuses on children and Teachers College experience Research Practicum and education. Each of these meets the APA General Psy- involves working as a member HUDM5123. Experimental options is detailed below. chology Requirements for of a diagnostic/intervention Design biological bases. Another team with children and adults HBSK5280. Fieldwork course focuses on the conse- with known or suspected neu- CCPJ6362. Group Practicum quences of brain damage in rological basis for their learning (Section 2) problems. Regular staffing sessions and occasional case confer-

178 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES ences allow students to develop HBSK 4085. Behavioral man- HBSK 5099. Theories of cogni- lab/supervisory section. Supervi- and implement a neuropsycho- agement in the classroom (3) tive processes in writing (3) sory fee: $100; materials fee: $50 logical perspective as well as to Dr. Sandberg. Behavioral analysis Professor Perin. An examination of per term. become familiar with perspec- and management techniques theoretical underpinnings of writ- HBSK 5320. Individual psy- tives on behavior which differ applied to the classroom. Observa- ing processes from vantage points chological testing I (3) tion and recording of behaviors, of educational and cognitive psy- HBSK 5321. Individual psy- from their own. Joint intake behavior change, reinforcement chology. Topics include the acqui- chological testing II (1–3) sessions and reporting sessions schedules, shaping token sition of writing abilities across allow students to acquire facil- economies, contingency manage- the life-span, reading-writing rela- HBSK 5373. Practicum in psy- ity in interpreting the results of ment, and evaluation of behavior tionships, and methods of assess- choeducational assessment of neuropsychological testing to modification. Focus on applica- ing writing samples. Prerequisite: reading (3) clients and parents. tions but includes familiarization at least one course in reading, Faculty. Prerequisite or corequisite: with research. writing or spoken language. HBSK 4072. Materials fee: $150. Courses: HBSK 4770. Observation and HBSK 5271–HBSK 5273. Field- HBSK 5374. Advanced HBSK 4025. Professional and student teaching: elementary work in remedial reading and practicum in psychoeducational ethical functions of school education (1–5) school difficulties assessment of reading (3) psychologists (3) Permission required. Student Permission required. Faculty. Prerequisite: HBSK 5373 Professor Peverly. Permission teaching under supervision, with HBSK 5271. Supervised or HBSE 4300. Materials fee: required. Overview of issues asso- emphasis on reading instruction. experience of psychoeduca- $150. ciated with the school psycholo- tional practice (1–2) gist’s roles within educational set- HBSK 5031. Family as a context Supervisory fee: $100. HBSK 5375. Case studies of tings including assessment, for child development (3) HBSK 5272. Supervised field reading and cognitive develop- intervention, and consultation Professor Brassard. Prerequisite: placement in reading (1–2) ment from a neuropsychological functions. Consideration of ethical any introductory developmental HBSK 5273. Supervised field perspective (4) problems and principles. psychology course. Examines theo- placement with culturally Professor Kirk. Materials fee: ries of family functioning and diverse populations (1–2) $150. HBSK 4072. Theory and empirical evidence of family techniques of reading assess- processes that mediate child devel- HBSK 5280. Fieldwork in HBSK 5376. Practicum in inter- ment and intervention (3) opment outcomes. Emphasis on school psychological services vention with reading (3) Professor Perin. Overview of theo- family factors associated with chil- (1–3) Faculty. Prerequisite or corequi- ries and intervention techniques of dren’s cognitive development and Dr. Gotterbarn. Permission site: HBSK 4072, HBSK 5373, or reading, writing, spelling, and academic functioning. Materials required. Limited to second-year HBSE 4300. Materials fee: $150. related learning difficulties. Appro- fee: $50. students in School Psychology. priate for both classroom and clini- Consists of two days per week of HBSK 5377. Advanced cal applications. Materials fee: $50. HBSK 5070. Neural bases for field placement for two semesters, practicum in intervention with language and cognitive develop- plus university-based supervision. reading (3) HBSK 4073. New developments ment (3) Section 1, 2 (3) Must be taken concurrently with Faculty. Prerequisite: HBSK 5376. in psychoeducational interven- See Program in Neurosciences and HBSK 6382–HBSK 6383. Super- Materials fee: $150. tions (1–3) Education for course description. vised experience of psychoeduca- Dr. Dillon. Update of previous tional practice. Supervisory fee: HBSK 5579. Special topics in training and experience. Overview HBSK 5085. Observing and $100 per semester. psychoeducational practice of recent diagnostic materials and assessing preschool children (3) (1–3) research-based procedures to facili- Professor Boehm. Overview of HBSK 5320–HBSK 5321. Indi- Faculty. Permission required. New tate instruction. Materials fee: $50. assessment procedures used with vidual psychological testing and emerging developments and preschool and kindergarten-age Professors Kirk and Brassard. Per- practices are examined and evalu- HBSK 4074. Reading compre- children including review of mission Required. Prerequisite or ated. Topics are announced in the hension strategies and study related tests, the development of corequisite: HUDM 4050 or preliminary and final course sched- skills (3) observation procedures, and the equivalent. This is a year-long ules distributed each semester. Professor Peverly. Reading and development of screening pro- course open to doctoral students in study skills: Practical procedures grams. Materials fee: $75. Counseling and Clinical Psychol- HBSK 5580. Seminar in consul- based on research findings appro- ogy and to Ed.M. and doctoral stu- tation and evaluation in reading priate for teachers, counselors, and HBSK 5096. The psychology of dents in School Psychology. Back- (2–3) others. For students at late elemen- memory (3) ground, administration, and Professor Peverly. Permission tary levels through young adult- Professor Peverly. An analysis of interpretation of major psychologi- required. Current topics in reading hood. Materials fee: $25. perspectives on human memory cal tests from both nomothetic and and schooling; professional issues; with particular attention to knowl- ideographic perspectives. Part I preparation for integrative paper HBSK 4077. Adult basic literacy edge, attention, strategic processes, covers the administration of major requirement. (3) metacognition, transfer, and con- measures. Part II covers the inter- Professor Perin. Psychological and text. The application of this infor- pretation and integration of data educational aspects of adult basic mation to practice is stressed. into case reports. Lecture plus literacy for teachers, counselors, and others who work with adults who seek to improve their basic reading and writing skills.

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HBSK 6320. Practicum in HBSK 6570–HBSK 6578. HBSK 6590. Seminar in concept motivating and enabling indi- college instruction (1–3) Research in applied educational acquisition in young children (3) viduals and groups to assume Faculty. Permission required. Super- psychology Faculty. Permission required. Theo- responsibility for their health by vised experience in preparation of Permission required. Prerequisite: ries (Bruner, Piaget, Gagne, Klaus- learning and adopting behav- instructional materials and in familiarity with statistical proce- meier) and research on the develop- iors, and supporting social poli- assessment of student performance dures and research design. ment of concepts of time, space, at the college and university level. Required of all doctoral students and quantity in young children. cies that can promote and main- admitted in or after 1983. Students tain health. The program at HBSK 6380. Practicum in psy- participate in ongoing research or HBSK 7503. Dissertation semi- Teachers College is grounded in choeducational assessment with other special projects under the nar: Schooling and Reading the belief that community-level culturally diverse students (2–3) direction of a faculty member. (1–3) structures and organizations Professor Brassard. Permission HBSK 6570. Neurosciences Faculty. Permission required. play a key role in determining required. Supervised experience in and education (0–3) the health of the people. It psychoeducational assessment, Professor Kirk. HBSK 8902. Dissertation offers courses in which students including observation, interview- HBSK 6571. Cognitive advisement: Schooling and learn to analyze and understand, ing, and testing of children from processes and strategies in Reading (0) and thus become able to influ- culturally diverse backgrounds; young children (0–3) Faculty. Permission required. integration and interpretation of Professor Boehm. ence community structures that data. Consideration of intervention HBSK 6572. Mathematics either enhance or undercut procedures. Students work with reasoning and mathematics Programs in Health health-promoting individual clients in the Center for Psycho- education (0–3) behaviors. logical Services. Additional super- Professor Ginsburg. Studies visory session required. Supervi- HBSK 6573. Text Health Education In addition to Health Educa- sory fee: $100. Materials fee: $50. comprehension (0–3) Nursing Education tion courses, students are Professor Williams. Nutrition and Education encouraged to pursue interdis- HBSK 6382–HBSK 6383. HBSK 6574. Cognitive Applied Physiology and ciplinary study and research Advanced practicum in psy- processes related to studying Nutrition throughout Teachers College, choeducational assessment (0–3) Community Nutrition as well as other divisions of and intervention in schools Professor Peverly. Education (3 per term) HBSK 6576. Acquisition of Columbia University such as Professors Brassard and Kirk. reading and writing ability Dietetic Internship Program the School of Public Health Permission required. The course (0–3) Nutrition and Public Health and the Graduate School of consists of four components: Professor Perin. Nutrition Education Arts and Sciences. The Center (1) Clinical interviewing, HBSK 6577. Psychoeduca- Physical Education for Health Promotion at Teach- (2) Neuropsychological assess- tional aspects of deafness ers College, which involves stu- ment, (3) Personality assessment, (0–3) dents and faculty, provides and (4) Family assessment and Professor Kretschmer. Health Education opportunities to take part in intervention. Section I—School HBSK 6578. Research: Family (Code: TSD) ongoing research projects in Psychology students only; and school violence (0–3) Program Coordinator: Professor health promotion and disease 3 points; requires a supervised field Professor Brassard. Charles E. Basch experience; $150 special fee. Sec- prevention. In addition, stu- tion II—open to students in Clini- HBSK 6575. Child development dents may participate in cal and Counseling Psychology; in the family context (1–4) Degrees Offered: research with the Cornell 1–2 points; $25 special fee. Con- Faculty. Permission required. Pre- Master of Arts (M.A.) Arthritis and Musculoskeletal current registration in HBSK requisite: HBSK 5031. Analysis of Master of Science (M.S.) Diseases Center at the Hospital 5280 (Fieldwork) required for all current research of the family’s Doctor of Education (Ed.D.) for Special Surgery or with the School Psychology students. influence on the development of Diabetes Research and Train- children. Individual exploration of Program Description: ing Center at the Albert Ein- HBSK 6480. School psychologist research topics. The Program in Health Educa- stein College of Medicine. Both internship (0–4) tion at Teachers College has had Dr. Dillon. Permission required. HBSK 6580. Advanced seminar have multi-institutional collab- a long history in preparing orative efforts involving faculty Limited to Ed.M. or doctoral stu- in psychology and education health education specialists. dents in school psychology. Super- (0–3) from the Program in Health vised experience in the delivery of Faculty. Permission required. Pre- Health education is a profes- Education at Teachers College. psychological services in approved requisite: HBSK 5080–HBSK sional field that has expanded and appropriate agencies, institu- 5081. Limited to doctoral students rapidly, primarily because of The overall goal of the program tions, and schools. in applied educational and devel- national policy that has empha- is to prepare graduates who will opmental psychology. Research sized health promotion and dis- assume positions of leadership HBSK 6522. Seminar in cogni- investigations of current educa- ease prevention. Its goal is to and service as professional health tive processes (3) tional problems. facilitate voluntary health- educators in a variety of prac- Professor Peverly. Permission related behavioral and social required. Advanced discussion of HBSK 6584. Seminar in school tice, research, and policy-mak- change through the application ing settings. Graduates of the topics in cognitive psychology and psychology consultation (1–5) of principles of behavioral and their implications for instruction. Professor Peverly. Advanced semi- program take positions as lead- nar in school consultation and social sciences. As such, health ers in health promotion and dis- classroom management. education is concerned with ease prevention programs of vol-

180 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES untary health agencies, hospitals both orally and in writing, and Degree Requirements: 1. Major (21 Points) and other health care organiza- provide leadership. a. Required Core Courses Master of Arts tions, school systems, business (12 points) and industry, and health-related Students are also expected to The minimum College require- HBSS4100. Introduction governmental agencies in the demonstrate the ability to ments for the M.A. degree in to health education (3) United States and in other coun- appreciate, relate to, and com- Health Education include satis- HBSS4102. Principles of tries. They also serve as educa- municate with ethnically, factory completion of a pro- epidemiology in health tor-scholars in elementary and racially, and linguistically gram of no less than 30 points promotion (3) secondary schools, colleges and diverse individuals and groups of course work and a formal HBSS4118. Relapse universities, and as health ser- of people who possess different essay, or 32 points with an prevention for problem vices researchers in academic personal, social, and cultural acceptable departmental inte- behaviors (3) medical centers. histories than their own. They grative project. At least 20 HBSS5110. Determinants are also encouraged to develop points must be earned in of health behavior (3) Each degree program has some a strong sense of professional Teachers College courses. In b. Elective Courses (9 points) flexibility in order to accommo- identity and commitment to order to broaden the student’s TI5551. Introduction to date differences in previous pro- professional affairs in health background in education, no health education (3) fessional preparation, interests, education. This might take the less than three Teachers College HBSS4000. A survey of and professional career objec- form of active membership in courses from outside the major nutrition: fads and pop- tives of students. In general, the appropriate national, regional, department, each for a mini- ular fantasies (3) programs of study emphasize or local professional organiza- mum of two points, must be HBSS4010. Nutrition the development of competen- tions, participation in profes- taken. The remaining course and behavior (3) cies in assessing individual and sional meetings, presenting an work may be completed at HBSS4011. Women and community need for health edu- abstract or a paper at profes- Teachers College or in other weight (3) cation; planning effective health sional meeting, or serving on a graduate divisions of the Uni- HBSS4013. Nutritional education programs; imple- professional committee. versity, but no more than 12 ecology (3) menting health education pro- points from other faculties of HBSS4110. Health programs; coordinating the provi- Completion of the M.A. degree the University will be credited motion for children and sion of health education program makes graduates eligi- toward the minimum point adolescents (3) services; acting as a resource ble to qualify for certification requirement. No transfer credit HBSS4111. Addictions person in health education; as a Certified Health Education is granted for work completed and dependencies (3) communicating health and Specialist through the National at other institutions. HBSS4112. Social policy health educational needs, con- Commission for Health Educa- and prevention (3) cerns, and resources; evaluating tion Credentialing, Inc. and as The program of study for the HBSS4113. Human sex- the effectiveness of health edu- a Certified Alcoholism Coun- Master of Arts degree in uality education (3) cation programs; and conduct- selor. Specific information Health Education includes HBSS4114. Health pro- ing research in health education. regarding each program and its required and elective courses motion for multicultural degree requirements can be in several areas. The exact pro- populations (3) Students at both the master’s obtained by writing to the program and sequence of study HBSS4115. Health and doctoral levels are encour- gram coordinator, Professor are determined by the stu- Promotion for aging aged to become actively Charles E. Basch. dent’s previous academic adults (3) involved in departmental, col- preparation, professional expe- HBSS4116. Health lege, and university functions Special Application rience, and professional career education for elemen- which facilitate interaction Requirements/Information: objectives. Programs of study tary Teachers College with faculty and other stu- All programs have ongoing typically exceed the minimum (2–3) dents, and which have the admissions, and will review College requirement of 32 HBSS4117. AIDS potential to enrich the stu- applications throughout the points. Selection of courses education (3) dent’s intellectual and profes- year. Preference in scholarship that fulfill an area requirement HBSS4120. Topics in sional growth. They are awards will be for those stu- in the program of study listed health education (2–3) expected to undertake the com- dents who meet the priority below is guided by individual HBSS4130. Alcohol and plex and challenging tasks deadline. The GRE test is not needs of the student and is not health (3) associated with graduate study required for applicants to the limited to those courses that HBSS4140. Developing and other related learning M.A. or M.S. programs. are listed. It should be noted workplace health pro- experiences in such a manner as that the point requirements motion programs (3) to demonstrate their intellec- Doctoral applicants are indicated for each area of HBSS4141. Health and tual discipline. Such discipline required to submit scores from study given below are mini- illness in cross-cultural includes integrity, creativity, the GRE General Test or the mum requirements. perspective (3) and innovation, as well as the Miller Analogies Test, and a HBSS4901. Research student’s abilities to conceptu- writing sample (preferably a and independent study alize at a high level, think crit- course paper, Master’s thesis, or in health education ically, communicate effectively published article). (1–4)

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HBSS5111. Planning of the University. Although no HBSS5112. Theory and entering the doctoral program health education pro- transfer credit toward the Mas- practice of health com- with only a baccalaureate grams (3) ter of Science is granted for munications (3) degree, the M.A. degree must HBSS5112. Theory and work completed at other insti- HBSS6100. Measure- be completed first. Those practice of health com- tutions, a maximum of 30 ment and evaluation in applicants who, at the time of munications (3) semester hours of graduate health education (3) admission to the program, do HBSS5113. Community credit may be used from other HBSS6145. Health psy- not present the equivalent of a health analysis (3) recognized institutions to chology (3) master’s thesis are required to HBSS5115. Assessment reduce the degree requirement. c. Elective Courses (12 prepare and present an accept- and counseling for Applicants who have com- points) (See M.A. elective able essay or pre-doctoral pro- health promotion (3) pleted the Master of Arts list for course selection) ject prior to or during the term HBSS5408. Practicum in (M.A.) degree in Health Edu- in which 60 points of applica- d. Essay or Integrative individual health advise- cation through Teachers Col- ble graduate study have been Project (0 points) ment (3) lege, which is applicable to the completed. HBSS5410. Practicum in M.S. degree, must offer a mini- 2. Broad and Basic Areas of health education (1–6) mum of 45 points of the Professional Scholarship and The program of study for the HBSS6100. Measure- required 60 points under Practice (18 Points) Doctor of Education degree in ment and evaluation in Teachers College registration. a. Nature of Education, Per- Health Education includes health education (3) sons, and Learning Processes required courses, course work HBSS6145. Health The program of study for the (required 6 points) in required areas, and elective psychology (3) Master of Science degree in b. Communications, Com- courses. The exact program and c. Essay or Integrative Pro- Health Education includes puting and Instructional sequence of study is deter- ject (0 points) required and elective courses in Technology and Media mined by the previous acade- several areas. The exact pro- mic preparation, professional 2. Broad and Basic Areas of (required 2–3 points) gram and sequence of study is experience, and professional Professional Scholarship and c. Methods of Evaluation and determined by the previous career objectives of the student. Practice (6–9 Points) Research (required 9 points) academic preparation, profes- Programs of study typically a. One course in learning (1) General Research sional experience, and profes- exceed the minimum College theory pertaining to a popu- Methods (required 3 sional career objectives of the requirement of 90 points, with lation group of interest, such points) student. Selection of courses most candidates offering as the child, adolescent, (2) Statistics (required 3 that fulfill an area requirement between 90–120 points for the adult, or older adult. points) in the program of study listed (3) Measurement and degree. Selection of courses b. One course in communi- below is guided by individual that fulfill an area requirement cations, computing or Evaluation (Required 2–3 needs of the student and is not points) in the program of study listed instructional technology and limited to those courses that below is guided by individual media. are listed. It should be noted Doctor of Education needs of the student and are c. One course in research that the point requirements not limited to those courses methods, evaluation, mea- indicated for each area of study The Doctor of Education that are listed. A student who surement, or statistics. given below are minimum degree requires a minimum of presents evidence of proficiency requirements. 90 post-baccalaureate points in those required courses or in Master of Science and the preparation and an area of course work required 1. Major (36 Points) defense of a dissertation. Up to for the program may, at the The Master of Science degree a. Introductory Core Courses 45 graduate level points taken discretion of the major advisor requires a minimum of no (9 points) at other institutions may be and upon approval of the fewer than 60 points and an HBSS4100. Introduction transferred toward doctoral department chairman, select essay or project. The College to health education (3) requirements. Candidates for and substitute courses that rep- requires that a minimum of 30 HBSS4102. Principles of the Ed.D. degree are also resent more advanced study in points be completed under the epidemiology in health expected to demonstrate satis- the area in which the student auspices of Teachers College, promotion (3) factory performance on a has demonstrated competence, including 18 points that must HBSS4118. Relapse pre- departmental Certification or additional preparation in be earned in Teachers College vention for problem Examination and to prepare other areas in which the stu- courses. In order to broaden the behaviors (3) and defend an acceptable dis- dent’s preparation is less exten- student’s background in educa- sertation project. In addition to b. Advanced Core Courses sive. It should be noted that tion, no less than three Teach- the College requirements, all (Required 15 points) the point requirements indi- ers College courses from out- candidates for the Ed.D. degree HBSS5110. Determinants cated for each area of study side the major department, in Health Education must have of health behavior (3) given below are minimum each for a minimum of two fulfilled the equivalent of the HBSS5111. Planning requirements. points, must be taken. The requirements for the Master of health education pro- remaining course work may be Arts (M.A.) degree in health grams (3) completed at Teachers College education. For those students or in other graduate divisions

182 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

1. Major (50 Points) (2) Statistics (required 6 HBSS 4114. Health promotion HBSS 4130. Alcohol and a. Introductory Core Courses points) for multicultural populations (3) health (3) (Required 9 points) (3) Measurement and Professor Wallace. Health status, Professor Wallace. Background HBSS4100. Introduction Evaluation (Required 5–6 needs, and problems of multicul- and theory related to alcohol use to health education (3) points) tural populations in urban envi- and misuse; health and social con- ronments, and sensitivity to these sequences of alcohol misuse; con- HBSS4102. Principles of issues in effective programs sideration of special populations, epidemiology in health Courses: such as children of alcoholics; promotion (3) Introductory Courses HBSS 4115. Health promotion review of alternative approaches to HBSS4118. Relapse for aging adults (3) prevention and treatment. prevention for problem HBSS 4100. Introduction to Dr. Fulmer. Changes in aspects of behaviors (3) health education (3) health during the middle and later HBSS 4140. Developing Professor Allegrante. Determi- b. Advanced Core Courses years; recent developments in the workplace health promotion nants of health; relationship ﬁeld of gerontology as well as leg- programs (3) (Required 15 points) between health and human behav- islation and community organiza- Professor Allegrante. Provides a HBSS5110. Determinants ior; the role of health education as tion designed to meet health needs comprehensive step-by-step of health behavior (3) a strategy in health promotion and of aging persons. process to designing, implement- HBSS5111. Planning disease prevention; selected issues ing, and evaluating health promo- health education and problems. HBSS 4116. Health education tion programs at the workplace. programs (3) for teachers (2–3) HBSS5112. Theory and HBSS 4102. Principles of Ms. Whalen. Review of concepts, HBSS 4141. Health and illness practice of health com- epidemiology in health issues, and content relevant for in cross-cultural perspective (3) promotion (3) teaching children and adolescents; Faculty. Examination of the role of munications (3) Professor Basch. Principles and HBSS6100. Measure- methods and resources for teaching healing and medicine, both histor- methods of epidemiologic investi- various content are integrated ically and cross-culturally, and of ment and evaluation in gation; application of epidemiol- throughout; topics include alcohol the utility of considering cultural health education (3) ogy to prevention and control of and drugs, sexuality, environmen- practices and beliefs when design- HBSS6145. Health psy- disease, using health education. tal health, diet, weight and weight ing health education programs. chology (3) control, stress, and child abuse. c. Elective Courses (21 HBSS 4110. Health promotion Intermediate and Advanced for children and adolescents (3) HBSS 4117. AIDS education Courses points) (See M.A. list for Professor Basch. Basic topics in course selection) (2–3) promoting child and adolescent Dr. Fullilove. The role of schools, HBSS 5110. Determinants of d. Research Seminar and health; relationships between parents, and communities in edu- health behavior (3) Preparation of the Disserta- school, family, and community in cating youth about AIDS and Professor Allegrante. Theory-based tion (5 points) promoting the health status of human sexuality; review of meth- analysis of the cultural, social-psy- HBSS6510. Research school age children. ods and resource materials for pro- chological, and social-structural seminar in health viding such education; considera- determinants of health-related HBSS 4111. Addictions and behaviors; implications for planned education (3) tion of controversial issues dependencies (3) surrounding these topics. change at individual, small-group, HBSS7501. Dissertation Professor Wallace. Social-psycho- and community levels. seminar in health educa- logical, cultural, clinical, and HBSS 4118. Relapse prevention tion (2) pharmacological factors associated for problem behaviors (3) HBSS 5111. Planning health HBSS8900. Dissertation with the use of psychoactive drugs Professor Wallace. Theory and education programs (3) advisement in health and other compulsive behaviors. techniques of relapse prevention Professor Basch. Process of devel- education (0) across a range of addictive behav- oping social, epidemiological, HBSS 4112. Social policy and iors. Topics include relapse preven- behavioral, and educational diag- 2. Broad and Basic Areas of prevention (3) noses; principles of planning, Scholarship and Practice tion for psychoactive substance Professor Allegrante. Analysis of use, eating disorders, gambling, implementing, and evaluating (27–30 Points) current national health policy, its and sex. health education interventions. a. Nature of Education, Per- social, economic, and political sons, and Learning Processes determinants, and implications for HBSS 4120. Topics in health HBSS 5112. Social marketing (required 6–9 points) health education. education (2–3) and health communications (3) b. Communications, Com- Faculty. Review and synthesis of Ms. Bogart. Principles and theories HBSS 4113. Human sexuality current knowledge on a selected of marketing and communication puting and Instructional education (3) applied to health education. Prac- Technology and Media topic related to health, such as Mr. Rocco. Explore human sexual- teenage suicide, child abuse, vio- tice in developing and evaluating (required 2–3 points) ity from a variety of perspectives; lence, teenage pregnancy, and health communications. c. Methods of Evaluation and explore their own attitudes about mental health. Research (required 17–18 human sexuality and how they HBSS 5113. Community health points) affect them personally and profes- analysis and intervention (3) (1) General Research sionally; examine methods of Professor Basch. Survey and teaching and designing sexuality analysis of concepts, issues, strate- Methods (required 6 education programs. gies, and methods relevant to points) community health analysis and intervention.

183 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSS 5115. Assessment and HBSS 5510. Seminar in health Nursing Education: tive research designs, as well as counseling for health promotion education (3) in curriculum and teaching. (3) Faculty. Current problems, issues, Professorial Role Scholarly study of nursing is Professor Wallace. Assessment of and trends in health education. (Nurse Educator) central to the program. clients’ health compromising behaviors to reduce relapse and HBS I5690. Colloquium in (Code: TNP) facilitate referrals to mental health health promotion (2–3) Program Coordinator: TBA Graduates of the doctoral pro- staff; interventions for motiva- Faculty. Permission required. A gram assume major positions tional counseling, psychoeduca- multidisciplinary colloquium Degree Offered: in academic, health care, tional group, and focus group for- involving faculty and students Doctor of Education (Ed.D.) research and practice settings. mats are covered. from several departments, as well They are leaders and meet the as guest lecturers from outside the Special Application challenges of change in nursing HBSS 5408. Practicum in indi- College and University. Analysis Requirements/Information: education and health care. vidual health advisement (3) of the content, theory, and method In addition to the requirements Their commitment to scholarly Faculty. Individual and small of health promotion programs in for admission to Teachers Col- inquiry of critical issues that group practice in the application various settings. Faculty and stu- face nursing education and the of basic principles of counseling in dents discuss current research, lege, an applicant for the Doc- the area of health problems. practice, and policies in health tor of Education degree must instruction of current leaders promotion. be a Registered Nurse in any for the improvement of nursing HBSS 5410. Practicum in health state or in Canada and hold a education and the health and education (1–6) HBSS 6510. Research seminar in baccalaureate degree with a nursing care of the populations Faculty. Permission required. health education (3) cumulative grade point average nurses serve are essential in the Advance registration required in Faculty. Permission required. of 3.5 or better. Test scores development of the arts, sci- the semester prior to taking the Review of research literature, from either the Graduate ence, and practice of nursing. course. Intensive field experience methods, and problems in health Record Examination (GRE) or in a community setting. Essay education. the Miller Analogy Test (MAT) Placement of the Program in required at end of field experience. Nursing Education within the Sections: (1) Professor Allegrante HBSS 6901. Research and as well as a writing sample (a (2) Professor Basch (3) Professor independent study in health course paper, master’s thesis, or Department of Health and Wallace. education (1–4) a published paper) are required. Behavior Studies ensures a Faculty. Permission required. multidisciplinary approach to HBSS 6100. Measurement and Open to matriculated doctoral stu- An applicant whose native lan- problems in nursing education, evaluation in health education dents. Research and independent guage is not English or whose society, and health. The Profes- (3) study under faculty direction. Pro- nursing education was not in sorial Role program combines Professor Basch. Theory, methods, posals must have prior approval of English must submit proof of teaching, research, and services and problems of measurement and a faculty member. Sections: (1) English language ability (see to society to meet scholarship evaluation in health education; Professor Allegrante (2) Professor information on “Standardized responsibilities of higher edu- standards for evaluation of health Basch (3) Professor Wallace. cation. This is a unique pro- education programs; skills in criti- Tests” in the Admissions cal evaluation of research and eval- HBSS 7501. Dissertation Application Information sec- gram that prepares nurse edu- uation reports. seminar in health education (2) tion). These applicants do not cators to work in varied Faculty. Permission required. have to submit test scores for settings and accomplish behav- HBSS 6145. Health psychology Open to certified doctoral candi- the GRE or the MAT. ioral change through educa- (3) dates only. Development and pre- tion. The Department provides Faculty. Topics include social sentation of doctoral dissertation Program Description: access to faculty expert in self- learning theory, attribution, and proposals. Nurse education in an academic care, rehabilitation, violence, attitudes as they apply to health setting began at Teachers Col- addictions, and child and ado- promotion, disease prevention, HBSS 8900. Dissertation lege in 1899. These programs lescent health. reactions to illness, and adherence advisement in health to treatment regimens. education (0) have a long and distinguished Faculty. Permission required. Indi- tradition and commitment to Degree Requirements: The Doctor of Education pro- Seminars and Research vidual advisement on doctoral dis- the education of nurses who sertations. Fee: equal to 3 points at have diverse roles in academic gram requires a minimum of HBSS 4901. Research and current tuition rate for each term. and community settings within 90 points beyond the baccalau- independent study in health Sections: (1) Professor Allegrante the United States and abroad. reate. education (1–4) (2) Professor Basch (3) Professor They are committed to the Faculty. Permission required. Wallace. Major: 35–45 points. This Research and independent study scholarly inquiry of critical under faculty direction. Proposals issues that face nursing educa- includes introductory and must have prior approval of a fac- tion and influence the character advanced courses in the ulty member. Sections: (1) Profes- and goals of nursing education selected area of specialization. sor Allegrante (2) Professor Basch programs. The curriculum is Students may include depart- (3) Professor Wallace. designed to provide an excellent mental courses listed under foundation in scientific inquiry role preparation and cognates and nursing theory and develop- related to the area of specializa- ment, quantitative and qualita- tion in this component.

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Research: 19–21 points. HBSN 5005. Interdisciplinary HBSN 4004. Historical trends in HBSN 5340. Practicum in Appropriate courses related to theory in nursing (3) nursing (3) archives and historical research design of the dissertation. Faculty. Prerequisites: HBSN Faculty. Consideration of the his- (3) 4005, HBSN 5040 or equivalent. tory of nursing and nursing educa- Faculty. Prerequisites: HBSN Broad and basic areas: 14–21 Evaluation of utility of theories tion, and its influence on current 5040 and HBSN 5043. An intro- and models from related disci- developments in nursing. duction to the theory and practice points. This refers to the broad plines in posing research problems of archives administration and his- and basic areas of professional in nursing. Focus on strategies of HBSN 4050. Health problems torical research. Course treats the scholarship. concept analysis and theory and issues in society (3) fundamentals of these two interre- derivation. Faculty. Political and economic lated fields through lectures, read- Electives: 3–6 points. These concepts influencing the delivery of ings, practical exercises, and a pro- courses should round out schol- HBS 5551. Bioethics (3) health care services. Consideration ject involving: (1) arrangement arly studies. Dr. Camuñas. Review of bioethical of health issues facing the public and description of a manuscripts issues in society, health care, and and possible courses of action. collection or (2) an oral history Courses: health care delivery. interview. Projects focus on the HBSN 5908. Independent study Nursing Archives in Milbank General Nursing Domain HBSN 6505. Theory construc- in professional nursing (1–6) Memorial Library. Courses tion in nursing (3) Faculty. Permission required. Indi- Faculty. Prerequisites: HBSN vidual, guided learning experience HBSN 5540. Seminar in Mas- Nursing domain courses deal with 4005 and HBSN 5005. Acquisi- at the Master’s level in a selected ter’s thesis development (3) theory, professionalization, tion of the fundamental logic of aspect of professional nursing. Faculty. Permission required. research, history, issues, and theory development and its appli- Topic agreed upon between stu- Group critique of thesis proposals; trends. These courses are open to cation to nursing. Understanding dent and faculty. analysis of theory and research students in any nursing sequence and use of theory construction. design. Open only to students of study. They are also open to HBSN 6501. Seminar in profes- writing theses. This course may be interested students, nurses, or non- HBSN 6507. Seminar on theory sional nursing (3) repeated as often as necessary until nurses from other departments and in practice (3) Faculty. Prerequisites: 2 courses in the student is ready to present the include course work in nursing Faculty. Prerequisites: 2 courses in nursing professionalism and/or his- thesis proposal for faculty approval theory, professional nursing, and nursing theory. Design and evalua- tory. Examination of selected pro- in HBSN 5541. Continuous nursing research. tion of theoretically/empirically fessional nursing problems or Autumn/Spring enrollment is derived models for advanced prac- domain in depth. Course may be required until the semester in Nursing Theory tice in nursing education, manage- repeated for credit if different top- which presentation is held. HBS 4003. Crisis intervention (3) ment and care of clients. ics are covered. Faculty. Study of general crisis HBSN 5541. Master’s thesis phenomena within the framework HBSN 6600. Colloquium in HBSN 6908. Independent study seminar in nursing (3) of crisis intervention theory. nursing theory (3) in professional nursing (1–6) Faculty. Permission required. Pre- Analysis of individual, family, and Faculty. Prerequisites: 2 courses in Faculty. Permission required. Indi- requisite: HBSN 5540. Involves community dynamics. nursing theory. Examination of a vidual, guided learning experience presentation of Master’s thesis pro- selected nursing theory or theory at the doctoral level in a selected posal for faculty approval. HBSN 4005. Theories of problem in depth. Course may be aspect of professional nursing. nursing (3) repeated for credit if different top- Topic agreed upon between stu- HBSN 5940. Master’s advise- Faculty. Theoretical foundations of ics are covered. dent and faculty. ment in nursing (3) nursing. Critical analysis of theo- Faculty. Permission required. Indi- ries that explain the nature of HBSN 6909. Independent study Nursing Research vidual advisement on Master’s the- nursing practice. in nursing theory (1–6) sis. May be repeated for up to 6 Faculty. Permission required. Indi- HBSN 5040. Methods in nursing points. Involves active work toward vidual, guided learning experience research (3) completion of a thesis proposal that HBSN 5000. Nursing science (3) Faculty. Prerequisites: HBSN 4005, Faculty. Prerequisite: HBSN 4005. in a selected nursing theory or the- has been accepted by faculty. ory problem. Topic agreed upon HBSN 5000. Analysis of hypothet- Examination of emerging issues in ical generation, study designs and nursing research and health care. between student and faculty. HBSN 6540. Seminar on disser- data collection methods in nursing tation design development (3) Relevance to theory development research with emphasis on applica- and health policy are emphasized. Professional Nursing Faculty. Permission required. Pre- tion to practice. requisites: HBSN 5043, HBSN HBSN 4001. Contemporary HBSN 5001. The practice of 4005, HBSN 5005, statistics, and issues in nursing (3) HBSN 5043. Nursing research certification. Required of all doc- nursing science (3) Faculty. Identification and analysis development (3) Faculty. Prerequisites: HBSN toral candidates. Group critique of of current issues in nursing; devel- Faculty. Prerequisites: HBSN dissertation proposals; focus on 4005 and HBSN 5000. Design opment of appropriate back- 4005, HBSN 5040, or equivalents. and implementation of a nursing- beginning to intermediate level ground; formulation of personal Philosophical foundations of aspects of analysis of theory and science based strategy to advance stances on selected issues. empirical and naturalistic inquiry practice. Priority given to popula- research design. This course may methods are examined with refer- be repeated as often as necessary tions considered at risk or under- ence to developing a domain sig- served. until the student is ready for the nificant research problem. Empha- departmental examination. Once sis given to clarification to study HBSN 6540 is taken, continuous design within interdisciplinary Autumn/Spring enrollment in the knowledge relevant to nursing. course is required until the semes-

185 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES ter during which the departmental HBSN 6014. Managing the HBSN 5230. Field experience in Nursing Education Executive examination is held. socially responsible organiza- nursing education (3) Role tion (3) Faculty. Permission required. Pre- HBSN 6541. Advanced seminar Faculty. Analysis of selected social, requisites: HBSN 4331, HBSN (On the master’s level, preparation on dissertation design develop- economic, and political mega- 4332, HBSN 5530, HBSN 5031, for this role is identical with ment (3) trends that have or will continue HBSN 5022. Supervised practice preparation for the professorial Faculty. Permission required. Pre- to influence the direction of in teaching student nurses in one role. The same courses are used for requisite: HBSN 6540 and certifi- change in the health care industry. or both settings, classroom and/or this purpose.) cation. Focus on advanced aspects The process of analysis is intended clinical. of research design and method. to serve as a conceptual framework HBSN 6220. Advanced study of for the categorization of discrete HBSN 5530. Seminar: Clinical administration in schools of HBSN 7500. Dissertation trends affecting the management teaching and evaluation (3) nursing (3–6) seminar in nursing (3) of nursing services and programs. Faculty. Inquiry in effective strate- Faculty. Permission required. Faculty. Permission required. Pre- gies for teaching and evaluating Problems and issues at both requisite: HBSN 6540 and certifi- HBSN 6522. Policy formation students in the laboratory setting. departmental and decanal levels. cation. The departmental examina- and governance in nursing (3) Analysis of theory and related Observation and experience in tion, involving presentation of Faculty. Policy formation and gov- research. administration in a school of nurs- dissertation proposal for faculty ernance within nursing organiza- ing under preceptorship of a dean approval. This course is required of tions and within the larger institu- HBSN 5930. Independent study or director. all certified doctoral candidates tion of which they are a part. in nursing education (1–6) and may be taken only once. Exploration of external and inter- Faculty. Permission required. Indi- HBSN 6521. Legal aspects of nal influences on policy formation vidual, guided learning experience nursing education (3) HBSN 8900. Dissertation in nursing. at the master’s level in a selected Faculty. Legal responsibilities of advisement in nursing (0) aspect of nursing education. Topic faculty and administration in an educational setting. Faculty. Individual advisement on Professorial Role agreed upon between student and doctoral dissertation following faculty. completion of all course work. Fee HBSN 4331. Curriculum in HBSN 6625. Colloquium in equal to 3 points at current tuition nursing education (3) HBSN 6530. Seminar on cur- nursing education organization rate for each term. For continuous Faculty. Application of curriculum riculum in nursing education (3) (3) requirements, see catalog on con- theories to the development of Faculty. Permission required. Open Faculty. Permission required. Pre- tinuous registration for Ed.D. nursing curriculum. Simulated or only to doctoral candidates. Inten- requisite: determined by instructor degree. real practice in curriculum devel- sive study of selected issues and/or based on topic covered. Examina- opment. designs in nursing curricula. tion of selected problems in nurs- HBSN 6940. Independent study ing educational organization in in nursing research (1–6) HBSN 4332. Classroom teaching HBSN 6532. Advanced teaching depth. Course may be repeated for Faculty. Permission required. in nursing (3) strategies in nursing education credit if different topic covered. Allows student to contract with Faculty. Corequisite or prerequi- (3) individual faculty member for site: HBSN 4331. Consideration of Faculty. Prerequisite: HBSN 4332. HBSN 6920. Independent study research related work in a defined teaching methods used in the col- Examination of generalized in nursing education organiza- area of study. lege nursing classroom. Practice in approaches to nursing education, tion (1–6) one or more of the methods. subsuming but more generalized Faculty. Permission required. Indi- vidualized, guided learning experi- Role Preparation Courses than teaching methods. HBSN 5022. Administrative ence in a selected aspect of nursing These courses focus on combining roles of faculty (3) HBSN 6635. Colloquium in educational administration. Topic cognate and nursing knowledge Faculty. Administrative responsi- nursing education (3) agreed upon between student and and synthesizing knowledge bilities of faculty in collegiate Faculty. Prerequisite: determined faculty. needed for fulfillment of the role of nursing programs. Types of admin- by instructor based on topic nurse educator. istrative organizations, agency selected. Examination of selected General courses relations, student relations, bud- problems in nursing education Programs in Nutrition Professorial role get, collective bargaining, accredi- practice and administration. and Education Nursing education executive role tation. Roles in hiring, retention, Course may be repeated for credit promotion, and tenure of faculty. if different topic covered. Program Coordinator: General Courses in Role Professor Isobel R. Contento Preparation HBSN 5031. Curriculum HBSN 6930. Independent study designs and issues in nursing in nursing education (1–6) Nutrition Education HBSN 5013. Informatics in education (3) Faculty. Permission required. Indi- (Code: TSA) nursing (3) Faculty. Prerequisite: HBSN 4331. vidual, guided learning experience Faculty. Focus on computerized Degrees Offered: Problems and issues in curriculum at the doctoral level in a selected management information systems, Master of Science (M.S) content, organization, and plan- aspect of nursing education. Topic computer-based analysis of deci- Doctor of Education (Ed.D.) ning for curriculum development. agreed upon between student and sion alternatives, assessing nursing Selected nursing curricula faculty. care quality and cost-effectiveness, critiqued. Nutrition and Public Health and other feedback mechanisms (Code: TSB) specific to the nursing organiza- Degrees Offered: tion. Special fee: $50. Master of Science (M.S.) Doctor of Education (Ed.D.)

186 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Applied Physiology and Nutrition emic program advisor to and education in health promo- The program puts a heavy (Code: TZR) develop an integrated plan of tion and disease prevention emphasis on providing stu- Degree Offered: studies. programs in health agencies, dents with practical educa- Master of Science (M.S.) hospitals, private practice, tional experiences in addition Admission to the doctoral pro- media organizations and the to traditional classroom lec- Community Nutrition Education grams is based upon the appli- workplace; to serve as teachers tures and discussions. Among (Code: TSC) cant’s academic and work or resource specialists in the course-related educational Degree Offered: record. Normally a student will schools and universities; to fill experiences available to stu- Master of Education (Ed.M.) be formally admitted to the a variety of planning, instruc- dents are: team projects in Doctoral program only after tional, and administrative roles community nutrition, group Special Application completion of course work in community and public planning and teaching of nutri- Requirements/Information: embodied in the 40-point Mas- health agencies; or to serve as tion lessons to selected audi- All programs have ongoing ter of Science degrees or the researchers in a variety of areas ences in the community, food admissions, and will review 60-point Master of Education related to behavioral aspects of education and gardening pro- applications throughout the degree. diet, nutrition education, jects in schools, dietary analy- year. Preference in scholarship nutritional epidemiology, clini- ses and on-line computer activ- awards will be for those appli- Program Description: cal nutrition, and sustainability ities. In addition, all three cants who meet the College As we approach the year 2000 of the food system. Master of Science programs priority deadline. there is an increasing awareness require a block of supervised of the fact that the quality of The program provides students fieldwork as well as a substan- The GRE General Test is the diets that people habitually a thorough grounding in nutri- tial integrative project. This required for all programs (or consume contributes to the tion science, nutrition educa- fieldwork can take place in the the Miller Analogies Test for quality of their lives. The Pro- tion, and clinical nutrition. In New York City area, in other the program in Applied Physi- gram in Nutrition and Educa- addition, the program empha- parts of the United States, or in ology and Nutrition). A writ- tion at Teachers College has, sizes the development of com- an international setting, ing sample is required for doc- since its founding in 1909, petencies in: depending on the interests of toral applicants, preferably a been a leader in developing • Designing and implementing the student. master’s thesis, course paper, or strategies for promoting health nutrition education with published article. through encouraging dietary individuals, groups, and Students are welcome to partic- change. Current academic ini- communities ipate in the activities of the Applicants must also provide tiatives and research focus on • Facilitating healthful and Nutrition Education Program’s evidence of completion of pre- analyzing and facilitating ecological food choices community service organiza- requisite courses, including change in individuals and com- • Clinical assessments and tions, NERP and the Earth introductory nutrition, statis- munities, and on ways of modi- nutrition counseling Friends program, a food and tics, general and organic chem- fying both personal choice and • Applying nutrition science environmental education pro- istry, biochemistry (requiring the food system within which and exercise science princi- gram designed for children, organic chemistry as a prereq- such choices are made. In par- ples to exercising individuals parents and teachers, which uisite) and human physiology. ticular, faculty and students are • Thinking critically and inde- provides students opportunities The latter two must have been engaged in a number of food pendently to practice nutrition education. taken within 5 years with a and nutrition-related demon- • Acting collaboratively and In addition, because of Teachers grade of B or better. Foods stration and research projects effectively with others in College’s location in New York courses—in food science and in which evaluate the cognitive organizations and communi- City, there are virtually unlim- food management—and a and psychosocial factors influ- ties with regard to important ited opportunities for students course in microbiology are also encing food choice in children, food and nutrition issues to become involved in a variety required for students wishing adolescents, and adults; charac- • Conducting food and nutri- of food/nutrition-related activi- to become registered dieticians. teristics of the dietary change tion-related research ties. The faculty and staff can process; nutritional epidemiol- arrange for students who have Applicants to the Dietetic ogy; food and environment Because of the breadth of its credit hours available to receive Internship must submit an education in schools; relation- aims, the program has long credit for such activities where ADA Plan V verification state- ship of women and food; food admitted academically quali- appropriate. ment in addition to being fully policy; and social, economic, fied students with undergradu- admitted to the College. For and technological factors affect- ate degrees in fields other than Dietetic Internship students who do not have a ing the long-term sustainabil- nutrition or the related sci- For students interested in pro- bachelor’s degree that satisfies ity of the food system. ences, so long as they can meet fessional certification as regis- Plan V, the needed course work the science prerequisites, since tered dietitians (R.D.), the can be taken at undergraduate Building on its rich history, the such students often bring valu- Department sponsors a pre- nutrition programs in the New Teachers College program aims able skills and attitudes to the professional internship pro- York metropolitan area while to prepare graduates to take graduate study of nutrition. gram with Developmental completing the M.S. Students positions of leadership and ser- Accreditation by the American may meet with our ADA acad- vice in nutrition counseling Dietetic Association (ADA).

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Two cohorts are admitted per HBSS 5232. Extended Health. In addition to the core Director. (See section below on year, in September and January. fieldwork in nutrition in nutrition science and the Applied Physiology and education behavioral sciences, course Nutrition for more details.) The Internship is designed to HBSS 6100. Measurement work is required in vital statis- bridge a student’s academic and evaluation in health tics, epidemiology, and pro- Community Nutrition Education: education and professional education gram planning. Other courses The program of study for the career and thus focuses on devel- in public health are selected to 60-point Master of Education oping practitioner skills. The Nutrition Education: complement the student’s pre- degree in Community Nutri- Internship sequence of courses Students working toward the vious academic background tion Education includes addi- (HBSS 5241–HBSS 5244) is 40-point Master of Science and work experiences, and to tional course work in advanced offered on a part-time basis degree in Nutrition Education take into account the student’s nutrition and permits a requiring a year to complete. have the option of electing interests and career goals. stronger emphases in the Students may complete the courses that will especially behavioral sciences and educa- Master of Science concurrently equip them to conduct individ- The Nutrition and Public tion. A community-based, with the Internship if academic ual and group counseling/ Health major prepares gradu- research, or other integrative requirements have been satis- patient education or to provide ates to take leadership roles in project is required. fied. Students who successfully food and nutrition education in government, community, and complete the Dietetic Intern- community, school, worksite, public health agencies, carry- Doctoral Degrees ship are then eligible to take the or mass media settings in the ing out a variety of planning, The Program in Nutrition registered dietician certification United States or developing instructional, and administra- Education offers Doctor of examination. countries. In addition to the tive tasks related to health pro- Education degrees in two areas core curriculum in nutrition motion and disease prevention. of specialization: Nutrition Students may enroll for all science, the behavioral aspects These include community and Education and Nutrition and degree programs on a full-time of diet, and nutrition educa- individual nutritional assess- Public Health. The two spe- or part-time basis. tion, students are required to ment and evaluation; program cializations prepare graduates take HBSS 5513 Seminar in planning and participation in for a variety of leadership posi- Degree requirements: nutrition education. They are multidisciplinary health teams tions in policy-making, educa- also required to take at least to provide programs to meet tion and administration in Master of Science one elective in each of the cate- public needs. schools and colleges, in govern- The major program emphases gories: nature of persons and ment, and in public health and are in the fields of Nutrition the learning process, and cur- Applied Physiology and Nutrition: other service agencies. The pro- Education, Nutrition and Pub- riculum or planning. Students The Program in Nutrition gram’s goal is to turn out grad- lic Health, and Applied Physi- select their remaining courses Education and the Program in uates capable of initiating ology and Nutrition. All three from a variety of other disci- Applied Physiology offer a needed action and of respond- M.S. degrees require the fol- plines in keeping with their joint course of study leading ing positively and creatively to lowing core courses: own goals and their area of spe- to a 45-point Master of Sci- the clearly inevitable changes HBSS 4010. Food, nutri- cialization, including nutrition ence degree in Applied Physi- of the coming decades in the tion and behavior education in communities, ology and Nutrition (APN). physical, intellectual, and HBSS 4013. Nutritional worksites and schools; nutri- In addition to the core courses political environments in ecology tion counseling; mass media; or in nutrition, students are which the food, health, and HBSS 4014. Overview of international community required to take a core of educational systems operate. nutrition service systems nutrition education. The pro- courses in applied physiology HBSS 5010. Advanced gram conforms to the guide- (see section below on APN for The general requirements for nutrition I lines for the training of Nutri- more details). The program the Doctor of Education HBSS 5011. Advanced tion Education Specialists set prepares students to provide include a minimum of 90 grad- nutrition II forth by the Society for Nutri- individual counseling and uate credits, of which at least HBSS 5013. Strategies for tion Education. group education in nutrition 45 must be taken under Teach- nutrition education and and exercise and to design and ers College registration. Over- health behavior change Nutrition and Public Health: implement exercise and nutri- all, students will be expected HBSS 5014. Analysis of The Program in Nutrition and tion programs in weight con- to develop competence in current literature and Public Health is an approved trol centers, work sites, fitness nutrition science, behavioral research in nutrition program of the Association of centers, health centers, science, methods of empirical HBSS 5015. Assessing Faculties of Graduate Programs schools, and hospitals. Stu- research and data analysis, and nutritional status and in Public Health Nutrition. dents in this program develop education, in addition to devel- dietary behaviors Course work for the 40-point competencies required by the oping special skills and knowl- HBSS 5034. Clinical Master of Science degree con- American College of Sports edge appropriate to their chosen nutrition forms to the recommendations Medicine for certification as an degree in nutrition education or HBSS 5036. Nutrition of that association, so that the Exercise Test Technologist, public health nutrition. counseling degree is equivalent to one Exercise Specialist, Fitness offered by a School of Public Instructor, and/or Program

188 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Students will be expected to HBSS 4013. Nutritional ecology and education to design and HBSS 5034. Clinical nutrition take courses in the following (2–3) deliver food and nutrition educa- (3) categories: Dr. Liquori and Professor Gussow. tion and exercise promotion to var- Ms. Dolins. Prerequisites: courses Nutrition and food as viewed from ious groups and to facilitate the in biochemistry and physiology. I. Major Field and Specializa- a global, ecological perspective. adoption of healthful behaviors. Discussion of the etiology and tion (54–60 points) Topics include: food/population Includes both didactic and practice pathogenesis of selected disease II. Research and Evaluation problems and food aid, food prod- components. states and implications for nutri- (13–18 points) uct development and promotion tional management. III.Broad and Basic Areas of here and abroad, energy and food HBSS 5014. Analysis of current Professional Scholarship relationships, food safety and the literature and research in nutri- HBSS 5036. Nutrition (15–24 points) changing American diet, organic tion (3) counseling (2) agriculture and natural food, Professor Kushi. Permission Ms. Mesznik. Course provides The specific courses selected biotechnology, and other topics as required. Prerequisite or parallel: conceptual basis for patient/client appropriate. HBSS 5010–HBSS 5011, basic counseling and focuses on skills will depend on the student’s statistics course, a research design development including verbal particular background, inter- HBSS 4014. Overview of nutri- course. Critical examination and responses and problem-solving ests and goals. In consultation tion service systems (2) evaluation of current controversies process. Includes audiovisual sup- with a Faculty Advisor, stu- Professor Kushi. Nutrition as a and issues in nutrition and food. port materials, simulated practice dents should develop a pro- career. Survey of nutrition services Topics are reviewed and discussed and field observations. Special fee: gram plan early in their course both private and government in depth. Students learn how to $10. of study to provide a rational sponsored; professional roles. The analyze the medical and layperson basis for their course selection. development of nutrition policy literature concerning such topics as HBSS 5231–HBSS 5233. and legislation, and ethical and dietary fat and disease, weight loss Extended fieldwork in nutrition Courses: legal issues in nutrition practice. regimens, biotechnology, supple- education, nutrition and public ments and alternative therapies. health, and applied physiology Introductory courses HBSS 4150. Sports nutrition (3) and nutrition Ms. Dolins. For non-majors only. HBSS 5015. Assessing nutri- Dr. Sporny. Permission required. A HBSS 4000. Introduction to A practical course designed to tional status and dietary block of supervised field experience nutrition (3) integrate the principles of nutri- behaviors (3) required of all majors. Fieldwork is Professor Contento. For nonmajors tion and exercise physiology and Professor Kushi. Prerequisite: taken near completion of course only. Overview of the science of apply it to exercising individuals. Basic statistics course. Study of work. nutrition and its relationship to Topics for discussion include methods for assessing food and HBSS 5231. Nutrition and health, taught through analysis of energy expenditure, fuel substrate nutrient intake, energy expendi- public health (2–4) historic and contemporary contro- metabolism, specific nutrient ture, and body composition, and HBSS 5232. Nutrition versies. Students gain a basic needs, ergogenic aids, hydration, for evaluating nutritional status of education (2–4) understanding of the foods and and weight issues for exercising individuals and communities from HBSS 5233. Applied physiol- nutrition field, plus the skills to individuals and athletes. clinical assessments, dietary ogy and nutrition (2–4) evaluate controversial issues. intakes, and behavioral evaluation. HBSS 5241–5244. Preprofes- HBSS 4007. Foods and their Intermediate and Advanced Courses HBSS 5018. Nutrition across the sional practice in nutrition uses (1) life span (3) Dr. Yung. Permission required. Faculty. A practical course for HBSS 5010. Advanced nutrition Dr. Sporny. The focus of this Prerequisite: HBSS 5013, HBSS nutrition majors and non-majors I (3) course is on the physiologic 5034, HBSS 5331. Preprofessional who wish to learn food composi- Dr. Simpson. Prerequisite: courses changes and nutritional needs practice in service settings in met- tion and how to use food in nutri- in biochemistry and physiology. throughout the lifespan. Fetal ropolitan New York, Rockland and tionally, ecologically, economically, In-depth review of current knowl- development and maternal physio- Westchester counties and Connecti- and culturally appropriate ways. edge and research in energy logic changes and nutrient needs; cut including experiences in clinical metabolism, carbohydrates, lipids infancy; childhood; adolescence; nutrition, community nutrition, HBSS 4010. Food, nutrition and and lipid metabolism and proteins. adulthood and the later years will and food service management. behavior (3) be examined. Cumulative experience totals 1000 Professor Contento. A study of phys- HBSS 5011. Advanced nutrition hrs. Malpractice/personal liability iological, psychological, and socio- II (3) HBSS 5031. Nutrition adminis- insurance, health insurance, lab cultural factors that affect the food Dr. Pinto. Prerequisites: courses in tration (1–3) coat, and physical exam required. habits of individuals and groups and biochemistry and physiology. In- Faculty. Prerequisites: HBSS 4014, HBSS 5241. Preprofessional their role in dietary change. depth review of current knowledge HBSS 5015. Managing nutrition/ practice in clinical nutrition and research in vitamins and min- health programs in private practice (3) HBSS 4011. Women and erals; applications through the and community settings. Includes Dr. Yung. Special fee: $150. weight (2) lifespan. managing self and staff in terms of HBSS 5242. Preprofessional Drs. Akabas and Bernstein. Enroll- time and budget; seeking funding; practice in community nutri- ment limited. This course for prac- HBSS 5013. Strategies for nutri- planning and marketing. tion (3) titioners includes the psychologi- tion education and health Dr. Yung. Special fee: $150. cal, sociological, physiological, and behavior change (3) HBSS 5243. Research and nutritional issues unique to Professor Contento. Permission Independent Practice (1) women and their weight. The required. Understanding and Dr. Yung and Dr. Schorow. issues will be discussed using case application of theoretical frame- Special fee: $20. material and literature. works from the behavioral sciences

189 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSS 5244. Preprofessional HBSS 5010–HBSS 5011 and human physiology, and bio- professionals must be aware of practice in food service (2) HBSS 5014. Required of all Ed.M. chemistry, the latter two taken appropriate educational and Ms. Maro. Special fee: $20. and Ed.D. candidates. Students within the last five years, in behavioral change theory and may register for more than one which grades of B or better strategies. HBSS 5333. Practicum in com- semester. Sections: (1) Professor were earned. The biochemistry munity service (1–2) Contento (2) Professor Kushi Faculty. Permission required. Pre- course must have had as a pre- The program prepares students requisite: HBSS 5034. Practical HBSS 6902. Research and inde- requisite at least a one-semester to: experiences in community, food, pendent study in nutrition (1–4) course in organic chemistry. • Provide individual counsel- and nutrition programs. Professors Contento and Kushi. Applicants who are deficient in ing and group instruction in Open to matriculated doctoral stu- the required background in nutrition and exercise HBSS 5513. Seminar in nutri- dents. Research and independent physiology and chemistry may • Design, implement, and tion education: Theory and study under faculty direction. Sec- be admitted on probation, with evaluate exercise and nutri- applications (1–2) tions: (1) Professor Contento (2) the understanding that the tion programs in schools, Professor Contento. Permission Professor Kushi deficiencies will be completed weight control centers, work required. An in-depth examination in the first year of study. sites, recreational agencies, of the use of current theories and HBSS 7502. Dissertation semi- research in the design, implemen- nar in nutrition (2) health centers, and hospitals tation, and evaluation of nutrition Professors Contento and Kushi. The undergraduate specializa- • Evaluate and apply research education interventions. Course is Permission required. Development tions that provide the most rel- designed to supplement topics cov- of doctoral dissertations and pre- evant foundations for the APN Degree Requirements: ered in HBSS 5013. Required of sentation of plans for approval. program include nutrition, Students take a set of core nutrition education majors and Sections: (1) Professor Contento exercise physiology, physical courses in both nutrition and doctoral students. Students may (2) Professor Kushi education, biology, physical applied physiology. While the register for more than one semester. therapy, nursing, health educa- program provides a solid foun- HBSS 8900 Dissertation advise- tion, and psychology. dation in the scientific basis of HBSS 5593. Seminar in nutri- ment in nutrition (0) nutrition and exercise, it also tion in exercise and sport (2–3) Advisement on doctoral disserta- Ms. Dolins. Permission required. tions. Fee: equal to 3 points at cur- Program Description: emphasizes practical applica- Prerequisites: Advanced Nutrition rent tuition rate for each term. For The Program in Nutrition and tions in all courses. The applied I or Applied Physiology I, a requirements, see catalog on con- Education and the Program in physiology lab courses provide research design course. Discussions tinuous registration for Ed.D. Applied Physiology offer a joint hands-on experience in physio- of interactions between exercise degree. Sections: (4) Professor 45-point Master of Science logical measurement tech- and nutrition as applied to health Contento (5) TBA degree program. There are two niques. The interviewing and and fitness. Controversial topics main rationales for this pro- assessment courses provide first- emphasized. Majors in either gram. First, both disciplines are hand experience in collection of applied physiology or nutrition are Applied Physiology and concerned with the theory of nutritional data. Courses in eligible to enroll during their sec- energy intake, transformation, behavioral or educational meth- ond year of study. (See also section Nutrition on interdisciplinary degree pro- (Code: TZR) and liberation. Second, there ods provide insight into how grams in this catalog.) Program Coordinators: are many practical problems applications are made in clini- Professor Isobel R. Contento that can be more satisfactorily cal or educational fieldwork set- Advanced Seminars and (Nutrition Education) addressed by attending to both tings. For clinical fieldwork Research Professor Ronald DeMeersman nutrition and exercise than by track students, the fieldwork (Applied Physiology) attending to either one alone. and associated integrative pro- HBSS 5092. Guided study in ject develop concrete applica- nutrition (1–4) Most prominent are health tion skills. Our location in New Faculty. Permission required. Degree Offered: Opportunity for advanced students Master of Science (M.S.) problems such as obesity, car- York City provides ready access to investigate areas of special inter- diovascular disease, diabetes, to a wide range of field experi- est in nutrition. Special Application and osteoporosis. Health pro- ences and professional contacts Requirements/Information: fessionals and educators need to that are helpful in securing HBSS 6500–HBSS 6501. Seminar This program has ongoing know how these two aspects of employment after graduation. in nutrition (3 per section) admissions, and will review lifestyle interact in children Professors Contento and Kushi. applications throughout the and adults to enhance health There are two tracks from Permission required. For doctoral year. and prevent disease. Another which students may choose. and other advanced students. Eval- application is to sports perfor- Students in the clinical field- uative discussion of current litera- mance, physical fitness, and work track participate in field- ture on specific nutrition and food- The GRE General Test or related topics. Miller Analogies Test (MAT) is ergonomics. Coaches, athletes, work in some setting that pro- required. Prerequisites for teachers, and work physiolo- vides services/education in both HBSS 6550–HBSS 6551. admission include a strong aca- gists can profit from an under- exercise and nutrition, such as Research seminar in nutrition demic background, including standing of how nutrition and work site fitness programs, (2–3 per section) at least one course each in sta- exercise interact to influence health promotion projects, etc. Professors Contento and Kushi. tistics, human nutrition, work capacity. To be effective Contact Professor Contento for Permission required. Prerequisites: in applying these concepts, details.

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Students in the research track HBSS5013. Strategies for descriptions listed in the Curriculum and learn to conduct research by nutrition education and Department of Biobehavioral participating in ongoing health behavior change Studies. Teaching in Physical research projects involving the HBSS5015. Assessing Education interaction of exercise and nutritional status and (Code: TRC) nutrition. Contact Professors dietary behaviors Physical Education De Meersman or Contento for a (Code: TRP) list of current projects and BBSR5582. Research Degrees Offered: resources. design in movement sci- Degree Offered: Master of Arts (M.A.) ences, or Master of Arts (M.A.) Master of Education (Ed.M.) Students in both tracks can HUDM5021. Methods of Doctor of Education (Ed.D.) complete the academic require- empirical research, or Special Application ments for dietetic registration HBSS6100. Measurement Requirements/Information: Special Application (R.D.) through programs in and evaluation in health The GRE is not required. Requirements/Information: the New York area approved by education the American Dietetic Associa- Program Description: Teach and Study applicants tion (ADA). Our ADA didactic HBSS5593. Seminar in The program provides students should request a separate appli- program advisor will work nutrition in exercise and with a broad background in cation from the program office. with students to facilitate the sport physical education, the move- They must also submit the process. The Program in Nutri- ment sciences, and related Teachers College Application tion and Education offers a areas. It is designed for stu- for Admission. Dietetic Internship. Students Physical Education dents whose career goals Doctoral applicants are may complete the Master of Programs include teaching in schools and Science concurrently with the other environments, fitness required to submit a writing Program Coordinator: Professor sample (preferably a course Internship if academic require- Stephen Silverman management, coaching, and ments have been satisfied. In related areas. paper, master’s thesis, or published article). Prior formal addition, the program provides Degrees Offered: Degree Requirements: training and/or teaching expe- the academic background Master of Arts (M.A.) needed for the various certifica- After consultation with their rience in physical education is Master of Education (Ed.M.) required for admission. Appli- tions of the American College Doctor of Education (Ed.D.) advisor, students will select a of Sports Medicine. minimum of 18 points in cants without a major or minor in Movement Sciences and in physical education at the Education courses. At least six credits in The M.S. in Applied Physiol- Curriculum and Teaching in undergraduate level should submit letters verifying their ogy and Nutrition requires the Program Description: Physical Education are following core of courses: required. Additional courses physical education teaching The program in Physical Edu- experience. BBSR4095–4195. Applied cation has a long and distin- may be selected from the fol- physiology and lab lowing areas: guished history. Teachers Col- Program Description: BBSR5094–5194. Exercise lege offered one of the first • Applied physiology testing and training plus • Motor learning The M.A. program is designed graduate degrees in physical so physical educators can lab education and continues to • Psychosocial study of human HBSS5010–5011. Advanced movement develop greater knowledge offer a wide array of opportuni- about curriculum and teaching. nutrition I and II ties for graduate study. In addi- • Health education BBSR5095. Exercise and • Nutrition The Ed.M. program is tion to courses in curriculum designed to prepare teachers for health and teaching in physical educa- Integrative Paper: leadership roles in schools. The HBSS5014. Analysis of tion, there are a variety of other current literature and As part of their culminating program provides opportuni- courses in the movement sci- ties to study school-wide issues research in nutrition ences, health studies, curricu- experience, students present a special project that integrates of curriculum, teaching, lum and teaching, and other administration, and school HBSS4010. Food, nutrition areas that provide students their course experiences with and behavior an independently defined issue reform. Specialized concentra- with many opportunities for tions also are available in phys- HBSS4013. Nutritional course options. All programs of professional concern. ecology ical fitness program develop- are designed to allow flexibility ment and administration. A HBSS4014. Overview of in program planning. nutrition service systems program leading to certifica- HBSS5034. Clinical tion as a director of physical Students interested in other education is available. nutrition programs in Movement Science HBSS5036. Nutrition and Education (Motor Learning counseling and Applied Physiology) should consult the program

191 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

The Teach and Study Program, Teaching: Performance and are planning on academic HBSR 6540. Research seminar which is for qualified teachers Analysis: careers that will include con- in curriculum and teaching in of physical education, assists Students critically evaluate ducting research may partici- physical education (3) applicants in finding physical existing theories and models of pate in faculty research projects Examines research problems and education teaching position teaching, and devise their own throughout their program to methodologies in curriculum and teaching in physical education. (part-time or full-time) in concepts of teaching. A spec- further enhance their research schools in the Teachers College trum of analytic techniques is preparation. Courses that overlap all vicinity. used to analyze videotaped and Movement Sciences Programs live samples of interactive Courses: HBSR 4070. Introduction to the The Ed.D. program prepares teaching. HBSR 5040. Curriculum designs students to serve in leadership psychosocial study of human in physical education (3) movement (2–3) roles as specialists in physical Study and Application of Concepts Review of existing curriculum education curriculum and of Human Movement and Health: Professor Muzii. A general designs; traditional and new. Sys- overview of knowledge and theory teaching, administrators in Students study theory and tematic development of curricu- pertaining to the psychosocial schools and colleges, teacher research in the applied sciences lum plans. dynamics of behavior in sports and educators, and/or researchers of anatomy, movement analy- dance. and faculty members in insti- sis, exercise physiology, health, HBSR 5041. Analysis of teach- tutions of higher education. nutrition, and motor learning, ing in physical education (3) HBSR 4900. Research and inde- and their applications to pro- An analysis of the decisions and pendent study in movement sci- actions of teachers in relation to ences and education (1 or more) Degree Requirements: gram designs and teaching their role as director of learning. The specific career goals of the strategies. Permission required. Master’s Includes experiences in executing degree students undertake research student are used in planning and analyzing teaching skills. the graduate program. Pro- Culminating Experience: and independent study under the direction of a faculty member. grams include one or more of Students in the M.A. and HBSR 5043. Administration of the following features: Ed.M. programs are required to physical education and athletics HBSR 5200. Fieldwork in complete a culminating experi- (2–3) movement sciences and educa- Field-Based Experiences: ence that integrates material Dr. Meyers. For prospective and tion (1–4) The theoretical study of cur- from their course work. This in-service administrators. Prepara- Permission required. For advanced riculum and teaching concepts experience can be field-based, tion for carrying out administra- students prepared to investigate tive functions related to program problems. is integrated with field-based theoretical, or a research pro- planning, scheduling, budgeting, applications of those concepts ject related to physical educa- equipment and facilities, safety HBSR 6900. Supervised inde- Part of the student’s graduate tion. The student and his or and liability, staff development, study experience takes place in her advisor will discuss and pendent research in movement community relations, and others. sciences and education (1–8) elementary, secondary, or col- design an individual experience Permission required. For advanced lege physical education set- that helps meet the goals of the HBSR 5240. Fieldwork in cur- students who wish to conduct tings. Students who are concur- student’s program. riculum and teaching in physi- research under faculty guidance. See rently employed as physical cal education (2–4) HBS I 4900 (General Offerings). education teachers use their Research Competence (for Ed.D. Field projects in program evalua- own schools as field sites; other students): tion, curriculum development, HBSR 7500. Dissertation semi- analysis of teaching, and the appli- nar in movement sciences and students are assigned to All doctoral students develop cation of teaching strategies. selected field sites. proficiency in research and education (0–3) Permission required. Candidate complete a dissertation under HBSR 5543. Seminar in physical Program Design and Development: the advisement of a faculty develops proposal for doctoral dis- education (2 or 3) sertation in consultation with Students critically examine an sponsor. With their career goals Examination of current issues in advisor. Seminar convenes only on array of traditional and innova- in mind, students design their curriculum and teaching in physi- days when candidates present pro- tive physical education pro- programs to include course cal education relative to diverse posals for approval. gram designs, and then formu- work and research experiences student populations and associa- late their own conception of to demonstrate research compe- tions with other disciplines. HBSR 8900. Dissertation curriculum. Program evalua- tence and successfully complete Advanced students prepare and advisement in movement present integrative papers. tion techniques are studied and the dissertation. sciences and education (0) then used to conduct field eval- Individual advisement on doctoral HBSR 6340. Supervision in dissertation. Fee: equal to 3 points uations of ongoing programs. All doctoral students attend a physical education (3) Students learn systematic tech- continuous research semester at current tuition rate for each For doctoral candidates and super- term. For requirements, see catalog niques for program develop- during all semesters of their visors in curriculum and teaching. on continuous registration for ment and use them to plan enrollment in the program. Field-based experiences in the Ed.D. degree. programs for field settings. During the dissertation analysis and evaluation of pro- process, students work closely grams and teacher performance. with an advisor and complete pilot studies to enhance their research skills. Students who

192 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

Programs in Special Mental Retardation from Teachers College assume Area 5: Research and Evalua- (Code: TEM) leadership and scholarly position. Includes applied behavior Education Degrees Offered: M.A., Ed.D., tions at all levels of professional analysis, experimental research Program Coordinators: see Ph.D. activity including public and with individuals, group experi- below Program Coordinator: Professor private schools, community mental design, program evalu- Linda Hickson and national service agencies, ation, ethnography, and post- Degrees Offered: hospital and rehabilitation pro- positivistic inquiry. Master of Arts (M.A.) Physical Disabilities grams, colleges and universi- Master of Education (Ed.M.) (Code: TEP) ties, research centers, and local, In addition to lectures and Doctor of Education (Ed.D.) Degrees Offered: M.A., Ed.D., state, and federal educational seminars in the preceding five Doctor of Philosophy (Ph.D.) Ph.D. agencies. areas of study, students partici- Program Coordinators: Profes- pate in special projects and Administration of Special sor Dennis Mithaug, The graduate course work, complete practicum assign- Education Programs Dr. Virginia S. Stolarski, and independent studies, research ments in a variety of settings, (Code: TEF ) Professor Robert Kretschmer projects, and dissertations draw which include the following: Degree Offered: Ed.D. from the following five areas: Program Coordinator: Research in Special Education The Center for Educational and Professor Dennis Mithaug (Code: TER) Area 1: Special Education Psychological Services (see page Degree Offered: Ed.D. Foundations. Includes course 54) provides child-centered Behavioral Disorders (Autism, Program Coordinators: Profes- work on theories of process and demonstrations of assessments, Emotional Disturbance) sors Linda Hickson and R. models of practice, cognitive instructional practices, and fol- (Code: TEK) Douglas Greer structure and process, behav- low-up evaluations that pro- Degrees Offered: M.A., Ed.D., ioral selectionism and complex mote student-directed learning Ph.D. Supervision of Special behavior, disability constructs, and performance across settings Program Coordinator: Education equity and excellence in public and time. Special education Professor R. Douglas Greer (Code: TES) policy, psycholinguistics and students work in collaboration Degree Offered: Ed.M. verbal behavior, and family with students from school psy- Blindness and Visual Impairment Program Coordinator: Professor studies and child development. chology, health and nutrition (Code: TEB ) Dennis Mithaug as well as clinical and counsel- Degrees Offered: M.A., Ed.D., Area 2: Service Delivery Sys- ing psychology programs. It is Ph.D. in Physical Disabilities Special Application tems. Includes administration housed in excellent facilities at Program Coordinator: Requirements/Information: and supervision, pedagogy, Teachers College and provides Dr. Virginia S. Stolarski All Applicants: Interviews are enrichment and acceleration, opportunities for practicum required for applicants to the interdisciplinary program- experience and research-based Cross-Categorical Studies Blindness and Visual Impair- ming, community-based sys- demonstrations of effective (Code: TEZ ) ments and Deaf and Hard of tems change, infancy/early practice. The Center includes Degree Offered: Ed.D. Hearing programs. Other pro- childhood intervention, ele- testing rooms, observation Program Coordinator: gram coordinators may arrange mentary education, transition rooms, and audio and video Professor Dennis Mithaug for applicants to have an admis- and habilitation, urban educa- recording capabilities. sions interview, if necessary. tion, and technology. Deaf and Hard of Hearing The Center for Opportunities (Code: TED) M.A. Applicants: Experience in Area 3: Exceptionality Areas. and Outcomes for People with Degrees Offered: M.A., Ed.D., special education is not a pre- Provides course work in behav- Disabilities (formerly the Ph.D. in Physical Disabilities requisite for acceptance. ior disorders (e.g., autism, emo- Research and Demonstration Program Coordinator: tional disturbance), blindness Center for the Education of Professor Robert Kretschmer Doctoral Applicants: Submit and visual impairment, deafness Children with Disabilities) (see an academic or professional and hearing impairment, eco- page 40) provides support for Guidance and Habilitation writing sample. nomic disadvantage, learning research and scholarship that (Code: TEG) disabilities, mental retardation, increases understanding of how Degree Offered: M.A. Program Description: and physical disabilities). to enhance prospects for inclu- Program Coordinator: The special education programs sion and self-determination Professor Linda Hickson at Teachers College build upon Area 4: Assessment and Inter- among individuals with special a more than 75-year tradition vention Strategies. Includes needs. The Center provides Instructional Practice in Special of leading the field of special management of social and opportunities for students to Education education in policy, practice, unsocial behavior, communica- participate in basic and applied (Code: TEA) and research for individuals tion and language, mobility, research projects in such areas Degree Offered: Ed.M. with disabilities across the age mathematics, reading, problem as diversity and cultural differ- Program Coordinators: all span. Students who earn M.A., solving, visual skills and visual ences; language and communi- faculty Ed.M., Ed.D., and Ph.D. perceptual processing, and self- cation; motivation and verbal degrees in special education regulation. behavior; systems of schooling

193 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES and models of service delivery; eral traineeships and assistant- project, or, in the case of the Specialization Requirements, inclusion and its social impact; ships are awarded by the pro- Blindness and Visual Impair- Blindness & Visual Impair- families and siblings; cogni- gram to qualified students. In ment Program, complete a ments (TEB) tion, temperament, personality, order to be eligible for a federal comprehensive examination, HBSE4060. Nature and problem solving, and self-regu- traineeship, an applicant must prior to award of the degree. In Needs of People with Blind- lated thinking; reading and lit- be a United States citizen and designated programs, master’s ness and Visual Impairment eracy, social/interpersonal deci- be fully admitted to a degree degree course work also fulfills HBSE4061. Anatomy and sion-making, personnel program. Students are encour- the requirements for New York Physiology of the Visual preparation; social justice and aged to apply for all types of State Certification as a Teacher System and Related social policy; and self-determi- financial aid for which they are of Special Education, Teacher Implications nation and independence. eligible. Paid internships are of the Blind and Partially HBSE4062. Methods and available for some students who Sighted, or Teacher of the Deaf Materials for People with The Fred S. Keller School, New have been admitted to the Pro- and Hearing Impaired. Blindness and Visual Rochelle CABAS® Program, gram in Behavioral Disorders. Impairment David Gregory School and The The New York City Board of Core Departmental Require- HBSE4063. Transcription of Margaret Chapman School Education has, for a number of ments for Special Education Literary Braille serve as training and research years, provided full scholarships M.A. Students HBSE4064. Transcription of sites for students enrolled in for anyone interested in becom- HBSE4002 . Instruction & Nemeth Code the behavioral disorders and ing a teacher for individuals Curriculum for Students HBSE4700. Pre-Student behavior analysis programs in who are deaf, hard of hearing, with Disabilities Teaching Seminar special education. These blind or visually impaired. HBSE4015. Applied Behav- HBSE4706. Observation/ schools use comprehensive ior Analysis I—Pedagogy, Student Teaching in Special applications of behavior analy- Degree Requirements: management & curriculum Education: BVI sis (CABAS®) within a cyber- HBSE4079. Language Devel- HBSE4880. Opportunities Master of Arts netic system. They provide opment & Habilitation: The and Outcomes for People training and research that is Behavioral Disorders Foundation with Disabilities responsive to student behavior Blindness and Visual HBSE4082. Assessment & HBSE5062. Orientation and and consistent with the episte- Impairment Evaluation of Exceptional Mobility mological tenets of behavioral Deaf and Hard of Hearing Learners HBSE5306. Advanced selectionism. Students in the Mental Retardation HBSE4092. Introduction to Practica in Special M.A. Program in Behavioral Physical Disabilities Foundations of Special Edu- Education: BVI Disorders are required to do cation Opportunity HBSE5063. Technology for their practica at CABAS® Students who enroll in the HBSE4300. Supervised People with Visual Impair- schools. M.A. programs prepare for Practicum in Educational ments positions as teachers and clini- Assessment of Exceptional The Department maintains cians who serve individuals Children (not required for Specialization Requirements, close working relationships with a full range of abilities Behavioral Disorders) Deaf and Hard of Hearing with a wide network of public and disabilities in a wide array (TED) and private schools, agencies, of settings based in schools, Specialization Requirements, HBSE4070x. Nature & Needs and clinical facilities. Students communities, and agencies. Behavioral Disorders (TEK) of People with Hearing may participate in field-based They specialize in serving indi- HBSE4015. Applied Behav- Impairments—I activities ranging from the Very viduals with disabilities across ior Analysis I—Pedagogy, HBSE4070y. Nature & Needs Special Arts Festival hosted by the age span, birth to death, management & curriculum of People With Hearing the New York City Board of from one or more of the above HBSE4041. Education of Impairments—II Education and Teachers College service delivery categories. Persons with Behavioral HBSE4071. Special methods to tutoring programs for chil- Disorders (two courses) of Teaching People with dren with disabilities living in Students who gain admission HBSE4043. Applied Behav- HI—I&II neighborhood communities. work with a faculty advisor to ior Analysis II—Pedagogy, HBSE4072. Development of design a program that meets management & curriculum Language of People with Financial Aid: their interests and fulfills the HBSE4704x. Observation HI—I In addition to College-wide requirements for a degree in and Student Teaching in HBSE4072. Development of financial aid, instructional, special education with related Special Education (2 points Language of People with research, and administrative New York State teacher certifi- each term) HI—II internships may be available cation. Candidates for the M.A. HBSE4704y. Observation HBSE4073. Teaching of through the Program in Special degree must complete super- and Student Teaching in Speech to People with HI Education. The Department vised practica requirements Special Education (2 points HBSE4074. Linguistics of collaborates with several schools arranged on the Teachers Col- each term) American Sign Language and agencies in the metropoli- lege campus and in schools and HBSE4079. Language Devel- tan area to provide internships. agencies in the City. They also opment & Habilitation: The When funds are available, fed- must complete an integrative Foundation

194 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSE4700. Observation and HBSE4031. Education of HBSE5309x. Advanced Prac- Specialization Requirements Teaching of the HI—I Students with Physical tica in Special Education: Students work in collaboration HBSE4700. Observation and Disabilities Habilitation of Persons with within faculty advisor to select Student Teaching of the HBSE4040. Introduction to Developmental Disabilities course work that builds upon HI—II Behavioral Disorders HBSE5309y. Advanced Prac- their previous professional HBSE4871. American Sign HBSE4083. Education of tica in Special Education: experiences and increases their Language Young Children with Habilitation of Persons with current repertoire of skills and HBSE4872. American Sign Sensory Impairments Developmental Disabilities knowledge. Language and Other Signing HBSE4700. Pre-Student HBSE5909. Problems in Systems Teaching Seminar Special Education: Guidance, B. Non-Department Courses HBSE4703. Observation & Habilitation, & Career Required for All Student Majors Non-Department Student Teaching in Physical Education in Degree Program Requirements Disabilities—I HBSE6004. Policy and HUDM4122. Probability and A&HL4101. Phonetics and HBSE4703. Observation & Administration Statistical Inference Phonology Student Teaching in Physical HUDM5122. Applied BBSQ4042. Introduction to Disabilities —II Master of Education Regression Analysis Audiology Instructional Practice in BBSQ5125. Clinical Master of Arts Special Education (TEA) Supervision of Special Educa- Approaches to Aural Guidance & Habilitation tion Programs (TES) Habilitation (TEG) Supervision of Special Educa- tion Programs (TES) A. Department Courses Required Specialization Requirements, The M.A. in Guidance and for All Student Majors in Degree Mental Retardation (TEM) Habilitation, which does not Students interested in advanced Program HBSE4010. Nature & Needs lead to New York State teacher study in selected areas of spe- Core Requirements for all of Students with Mental certification, is available to cial education may seek the Ed.M. Special Education Retardation interested students with a Ed.M., which represents a Majors HBSE4011. Education of broad range of career goals. broadening and refinement of HBSE5010. Problems and Students with Mental knowledge and skills in areas Issues in Special Education Retardation Required Department such as those listed above. HBSE6010. Advanced Study HBSE4031. Education of Courses Award of the Ed.M. requires of Problems and Issues in Students with Physical HBSE4002. Instruction & satisfactory completion of a Special Education Disabilities Curriculum for Students special project reflecting the HBSE4040. Introduction to with Disabilities attainment of advanced profes- Specialization Requirements Behavioral Disorders HBSE4010. Nature & Needs sional competencies. Successful HBSE4092. Introduction to HBSE4083. Education of of Students with Mental candidates for the Ed.M. are Foundations of Special Ed. Young Children with Retardation eligible for additional certifica- Opportunity Sensory Impairments HBSE4011. Education of tions as well. The Ed.M. in HBSE5310. Advanced HBSE4700. Pre-Student Students with Mental Supervision of Special Educa- Practica in Special Educa- Teaching Seminar Retardation tion Programs leads to New tion: Policy and Administra- HBSE4701. Observation & HBSE4015. Applied York State supervisory tion in Special Education Student Teaching in Mental Behavior Analysis certification. HBSE6002. Administration Retardation—I HBSE4060. Blindness and of Special Education HBSE4701. Observation & Visual Impairment Ed.M. Instructional Practice Programs Student Teaching in Mental HBSE4070. Nature & Needs (TEA) HBSE6004. Public Policy Retardation—II of Persons with Hearing A. Department Courses Required and Administration in HBSE4880, Section 2. Oppor- Impairment for All Student Majors in Degree Special Education tunities and Outcomes for HBSE4071. Special Program HBSE6410. Advanced People with Disabilities Methods—Teaching Internship: Policy and Core Requirements for all Hearing Impaired Administration in Special Ed.M. Special Education Specialization Requirements, HBSE4082. Assessment & Education Physical Disabilities, Pre- & Evaluation of Exceptional Majors HBSE5010. Problems and In-Service (TEP) Learners B. Non-Department Courses Issues in Special Education HBSE4010. Nature & Needs HBSE4092. Introduction to Required for All Student Majors HBSE6010. Advanced Study of Students with Mental Foundations of Special in Degree Program Retardation Education Opportunity of Problems and Issues in HBSE4011. Education of HBSE4880. Opportunities Special Education ORLA4001. Overview of Students with Mental and Outcomes for People Administration Retardation with Disabilities ORLA4021. Introduction to Management Systems

195 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

ORLA4039. Leadership and Doctor of Philosophy Specialization Requirements, Specialization Requirements, Institutional analysis Exceptionality Focus Areas: Administration (TEF) & Behavior Disorders (TEK) ORLA4042. The Role of the Behavioral Disorders Supervision (TEF) HBSE5040. Behavior Analy- State in Education Gover- Mental Retardation HBSE4092. Introduction to sis: Advanced Seminar nance, policy & practice Physical Disabilities (including Foundations Special Educa- HBSE5304. Advanced Prac- HUDM4122. Probability and Blindness and Visual Impair- tion Opportunity tica in Special Education: Statistics ments, Deaf and Hard of HBSE5310. Advanced Prac- Behavior Disorders HUDM5122. Applied Hearing) tica in Special Education: HBSE5904. Problems in Regression Analysis Policy and Administration in Special Education: Behavior Research and Evaluation Emphasis Special Education Disorders Doctor of Education Students with excellent poten- HBSE5310. Advanced Prac- HBSE5915. Organization and Exceptionality Focus Areas: tial as researchers and theoreti- tica in Special Education: Supervision of Special Edu- Behavioral Disorders cians who are interested in Policy and Administration in cation through Organiza- Blindness and Visual scholarly careers in special edu- Special Education tional Behavior Analysis Impairment cation, education, and related HBSE6002. Administration HBSE6015. Verbal Behavior Cross-Categorical social sciences may apply for of Special Education HBSE 6031. Single Case Deaf and Hard of Hearing the Ph.D. degree program, Programs Experimental Design in Mental Retardation which represents the highest HBSE6004. Public Policy Education, Medicine, and Physical Disabilities level of achievement in the and Administration in Therapy Arts and Sciences. This degree Special Education HBSE6504. Advanced Professional Specialization Areas: program is administered HBSE6410. Advanced Seminar: Special Education- Academic Cognate jointly by Teachers College and Internship: Policy and Behavior Disorders Administration and Supervision the Graduate Faculty of Administration in Special Instructional Leadership Columbia University. Prospec- Education Specialization Requirements, Pedagogy tive students may obtain infor- HBSE6410. Advanced Hearing Imp (TED) Research and Evaluation mation on program offerings Internship: Policy and HBSE5307. Advanced Prac- Technology in Special by contacting the program Administration in Special tica in Special Education: Education office. Education Hearing Impairment Urban Special Education HBSE5907. Problems in Specialization Requirements, Special Education: Hearing A. Department Courses Required Students of exceptional ability Blindness and Visual Impair- Impaired for All Student Majors in Degree who are interested and comment (TEB) HBSE6070. Psychology of Program mitted to contributing to spe- HBSE5063. Technology for Deafness cial education through leader- Core Requirements for all Special Learners HBSE6407. Advanced ship and scholarly work may Ed.D. and Ph.D. Special HBSE5306. Advanced Prac- Internship: Hearing apply for the Ed.D. degree, Education Majors TEB, TED, tica in Special Education: Impairment which represents the highest TEF, TEK, TEM, TEP, TES, Blindness and Visually HBSE6507. Advanced level of achievement in the pro- TEZ) Impaired Seminar: Special Education- fession. The doctoral program HBSE5010. Problems and HBSE5901. Problems in Hearing Impairment prepares graduates to assume Issues in Special Education Special Education: Mental leadership roles in teacher edu- HBSE6001-I. Research in Retardation Specialization Requirements, cation programs in colleges and Special Education- HBSE5906. Problems in Mental Retardation (TEM) universities in this country and Quantitative/Empirical-I Special Education: Blindness HBSE5901. Problems in Spe- in other countries, to adminis- HBSE6001-II. Research in and Visual Impairment cial Education: Mental ter special education programs Special Education— HBSE6406. Advanced Retardation in schools and agencies, and to Ethnographic-II Internship: Blindness and HBSE6401. Advanced conduct research in special HBSE6001-III. Research in Visual Impairment (two Internship: Mental education and related services. Special Education-Single semesters) Retardation Subject Design-III HBSE6506. Advanced HBSE6501. Advanced Students may focus their work HBSE6010. Advanced Study Seminar: Blindness and Seminar-Special Education: and course of study by excep- of Problems and Issues in Visual Impairment (two Mental Retardation tionality focus, by age of pupil, Special Education semesters) and by professional specializa- HBSE7500. Dissertation Specialization Requirements, tion. Students may tailor their Seminar in Special Education Physical Disabilities (TEP) course work to meet minimum HBSE8900. Dissertation HBSE5303. Advanced Prac- requirements for New York Advisement in Special tica in Special Education: State certiﬁcation as School Education Physical Disabilities Administrator and Supervisor. HBSE5903. Problems in Special Education: Physical Disabilities

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HBSE6403. Advanced Intern- HBSE 4001. Teaching students HBSE 4012. Program and cur- HBSE 4043. Applied behavior ship: Physical Disabilities with disabilities in the regular riculum development for per- analysis II: Pedagogy, manage- HBSE6503. Advanced classroom (2–3) sons who are severely/pro- ment, and curricula (2–3) Seminar: Physical Disabilities Professor Mithaug or Dr. Culver- foundly handicapped (2–3) Professor Greer. Prerequisite: house. Problems of educational Professor Hickson. Program and HBSE 4015. Advanced applica- assessment, curriculum and teach- curriculum development for chil- tions to learners with writing, Specialization Requirements, ing, organization, and guidance of dren with severe/profound handi- reading, and self-editing reper- Research in Special Education students with physical, cognitive, caps at different maturational levels. toires. Teaching operations and (TER) affective, and sensory disabilities. Identification and critical analysis of curricula designed to teach acade- HBSE5312. Advanced Prac- For non-majors. existing curricula, methods, materi- mic literacy, self-management, and tica in Special Education: als; evaluation and use of commu- problem-solving. Data based Research HBSE 4002. Instruction and nity resources. Materials fee: $10. applications required. Special fee: HBSE5912. Problems in curriculum for students with $15. Special Education: Research disabilities (2–3) HBSE 4015. Applied behavior HBSE6412. Advanced Professor Hickson. Approaches to analysis I: Pedagogy, manage- HBSE 4060. Nature and needs Internship: Research educational placement, assessment, ment, and curricula (2–3) of people with blindness and curriculum and instruction for stu- Professor Greer. Basic applications visual impairment (2–3) HBSE6512. Advanced dents with disabilities with an for learners without reading or Dr. Stolarski. HBSE B majors Seminar: Research emphasis on issues related to writing repertoires. Strategic must enroll for 3 points. Introduc- inclusion. Materials fee: $10. applications of the science of tion to the education of people B. Non-Department Courses behavior to instruction, manage- with blindness and visual impair- Required for All Student Majors HBSE 4005. Computer applica- ment, curriculum-based assessment; historical aspects; develop- in Degree Program tions in special education (2–3) ment, isolation of locus of learn- ment of professional agencies and This course is intended to provide ing/behavior problems, measurably services; psychosocial aspects of HUDM4122. Probability and pre-service and in-service special effective instructional practices. blindness; problems and issues of Statistical Inference education teachers with basic the field. Special fee: $40. HUDM5122. Applied information on computer applica- HBSE 4031. Education of stu- Regression Analysis tions with students who require dents with physical disabilities HBSE 4061. Anatomy and special education and related ser- (2–3) physiology of the visual system Courses: vices. Materials fee: $25. Dr. Pawelski. Curriculum adapta- and related implications (2–3) A complete listing of the tion, methods, and materials for Dr. Stolarski. HBSE B majors course offerings in Special Edu- HBSE 4006. Working with fam- instruction; school programming must enroll for 3 points. Structure cation appears below. Courses ilies of children with disabilities for students with disabilities in and function of the human eye; (2–3) regular classes, special classes, hos- visual perceptual development; required for degree programs Dr. Stolarski or Dr. Culverhouse. pitals, and home instruction. anomalies and diseases; functional generally are given one or more Current and historical perspectives and traditional methods of vision times each year. Specific details on parent involvement in the spe- HBSE 4040. Introduction to screening; interpretation of med- regarding scheduled times for cial education and habilitation of behavioral disorders in children ical reports and records; analysis of particular courses may be infants, children, and youth with and young adults (2–3) environmental factors; utilization obtained by contacting the disabilities. Emphasis on strategies Professor Greer. Origins and of low vision. Observations, simu- program coordinator or by con- and materials to facilitate a contin- descriptions of behavioral disorders lations, and clinical practice. For sulting the schedule of classes uum of parent and family partici- and social maladjustment; ontoge- special educators, health profes- which is published each semes- pation. Special fee: $10. netic and phylogenetic evidence, sionals, and reading specialists. ter by the College. overview of treatments. Special fee: $40. HBSE 4010. Nature and needs of persons with mental retarda- HBSE 4041. Education of per- HBSE 4062. Methods and mate- Foundations, Exceptionalities, tion (2–3) sons with behavioral disorders rials for people with blindness and Methods Professor Hickson. Different (2–3) and visual impairment (2–3) HBSE 4000. Introduction to degrees of mental retardation and Dr. Twyman. Permission required. Dr. Stolarski. Prerequisite: profi- special education (2–3) their causes and foundations of Fall: Assessment, curriculum ciency in Braille and typing, or Dr. Stolarski (Spring, Summer Ses- educational programming, psycho- design, and methodology for HBSE 4063 (may be taken con- sion A). Permission Required. logical bases of suitable curricula teaching and remediating the currently). Learning theories; pro- Enrollment limited to 25 students. and methods. Materials fee: $10. behavioral disorders of young chil- grams, methods, materials, and A first course in special education dren with or without developmen- aids in the education of blind and offered for students who are not HBSE 4011. Education of per- tal disabilities and adolescents visually impaired learners. Obser- special education majors. The sons with mental retardation with developmental disabilities vation and clinical practice in course is a study of educational (2–3) and related conditions (i.e., assessment, development of programs for children and adoles- Dr. Culverhouse. Instructional autism); Professor Greer for Sum- instructional objectives, and cents with physical, mental, emo- strategies and program develop- mer A: Assessment, curriculum adaptation of materials. Special tional, or sensory handicaps. ment for persons with mental retar- design, and methodology for fee: $40. Emphasis is placed on the way dation at different maturational lev- teaching and remediating the these special education programs els. Organization and planning of behavioral disorders of children fit, or should fit, into ongoing activities and materials; curriculum and adolescents without develop- work in schools. Special fee: $25. selection, analysis, and developmental disabilities. Materials fee: ment. Materials fee: $20. $10 each semester.

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HBSE 4063. Literary Braille HBSE 4074. Linguistics of HBSE 4300. Supervised HBSE 4880. Opportunities and transcription (2–3) American Sign Language (3) practicum in the educational outcomes colloquium for peo- Ms. Amato. Corequisites: HBSE Professor Kretschmer. An in depth assessment of exceptional ple with disabilities (0–2) 4060 and HBSE 4061. Research study of the phonology, morphol- children (2–3) (Section 001 Colloquium, Section and practice in communication ogy, syntax, and pragmatics of Dr. Stolarski and supervisors affili- 002 Annual Conference). Professor skills and media. Transcription American Sign Language. Aspects ated with CEPS. Permission Hickson and Dr. Stolarski. and reading literary Braille; meth- of the psycho- and socio-lilnguis- required. Prerequisite: HBSE 4082. Biweekly research colloquia spon- ods for teaching aural and tactile tics of this language are stressed. Participation in interdisciplinary, sored by the Center for Opportuni- reading. Special fee: $40. psychoeducational assessment of ties and Outcomes for People with HBSE 4078. Problems in the exceptional children. Analysis of Disabilities provides a forum for HBSE 4064. Nemeth code and education of bilingual children observational and test data; formu- the presentation and discussion of technology (2–3) with hearing impairment (2–3) lation of educational programs for research findings by Center Ms. Amato. Prerequisite: HBSE Faculty. Introduction to the psy- exceptional learners. Conducted in researchers and their colleagues 4063 or Library of Congress Certi- chosocial, linguistic, cognitive, and the Center for Educational and Psy- from the field. Annual Spring con- fication in Braille Transcription. academic effects of bilingualism chological Services (CEPS) or in ference is offered for credit. Stu- Corequisite: HBSE 4062. Tran- and techniques for intervention and appropriate community facilities. dents enrolling for Section 001 (1), scription of Nemeth code Braille; assessment for the Hispanic child Course meets the equivalent of one must attend bi-weekly colloquia in tactile graphics; mathematics and who is deaf or hard of hearing. full day a week. Lab fee: $150. fall and spring. science methods and media. Spe- cial fee: $40. HBSE 4079. Language develop- HBSE 4700–HBSE 4710. Obser- HBSE 5010. Study of the philo- ment and habilitation: The vation and student teaching in sophic foundations of special HBSE 4070. Nature and needs foundations (2) special education education (3) of people with hearing impair- Professor Kretschmer. Course Permission required. Course Professor Kretschmer. Permission ments I, II (2) designed to establish a firm foun- requires 3–5 days a week for par- required. For post-Master’s and Dr. Rosen. Introduction to the dation in generative syntax, seman- ticipation in community, school, advanced Master’s students in the education of children, youth, and tics and pragmatics as it relates to and agency programs and a weekly Department of Health and Behav- adults who are deaf or hard of language development and habili- seminar on campus. ior Studies in special education. hearing; historical development; tation. Materials fee: $10. HBSE 4700. Pre-student Overview of major philosophic ori- psychosocial and cultural aspects; teaching (2) (pre-service and entation within Social Sciences and problems and issues of the field. HBSE 4082. Assessment and first year teachers) Special Education. Special fee: $10. Materials fee: $10. evaluation of learners with HBSE 4701–I. Mental retarda- exceptionalities (2–3) tion I (3) (pre-service and first HBSE 5040. Behavior analysis: HBSE 4071. Special methods of Dr. Stolarski. Enrollment limited year teachers) Advanced seminar (3) teaching people with hearing to 20 per term. Assessment and HBSE 4701–II. Mental retar- Professor Greer. Permission impairments I, II (2–3) evaluation procedures as related to dation II (3) (in-service teach- required. Prerequisites: HBSE Dr. Berchin-Weiss (I), Ms. Hart- implementation of educational ers) 4015 and HBSE 4043. Advanced man (II). Study of special methods plans for learners with exceptional- HBSE 4703. Physical disabili- issues in applied behavior analysis of teaching in programs for chil- ities. Applications of assessment ties (3) and behaviorism as they relate to dren and youth who are dear or data in instructional programs for HBSE 4704. Behavioral special education. Topics and pro- hard of hearing at nursery, elemen- children with handicaps: cross- disorders (3) jects involving parent and teacher tary, and secondary levels, with categorical. Special fee: $50. (This HBSE 4706. Blindness and training, research methodology, particular attention to the develop- course is a prerequisite for HBSE visual impairment (1 or 3) legislation, behavioristic theories. ment of language within the acad- 4300), which is now offered in the HBSE 4707-I. Hearing emic/language arts subject areas. spring. impairment I (4) HBSE 5062. Orientation and Materials fee: $10. HBSE 4707-II. Hearing mobility (2–3) HBSE 4083. Education of young impairment II (4) Dr. McMahon. HBSE B majors HBSE 4072. Development of children with sensory impair- HBSE 4709. Habilitation (3) must enroll for 3 points. Principles language of people with hearing ments (2–3) HBSE 4710. Mental retarda- and practices of orientation and impairments I, II (2–3) Dr. Stolarski. Diagnostic theories tion/sensory impairment (3) mobility with primary emphasis Professor Kretschmer. Language and techniques of teaching young on training for people with blind- development of deaf and hard of children with multiple sensory HBSE 4871. American Sign ness and visual impairments. hearing individuals at different impairments; sensory motor, cog- Language, I (non-credit or 1) Development of self-concept, envi- maturational levels. Prerequisite: nitive, language, and adaptive Dr. Rosen. A course designed to ronmental awareness, and orienta- HBSE 4079 or equivalent. skills development. Team develop beginning receptive and tion to the environment from approaches, including involvement expressive skills in American Sign infancy through adolescence. Study HBSE 4073. Teaching of speech of parents. Materials fee: $30. Language. of validated mobility techniques. to people with hearing impair- Practice of techniques under con- ments (2–3) HBSE 4092. Introduction to HBSE 4872. American Sign ditions simulating blindness; Ms. Rothschild. Development of foundations of special educa- Language and other sign observations and practice in speech in children who are deaf or tion opportunity (2–3) systems, II (3) preparing and presenting material. hard of hearing, methods of teach- Professor Mithaug. Theory and Dr. Rosen. A course designed to Materials fee: $20. ing speech to children who are deaf practice in the habilitation and develop intermediate receptive and or hard of hearing, development of redress of human relationships expressive skills in American Sign educational programs for the maxi- affecting people with disabilities Language and a brief introduction mum utilization of residual hearing. across the life span. Materials to Signed English (Pidgin Signed Lab required. Materials fee: $10. fee: $10. English and SEE II).

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HBSE 5063. Technology in the HBSE 5312. Research (1–6) dents register for II and III in the theoretical papers. Research and education of people with dis- Faculty. same semester. Special fee: $30. data-based schooling applications abilities (2–3) HBSE 5314. Behavior analysis HBSE 6001-I. Research and of the model will be made to peda- Dr. Stolarski. Technological aids and instruction (1–6) Empirical Design (2) gogy and curriculum. and devices in the education of Professor Greer. Professor Hickson, Fall. people with disabilities, including HBSE 6001-II. Qualitative HBSE 6070. Psychology of those with blindness or visual HBSE 5901–HBSE 5915. Prob- Approaches (2) deafness (2) impairments, with instruction in lems in special education. Professor Kretschmer, Spring. Professor Kretschmer. Permission use of electronic mobility aids, Permission required. Qualified stu- HBSE 6001-III. Single case required. Effects of deafness on Optacon, low vision aids, elec- dents work individually or in studies (2) intellectual and personality devel- tronic Braille, and other auditory small groups under guidance on Professor Greer, Spring. opment. Social psychology of deaf- and tactual devices. Field trips, practical research problems. Pro- ness. Implications for education. demonstrations, and laboratory posed work must be outlined prior HBSE 6002. Administration of sessions. to registration; final written report special education programs (3) HBSE 6400–HBSE 6413. required. Professor Mithaug. For post-mas- Advanced internships in special HBSE 5072. Language and com- HBSE 5901. Mental retarda- ter’s special educators. Prerequi- education. munication for persons who are tion (1–4) site: basic courses in school admin- Permission required. Post-master’s deaf (2) Professor Hickson. istration and experience in special level. Intensive in-service intern- Professor Kretschmer. Communi- HBSE 5903 Physical disabili- education. Foundations of leadership at agency chosen to meet cation systems and theories, prin- ties (1–4) ship and management of special individual student’s needs. Stu- ciples of psycholinguistics applied Professor Mithaug or Dr. Sto- education programs. dents submit reports analyzing to language learning in persons larski. experiences. who are deaf. HBSE 5904. Behavioral HBSE 6003. Teacher education HBSE 6400. General (1–6) disorders (1–4) in special education (3) Faculty. HBSE 5300–HBSE 5314. Professor Greer. Dr. Stolarski. Permission required. HBSE 6401. Mental retarda- Advanced practica in special HBSE 5906. Blindness and Open only to advanced students. tion (1–6) education visual impairment (1–4) Organization and development of Professor Hickson. Permission required. Guided expe- Dr. Stolarski. personnel preparation programs in HBSE 6403 Physical disabili- riences in selected special educa- HBSE 5907. Deaf and hard of special education in colleges and ties (1–6) tion programs for advanced stu- hearing (1–4) agencies. Focus on preservice and Professor Mithaug or dents. Weekly seminar meetings. Professor Kretschmer. continuing professional develop- Dr. Stolarski. Supervised group field visits. Pre- HBSE 5909. Guidance, habili- ment programs. HBSE 6404. Behavioral service internships arranged. Stu- tation, and career education disorders (1–6) dents submit reports analyzing (1–4) HBSE 6004. Public policy and Professor Greer. experiences. Professors Hickson and administration in special educa- HBSE 6406. Blindness and HBSE 5300. General (1–6) Mithaug. tion (3) visual impairment (1–6) Faculty/Staff. HBSE 5910. Policy and Professor Mithaug. Provides ana- Dr. Stolarski. HBSE 5301. Mental retarda- administration (1–4) lytic perspective to assess special HBSE 6407. Deaf and hard of tion (1–6) Professor Mithaug. education policies and practices hearing (1–6) Professor Hickson. HBSE 5911 Teacher educa- within the social and economic Professor Kretschmer HBSE 5303 Physical disabili- tion (1–4) contexts that affect immediate and HBSE 6409. Guidance, ties (1–6) Professor Mithaug and Dr. Sto- long-term expectations, opportu- habilitation, and career Professor Mithaug or larski. nities, and outcomes for persons education (1–6) Dr. Stolarski. HBSE 5912. Research (1–4) with disabilities. Professors Hickson and Mithaug. HBSE 5304. Behavioral Faculty. HBSE 6410. Policy and disorders (1–6) HBSE 5914. Behavior analysis HBSE 6010. Advanced study of administration (1–2) Professor Greer. (1–4) problems and issues in special Dr. Thomas Kelly. 4 credits for HBSE 5306. Blindness and Professor Greer. education (3) full-year continuous enrollment visual impairment (1–6) HBSE 5915. Supervision and Professor Mithaug. Permission required. Dr. Stolarski. administration of special edu- required. Required of doctoral stu- HBSE 6411.Teacher HBSE 5307. Deaf and hard of cation and human resource dents in Special Education in the education (1–6) hearing (1–6) agencies through organiza- Department of Health and Behav- Dr. Stolarski. Professor Kretschmer. tional behavior analysis (3) ior Studies. Design and appraisal HBSE 6412. Research (1–6) HBSE 5309. Habilitation of Professor Greer. of current practices and policies in Professor Hickson. persons with developmental the education of exceptional chil- disabilities (1–6) Research in special education dren and adults. HBSE 6500–HBSE 6510. Professors Hickson and Mithaug (2–4) Advanced seminars in special HBSE 5310. Policy and Permission required. Prerequisites: HBSE 6015. The verbal behav- education. administration (3) HUDM 4122 and HUDM 4123. ior model: Individual educa- Permission required. For doctoral Dr. Thomas Kelly. Letter grade Instruction in the development, tional programming (3) students in special education and (6 credits for full-year continu- conduct, and reporting of research. Professor Greer. Prerequisites: related fields. Recent develop- ous enrollment required). Student research studies. All doc- HBSE 4015 and HBSE 4043. Stu- ments in theory and research as HBSE 5311 Teacher educa- toral students in Special Education dents will master Skinner’s model related to the specialization from tion (1–6) in Health and Behavior Studies of communicative behavior, the psychological, educational, socio- Dr. Stolarski. must take all three sections. Stu- associated literature, and major logical, and/or medical sources.

199 D EPARTMENT OF H EALTH AND B EHAVIOR S TUDIES

HBSE 6500. General (3) HBS 5590. Introduction to Faculty. behavior analysis for applied HBSE 6501. Mental retarda- settings (3) tion (1–3) Professor Greer. Prerequisites: Professor Hickson. HBSE 4015 and HBSE 4043. HBSE 6503. Physical disabili- Introduction to applied research in ties (1–3) education, medicine, and therapy Professor Mithaug or which is characterized by absolute Dr. Stolarski. unit measurement, functional rela- HBSE 6504. Behavioral tionships between variables, exper- disorders (3) imentation, and individual subject Professor Greer. designs. Writing skills are empha- HBSE 6506. Blindness and sized. Special fee: $5. visual impairment (3) Dr. Stolarski. HBS 6031. Single case experi- HBSE 6507. Deaf and hard of mental design for behavior hearing (2) analysis in education, therapy, Professor Kretschmer. and medicine (3) HBSE 6509. Guidance, habili- Professor Greer. Permission tation, and career education required. Topics include inter-sub- (3) Professor Hickson. ject and intra-subject designs, HBSE 6510. Policy and repeated measurement, generality, administration (3) relevant statistical techniques, Professor Mithaug. direct and systematic replication, selection of group or single case HBSE 7500. Dissertation semi- designs. nar in special education (3) Professor Hickson (Spring). Per- mission required. Only advanced doctoral students in special education programs are eligible. Prereq- uisites: HBSE 5010, HBSE 6001, and HBSE 6010. Development of doctoral dissertations and presentation of plans for approval. Special fee: $10.

HBSE 8901–HBSE 8910. Disser- tation advisement in special education (0) Advisement on doctoral dissertations. Fee: 3 points at current tuition rate for each term. For requirements, see catalog on continuous registration for Ed.D./Ph.D. degrees. HBSE 8901. Mental retardation (1–3) Professor Hickson. HBSE 8903. Physical disabilities (1–3) HBSE 8904. Behavioral disorders (1–3) Professor Greer. HBSE 8906. Blindness and visual impairment (1–3) Dr. Stolarski. HBSE 8907. Deaf and hard of hearing (1–3) Professor Kretschmer. HBSE 8910. Administration (1–3) Professor Mithaug.

200 D EPARTMENT OF H UMAN D EVELOPMENT

Chair: Professor Jane A. Monroe Associate Professors: Areas of study within the Students may register for inde- Location: 453 Grace Dodge James E. Corter (Cognitive Department include Cognitive pendent study in order to Telephone Number: Studies in Education/ Studies in Education; Develop- undertake theoretical or empir- (212) 678-3882 Measurement, Evaluation, mental Psychology; Measure- ical research projects or field- Fax: (212) 678-3837 and Statistics) ment, Evaluation, and Statis- work. Students whose goal is to Suniya S. Luthar (Developmen- tics; Politics and Education; acquire professional skills in Programs: tal Psychology) and Sociology and Education. clinical or counseling psychol- Jane A. Monroe (Measurement, In addition, the Department Cognitive Studies in Education ogy may enroll in introductory Evaluation, and Statistics) offers many methods and foun- Developmental Psychology course offerings within these H. Jane Rogers (Measurement, dation courses of interest to stu- Measurement, Evaluation, and departments, courses which in Evaluation, and Statistics) dents throughout the College, Statistics many cases can be applicable if and to the community as well. Politics and Education the student is later admitted to Sociology and Education Adjunct Associate Professors: one of the more advanced mas- Julia Graber (Developmental ter’s or doctoral programs in Psychology) Developmental these areas. Faculty: Elizabeth C. Vozzola (Develop- Psychology Professors: mental Psychology) Program Coordinator: Professor In order to accommodate the J. Lawrence Aber (Develop- Herbert P. Ginsburg diverse aims of individual stu- mental Psychology/National Assistant Professors: dents, a considerable degree of Center for Children in Lawrence T. DeCarlo Degrees Offered: flexibility has been built into Poverty {part-time}) (Measurement, Evaluation, Master of Arts (M.A.) the course of study leading to John B. Black (Cognitive and Statistics) Doctor of Philosophy (Ph.D) the M.A. degree. An attempt Studies in Education/ Clea Fernandez (Developmen- has been made to minimize tal Psychology/Cognitive specific course requirements, Instructional Technology Psychology: and Media) Studies in Education) and the student will find that Lois Bloom (Developmental Developmental there is a good deal of freedom Psychology)—Emeritus Adjunct Assistant Professors: (Code: TKA) to choose from among the Lila G. Braine (Developmental Ivo Antoniazzi (Measurement, Master of Arts (M.A.) many course offerings provided Psychology/Barnard College Evaluation, and Statistics) by Teachers College and the {part-time}) John N. Larson (Cognitive Special Application Columbia University Graduate Jeanne Brooks-Gunn (Develop- Studies in Education) Requirements/Information: Faculties. In consultation with mental Psychology) Dale T. Snauwaert (Politics and Applicants who have under- an advisor, students may create Robert L. Crain (Politics and Education/Sociology and graduate degrees in fields other an individually tailored pro- Education/Sociology and Education) than psychology will be con- gram of study, or may enter a Education) Bruce L. Wilson (Sociology and sidered for admission to the concentration in Child Policy Herbert P. Ginsburg (Develop- Education) M.A. program, as well as those and Research, Developmental mental Psychology/Cogni- whose previous training is in Studies of Education, or Devel- tive Studies in Education) For information about faculty psychology. opmental Psychopathology. Deanna Kuhn (Developmental and their scholarly and research Psychology/Cognitive Stud- interests, please refer to the Program Description: The course of study has four ies in Education) “Faculty” section of the Catalog The Master of Arts in develop- main components: Gary Natriello (Sociology and on page 61. mental psychology typically • A basic course in methods of Education) requires completion of 32 research. Ernst Z. Rothkopf (Cognitive Departmental Mission: points, normally achieved in 12 • Required courses in cognitive Studies in Education/ The Department of Human months of full-time study or development, personality Instructional Technology Development is devoted to pro- proportionately longer for part- development in atypical pop- and Media) moting an understanding of time study. Students acquire ulations, and developmental Joanna P. Williams (Cognitive human development across the familiarity with basic theoreti- psychology and education. Studies in Education) life span in contexts including cal and research orientations as • Electives in developmental Richard M. Wolf (Measure- families, schools, and social well as exposure to substantive psychology plus relevant ment, Evaluation, and institutions. The Department knowledge in the areas of cogni- electives offered by other Statistics)—Emeritus provides social scientists and tive, language, personality and Teachers College and Colum- educators with theories, empiri- social functioning and develop- bia University psychology Adjunct Professors: cal methods, and analytic tools ment, in accordance with indi- programs. Hugh F. Cline (Sociology and for understanding and conduct- vidual interests and objectives. • Broad and basic areas of Education) ing research in human develop- Opportunity exists for the study scholarship. Howard E. Gruber (Develop- ment and cognition, and for of deviant as well as normal psy- mental Psychology) contributing to solutions of chological functioning within a Alan R. Sadovnik (Sociology educational and social problems. developmental framework. and Education)

201 D EPARTMENT OF H UMAN D EVELOPMENT

Students completing the M.A. Psychology and School Psy- The aim of instruction at the The doctoral program is degree accept positions in chology); Developmental Stud- doctoral level is to produce a focused primarily on training research laboratories or field ies of Education (in collabora- psychologist who can make a in the conduct of empirical settings, in biomedical institution with the programs in sound and innovative research (e.g., experimental, observations, in educational, commu- Cognitive Studies in Education contribution to the study of tional, and interview) research. nity, and child care agencies, and Curriculum and Teaching); human development, who is Other types of research and as instructors in commu- or Educational Policy (in col- concerned with the relationship (theoretical, descriptive, and nity colleges, or go on to pursue laboration with the programs between development and edu- historical) may be undertaken more advanced degrees in par- in Sociology and Politics in cation, and who is equipped to in special circumstances of stu- ticular areas of specialization. Education). teach about such matters. Stu- dent and advisor competence. dents acquire the conceptual Degree Requirements: Developmental background and methodologi- Degree Requirements: cal skills necessary for faculty The 75-point course of study Master of Arts Psychology positions in colleges and uni- has four components: Either 32 points and a special (Code: TKD) versities, or for positions as • General Psychology. Students project or 30 points and a for- Doctor of Philosophy (Ph.D.) associates and consultants in choose one course in four of mal thesis. research laboratories, biomed- the following areas: Learning Special Application ical schools and other applied and Cognition, Develop- Basic Courses (12 points): Requirements/Information: settings. ment, Personality, Social HUDK 4120, Empirical study This program accepts applica- Bases of Behavior, Measure- of human development; tions for fall semester only. While consultation between ment, Biological Bases of HUDK 5023, Cognitive devel- GRE and Subject Test in Psy- student and faculty advisor is Behavior. opment; HUDK 5121, Person- chology are required. Admis- considered to be the best way • Doctoral Requirements. Stu- ality development and social- sion to the program is highly to decide which steps should be dents are required to take ization in early childhood; and competitive. Primary emphasis taken towards these goals, advanced courses in develop- either HUDK 5034, Develop- in evaluating applicants is there are specific requirements mental psychology as well as mental psychopathology, or given to prior achievements for all students in Develop- proseminar. HUDK 4127, Developmental and recommendations, particu- mental Psychology, which serve • Methodology. All students are psychology for educational larly as evidence of a self-moti- to define the character of the required to take, at least, the reform. vated research involvement. program and to ensure that all one-year statistics sequence students have a common expe- (Probability and statistical infer- Elective Courses (minimum of Previous work in psychology is rience and acquire a common ence and Applied regression 6 points): At least 3 other psy- highly desirable but there are level of expertise in dealing analysis), ordinarily in the first chology courses (2 or 3 points no fixed course requirements. with the core issues in the field. year. Students are required to each), 2 or 3 of which must be Expertise in a related field, take a special certification in developmental psychology. such as linguistics, philosophy, The courses offered through examination in methodology. anthropology or biology, may the program provide content in Students should also, in con- Breadth Requirement qualify a student as well. At the research and theoretical lit- sultation with their advisor, (minimum of 6 points): Three least one year of full-time study erature relating to all phases of enroll in the necessary courses taken for either 2 or 3 in residence, i.e., two semesters the psychology of human advanced course work to pre- points each—HUDM 4120, of 12 or more credits per development. All age groups pare for both the research Basic concepts in statistics, or semester, is required. are covered, from infancy methods component of the equivalent; and at least 2 through childhood and adoles- certification examination and courses in programs at Teachers Program Description: cence to adulthood and later their own research work. College other than Develop- The 75 point doctoral degree life. Course work in develop- • Qualifying Paper. Students mental Psychology. prepares students for faculty mental psychology can be sup- are required to write a theo- positions in colleges and uni- plemented by courses in the retical and empirical paper to Research Requirement versities and for positions as other psychology programs at qualify for dissertation status. (3 points): HUDK 5324, associates and consultants in Teachers College as well as by Research work practicum. research laboratories, biomed- courses in the social sciences, First Year of Study: Four basic ical schools, and other applied linguistics, and other fields courses in developmental psy- Concentrations: Within the settings. Throughout their pro- offered at Teachers College and chology, one in each of the fol- constraints described above, gram, doctoral candidates work by the graduate faculty of the lowing areas—cognitive devel- the student may design a pro- in a close apprenticeship rela- University (including the opment, social/emotional gram of study in coordination tionship with a faculty advisor Columbia University College development, empirical meth- with an advisor, or concentrate of their choice. The Ph.D. of Physicians and Surgeons). ods, and psychopathology. Two in Developmental Psycho- degree requires completion of courses in statistics—HUDM pathology (in collaboration 75 points with an empirical 4120, Basic concepts in statis- with the programs in Clinical research thesis. tics; and HUDM 4122, Proba-

202 D EPARTMENT OF H UMAN D EVELOPMENT bility and statistical inference. Courses: HUDK 4121. Development and sition of the forms of language in psychopathology: Atypical con- relation to their content and use. A research seminar, HUDK HUDK 4021. Developmental 6620, Special topics in devel- texts and populations (3) psychology: Infancy (2–3) Professor Luthar. Using contempo- HUDK 5027. Moral develop- opmental psychology. One Faculty. Review of research and course (3 more to be taken in rary research as the basis, the focus ment (2–3) theory in early perceptual, cogni- is on the interface between classi- Faculty. Prerequisite: HUDK the second year) of the general tive, and social/emotional develop- cal developmental psychology the- 4020, HUDK 4023, HUDK psychology requirement. ment, with particular attention to ories and patterns of development 4024, or equivalent. Investigation the interaction of biological and identified in atypical contexts of the major theoretical and empir- Second Year of Study: Two environmental factors in early life. advanced developmental (e.g., poverty) and among atypical ical approaches to the study of how courses in cognitive develop- populations (e.g., resilient youth). morality develops with particular HUDK 4022. Developmental Implications for interventions and emphasis on the behaviorist, cog- ment, social/emotional develop- psychology: Childhood (2–3) policy are also discussed. nitive, psychoanalytic, and ment, empirical methods, or Faculty. Children’s cognition, per- sociopolitical approaches. psychopathology. Two statistics ception, representation, language, HUDK 4127. Developmental courses—HUDM 5122, affect, personality, and sexuality. psychology for educational HUDK 5029. Personality devel- Applied regression analysis; and Family structure and school as they reform (3) opment and socialization across HUDM 5123, Experimental influence these aspects of childhood. Professor Ginsburg. Attempts to the life span (2–3) utilize developmental theories and Faculty. Theory and research regard- design. Continued enrollment HUDK 4023. Developmental in HUDK 6620, Special topics research in the improvement of ing the interaction between natu- psychology: Adolescence (2–3) education are examined critically. rally developing personality struc- in developmental psychology. Dr. Graber. Theoretical and empir- Three courses satisfying the tures and socialization processes ical studies of personality and HUDK 4620. Departmental throughout life. Special fee: $40. general psychology requirement social development processes in colloquium (2–3) specified above. Other require- adolescence. An ecological systems Presentation and discussion of HUDK 5036. Child and adoles- ments include completion of an approach is emphasized. research topics by faculty, visiting cent development and social empirical paper (concomitant psychologists, and students. policy (2–3) with enrollment in HUDK HUDK 4024. Developmental Professor Brooks-Gunn. This 6901, Advanced research and psychology: Adulthood and the HUDK 5020. The development course provides a foundation of life span (2–3) of creativity (2–3) knowledge concerning the role of independent study in develop- Faculty. Theories of adult developmental psychology). Professor Gruber. Permission child and adolescent development ment, with an emphasis on the required. Major theories and con- perspectives in informing social historical transformation of adult Third Year of Study: Two temporary research in creative policy. Students will investigate roles, and the significance of mar- work, emphasizing case studies of policy issues related to: poverty, statistics courses—HUDM riage, family, child rearing, work exceptional and historically influ- families, child care, and education. 6122, Multivariate analysis I; and social class in adulthood ential individuals. and HUDM 6123, Multivari- socialization. HUDK 5092. Sociocultural ate analysis II. Continued HUDK 5021. Aesthetic factors in psychological devel- enrollment in HUDK 6620, HUDK 4027. The development development (2–3) opment (3) Special topics in developmental of mathematical thinking (3) Faculty. Investigation of the gene- Faculty. This course examines the Professor Ginsburg. The develop- sis of aesthetic development from impact of ethnic culture, religion, psychology. Other requirement of informal and formal math- ments include a theoretical childhood to maturity; special economics, education, and gender ematical thinking from infancy attention given to making and and sexuality on the process of psy- paper (concomitant with through childhood with implica- enrollment in HUDK 6901, responding in the arts and to the chological development. tions for education. role of the imagination in stretch- Advanced research and inde- ing the boundaries of knowledge. HUDK 5121. Personality devel- pendent study in developmen- HUDK 4045. Psychology of opment and socialization in tal psychology) and certifica- teaching and learning: Cross- HUDK 5022. Emotional childhood (2–3) tion examination. After cultural perspectives (2–3) development (2–3) Professor Brooks-Gunn. Prerequi- meeting certification require- Professor Fernandez. Explores the Faculty. Theory and research in the site: HUDK 4020 or equivalent. ments, 15 points (which may value of cross-cultural comparisons development of emotional experi- Contemporary theory and research for thinking about teaching and be completed during the third ence and expression. on children’s adaptation to devel- learning. A case study approach is opmental tasks of early childhood. and fourth years) are taken in used to examine work comparing consultation with an advisor. HUDK 5023. Cognitive devel- Comparison of typical and atypical education in Japan and the US. opment (3) pathways in early social-personal- Professor Kuhn. Theory and ity development. Analysis of the Fourth Year of Study: Com- HUDK 4120. The empirical research on the development of cog- logic and method of empirical pletion of the 15 points begun study of human development (3) nitive processes across the life span. studies of early development. in third year. HUDK 7501, Professor Fernandez. An introduc- Dissertation seminar in devel- tion to the research methods that HUDK 5024. Language devel- HUDK 5122. Psychological opmental psychology. Comple- have been employed by cognitive opment (2–3) factors in later life (3) tion of an approved doctoral and developmental psychologists, Faculty. Survey of research and Faculty. Research findings, theo- as well as an overview of how these dissertation. theory in the development of lan- retical conceptions, and unresolved methods have been applied and the guage, beginning with communi- issues with respect to cognitive, kinds of knowledge they have cation and the origins of language social, and personality functioning yielded. in infancy and emphasizing acqui- in later life.

203 D EPARTMENT OF H UMAN D EVELOPMENT

HUDK 5123. Psychological HUDK 6520. Seminar in social HUDK 7501. Dissertation advanced courses and experi- development of women (3) development (3) seminar (1–3 each course) ences prepare students to do Faculty. Theoretical and empirical Faculty. Permission required. How Permission required. Development basic cognitive research in edu- issues concerning women’s psy- people become socialized and how of doctoral dissertations and pre- cation and to use cognitive chosocial development, viewed in psychology deals with the process sentation of plans for approval. research and theories to guide the context of modern feminist in terms of developmental con- Registration limited to two terms. thought. cepts. Special fee: $25. the design of effective educa- HUDK 8900. Dissertation tional activities and materials. HUDK 5125. Cross-cultural HUDK 6523. Seminar in advisement (0 each course) developmental psychology (2–3) cognitive development (1–3) Individual advisement on doctoral The curriculum and program Professor Fernandez. Survey of psy- Professor Ginsburg or Kuhn. Per- dissertation. Fee to equal 3 points requirements are designed to chological studies of development mission required. Prerequisite: at current tuition rate for each prepare graduates for careers in in different cultures, with empha- HUDK 5023. Advanced topics in term. See catalog section on any of several possible settings. sis on perceptual and cognitive research and theory in cognitive Continuous Registration for These settings include school issues and methodological prob- development. Ed.D./Ph.D. degrees. systems seeking instructional lems specific to cross-cultural technology coordinators and research. HUDK 6524. Seminar in language development (3) Cognitive Studies in teachers who are knowledge- HUDK 5128. Social-cognitive Faculty. Permission required. Pre- Education able about cognitive and developmental theories and research, development (2–3) requisite: HUDK 5024. Analysis (Code: TKE) publishers and software compa- Faculty. Permission required. of current research in the study of Program Coordinator: Professor nies looking for people with Developmental theory and research language development. Individual James E. Corter on the relation between individual exploration of particular research knowledge of cognition and consciousness and the symbolic problems. development and experience in Degrees Offered: order of society. Topics include: instructional design with new Educational Psychology the “self” the “other”, intersubjec- HUDK 6529. Research technologies, research organiza- Master of Arts (M.A.) tivity, social perception, communi- practicum in cognitive develop- tions seeking people to conduct cation, metaphor, myth, stories, ment (2–3) Master of Education (Ed.M.) basic research and to develop and media images. Professor Kuhn. Permission Doctor of Education (Ed.D.) and evaluate instructional required. Doctor of Philosophy (Ph.D.) HUDK 5130–HUDK 5131. applications of computers and related technologies, and uni- Community research HUDK 6572. Research in Special Application versities seeking faculty in cog- practicum (3) applied educational psychology: Requirements/Information: Faculty. Supervised experience in Mathematics reasoning and nitive psychology, educational GRE general test is required various types of community agen- mathematics education (3) psychology, educational tech- for admission to the doctoral cies (i.e., schools, hospitals, clinics) Professor Ginsburg. Permission nology, and reading. with a focus on developing required. Students participate in programs. research skills. Integration of theo- ongoing research. Students in the Cognitive retical and observational knowl- Program Descriptions: Studies in Education Program edge will be stressed. Open to HUDK 6620. Special topics in The Cognitive Studies in Edu- begin by taking a set of core degree candidates in Developmen- developmental psychology (3) cation Program combines the background courses, then pur- tal Psychology. Permission required. Topics to be perspectives on cognition and sue one of five concentrations: announced. learning provided by cognitive cognition and learning, intelli- HUDK 5523. Seminar in psychology, developmental adolescent development and gent technologies, reading Independent Study and Research psychology, educational psy- developmental problems (3) research, cognitive studies of Students may register for intensive chology, and computer science Professor Luthar. Permission educational practice, or psy- individual study of a topic of spe- to examine the cognitive mech- required. Prerequisite: HUDK chology of training and perfor- cial interest. Registration in inde- anisms underlying learning and 4023. Seminar designed to exam- mance support in the work ine theory, research, and practice pendent study is by permission of thinking in both school and place. Students beyond the perspectives related to social and the instructor under whose guid- non-school settings. The Cog- M.A. level take more advanced emotional domains during the ance the work will be undertaken. nitive Studies in Education Credit may range from 1 to 3 courses, specifically including a period of adolescence. Program seeks to train students points each term except for statistics sequence. In addition, in basic theories of human cog- HUDK 8900. (Dissertation hours each student registers for HUDK 5324. Research work nition, in the practice and practicum (2–3) for individual consultation are to research practicum seminars interpretation of empirical cog- Faculty. Students learn research be arranged.) during which they complete a nitive and developmental skills by participating actively in substantive project as a culmi- HUDK 4901. Research and research, and in how findings an ongoing faculty research project. nating experience for that independent study (1–3 each from such research can be used degree. Choice of advanced HUDK 6010. Developmental course) to understand and improve courses and research seminars research methods (3) educational practices and the should be shaped by the stu- Professor Kuhn. Advanced survey HUDK 6901. Advanced development of innovative edu- research and independent study dent’s area of concentration, as of both new and classical methods cational methods built around (1–3 each course) described below. Students for conducting research designed to new technologies. The answer developmental questions. whose interests do not fit one

204 D EPARTMENT OF H UMAN D EVELOPMENT of these tracks may design their tional practice. Students will ment and evaluation of job- Learning (HUDK 5034, Theo- own concentration in consulta- address the relation of written related documents or perfor- ries of human cognition and tion with their advisor. language to oral language; con- mance aids such as manuals learning: Research methods nections between reading and and computer programs for use and applications; HUDK Concentration in Cognition writing skills; individual dif- in practical settings. As a cul- 4015, Psychology of thinking; and Learning: ferences, especially with respect minating experience, master’s HUDK 4027, Development of The concentration in Cognition to students with learning dis- students will create and evalu- mathematical thinking; and Learning is designed for abilities; adult literacy; learn- ate a set of training materials HUDK 5091, Applied psy- students interested in theories ing from text; and educational or a performance support sys- cholinguistics; HUDK 5024, of human cognition and learn- policy issues. The culminating tem, or conduct a related Language development; ing, and in experimental experience for master’s students research study. HUDM 5058, Choice and deci- approaches to studying learn- is an empirical study in the sion making; HUDK 6620, ing, memory, language, reason- area of reading. Degree Requirements: Special topics in developmental ing, and problem solving. The psychology) and HBSK 5096, Master of Arts —32 points culminating experience for Concentration in Cognitive Psychology of memory; Intelli- master’s students in this pro- Studies of Educational Core Courses (9 points): gent Technologies (HUDK gram is to conduct an empiri- Practice: HUDK 4029, Theories of 4035, Technology and human cal research study in the area of This concentration is for stu- human cognition and learning; development; HUDK 5039, cognition or learning. dents interested in understand- HUDK 4080, Educational psy- Design of intelligent learning ing and facilitating the think- chology; and HUDK 5023, environments; HUDK 5198 Concentration in Intelligent ing and learning involved in Cognitive development. Psychology of instructional sys- Technologies: educational activities. Students tems design; HUDK 6620, The Intelligent Technologies will learn about cognitive Statistics/Research Design (3 Special topics in developmental concentration offers a program processes involved in both for- points): At least one of the fol- psychology; and SCFU 4083, of study for students whose mal and informal education lowing: HUDM 4120, Basic Instructional design of educa- interests include the develop- and also consider how they are concepts in statistics; HUDM tional technology); Reading ment of cognitive science-based inﬂuenced by various contex- 4122, Probability and statisti- Research (HUDK 4010, Psy- theoretical frameworks for tural factors, including class- cal inference; HUDM 5122, chology of reading; HUDK informing the design of educa- room structure, teacher belief Applied regression analysis; 5024, Language development; tional technology, as well as for systems, student motivation, HUDM 5123, Experimental HUDK 5080, Experimental those wishing to create innova- and educational policy. The design; or HUDM 5021, psychology of schooling and tive educational applications program’s focus on understand- Methods of empirical research. reading; HUDK 5091, that serve as testbeds for such ing cognitive processes and Applied psycholinguistics; theoretical frameworks. By development is designed to Research (3 points): HUDK HUDK 6620, Special topics in offering this concentration, the help prospective and practicing 5324, Research work developmental psychology; Program in Cognitive Studies teachers and other educators to practicum or, by permission, a HUDK 5090, Psychology of recognizes the importance of improve educational practice. 6000-level research work language and reading; HUDK computational and allied tech- The culminating experience for practicum. 6095, Critical review of current nologies to both guide and be master’s students is an empiri- journals in psychology; and guided by cognitive research. cal study of cognition in a Breadth Requirement (4–6 HBSK 5099, Theories of cog- Many of the courses in this classroom setting. points): At least two of the fol- nitive processes in writing); concentration are cross-listed lowing: A&HL 4000, Study of Cognitive Studies of Educa- with the Programs in Commu- Concentration in Psychology language; A&HF 4081, tional Practice (HUDK 4035, nication, Computing, and of Training and Performance Philosophies of education; Technology and human devel- Instructional Technology Support in the Work Place: SCFU 4008, Information tech- opment; HUDK 4074, Read- (SCFU). As a culminating This concentration prepares nology and education; SCFU ing comprehension strategies experience, master’s students in students for careers of research 4036, Hypermedia and educa- and study skills; HUDK 4127, this concentration create and and development in training tion; SCFU 4133, Cognition Developmental psychology for evaluate an educational tech- and other performance supports and computers; SCFF 4010, educational reform; HUDK nology application. in business and industry. Stu- Social context of education; 5097, Psychology of instruc- dents study psychological fun- ORLJ 4005, Organizational tion; HUDK 6620, Special Concentration in Reading damentals, statistical tools, and psychology; HBSK 4075, Brain topics in developmental psy- Research: instructional technology. and behavior; and BBSQ 4040, chology; HUDF 4021, Sociol- This concentration prepares Emphasis is on thorough scien- Speech and language disorders. ogy of education; and HUDM students to do basic research in tiﬁc and practical grounding 5055, Evaluation of institu- reading and to apply research for 1) the design, development, Specialized Courses (11–13 tions, programs, and curricula); and theory on all aspects of the evaluation, and management of points): Selected in consulta- and Training and Performance psychology of reading (basic instructional programs in tion with an advisor, and focus- in the Workplace (HUDK skills, comprehension, aesthetic industrial and business set- ing on one of the following 4035, Technology and human response) to improve educa- tings, and/or 2) the develop- concentrations: Cognition and development; HUDK 5039,

205 D EPARTMENT OF H UMAN D EVELOPMENT

Design of intelligent learning Research (6 points): HUDK ing; HUDK 5091, Applied of training materials or perfor- environments; HUDK 5198, 5324, Research work practicum psycholinguistics; HUDK mance support system, or a Psychology of instructional sys- or, by permission, a 6000-level 6095, Critical review of current related research study. tems design; HUDK 6620Z, research work practicum. journals in psychology; HUDK Special topics in developmental 6620, Special topics in devel- Doctor of Philosophy—75 points Breadth Requirements psychology; HUDF 5020, opmental psychology; and General Psychology (12 points): Methods of social research: Sur- (6 points): At least two of the HBSK 5099, Theories of cog- One course each in 4 of the fol- vey methods; HUDM 5055, following: A&HL 4000, Study nitive processes in writing); lowing 6 areas: Learning and Evaluation of institutions, proof language; A&HF 4081, Cognitive Studies of Educa- Cognition (HUDK 4029, Theo- gram, and curricula; and SCFU Philosophies of education; tional Practice (HUDK 4035, ries of human cognition and 5030, Intelligent computer SCFU 4008, Information tech- Technology and human devel- learning; HUDK 5090, Psychol- assisted instruction). nology and education; SCFU opment; HUDK 4074, Read- ogy of language and reading; 4036, Hypermedia and educa- ing comprehension strategies HBSK 5096, Psychology of Note (minimum of 4 points): tion, SCFU 4133, Cognition and study skills; HUDK 4127, memory; HUDK 5097, Psychol- At least 2 courses must be and computers; SCFF 4010 Developmental psychology for ogy of instruction; G 4001, Cog- taken outside the department. Social context of education; educational reform; HUDK nition; or G 4002, Study of ORLJ 4005, Organizational 5097, Psychology of instruc- learning); Development Integrative Project: Varies psychology; HBSK 4075, tion; HUDK 6620, Special (HUDK 5022, Emotional according to selected concen- Brain and behavior; and BBSQ topics in developmental psy- development; HUDK 5023, tration: Cognition and Learn- 4040, Speech and language chology; HUDF 4021, Sociol- Cognitive development; HUDK ing—an empirical cognitive disorders. ogy of education; and HUDM 5024, Language development; research study; Intelligent 5055, Evaluation of institu- or HUDK 5029, Personality Specialized Courses Technologies—creation and (33–36 tions, programs, and curricula); development and socialization evaluation of an educational points): Selected in consulta- and Training and Performance across the life span); Personality technology program; Reading tion with an advisor, and focus- in the Workplace (HUDK (CCPX 5032, Personality and Research—an empirical reading on one of the following 4035, Technology and human psychopathology; CCPX 5034, ing research paper; Cognitive concentrations: Cognition and development; HUDK 5039, Developmental psychopathol- Studies of Educational Prac- Learning (HUDK 5034, Theo- Design of intelligent learning ogy; or G 4003, Personality); tice—an empirical study of ries of human cognition and environments; HUDK 5198, Social Bases of Behavior (ORLJ cognition in a classroom set- learning: Research methods Psychology of instructional 5540, Proseminar in social psy- ting; and Training and Perfor- and applications; HUDK systems design; HUDK 6620, chology; or G 4006, Social psy- mance in the Workplace—cre- 4015, Psychology of thinking; Special topics in developmental chology); Measurement (HUDK ation and evaluation of a set of HUDK 4027, Development of psychology; HUDF 5020, 5059, Psychological measure- training materials or perfor- mathematical thinking; Methods of social research: ment); and Biological Bases of mance support system, or a HUDK 5024, Language devel- Survey methods; HUDM 5055, Behavior (HBSK 4075, Brain related research study. opment; HUDM 5058, Choice Evaluation of institutions, pro- and behavior; HBSK 5068, and decision making; HUDK gram, and curricula; and SCFU Introduction to neuropsychol- 60 points Master of Education— 5091, Applied psycholinguis- 5030, Intelligent computer ogy; HBSK 5070, Neural bases Core Courses (9 points): tics; HBSK 5096, Psychology assisted instruction). of language and cognitive devel- HUDK 4029, Theories of of memory; and HUDK 6620, opment; BBSQ 4043, Human Note human cognition and learning; Special topics in developmental (minimum of 4 points): nervous system; or G 4004, HUDK 4080, Educational psychology); Intelligent Tech- At least 2 courses must be Physiological psychology). psychology; and HUDK 5023, nologies (HUDK 4035, Tech- taken outside the department. Cognitive development. nology and human develop- Statistical and Research Integrative Project: ment; HUDK 5039, Design of Varies Methodology (15 points): Statistics/Research Design intelligent learning environ- according to selected concen- HUDM 4122, Probability and (12+ points): HUDM 4120, ments; HUDK 5198, Psychol- tration: Cognition and Learn- statistical inference; HUDM Basic concepts in statistics ogy of instructional systems ing—an empirical cognitive 5059, Psychological measure- (if no undergraduate statistics); design ; HUDK 6620, Special research study; Intelligent ment; HUDM 5122, Applied HUDM 4122, Probability and topics in developmental psy- Technologies—creation and regression analysis; HUDM statistical inference; HUDM chology; and SCFU 4083, evaluation of an educational 5123, Experimental design; 5122, Applied regression Instructional design of educa- technology program; Reading and HUDM 6122, Multivari- analysis; HUDM 5021, Meth- tional technology); Reading Research—an empirical read- ate analysis I. ods of empirical research; and Research (HUDK 4010, Psy- ing research paper; Cognitive HUDM 5059, Psychological chology of reading; HUDK Studies of Educational Prac- Core Courses (minimum of 18 measurement. 5024, Language development; tice—an empirical study of points): At least 6 of the follow- HUDK 5080, Experimental cognition in a classroom set- ing: HUDK 4027, Develop- psychology of schooling and ting; and Training and Perfor- ment of mathematical think- reading; HUDK 5090, Psy- mance in the Workplace— ing; HUDK 4029, Theories of chology of language and read- creation and evaluation of a set

206 D EPARTMENT OF H UMAN D EVELOPMENT human cognition and learning; ries of human cognition and ogy of language and reading; HUDK 4015. Psychology of HUDK 4080, Educational psy- learning; HUDK 5090, Psychol- HUDK 5197, Psychology of thinking (3) chology; HUDK 5023, Cogni- ogy of language and reading; training in business and indus- Professor Black. Examines cognitive development; HUDK HBSK 5096, Psychology of try; HUDK 5198, Psychology tive psychology theories and 5034, Theories of human cog- memory; HUDK 5097, Psy- of instructional systems design; research about various kinds of thinking, what each kind is best nition and learning: Research chology of instruction; G 4001, and HUDK 6095, Critical suited for, and problems people methods and applications; Cognition; or G 4002, Study of review of current journals in have with it. Also examines the HUDK 5197, Psychology of learning); Development psychology. best ways of learning from each training in business and indus- (HUDK 5022, Emotional kind of thinking. Critically exam- try; HUDK 5198, Psychology development; HUDK 5023, Research Apprenticeship ines the various thinking skills of instructional systems design; Cognitive development; (6 points): Two semesters in a curricula that have been proposed. and HUDK 6095, Critical HUDK 5024, Language devel- research practicum (e.g., review of current journals in opment; or HUDK 5029, Per- HUDK 6529, Research HUDK 4027. Development of psychology; HUDK 5090, Psy- sonality development and practicum in cognitive devel- mathematical thinking (3) chology of language and read- socialization across the life opment; HUDK 6539, Professor Ginsburg. The development of informal and formal math- ing; and SCFU 4133, Cogni- span); Personality (CCPX 5032, Research practicum in educa- ematical thinking from infancy tion and computers. Personality and psychopathol- tional psychology, cognition, through childhood with implica- ogy; CCPX 5034, Developmen- and learning; HUDK 6592, tions for education. Research Apprenticeship tal psychopathology; or G 4003, Advanced research seminar: (6 points): Two semesters in a Personality); Social Bases of Learning and instruction; or HUDK 4029. Theories of research practicum (e.g., Behavior (ORLJ 5540, Prosemi- HUDK 6598, Advanced human cognition and HUDK 6529, Research nar in social psychology; or G research seminar: Instructional learning (3) practicum in cognitive devel- 4006, Social psychology); Mea- theory). Professors Black and Rothkopf. opment; HUDK 6539, surement (HUDK 5059, Psy- Cognitive and information-pro- Research practicum in educa- chological measurement); and Special Seminars (minimum cessing approaches to attention, learning, language, memory, and tional psychology, cognition, Biological Bases of Behavior of 9 points): HUDK 6620, reasoning. and learning; HUDK 6592, (HBSK 4075, Brain and behav- Special topics in developmental Advanced research seminar: ior; HBSK 5068, Introduction psychology (taken during both HUDK 4035. Technology and Learning and instruction; or to neuropsychology; HBSK first and second years); and human development (3) HUDK 6598, Advanced 5070, Neural bases of language HUDK 7502, Dissertation Professor Black. Examines the use research seminar: Instructional and cognitive development; seminar. and design of various educational theory). BBSQ 4043, Human nervous technologies (computer software, system; or G 4004, Physiologi- Non-departmental Courses multimedia shareware, TV, World Special Seminars (minimum cal psychology). (minimum of 8 points): At Wide Web sites, etc.) from the of 9 points): HUDK 6620, least 3 courses outside the perspective of basic research and theory in human cognitive and Special topics in developmental Statistical and Research department are selected in con- social development. Provides a psychology (taken during both Methodology (15 points): sultation with an advisor. framework for reasoning about the first and second years); and HUDM 4122, Probability and most developmentally-appropriate HUDK 7502, Dissertation statistical inference; HUDM Two papers, one in theory and uses of technology for people at seminar. 5059, Psychological measure- application, and one in empiri- different ages. ment; HUDM 5122, Applied cal research; certification exam- Non-departmental Courses regression analysis; HUDM ination; and an approved dis- HUDK 4080. Educational (minimum of 8 points): At 5123, Experimental design; sertation. psychology (3) least 3 courses outside the and HUDM 6122, Multivari- Professor Williams. Examines department are selected in con- ate analysis I. Courses: landmark issues in educational psychology, highlighting philo- sultation with an advisor. Additional Requirements: sophical underpinnings and empir- Core Courses (minimum of 24 ical evidence, tracing each issue Additional Requirements: points): At least 8 of the follow- Basic and General Courses from its roots to contemporary Two papers, one in theory and ing—HUDK 4027, Develop- HUDK 4010. Psychology of debates and evaluating current application, another in empiri- ment of mathematical think- reading (3) educational practice. cal research; certification exam- ing; HUDK 4029, Theories of Professor Williams. Exploration of ination; and an approved dis- human cognition and learning; theoretical models and critical HUDK 5020. Development of empirical issues pertaining to creativity (2–3) sertation. HUDK 4080, Educational psy- those language processes inherent chology; HUDK 4133, Cogni- Professor Gruber. Major theories in reading and in writing. Analysis and contemporary research in cre- Doctor of Education—90 points tion and computers; HUDK of instructional strategies in terms ative work, emphasizing case stud- 5023, Cognitive development; General Psychology (12 points): of cognitive models. ies of exceptional and historically HUDK 5034, Theories of One course each in 4 of the fol- influential individuals. human cognition and learning: lowing 6 areas: Learning and Research methods and applica- Cognition (HUDK 4029, Theo- tions; HUDK 5090, Psychol-

207 D EPARTMENT OF H UMAN D EVELOPMENT

HUDK 5023. Cognitive HBSK 5096. The psychology HUDK 5024. Language devel- HUDK 6530. Seminar in development (3) of memory (3) opment (2–3) theoretical issues in cognitive Professor Kuhn. Theory and Faculty. An analysis of perspectives Faculty. Survey of research and and educational psychology research on the development of cog- on human memory with particular theory in the development of lan- (1–3) nitive processes across the life span. attention to knowledge, attention, guage, beginning with communi- Faculty. Permission required. strategic processes, metacognition, cation and the origins of language Limited to doctoral candidates in HUDK 5034. Theories of transfer, and context. The applica- in infancy and emphasizing acqui- psychology. human cognition and learning: tion of this information to practice sition of the forms of language in Research methods and applica- is stressed. relation to their content and use. HUDK 6539. Research tions (3) practicum in educational psy- Professors Rothkopf and Black. SCFU 4133–4134. Cognition and HUDK 5080. Experimental chology, cognition, and learning Prerequisite: HUDK 4029 or computers psychology of schooling and (1–3) equivalent. Introduction to tech- Professor Black. Ideas about cogni- reading (2–3) Faculty. Permission required. niques in psychological investigation and knowledge representation Professor Williams. Permission Limited to doctoral candidates tions of learning, language, mem- and how they relate to the use of required. Open only to doctoral in psychology. ory and thought, psychological computers in instruction. The stu- students in psychology. Critical analysis of instruction and other dent selects a subject area, learns evaluation of experimental investi- HUDK 6592. Advanced practical problems. to represent knowledge from it so gations of cognitive processes and research seminar: Learning and that it can be implemented in a school-related problems. instruction (3) HUDK 5039. Design of intelli- computerized instructional system, Professor Rothkopf. Permission gent learning environments (3) and uses the knowledge represen- HUDK 5197. Psychology of required. Limited to doctoral can- Professor Bell. Prerequisite: SCFU tation to characterize the cognitive training in business and didates only. Review and discus- 4083 or permission of instructor. prerequisites and consequences of industry (3) sion of advanced topics in learning, Covers ideas about representation learning to use computers. Professor Rothkopf. The design, memory, and cognition, and their of knowledge, models of the SCFU 4133. Cognition and conduct, and evaluation of training relationship to educational issues learner, and teaching strategies that computers (3) in closed systems. A critical review and problems. This course may be have been developed in artificial Special fee: $25. of available methods for task repeated. intelligence and cognitive psychol- SCFU 4134. Cognition and analysis, formative development, ogy. Students have the opportunity computers lab (1–3) and the creation of performance HUDK 6595. Seminar in to design and implement intelli- Permission required. Corequi- aids. Special fee: $15. language and reading (3) gent computer-assisted instruction site: SCFU 4133. Special fee: Professor Williams. Permission materials. Special fee: $50. $25. HUDK 5198. Psychology of required. Analysis of current instructional systems design research and theory in the study of HUDK 5090. Psychology of Advanced and Specialized (2–3) language and reading. language and reading (2–3) Courses Dr. Larson. Enrollment limited. Professor Williams. Basic theories, Systematic approaches to instruc- HUDK 6598. Advanced empirical findings, and educa- HUDK 4120. Empirical study of tional design in schools and corpo- research seminar: Instructional tional applications in the psychol- human development (3) rate settings. Theoretical and theory (2–3) ogy of language and reading: the Professor Fernandez. An introduc- empirical bases. Analysis of case- Professor Rothkopf. Permission cognitive processes involved in the tion to the research methods that based examples. Materials fee: $25. required. Limited to doctoral can- perception and production of oral have been employed by cognitive didates. Advanced topics in the and written language. and developmental psychologists, HUDK 5324. Research work systematic management of instruc- as well as an overview of how these practicum (1–3) tion, the development of instruc- HUDK 5091. Applied methods have been applied and the Faculty. Students learn research tional materials and devices, and psycholinguistics (3) kinds of knowledge they have skills by participating actively in their relationship to learning, Professor Williams. Permission yielded. an ongoing faculty research project. memory, and cognition. required. Prerequisite: HUDK 5090 or equivalent. Guided HUDK 4820. Education for HUDK 6522. Seminar in HUDK 6529. Research research in psycholinguistics with thinking: Goals and methods cognitive processes (3) practicum in cognitive emphasis on studies relating lan- for the middle school years (1) Faculty. Permission required. development (2–3) guage to cognitive processes, school Professor Kuhn. Identifies and Advanced discussion of topics in Professor Kuhn. Permission learning, and social processes. examines skills of argument, cognitive psychology and their required. analysis, and inference that are implications for instruction. HUDK 6095. Critical review of central to critical thinking, HUDK 6630. Special topics in current journals in psychology reviews research on how they HUDK 6523. Seminar in cognitive or educational psy- (3) develop with practice during late cognitive development (1–3) chology (3) Professor Williams. Doctoral can- childhood and early adolescent Professor Ginsburg or Kuhn. Per- Faculty. Permission required. didates in psychology; others by years, and illustrates methods that mission required. Prerequisite: Topics to be announced. permission. Critical review of cur- support their development. Suit- HUDK 5023. Advanced topics in rent journals in psychology and able for use in classrooms from research and theory in cognitive HUDM 5058. Choice and education, analysis of articles, dis- middle elemnetary through junior development. decision making (3) cussion of general trends in current high school years. Professor Corter. Prerequisite: theoretical and research literature, HUDM 4122 or equivalent. and guidance in preparing manu- Surveys quantitative models of scripts for publication in peer- individual decision making, from reviewed journals. the introduction of the notion of

208 D EPARTMENT OF H UMAN D EVELOPMENT

“utility” by Daniel Bernoulli See also: Program Description: Measurement and through current models such as Program in Applied Linguistics: The M.S. in Applied Statistics Tversky and Kahneman’s A&H 4000. Study of language requires at least one year of Evaluation “Prospect Theory.” The focus is on (2–3) study. This master’s degree (Code: TMM) psychological or descriptive mod- Program in School Psychology: provides training for a number els of how people make decisions, HBSK 4074. Reading comprehen- of positions in educational Degrees Offered: although methods of rational decision strategies and study skills Master of Education (Ed.M.) sion analysis are briefly discussed. (2–3) research bureaus and testing organizations. In addition to Doctor of Education (Ed.D.) HBSK 4077. Adult basic literacy Doctor of Philosophy (Ph.D.) HBSK 4074. Reading compre- (2–3) the satisfactory completion of hension strategies and study HBSK 5096. The psychology of course work, an integrative skills (2–3) memory (3) project is required. Special Application Professor Peverly. Reading and Program in Instructional Technology Requirements/Information: study skills: Practical procedures & Media: Degree Requirements: GRE General test is required based on research findings appro- SCFU 4008. Information technol- for all programs in Measure- priate for teachers, counselors, and ogy and education (3) Master of Science—32 points ment and Evaluation. A work- others. For students at late elemen- SCFU 4019. Social cognition and Statistics (21 points): HUDM ing knowledge of calculus is tary levels through young adult- communication (3) required for doctoral study. hood. Materials fee: $25. SCFU 4080. Television and video 4122, Probability and statistical inference; HUDM 5122, applications in education (3) Program Descriptions: HBSK 4077. Adult basic literacy SCFU 4083. Instructional design Applied regression analysis; (2–3) of educational technology (3) HUDM 5123, Experimental The programs in Measurement, Faculty. Psychological and educa- SCFU 4085. New technologies for design; HUDM 6122, Multi- Evaluation, and Statistics offer tional aspects of adult basic literacy learning (2–3) variate analysis I; and HUDM preparation for the college for teachers, counselors, and others SCFU 5030. Intelligent com- 6123, Multivariate analysis II. teaching of measurement, who work with adults deficient in puter-assisted instruction (3) W 4105, Probability; and W and/or statistics, for roles in basic reading and writing skills. SCFU 5183. Designing educa- 4107, Statistical inference are testing agencies and civil orga- tional video (3) taken at Columbia University’s nizations, business and indus- Independent Study and Research SCFU 5190. Preproduction of try, and for work in other social educational video programs (3) Graduate School of Arts and Students may register for intensive Sciences. science and health care settings. SCFU 5191–5192. Educational Most positions require at least individual study of a topic of spe- video production I and II (3–4) cial interest. Registration in inde- SCFU 5193. Design and evalua- Computer Language two years of graduate study. pendent study is by permission of tion of experimental education (3 points): Selected in consulta- the instructor under whose guid- video (2–3) tion with an advisor. The Ed.M. in Measurement and ance the work will be undertaken. SCFU 5194. Models of interactive Evaluation is a two-year mas- Credit may range from 1 to 3 learning (3–4) ter’s degree. It provides training points each term except for Research Design (3 points): SCFU 6030. Software evaluation Selected in consultation with an for a number of positions in HUDK 8901 (Dissertation (3) educational research bureaus Advisement); and registration is advisor. Possible courses not limited to one term. Hours for include HUDM 5021, Methods and testing organizations. In individual conferences are to be Measurement, of empirical research; HUDM addition to the satisfactory completion of course work, an arranged. Evaluation, and 5055, Evaluation of institutions, program, and curricula; integrative project is required HUDK 4902. Research and Statistics and HUDF 5020, Methods of for the master’s degree. The independent study (1–3) Program Coordinators: Profes- social research: Survey methods. Ph.D. or Ed.D. is usually sors H. Jane Rogers (Measure- required for college teaching HUDK 6902. Advanced ment and Evaluation) and Jane Electives (5 points): Selected in positions and leadership posi- research and independent A. Monroe (Applied Statistics) tions in testing and research study (1–3) consultation with an advisor and within the areas of Manage- organizations. Advisement HUDK 7502. Dissertation ment Science, Economics, Pub- guides for the master’s and doc- Applied Statistics toral programs may be obtained seminar (1–3) (Code: TMX) lic Health, Computer Science, Permission required. Development Psychology, and Sociology. from the program office. of doctoral dissertation and presen- Degree Offered: tation of plans for approval. Regis- Distribution Requirement: Degree Requirements: tration limited to two terms. Master of Science (M.S.) At least 2 of the above courses Master of Education—60 points (for a minimum of 2 points HUDK 8901. Dissertation Special Application each) must be taken at Teachers Measurement and Evaluation advisement (0) Requirements/Information: Core (18 points): HUDM Individual advisement on doctoral GRE General Test is required College from outside the department. 5059, Psychological measure- dissertation. Fee to equal 3 points for the M.S. in Applied Statis- ment; HUDM 5055-5056, at current tuition rate for each tics. Background in calculus is Evaluation of institutions, pro- term. See catalog section on Con- also required. Culminating Experience: tinuous Registration for Special project. grams, and curricula I and II; Ed.D./Ph.D. degrees. HUDM 6051-6052, Theory

209 D EPARTMENT OF H UMAN D EVELOPMENT and practice of test construc- selected from the following— of institutions, programs, and Special Requirements: The tion I and II; plus an additional HUDM 5058, Choice and deci- curricula I and II; HUDM first two years require full-time 3 points in evaluation. sion making; HUDM 5552, 5250, Research practicum in study. Certification paper and Problems and procedures in the measurement and evaluation; examination; completion of an Quantitative Methods measurement of attitudes; HUDM 5550, Current issues in approved doctoral dissertation. (15 points): HUDM 4122, HUDM 5553, Questionnaire measurement and evaluation; Probability and statistical construction; and HUDM HUDM 6051-6052, Theory Courses: inference; HUDM 5122, 5554, Performance and profi- and practice of test construction Courses at the 4000-level usually Applied regression analysis; ciency evaluation. I and II; HUDM 6052, Latent do not require permission of the HUDM 5123, Experimental structure analysis; and at least 3 instructor and are open to nonma- design; HUDM 6122, Multi- Quantitative Methods (25 points selected from the follow- jors as well as majors. Many 5000- variate analysis I; and 3 points points): HUDM 4122, Proba- ing—HUDM 5058, Choice and level offerings are also open to in data management. bility and statistical inference; decision making; HUDM 5552, nonmajors with appropriate back- HUDM 5122, Applied regres- Problems and procedures in the grounds; 6000-level courses are Psychology (12 points): Taken in sion analysis; HUDM 5123, measurement of attitudes; usually limited to majors with one or more of the following Experimental design; HUDM HUDM 5553, Questionnaire advanced standing in the program. areas: Developmental psychol- 5124, Multidimensional scal- construction; and HUDM See listings below for prerequisites and limitations on enrollment. In ogy, cognitive studies, counseling and clustering; HUDM 5554, Performance and profi- addition to the courses listed ing psychology, organizational 5125, Psychological scaling; ciency evaluation. below, students should consult the psychology, or social psychology. HUDM 6122, Multivariate offerings of other programs in psy- statistics I; HUDM 6123, Quantitative Methods and chology, many of which are Research Methods (6 points): Multivariate statistics II; Research Design (31 points): required or recommended in the HUDM 5021, Methods of HUDM 7500, Dissertation HUDM 4122, Probability and program guides obtainable from empirical research; and HUDM seminar; and HUDM 8900, statistical inference; HUDM the various program offices. 5250, Research practicum in Dissertation advisement. 5021, Methods of empirical measurement and evaluation. research; HUDM 5122, Measurement and Evaluation Research Methods (3-6 points): Applied regression analysis; HUDM 4050. Introduction to Other Aspects in Education HUDM 5021, Methods of HUDM 5123, Experimental measurement (2–3) (6–9 points): One course in empirical research. Other design; HUDM 5124, Multidi- Professor DeCarlo. General issues foundations of education; and 2 research courses in other parts mensional scaling and cluster- of reliability, validity, norms, etc. courses in curriculum and of the University, upon consul- ing; HUDM 5125, Psychologi- Techniques of appraising aptitude, teaching and/or educational tation with an advisor. cal scaling; HUDM 6122, achievement, personality; teacher- administration. Multivariate statistics I; made tests; standardized tests in Psychology (minimum of 18 HUDM 6123, Multivariate selection, pupil classification, guidance. Electives: Chosen in consulta- points): In consultation with an statistics II; HUDM 7500, tion with an advisor and advisor, a group of courses Dissertation seminar; HUDM HUDM 5021. Methods of designed to strengthen and aimed at substantive prepara- 8900, Dissertation advisement; empirical research (3) broaden the student’s profes- tion in the field of psychology. and a data management course. Professor DeCarlo. An introduction sional preparation. to the methods of scientific inquiry, Non-department Require- Psychology (minimum of 18 research planning, and techniques Culminating Experience: ment (8 points): Courses in the points): In consultation with an of making observations and analyz- An evaluation project. social sciences, curriculum and advisor, a group of courses ing and presenting data. Topics teaching, and educational aimed at substantive prepara- include: methods of inquiry, the role of research in theory, formulat- Doctor of Philosophy—75 points administration selected in con- tion in the field of psychology. ing problems and hypotheses, sam- Measurement and Evaluation sultation with an advisor. pling, measurement, and the design Related Courses (minimum of Core (24 points): HUDM of empirical research. Opportunity Special Requirements: The 6 points): Selected from the 5059, Psychological measure- to design research projects. first two years require full- areas of curriculum development; HUDM 5055-5056, time study. An empirical ment, guidance, applied HUDM 5055–HUDM 5056. Evaluation of institutions, pro- paper and a research paper; human development, supervi- Evaluation of institutions, grams, and curricula I and II; certification examination; and sion, and administration, and programs, and curricula (3) HUDM 5250, Research completion of an approved in consultation with an advisor. Faculty. Permission required. Pre- practicum in measurement and doctoral dissertation. requisites: HUDM 4050 and evaluation; HUDM 5550, Cur- Electives (maximum of 10 HUDM 4122 or equivalent. Com- rent issues in measurement and bined lecture, discussion, labora- Doctor of Education—90 points points): Selected to meet spe- evaluation; HUDM 6051- tory, and fieldwork course on the cial interests and needs. 6052, Theory and practice of Measurement and Evaluation problems, issues, and procedures test construction I and II; Core (31 points): HUDM 5059, involved in designing and carrying HUDM 6055, Latent structure Psychological measurement; out evaluation studies. analysis; and at least 3 points HUDM 5055-5056, Evaluation

210 D EPARTMENT OF H UMAN D EVELOPMENT

HUDM 5058. Choice and HUDM 5554. Performance and HUDM 5122. Applied regres- HUDM 6123. Multivariate decision making (3) proficiency evaluation (1) sion analysis (3) analysis II (3) Professor Corter. Prerequisite: Faculty. Prerequisite: HUDM Faculty. Prerequisite: HUDM Professor Monroe. Permission HUDM 4122 or equivalent. Sur- 4050 or equivalent. Half-semester 4122 or permission of instructor. required. Prerequisite: HUDM veys quantitative models of indi- course. Introduction to measures Least squares estimation theory. 6122. A continuation of multivari- vidual decision making, from the for assessing performance and pro- Traditional simple and multiple ate statistical analysis, including introduction of the notion of “util- ficiency. regression models, polynomial canonical analysis, MANOVA, ity” by Daniel Bernoulli through regression models, with grouping and factor analysis. Use of SPSS current models such as Tversky HUDM 6051–HUDM 6052. variables including one-way programs. and Kahneman’s “Prospect The- Theory and practice of test ANOVA, two-way ANOVA, and ory.” The focus is on psychological construction (3) analysis of covariance. Lab devoted Independent Study and Research or descriptive models of how peo- Professor Rogers. Permission to applications of SPSS regression ple make decisions, although required. Prerequisites: HUDM program. Lab fee: $75. Students may register for intensive methods of rational decision analy- 5059, HUDM 5122, or equiva- individual study of a topic of spe- sis are briefly discussed. lents. Psychometric theory underly- HUDM 5123. Experimental cial interest. Registration in inde- ing test construction and the appli- design (3) pendent study is by permission of HUDM 5059. Psychological cation of theory to making tests. Faculty. Prerequisite: HUDM the instructor under whose guid- measurement (3) 5122. Analysis of variance models ance the work will be undertaken. Professor DeCarlo. Open to doctoral HUDM 6055. Latent structure including within subject designs, Credit may range from 1 to 3 and Ed.M. students in psychology; analysis (3) mixed models, blocking, Latin points each term except for HUDM others only by permission. A previ- Professor DeCarlo. Permission Square, path analysis, and models 8900 (Dissertation Advisement); ous course in statistics or measure- required. Prerequisites: HUDM with categorical dependent vari- and registration is not limited to ment is recommended. Critical 6122 and HUDM 6052. Study of ables. Lab devoted to computer one term. Hours for individual con- examination of basic issues in assess- latent structure analysis, including applications. Lab fee: $75. ferences are to be arranged. ing psychological characteristics. measurement models for latent HUDM 4901. Research and Validity, reliability, units of mea- traits and latent classes, factor HUDM 5124. Multidimensional independent study: Measure- surement; theories of aptitude and analysis, structural equations, and scaling and clustering (3) ment and evaluation (1–3) intelligence; use of multiple mea- categorical data analysis. Professor Corter. Permission sures in prediction and diagnosis. required. Prerequisites: HUDM HUDM 4902. Research and HUDM 6552. Seminar: Selected 4122 and HUDM 5122 or equiva- independent study: Applied HUDM 5250. Research topics in measurement theory lent. Methods of analyzing proxim- statistics (1–3) practicum in measurement (3) ity data (similarities, correlations, and evaluation (0–4) Faculty. Prerequisite: HUDM etc.), including multidimensional HUDM 6900. Advanced Permission required. Students 6051 and HUDM 6122. One or scaling, which represents similari- research and independent enrolled are expected to spend a more topics of current interest ties among items by plotting the study (1–3) semester involved in a research examined in depth. items into a geometric space, and project, either assisting a faculty cluster analysis for grouping items. HUDM 7500. Dissertation seminar (1–3) member or in an applied setting. Statistics A formal report will be submitted. HUDM 5125. Psychological Permission required. Develop- HUDM 4120. Basic concepts in scaling (3) ment of doctoral dissertations HUDM 5550. Current issues in statistics (3) Professor DeCarlo. Permission and presentation of plans for measurement and evaluation (3) Faculty. Descriptive statistics required. Prerequisites: HUDM approval. Registration limited Faculty. Prerequisites: HUDM including organizing, summariz- 4122 and HUDM 5122 or equiva- to two terms. 6051 and HUDM 6122. Selected ing, reporting, and interpreting lent. Methods for deriving topics of current interest to mea- data. Understanding relationships numeric scales from psychological HUDM 8900. Dissertation surement theory or practice exam- expressed by crosstabulation, break- data. Topics include Thurstonian advisement (0) ined in depth. down, and scatterdiagrams. and Rasch approaches to scaling, Individual advisement on doc- Designed as a one-semester intro- analysis of paired comparisons, toral dissertation. Fee to equal 3 HUDM 5552. Problems and duction to statistical methods. Will psychological measurement, addi- points at current tuition rate for procedures in the measurement include reading journal articles. tive conjoint measurement, and each term. See section in catalog of attitudes (1) foundations of measurement. on Continuous Registration for Faculty. Prerequisite: HUDM 4050 HUDM 4122. Probability and Ed.D./Ph.D. degrees. or equivalent. Half-semester course. statistical inference (3) HUDM 6122. Multivariate Introduction to Likert and equal Professors Corter and Rogers. Pre- analysis I (3) requisite: HUDM 4120 or under- Politics and Education appearing interval scale methods. Professor Monroe. Permission (Code: TFG) graduate statistics course. Elemen- required. Prerequisite: HUDM HUDM 5553. Questionnaire tary probability theory; random 5122 or equivalent background; Program Committee: Professor construction (1) variables and probability distribu- HUDM 5123 recommended. An Robert Crain (Sociology and Faculty. Prerequisite: HUDM tions; sampling distributions; esti- introduction to multivariate statis- Education/Politics and Educa- 4050 or equivalent. Half-semester mation theory and hypothesis test- tical analysis, including matrix tion), Professor Dale Mann course. Introduction to item writing using binomial, normal, t, chi algebra, general linear hypothesis (Educational Administration), ing and the construction of ques- square, and F distributions. and application, profile analysis, and Professor Robert McClin- tionnaires and interview schedules. principal components analysis, dis- tock (History and Education) criminant analysis, classification Program Coordinator: methods, and SPSS programs. Professor Robert Crain. For

211 D EPARTMENT OF H UMAN D EVELOPMENT additional information call from this broad list include Politics and Education students Additional Courses (17 points): (212) 678-3391. school and classroom reform may also choose to participate In consultation with an advisor, with Gary Natriello; school- in the Educational Policy Con- policy-related courses are Degrees offered: business partnerships and centration if they wish to fur- selected from Teachers College, Master of Arts (M.A.) school-to-work programs with ther hone their policy skills. the Graduate School of Arts and Master of Education (Ed.M.) Thomas Bailey and Terry Orr; Sciences, and the School of Doctor of Education (Ed.D.) state and federal policy making Degree Requirements: International and Public Affairs. Doctor of Philosophy (Ph.D.), with Dorothy Shipps and At least 3 courses must be from Master of Arts—32 points Educational Policy concentra- Thomas Sobol; child and adoles- outside the department. tion (option available) cent development with Jeanne Required Courses (9 points): Brooks-Gunn and Suniya Selected from the following— Culminating Experience: Special Application Luthar; school ﬁnance with HUDF 4000, Education and Master’s examination. Requirements/Information: Craig Richards; school choice public policy; HUDF 4040, The GRE general is required with Peter Cookson; interna- American politics and educa- Master of Education—60 points tion; HUDF 4042, Compara- for all doctoral applicants. Doc- tional education policy with Required Courses (12 points): tive politics and education; toral applicants are reviewed Gita Steiner-Sadat-Khamsi; spe- Selected from the following: HUDF 4043, Political thought for Fall term only. cial education policy with Den- HUDF 4000, Education and and education; HUDF 5042, nis Mithaug; health policy with public policy; HUDF 4040, Program Description: Urban politics and education; John Allegrante and Barbara American politics and educa- HUDF 5045, Race, ethnicity The Politics and Education pro- Wallace; non-public schooling tion; HUDF 4042, Compara- and US educational policy; gram is a base for students who and charter schools with Pearl tive politics and education; HUDF 5046, Education and wish to study educational pol- Kane, and law and education HUDF 4043, Political thought politics in Western thought; icy, whether federal, state or with Jay Heubert. and education; HUDF 5042, ORLA 4030, Ethical issues in local, from pre-school to higher Urban politics and education; educational leadership; ORLA and adult education. Students Students choose policy courses HUDF 5045, Race, ethnicity 4040, Education policy deci- learn not only about the formu- offered throughout Teachers and US educational policy; sion making; ORLA 4042, lation of policies, but how to College as well as the various HUDF 5046, Education and Role of the state in education, evaluate their effectiveness. The other schools of Columbia Uni- politics in Western thought; governance, policy and practice; program provides training and versity including the Law ORLA 4030, Ethical issues in ORLA 4086, Law and educa- hands-on experience in evalua- School, the School of Interna- educational leadership; ORLA tional institutions: Social pol- tion methods and both quanti- tional and Public Affairs, and 4040, Education policy deci- icy—student personnel; ORLA tative and qualitative methods. the graduate departments of sion making; ORLA 4042, 5012, Community politics, Students in the program pursue Sociology, Political Science, Role of the state in education, community policies and admin- the study of policies affecting History, and others. governance, policy and practice; istrators; ORLA 5541, Federal K-12 public education, four- ORLA 4086, Law and educa- politics, federal policies and year and community colleges, All students are expected to tional institutions: Social pol- administrators; ORLA 5645, pre-school programs, parenting study program evaluation and icy—student personnel; ORLA Topics in policy planning and and parent-school coordination, both quantitative and qualita- 5012, Community politics, implementation: Intergovern- technology in education, school tive research methods. Students community policies and admin- mental relationships; and choice, charter schools, school are also encouraged to gain istrators; ORLA 5541, Federal ORLA 5646, Topics in policy restructuring, and teacher teaching experience, as this is politics, federal policies and planning and implementation: empowerment. integral for anyone serious administrators; ORLA 5645, Concepts and techniques. about affecting change in the Topics in policy planning and The program is managed by the educational policy arena. Many implementation: Intergovern- Statistics (3 points): HUDM Committee on Politics and students attend the program mental relationships; and 4122, Probability and statisti- Education, comprised of Dr. part-time while teaching in ORLA 5646, Topics in policy cal inference; or HUDM 5122, Robert Crain of Sociology/Poli- public or private schools. planning and implementation: Applied regression analysis. tics and Education, Dr. Dale Applicants interested in both Concepts and techniques. Mann of Educational Adminis- teacher certiﬁcation and policy Methodology (3 points): One of tration, and Dr. Robert McClin- study are encouraged to apply Statistics (6 points): HUDM the following: HUDF 5020, tock of History and Education. to the 40-point pre-service 4122, Probability and statisti- Methods of social research: Sur- These professors serve as the M.A. in Curriculum and cal inference; and HUDM vey methods; HUDF 5021, core of the program and as fac- Teaching or one of the high 5122, Applied regression Methods of social research: Eval- ulty advisors. Students are also school education programs, fol- analysis. encouraged to take related lowing up with the Ed.M in uation methods; or HUDF 5029, Sociological research course work with the extended Politics and Education. Con- Methodology (6 points): Two of methods in educational settings. “Faculty in Politics and Educa- tact Professor Robert Crain for the following: HUDF 5020, tion”, professors representing more information. Methods of social research: Sur- numerous departments at vey methods; HUDF 5021, Teachers College. Examples

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Methods of social research: Eval- Statistics (6 points): HUDM Urban politics and education; Additional Requirements: uation methods; or HUDF 4122, Probability and statisti- HUDF 5045, Race, ethnicity Foreign language and certifica- 5029, Sociological research cal inference; and HUDM and US educational policy; tion examinations. Completion methods in educational settings. 5122, Applied regression HUDF 5046, Education and of an approved dissertation. analysis. politics in Western thought; Additional Courses (36 points): ORLA 4030, Ethical issues in Note: Refer to the Degree In consultation with an advisor, Methodology (6 points): Two of educational leadership; ORLA Requirements section of this cat- policy-related courses are the following—HUDF 5020, 4040, Education policy deci- alog for information regarding selected from Teachers College, Methods of social research: Sur- sion making; ORLA 4042, transfer credits. the Graduate School of Arts and vey methods; HUDF 5021, Role of the state in education, Courses: Sciences, and the School of Methods of social research: Eval- governance, policy and practice; International and Public Affairs. uation methods; or HUDF ORLA 4086, Law and educa- Introductory At least 3 courses must be from 5029, Sociological research tional institutions: Social pol- HUDF 4000. Education and outside the department. methods in educational settings. icy—student personnel; ORLA public policy (3) 5012, Community politics, Professor Crain. Current issues in Culminating Experience: Seminars and Colloquia community policies and admin- American educational policy. Master’s essay or examination. (6 points): Two of the follow- istrators; ORLA 5541, Federal ing—HUDF 5640, Collo- politics, federal policies and HUDF 4040. American politics Note: Refer to the Degree quium on the politics of educa- administrators; ORLA 5645, and education (3) Requirements section of this cat- tion; HUDF 6540, Seminar in Topics in policy planning and Faculty. Introduction to the basic alog for information regarding politics and education; or implementation: Intergovern- analytical categories of political science as they apply to the politics transfer credits. HUDF 7500, Dissertation mental relationships; and of education, including the influ- seminar. ORLA 5646, Topics in policy ence of federal, state, and local Doctor of Philosophy—75 points planning and implementation: governments in school policy- Political Science Required Courses (12 points): (6 points): Concepts and techniques. making, decentralization, school Selected from the following— Two courses in political science finance, and desegregation. from the Graduate School of Statistics (6 points): HUDM HUDF 4000, Education and HUDF 4042. Comparative poli- public policy; HUDF 4040, Arts and Science selected in 4122, Probability and statistical consultation with an advisor. inference; and HUDM 5122, tics and education (3) American politics and educa- Faculty. The politics of education tion; HUDF 4042, Compara- Applied regression analysis. Additional Courses (39 points): in settings outside the U.S. Topics tive politics and education; include the role of education in Methodology HUDF 4043, Political thought In consultation with an advisor, (6 points): Two of political development, political and education; HUDF 5042, policy-related courses are the following—HUDF 5020, socialization, and student politics. Urban politics and education; selected from Teachers College, Methods of social research: Sur- HUDF 5045, Race, ethnicity the Graduate School of Arts and vey methods; HUDF 5021, HUDF 4043. Political thought and US educational policy; Sciences, and the School of Methods of social research: Eval- and education (3) Faculty. Study of the educational HUDF 5046, Education and International and Public Affairs. uation methods; or HUDF At least 3 courses must be from 5029, Sociological research imperatives inherent in the classics politics in Western thought; of Western political thought. ORLA 4030, Ethical issues in outside the department. methods in educational settings. educational leadership; ORLA Additional Requirements: Seminars and Colloquia Intermediate 4040, Education policy decision making; ORLA 4042, Foreign language and certifica- (6 points): Two of the follow- HUDF 5042. Urban politics and Role of the state in education, tion examinations. Completion ing—HUDF 5640, Colloquium education (3) of an approved dissertation. on the politics of education; Faculty. Politics in the nation’s governance, policy and practice; largest cities with a particular focus ORLA 4086, Law and educa- HUDF 6540, Seminar in poli- Note: Degree on educational politics and policy. tional institutions: Social pol- Refer to the tics and education; or HUDF Requirements icy—student personnel; ORLA section of this 7500, Dissertation seminar. catalog for information regard- HUDF 5045. Race, ethnicity, 5012, Community politics, and U.S. educational policy (3) Additional Courses community policies and admin- ing transfer credits. (60 points): Faculty. Examination of the impact istrators; ORLA 5541, Federal In consultation with an advisor, of race and ethnicity on the forma- 90 points politics, federal policies and Doctor of Education— policy-related courses are tion and implementation of poli- selected from Teachers College, administrators; ORLA 5645, Required Courses (12 points): cies such as desegration, affirma- the Graduate School of Arts and tive action, bilingual education, Topics in policy planning and Selected from the following— Sciences, and the School of and choice. implementation: Intergovern- HUDF 4000, Education and International and Public Affairs. mental relationships; and public policy; HUDF 4040, At least 3 courses must be from HUDF 5046. Education and ORLA 5646, Topics in policy American politics and educa- outside the department. politics in Western thought (3) planning and implementation: tion; HUDF 4042, Compara- Faculty. Study in historical per- Concepts and techniques. tive politics and education; spective of the interactions HUDF 4043, Political thought between technological innovation and education; HUDF 5042, and education.

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Advanced HUDF 6940. Studies in politics education, stratification, racial Research Methods (6 points): and education (1–15) HUDF 5640. Colloquium on the issues, and urban sociology. The HUDM 4122, Probability and program provides training and statistical inference; and one politics of education (3) See Program in Sociology and Faculty. Continuous participation hands-on experience in evalua- course in qualitative methods, Education for additional courses tion methods and both quanti- selected in consultation with required of doctoral students until of interest. their dissertation proposals are tative and qualitative methods. an advisor. accepted. A critical review of important works in politics and Sociology and Education The curriculum of the Sociol- Electives: (maximum of 10 education, discussions with invited (Code: TFS) ogy and Education program points): Selected in collabora- guests, presentations of work in Program Coordinator: emphasizes issues in urban tion with an advisor. progress. Professor Gary Natriello education, including the social HUDF 5642. Colloquium organization of urban schools Note: (minimum of 4 points): in political economy and Degrees offered: and school systems, and the At least 2 courses must be education (3) Master of Arts (M.A.) success or failure of urban taken outside the department. Faculty. Political and economic Master of Education (Ed.M.) schools in meeting the educa- perspectives on contemprorary Doctor of Education (Ed.D.) tional needs of the diverse pop- Culminating Experience: problems of public policy and Doctor of Philosophy (Ph.D.), ulations they serve. The pro- Master’s examination. education. Educational Policy (option gram faculty are actively available) engaged in the analysis and Master of Education—60 points HUDF 6540. Seminar in politics evaluation of educational poli- Sociology Core (12 points): of education (3) Special Application cies and programs designed to Faculty/Staff. Permission required. Requirements/Information: Selected from—HUDF 4021, Selected topics in the politics of serve educationally disadvan- Sociology of education; HUDF education. The GRE general is required taged populations. for all doctoral applicants, 4022, Sociology of urban education; HUDF 4023; Poverty Individualized Studies and doctoral applicants are The program in Sociology and reviewed for Fall term only. and the underclass; HUDF Education also offers a special- 4024, Social stratification and HUDF 5430. Internship (1–6) ization in Educational Policy. Permission required. Supervised Program Description: education; HUDF 4027, Soci- experience in diverse settings The sociological inquiry of ology of classrooms; HUDM designed to develop skills in pol- Degree Requirements: education began at Teachers 4028, Sociology of the life icy-related research, development, Master of Arts—32 points course; HUDF 4029, Sociology planning, and evaluation. College in the first decade of this century. Sociology was Sociology Core (minimum of 12 of schools; HUDF 4031, Soci- established as the first social points): Selected from—HUDF ology of evaluation; HUDF HUDF 7503. Dissertation 4032, Gender and inequality: seminar (0–3) science discipline providing a 4021, Sociology of education; Permission required. Required of basic framework for the study HUDF 4022, Sociology of Role of the school; HUDF doctoral students in the semester of education, complementing urban education; HUDF 4023; 4033, School improvement in following successful completion of the long-established reliance on Poverty and the underclass; the inner city; HUDF 4640, certification examinations. psychology. Over this ninety- HUDF 4024, Social stratifica- Introductory colloquium in year period, the sociology and tion and education; HUDF sociology of education; HUDF HUDF 8903. Dissertation 5020, Methods of social advisement (0) education program has applied 4027, Sociology of classrooms; research findings to education HUDM 4028, Sociology of the research: Survey methods; Individual advisement on doctoral HUDF 5021, Methods of social dissertations. Fee: to equal 3 and has examined basic issues life course; HUDF 4029, Soci- in education from a sociologi- ology of schools; HUDF 4031, research: Evaluation methods; points at current tuition rate for HUDF 5027, Adolescents and each term. For requirements, see cal perspective. Although the Sociology of evaluation; HUDF section in catalog on Continuous program’s theory and research 4032, Gender and inequality: delinquency; HUDF 5029, Registration for Ed.D./Ph.D. have emphasized schools and Role of the school; HUDF Sociological research methods degrees. colleges, attention has always 4033, School improvement in in educational settings; and been given to education in the inner city; HUDF 4640, HUDF 6525, Seminar in soci- Advanced students may register other contexts. Introductory colloquium in ology of education. for intensive individual study of sociology of education; HUDF some aspect of their specialization. Research Methods The program staff for sociology 5020, Methods of social (9 points): Registration is only by permission HUDM 4122, Probability and of the instructor under whose and education includes sociolo- research: Survey methods; gists from other programs at HUDF 5021, Methods of social statistical inference; HUDM guidance the work will be under- 5122, Applied regression taken. Times for individual confer- the College and the Depart- research: Evaluation methods; ences will be arranged. Enrollment ment of Sociology of the Grad- HUDF 5027, Adolescents and analysis; and one course in may be for 1 or more points each uate School of Arts and Sci- delinquency; HUDF 5029, qualitative methods, selected term, and registration is not lim- ences. Staff strengths are in Sociological research methods in consultation with an advisor. ited to one or two terms. sociology of education gener- in educational settings; and ally, but also in organizational HUDF 6525, Seminar in soci- studies, family and community ology of education.

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Concentration (9 points): Statistics (9 points): HUDM Statistics (6 points): Selected HUDF 4027. Sociology of class- Courses in Sociology of Educa- 4122, Probability and statisti- from—HUDM 4122, Proba- rooms (3) tion or an additional area of cal inference; HUDM 5122, bility and statistical inference; Professor Natriello. An examination concentration, selected in con- Applied regression analysis; HUDM 5122, Applied regres- of sociological research on the struc- sultation with an advisor. and HUDM 5123, Experimen- sion analysis; and HUDM ture and operation of classrooms. Particular attention to the processes tal design. 5123, Experimental design. of stratification, socialization, legit- Electives (30 points): Selected imation, and social organization. in consultation with an advisor Classical and Modern Classical or Modern Sociologi- from offerings at Teachers Col- Sociological Theory (6 points): cal Theory (3 points): Taken at HUDF 4028. Sociology of the lege or other schools of Colum- G 4050, Classical sociology the Graduate School of Arts life course (3) bia University. theory; and G 4156, Contem- and Sciences. Faculty. Sociologists define the life porary sociological theory, course of individuals by when, and Note (minimum of 4 points): taken at the Graduate School of Electives (47 points): Selected in what order, people assume key At least 2 courses must be Arts and Sciences. in consultation with an advisor. social roles, such as becoming an taken outside the department. adult, or moving from the workforce to retirement. This course Additional Requirements: Additional Requirements: looks at the sociology of the life Culminating Experience: Certification examination, for- Certification examination and course, focusing on how historical Master’s examination. eign language requirement, an approved dissertation. and societal factors combine with and an approved dissertation. the personal characteristics of Doctor of Philosophy—75 points Note: Refer to the Degree individuals to produce unique life Note: Degree Requirements course patterns. Includes case Sociology Core (9 points): Refer to the section of this Requirements studies of parenthood, divorce, HUDF 5022, Sociological section of this cat- catalog for information regard- alog for information regarding ing transfer credits. widowhood, and the transition to analysis of educational systems; adulthood. HUDF 6534, Sociological the- transfer credits. Courses: ory in educational research; and HUDF 4029. Sociology of 90 points HUDF 6021, Sociological Doctor of Education— HUDF 4021. Sociology of schools (3) research methods: Reporting. Sociology Core (9 points): education (3) Professor Natriello. An examina- HUDF 5022, Sociological Faculty. A broad analysis of education of sociological research on the Sociology Electives (21 points): analysis of educational systems; tion using basic sociological con- structure and operation of schools. 12 points taken at Teachers HUDF 6534, Sociological the- cepts, including schools as organi- Particular attention to the zations, socialization, stratification, processes of socialization, stratifica- College and 9 points taken at ory in educational research; and and ethnic relations. tion, and legitimation as well as the Graduate School of Arts HUDF 6021, Sociological social organization and the sociol- and Sciences, selected in collab- research methods: Reporting. HUDF 4022. Sociology of urban ogy of school curriculum. oration with an advisor. education (3) Sociology Electives (12 points): Faculty. Analysis of urban school HUDF 4030. Sociology of edu- Methodology (9 points): Six Selected in collaboration with systems, schools, and students. cational processes in formal points selected from: HUDF an advisor. organizations (3) 5020, Methods of social HUDF 4024. Social stratification Professor Natriello. An introduc- research: Survey methods; Methods Sequence (6 points): and education (3) tion to organizational theory as it HUDF 5021, Methods of social Selected from—HUDF 5020, Faculty. An examination of the link applies to a variety of institutions between education and social with particular attention to the research: Evaluation methods; Methods of social research: Sur- inequality in Western societies, potential of educational activities and HUDF 5029, Sociological vey methods; HUDF 5021, questioning whether schools are a as a force in formal organizations. research methods in educa- Methods of social research: mechanism of social mobility, tional settings. Three points Evaluation methods; and enabling poor and disadvantaged HUDF 4031. Sociology of taken at the Graduate School of HUDF 5029, Sociological children to get ahead in life, or evaluation (3) Arts and Sciences. research methods in educa- whether schools perpetuate the Professor Natriello. An examina- tional settings. hardships faced by poor and minor- tion of the social dimensions of the Seminars and Colloquia ity populations. Topics include the development and operation of dif- (6 points): Selected from— Seminars and Colloquia importance of quantity and quality ferent kinds of evaluation systems HUDF 4640, Introductory col- (6 points): Selected from— of schooling for adult success; the in modern societies. Major topics ways in which race/ethnicity, sex include the social, political and loquium in sociology of educa- HUDF 4640, Introductory col- and social class background struc- intellectual contexts for evaluation, tion; HUDF 5620, Advanced loquium in sociology of educa- ture students’ educational experi- the institutional bases of evalua- colloquium in sociology of tion; HUDF 5620, Advanced ences; the role of tracking and abil- tion activities, the social settings education; HUDF 6525, Semi- colloquium in sociology of ity grouping within schools; and in which evaluation takes place, nar in sociology of education; education; HUDF 6525, Semi- the link between schooling and the and the effects of evaluations on and HUDF 7500, Dissertation nar in sociology of education; economy. individuals and groups. seminar. and HUDF 7500, Dissertation seminar.

215 D EPARTMENT OF H UMAN D EVELOPMENT

HUDF 4032. Gender and deriving from educational practice HUDF 5620. Advanced principal advisor in advance, and inequality: The role of the and behavioral science theory. colloquium in sociology of render periodic reports. school (2–3) education (1–3) Faculty. A study of the extent and HUDF 5026. The family and Faculty. This course is designed to HUDF 7503. Dissertation causes of gender inequality in soci- television (3) enhance student knowledge of seminar (0–3) ety, and the ways in which schools Professor Leichter. Permission social theory in sociological Permission required. Required of work both to reduce and exacer- required. An analysis of the impact research. Particular attention is doctoral students in the semester bate inequality. of television on the family’s educa- devoted to deductive models of following successful completion of tive functions, with special atten- explanation and their use in the certification examinations. HUDF 4033. School improve- tion to the process by which the construction of theory and its ment in the inner city: A socio- family mediates television. application as a basis for empirical HUDF 8903. Dissertation logical view (2–3) inquiry. advisement (0) Faculty. A sociological examina- HUDF 5028. School dropouts Individual advisement on doctoral tion of effective inner-city school and educational policy (3) HUDF 6021. Social research dissertations. Fee: to equal 3 reforms via lectures, readings, and Faculty. A consideration of a vari- methods: Reporting (1–2) points at current tuition rate for field visits. ety of issues associated with the Professor Crain. Student teams each term. For requirements, see phenomenon of school dropouts. section in catalog on Continuous will analyze data and write a social HUDF 4620. Introductory collo- Topics include measuring dropouts Registration for Ed.D./Ph.D. quium in sociology of education and dropout rates, the causes and science article. degrees. (1–3) consequences of dropping out of Faculty. Permission required. school, what works in dropout pre- HUDF 6520. Seminar in Advanced students may register Intensive readings and discussions vention, and educational policy families and communities as for intensive individual study of of basic literature in sociology of and school dropouts. educators (1–3) some aspect of their specialization. education, with attention to com- Professor Leichter. Permission Registration is only by permission mon issues and research strategies. HUDF 5029. Sociological required. A research seminar in the of the instructor under whose research methods in educa- family and the community as edu- guidance the work will be under- HUDF 5020. Methods of social tional settings (3) cational systems. taken. Times for individual confer- research: Survey methods (3) Professor Crain. Methods for the ences will be arranged. Enrollment Professor Crain. Relationship analysis of quantitative data and may be for 1 or more points each between research problem and hypothesis testing. Use of SPSS HUDF 6525. Seminar in sociol- term, and registration is not lim- study design, choice of population, computer program for cross-tabu- ogy of education (1–3) ited to one or two terms. sampling methods, instrument lation, correlation, and multiple Faculty. A seminar for doctoral stu- construction, interviewing, data regression. dents to further their professional HUDF 6920. Studies in sociol- processing, and analysis. development and to prepare for ogy and education (1–15) HUDF 5030. Sociological doctoral research. HUDF 5021. Methods of social theories of education (3) research: Evaluation methods Faculty. Prerequisite: one sociology HUDF 6534. Sociological theory (3–6) of education course or consent of in educational research (3) Faculty. Introduction to the princi- the instructor. An intensive analy- Professor Natriello. Application of ples of program evaluation. The sis of the major theoretical writ- course addresses the what, how ings of functionalist, Marxist, sociological theories to educational (quantitative and qualitative), and Weberian, and feminist scholars. research and development within a why of evaluation. Through a variety of institutions. blend of theoretical and case study HUDF 5120–HUDF 5123. examples, students will actively Education in community Individualized Studies engage a wide range of issues and settings HUDF 4903. Research and become informed consumers of Professor Leichter. Permission independent study (1–3) program evaluations. required. A review and analysis of Permission required. educational issues and opportuni- HUDF 5022. Sociological analy- ties in various community set- HUDF 5100. Supervised sis of educational systems (2–3) tings. Students may elect to take research and practice (1–6) Professors Crain and Natriello. one or more for 1–2 points each. Professor Natriello. Analysis of local and national edu- Special fee: $5. cation systems through application HUDF 5120. Museums (1–2) HUDF 6200. Field research and adaptation of organization the- HUDF 5121. Community outside the United States (0) ory, with special attention to prob- centers (1–2) Faculty. Permission required. lems of innovation. HUDF 5122. Correctional Required of doctoral students institutions (1–2) when choice of doctoral research HUDF 5023. The family as HUDF 5123. Outdoor educa- necessitates data generation in educator (3) tional programs (1–2) other countries. One year of field Professor Leichter. Permission experience under supervision in required. Analysis of the family as approved geographical and institu- educator and its interrelations with tional site. Students secure schools and other educational approval of department chair and institutions. Emphasis on inquiry

216 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES

Chair: Mun C. Tsang in which we live. New tech- kinds of educative configura- Special Application Location: 348 Macy Hall nologies have led to a rapidly tions that will emerge in the Requirements/Information: Telephone Number: 678-3947 increasing flow of people, infor- next century. To prepare stu- Applicants to the international Fax: 212-678-8237 mation, goods, and services dents for these leadership roles, education programs should Email: [email protected] within and across national we offer a range of professional indicate their tentative area of boundaries. As these bound- specializations within our specialization on their applica- aries become more permeable, department: applied education forms. Doctoral applicants Programs: modern societies are character- tional finance; bilingual/bicul- must submit an academic writ- ized by greater diversification tural education; civic educa- ing sample and should arrange Comparative and International of people and resources. Such tion; language, literacy, and for an interview prior to apply- Education diversification introduces com- technology; family and coming, if possible. A social science International Educational plex forces that can be best munity education; gender educational background is pre- Development understood as transcultural. As studies; and peace education. ferred for those who wish to be Bilingual/Bicultural Education individual and institutional We work with other depart- considered for the Ph.D. pro- Economics and Education identities increasingly reflect ments at the College to provide gram in Comparative and Inter- diverse cultural traditions and our students additional special- national Education. values, a major challenge to izations in such areas as adult Faculty: education is to promote new education, conflict resolution, Program Description: ways of understanding and curriculum and teaching, edu- In 1899, Teachers College Professors: negotiating these identities. cational leadership, health edu- became the first graduate insti- Thomas R. Bailey cation, and policy studies. In tution in the United States to Clifford A. Hill Our own country is a powerful addition, we cooperate with the develop a program in compara- Hope Jensen Leichter exemplar of an international School of International and tive and international studies Henry Levin and transcultural society, and Public Affairs at Columbia in education. The Program fac- Mun C. Tsang the metropolitan area in which University to provide regional ulty were co-founders of the Teachers College is located is a specializations (e.g., African Comparative and International Associate Professors: particularly vivid expression of Studies, Eastern European Education Society in 1954 and Jo Anne Kleifgen such a society. New York City Studies, Middle East Studies, edited the Society’s journal, Francisco Rivera-Batiz and the United States are, in Russian Studies, East Asian Comparative Education Review, Gita Steiner-Khamsi many ways, harbingers of what Studies, South Asian Studies). for many years. From the Maria Emilia Torres-Guzman the 21st century will bring to Finally, we work with faculty 1960s, Teachers College also cities and countries around the members in academic disci- became instrumental in the Adjunct Professor: world. International and tran- plines such as anthropology, study of the international Joseph Paul Martin scultural forces will be increas- economics, history, political development of education, ingly present in all societies, science, and sociology to pre- founding the program in Inter- Adjunct Associate Professors: and these forces will be crucial pare our students to do research national Educational Develop- Betty A. Reardon in understanding education in in comparative and interna- ment. The Faculty of the pro- Dale T. Snauwaert every domain of human experi- tional education. grams continue to be active in ence—family, community, conducting research or partici- Instructor: school, the workplace. In all Comparative and pating in educational activities Eric Larsen these domains, people will be around the world. The pro- educated to participate in a International Education grams, in addition to the Insti- Departmental mission: world that is increasingly inter- (Code: TFI) tute for International Studies, As Teachers College embarks national and transcultural: such play dominant roles in interna- upon a new century, it is education will take place not International Educa- tional activities and research at strengthening its commitment only in schools, colleges, and Teachers College. to the international arena. For universities but in all societal tional Development the first time, it has committed institutions—families; (Code: TFZ) The programs in Comparative the resources of an entire churches, synagogues, mosques, Program Coordinator: Professor and International Education department to developing and temples; libraries, muse- Gita Steiner Khamsi and International Educational research and instructional pro- ums, and parks; mass media Development provide advanced grams in international and such as newspapers, magazines, Degrees offered: preparation for professional transcultural studies. As indi- radio, television, and computer Master of Arts (M.A.) careers in a wide range of cated by the name of the new networks; and the various kinds Master of Education (Ed.M.) teaching, policy and evalua- department, the College is of workplaces that are emerging Doctor of Education (Ed.D.) tion, administrative and broadening its approach to this in our technological era. [Code: TFZ only] research roles. Students may area. The introduction of the Doctor of Philosophy (Ph.D.) combine their studies with any term trans-cultural conveys an Our departmental mission is to [Code: TFI only] area of concentration offered additional perspective that prepare professionals who can throughout the College. Grad- reflects the challenges of the era provide leadership in the new uates of the programs are found

217 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES in numerous educational posi- Studies, Science Education, tions between global culture nology that explores the relations including academic Special Education, Testing, and the cultural resources of tions between traditional forms research and teaching, in edu- Assessment, and Evaluation, families and communities come of communication and the cational planning, implementa- and TESOL. to be of critical importance for newly emergent ones. In addition, and evaluation roles in educators and policy makers. tion to the courses listed below, foundations, non-governmental Family and Community Education students can select relevant organizations, governmental Teachers College continues its Finance and Planning courses from departments such institutions, businesses and long history of groundbreaking The Finance and Planning con- as Scientific Foundations and corporations, and private and work on Family and Commu- centration is devoted to the Arts and Humanities, as well public educational institutions. nity Education through the preparation of researchers, pol- as from the larger university. new specialization in Family icy analysts, as well as man- Comparative and International and Community Education. agers and leaders in the financ- Peace Education Education This specialization offers ing and planning of education. In recognition of the unprece- Students in the program in courses for departmental The courses are designed to dented dimensions and overrid- Comparative and International majors and those from other examine issues and topics cen- ing significance of issues of Education select an academic departments of the College, tral to the financing and plan- security, war and peace, human discipline and a geographical Columbia University, Union ning of education at various rights and social justice, sus- area of specialization for the Theological Seminary, and Jew- levels across countries today tainable development and eco- master’s and doctoral degrees. ish Theological Seminary, who and in the new century. These logical balance in the nuclear Disciplines associated with the feel their future work will ben- issues and topics include the age, the Department has devel- program include the social sci- efit from new perspectives on financing of quality basic edu- oped its concentration in Peace ences or allied disciplines such families and communities. The cation for all, equity and effi- Education. Students are as Anthropology, Economics, courses are designed to exam- ciency in financing, higher- encouraged to follow a pro- History, Organizational and ine issues in basic processes of education finance, privatization gram that will prepare them to Social Psychology, Philosophy, education with families: for and educational choice, inter- pursue the objectives of peace Political Science, Religion, and example, the social construc- national aid and education, education in whatever area of Sociology. tion of family memories, the decision analysis and planning education they choose to con- mediation of television and in education, as well as the centrate. In addition to the International Educational other forms of technology by international and transcultural courses listed below, students Development families, and the changing con- contexts of educational financ- can select relevant courses The program in International figurations of education in ing and planning. offered within other programs Educational Development community settings: for exam- at Columbia University, Jewish offers several areas of concen- ple, the linkages among muse- This concentration is intended Theological Seminary, and tration, including Family and ums, families, and schools. for students who will pursue a Union Theological Seminary. Community Education, Frameworks for these courses career dealing with financial Students may also opt for a Finance and Planning, Lan- are interdisciplinary, drawing and planning aspects in a vari- combined specialization in guage, Literacy, and Technol- upon concepts from philosophy ety of education settings, Peace Education and Conflict ogy, and Peace Education. Stu- and the behavioral sciences. including schools and universi- Resolution, which consists of dents select a professional ties, government education three peace education and two educational field of interest and The specialization in Family departments and ministries, conflict resolution courses. either a transcultural or a geo- and Community Education is international development graphical area of specialization founded on the premise that in organizations, as well as non- Degree Requirements: for the master’s and doctoral all societies, education takes profit and community organi- The programs are designed to degrees. Professional areas of place through many institu- zations. In addition to courses provide students challenging study offered by cooperating tions—families, day-care cen- listed below, students can course work related to interna- departments at Teachers Col- ters, religious institutions, select relevant courses from tional and transcultural dimen- lege include Adult Education, museums, libraries, parks, departments such as Organiza- sions of education. Require- Bilingual/Bicultural Educa- businesses, community agen- tion and Leadership, Arts and ments include work in four tion, Communication, Conflict cies, as well as schools, col- Humanities, as well as from areas: a core curriculum, a spe- Resolution, Curriculum and leges, and universities—and the larger university. cialization which is either an Teaching, Early Childhood that all individuals learn from academic discipline or a profes- Education, Educational many significant others in their Language, Literacy, and sional field of education, tran- Administration, Family and social networks—parents, sib- Technology scultural or geographically- Community Education, lings, grandparents, peers, In response to new media that related study, and elective Finance and Planning, Health clergy, and other professionals are fostering alternative forms credits. The program arrange- Education, Higher Education, as well as teachers. When of global communication, the ments are designed to be as Instructional Technology and extensive immigration and Department of International flexible as possible so that pre- Media, Language, Literacy, and transnational migration take and Transcultural Studies has vious educational and profes- Technology, Mathematics Edu- place, as it does in many areas developed a concentration in sional experience and the cation, Peace Education, Policy of the world today, the connec- Language, Literacy, and Tech- future career goals of the stu-

218 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES dent may be taken into account Doctor of Education (90 points) At least one course in Conflict education projects in New York in the choice of appropriate (International Educational Resolution is required of all City or abroad. course work. Each student is Development only) students specializing in peace expected to assume major Core Courses: 12 points education. The course may be ITSF 4093. Preparation of responsibility for formulating, Courses in a field of profes- chosen from among the follow- instructional materials for developing countries (3) in cooperation with the pro- sional education: 27 points ing, depending on previous Faculty. Problems, issues, and gram advisor, a plan of study Transcultural/geographical area knowledge of the field. Those approaches in the preparation of that will best meet the general studies: 27 points without previous background written and other instructional program requirements in a way Electives: 24 points must choose either ORLJ 5340 materials for developing countries. most compatible with her/his or ORLJ 6040. own professional goals. All doctoral students must pass ITSF 4094. Educational plan- a certification examination and Students may also opt for a ning in international educa- Master of Arts (32 points) prepare and present a disserta- combined specialization in tional development (3) Core Courses: 6 points, includ- tion which addresses a theme, Peace Education and Conflict Topic courses explore issues related ing ITSF 4090 and ITSF problem, or issue in the area of Resolution, which consists of to the socioeconomic and cultural context of educational planning 4091 specialization within the three peace education and two and policy studies. They consider Specialization Courses: framework of comparative and conflict resolution courses. the relation to specific issues to 12 points (in an academic international educational various approaches to planning and discipline for Comparative development. Courses: their attendant outcomes. Topics and International Education include: General or in a professional field of Doctor of Philosophy (75 points) Professor Levin Topic 1: Privati- education for International (Comparative and International ITSF 4054. Education and zation and school choice Educational Development, as Education only) strategic planning (3) Professor Martin Topic 2: listed in the “Program Core Courses: 9 points Faculty. Educational planning Human rights Description” above) Courses in an allied discipline: within the context of national eco- Professor Steiner-Khamsi Topic nomic planning; the methods, 3: Civic literacy Transcultural/geographical area 30 points assumptions, validity, and useful- Professors Tsang and Levin studies: 6 points Transcultural/geographical area ness of the major approaches; Topic 4: Methods of decision Electives: 8 points studies: 18 points examples mainly from the less analysis in education Electives: 18 points developed countries. Professor Tsang Topic 5: Financ- Each M.A. candidate must ing of education: International complete a special integrative All doctoral students must pass ITSF 4090. Issues and institu- and Comparative Perspectives project demonstrating the abil- both written and oral certifica- tions in international educa- Faculty Topic 6: Gender ity to integrate, synthesize, and tion examinations, and prepare tional development (3) Faculty Topic 7: Race and eth- apply what has been learned in and present a dissertation Professor Tsang. Required of all nicity the program of study. which addresses a theme, prob- first-year students in the program. This course explores current issues ITSF 4096. Strategic planning lem, or issue in the area of spe- and debates regarding the nature and organizational change in Master of Education (60 points) cialization within the frame- of development and international international and national edu- Core Courses: 9 points work of comparative and education. cational settings (3) Specialization Courses: international educational Faculty. This course will focus on 18 points (in an academic development. ITSF 4091. Comparative organizational and programmatic discipline for Comparative education (3) change and role of strategic plan- and International Education Those who specialize in Family Professor Steiner-Khamsi. ning in the change process. Stu- or in a professional field of and Community Education, Required of all first-year students dents will apply a series of plan- education for International will design their programs of in the program. Introduction to ning and implementation Educational Development, as study drawing upon such theories in comparative education, techniques such as “the future cross-national comparative analy- search planning conference,” listed in the “Program courses as ITSF 5023, The fam- sis, educational indicator research, action/implementation planning, Description” above) ily as educator; ITSF 5026, The educational transfer and borrow- and basic tracking systems in ana- Transcultural/Geographical family and television; ITSF ing, and relation between culture lyzing existing, and developing area studies: 18 points 5210-ITSF 5123, Education in and education. new case studies. Electives: 15 points Community Settings; and ITSF 6520, Seminar in families and ITSF 4092. Qualitative research ITSF 5580. Postcolonial studies Ed.M degree candidates must communities as educators. and evaluation in international of education (2–3) complete a special integrative They may also select courses education (3) Professor Steiner-Khamsi. Prereq- project designed to illuminate from the departments of Scien- Professor Steiner-Khamsi. Section uisites: ITSF 4090 and ITSF 4091, a major aspect of the program tific Foundations, Arts and 1 The study of qualitative method- completed or taken concurrently. ologies appropriate to various This course explores the impact of of study. Humanities, Human Develop- kinds of educational programs, missionary, colonial education, and ment, Curriculum and Teach- issues, and problems in diverse neo-colonial education on school ing, as well as from the larger research settings. Section 2 Enroll- reform both in dependent countries University. ment limited. Evaluation of ongo- and in former colonial countries. ing international or multicultural

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ITSF 5590. Education and the ties in various community set- in the light of language learning ITSL 5519. Research in language development of nations (3) tings. Special fee: $5. theories; evaluation of electronic and literacy I (2–3) Faculty. Permission required. This ITSF 5120. Museums (2–3) materials for use by bilingual, ESL, Professor Hill. Research in such course pursues educational issues ITSF 5121. Community and native- and foreign-language areas as spatial, temporal, textual, within transcultural contexts, centers (2–3) learners. Material fee: $20. and social deixis in language, with including topics such as colonial- ITSF 5122. Correctional particular attention to culturally ism, nationalism, and multi- institutions (1–2) ITSL 4019. Orality, literacy, and variant norms and their implica- national and donor influences in ITSF 5123. Outdoor educa- technology (2–3) tions for educational practice. education. tional programs (1–2) Professor Hill. An examination of Materials fee: $20. literacy as a set of social practices, ITSF 5691–ITSF 5692. Collo- ITSF 6520. Seminar in families embodied both in the traditional ITSL 5520. Research in language quium on international educa- and communities as educators practice of oral culture and in the and literacy II (2–3) tion and the United Nations (1–3) rapidly emerging practices of Professor Hill. Research in the Permission required. Enrollment Professor Leichter. Permission technological culture. Materials varieties of language used in liter- limited. Through class interchange required. A research seminar in the fee: $20. ate expression, with particular and use of United Nations human family and the community as edu- attention to culturally variant and material resources, partici- cational systems. ITSL 4190. Communicative norms and their implications for pants develop innovative teaching practices: Intercultural perspec- educational practice. Materials materials suitable for their own Finance and Planning tives (2–3) fee $20. educational systems. Courses may Professor Kleifgen. A topical be taken independently. ITSF4054 Education and strate- course exploring language as situ- ITSL 6032. Research issues in ITSF 5691. Goals and content: gic planning (Faculty) ated social practice and focusing computers, language, and liter- Major world developments on communication within and acy (3) and their implications for ITSF 4094 Educational planning across national boundaries. Professor Kleifgen. Permission education (3) Professor Steiner- in educational development (3) Domains examined include school- required. Research in the use of Khamsi. Topic courses explore issues related ing, work, community, and the digital technology for language ITSF 5692. Theory and teach- to the socioeconomic and cultural public arena. Both spoken and and literacy development. Tech- ing techniques: New trends context of educational planning written modes are considered. niques of computerized analysis. in international education (3) and policy studies. They consider New research directions. Materials Faculty. the relation to specific issues to ITSL 4801. African-American fee: $20. various approaches to planning and language and communication ITSF 6590. Doctoral seminar in their attendant outcomes. (non-credit or 1) ITSL 6125. Research issues in international and transcultural Professor Levin, Topic 1: Privatiza- Professor Hill. An exploration of communicative practices (3) studies (1–3) tion and school choice the varieties of African American Professor Kleifgen. Permission Faculty. Permission required. Professors Tsang and Levin, Topic language use, with particular required. A critical review of Presentation of research in progress 4: Methods of decision analysis in attention to the communicative selected research directions and and examination of professional education functions they serve. paradigms for the analysis of spo- roles. Professor Tsang, Topic 5: Financ- ken and written communication. ing of education: International and ITSL 4811–ITSL 4813. Computer comparative perspectives Family and Community Education based language teaching (non- Peace Education credit or 1 each course) ITSF 5023. The family as ORLC4031 Financial adminis- Professor Kleifgen. Theoretical ITSF 4603. Human and social educator (3) tration of higher education rationale. Examination of lesson dimensions of peace (1–2) Professor Leichter. Permission institutions (Professor Baldwin) design, organization and operation Professors Reardon and Snauwaert. required. Analysis of the family as ORLC4046 School finance: Pol- of language instructional courseware Focuses on issues and problems of educator and its interrelations with icy and practice (Professor for first and second language learn- human rights, global ethics, gender schools and other educational Richards) ers. Assumes no computing experi- issues, and various aspects of struc- institutions. Emphasis on inquiry ORLC5016 Law and educational ence. Courses meet on weekends. tural and cultural violence. Offered deriving from educational practice institutions (Faculty) ITSL 4811. Computers, lan- in distinct versions in fall and and behavioral science theory. ORLC5025 Ecology of educa- guage and children spring; one emphasizing ethical tional management (Professor ITSL 4812. Computers for issues and the other gender per- ITSF 5026. The family and Richards) high school and adult lan- spectives. Another course in human television (3) ORLC4500 Special topics in guage learners rights may be substituted for the Professor Leichter. Permission higher and adult education: ITSL 4813. Special topics in specialization in peace education. required. An analysis of the impact Financing of higher education computers and language of television on the family’s educa- (Professor Levin) ITSF 4611. Education for global tive functions, with special atten- SCTU 4049. Computers and security (1–3) tion to the process by which the Language, Literacy, and writing (2–3) Professors Reardon. Explores issues family mediates television. Technology Professor Kleifgen. An examina- of peace and violence from various tion of the relationship between perspectives, among them femi- ITSL 4011. Introduction to ITSF 5210–ITSF 5123. Education computers and the writing process. nism and environment, emphasiz- computers, language, and in community settings The course explores the effects of ing alternative analytic frame- literacy (2–3) Professor Leichter. Permission electronic text on traditional works and various values systems. Professor Kleifgen. Sociocultural required. A review and an analysis notions of text, literacy, and com- implications of computer use in of educational issues and opportuni- munication. Assumes no comput- education; viability of software use ing experience. Lab fee: $25.

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ITSF 4613. Fundamental con- It is recommended that stu- Many of the cooperating pro- Participating Degree Programs cepts in peace education (1–2) dents take a language examina- grams also lead to New York with an Emphasis in Bilingual Professor Reardon. Introduction to tion in their language of spe- State certification. For further Education: theory and practice and the inter- cialization and have their scores information, contact the pro- TABB Educational Adminis- national literature of the field as it forwarded to the Office of gram in Bilingual/Bicultural tration (M.A., Ed.M., has been developed over the past three decades. Admission. Education at Teachers College, Ed.D.) Box 122, telephone: (212) 678- TCAB Mathematics Educa- ITSF 4614. The United Nations All applicants must also fur- 3758. tion (M.A., M.S., as peace educator (2–3) nish a professional resume and Ed.M., Ed.D.) Faculty. This course reviews and schedule an interview. Degree Requirements: TCEB Elementary School assesses the work of the world Master of Arts in Bilingual/ Science Education organization and how it facilitates Program Description: Bicultural Education: (M.A., M.S., Ed.M., the learning necessary to an inte- Teachers and administrators in Ed.D.) grated global society. It is problem school systems across the coun- The M.A. student must com- TCHB Secondary School focused and the focus problem is try and around the world are plete a course of study in one of Science Education different each semester. (This course takes place partly on site at facing the challenge of educat- two routes: in-service or pre- (M.A., M.S., Ed.M., the UN) ing growing numbers of lin- service. Pre-service students Ed.D.) guistically and culturally must meet a minimum of 40 TCTB Education of Teachers ITSF 4800. International Insti- diverse student populations. In points and in-service students a of Science (Ed.M., tute on Peace Education (1–2) an effort to prepare these pupils minimum of 32 points. The Ed.D.) Professor Reardon. (Summer for full participation in an pre-service program is available TCXB Supervision in Science optional) An intensive course of increasingly literate, techno- to the Spanish language group; Education (M.A., full days over one or two weeks, logical, and interdependent the in-service to all language M.S., Ed.M., Ed.D.) focusing on a specific peach educa- world community, many groups. The M.A. program TDAB Adult and Continuing tion issue or theme; internationally schools are offering bilingual/ leads to elementary and bilin- Education (M.A., staffed with international participants; offered jointly with cooper- bicultural instruction. gual education state certifica- Ed.D.) ating universities in other coun- tion. In addition to departmen- TEBB Blind and Visual tries. Teachers College has responded tal requirements, M.A. degree Impairment (M.A., to the need for professionals pre- candidates are required to com- Ed.D.) ORLJ 5340. Basic Practicum in pared to provide services in plete an integrative project. TEDB Hearing Impairment Conflict Resolution and Media- bilingual/multicultural school Students should choose their (M.A., Ed.D.) tion Skills settings by offering a program program of study in consulta- TEGB Guidance and Reha- ORLJ 6350. Advanced of studies designed to prepare tion with an academic advisor. bilitation (M.A.) Practicum in Conflict Resolu- graduates for teaching, adminis- TFAB Anthropology and tion and Mediation, Part One trative, and related roles in Programs which offer a Bilin- Education (M.A., ORLJ 6040. Fundamentals of Cooperation, Conflict Resolu- bilingual/bicultural instruc- gual/Bicultural Emphasis: Ed.M., Ed.D.) tion, and Mediation in Different tional settings. The program is TFGB Politics and Education Institutional Settings interdisciplinary and highly Students, in consultation with (M.A., Ed.M., Ed.D.) individualized. The substance faculty members of the Pro- TFHB History and Education and scope of courses of the gram in Bilingual/Bicultural (M.A., Ed.M., Ed.D.) Bilingual/Bicultural emphasis are contingent on the Education and an appropriate TFIB Education (M.A., degree sought, on the major advisor in one of the cooperat- Ed.M., Ed.D.) Education (TLB) field the student has chosen, and ing areas of specialization pro- TFSB Sociology and Educa- Program Coordinator: Professor on whether the student wishes grams, may, if approved, be tion (M.A., Ed.M.) Maria Torres-Guzman to meet bilingual teacher certifi- admitted to a program listed TFZB International Educa- cation requirements. Interested below with an emphasis in tional Development Degree Offered: students must be admitted to a Bilingual Education. Appli- (M.A., Ed.M., Ed.D.) Master of Arts (M.A.) cooperating degree program at cants must choose from the pro- TGMB Music Education Teachers College as well as to grams listed below and specify (M.A., Ed.M., Ed.D., Special Application the bilingual program. the cooperating program on the Ed.DCT) Requirements/Information: application. Please refer to the TJEB Counseling Psychol- Fluency in English and either Students may apply either for a description of the participating ogy (Ed.M.) Spanish, Chinese, Korean, Master of Arts degree in bilin- degree program to determine TKEB Educational Psychol- Haitian Creole, or Russian is gual/bicultural education or for application deadlines. ogy Human Cognition required for all Bilingual/ a master’s or doctoral degree a and Learning (M.A., Bicultural programs. Appli- bilingual emphasis in a cooper- Ed.D.) cants must establish language ating Teachers College pro- TKRB Educational Psychol- proficiency before being gram. The cooperating pro- ogy: Remedial Read- admitted. grams are listed in the “Degree ing (M.A.) Requirements” section below.

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TLAB Applied Linguistics ITSL 4025. Cross-cultural Techniques to manage dual lan- ITSL 4133–ITSL 4137. Curricu- (M.A., Ed.M., Ed.D.) communication and classroom guage reading programs. lum and methods for bilingual TLEB Teaching of English ecology (3) teachers (non-credit or 1–3) (M.A., Ed.M., Ed.D., Faculty. Examination of the influ- ITSL 4121–ITSL 4126. Bilin- Faculty. Permission required. Pre- Ed.DCT) ence of culture in the design and gual/bicultural curriculum requisites: ITSL 4021 and ITSL implementation of school instruc- design: Cognitive, linguistic, 4121–ITSL 4126. Intensive review TLSB Teaching of Spanish tion. Identification of salient theo- and cultural considerations of curriculum and methods appro- (M.A., Ed.M., Ed.D., retical issues related to culture and (3 each course) priate to the teaching of the sub- Ed.DCT) social organization as they relate Faculty. Permission required. Pre- ject areas in bilingual instructional TLXB TESOL—Japan to the education of ethnolinguistic requisites: (1) an introductory settings. Offered as needed for TLZB Teaching of English to and minority children. Explo- course in curriculum design and a those wishing N-9 bilingual Speakers of Other Lan- ration of the learning/teaching course in foundations of bilin- teacher certification. guages (M.A., Ed.M., processes within the context of gual/bicultural education; (2) com- ITSL 4133. Science Ed.D., Ed.DCT) multicultural and bilingual class- plete proficiency in the English ITSL 4134. Mathematics TMMB Measurement and room settings from a cultural per- language and one additional lan- ITSL 4135. Language arts Evaluation: (Ed.M.) spective. Reflection upon the role guage. A critical analysis of lin- ITSL 4136. Foreign languages of the teacher in creating cultural guistic, cognitive, and cultural ITSL 4137. Social studies TYDB Early Childhood Edu- learning environments. Survey of considerations in the design of cation (M.A., Ed.M., research approaches which serve as bilingual/bicultural curriculum. ITSL 4323. Practicum in bilin- Ed.D.) tools to examine classroom inter- Offered in six sections, contingent gual/bicultural education (1–6) TYPB Elementary/Childhood action. on projected enrollments for each Faculty. Permission required. Education—Preservice language group. Practicum for experienced teachers (M.A.) ITSL 4026. Social and cultural ITSL 4121. Multilingual (all in bilingual settings. TYZB Curriculum and dimensions of bilingual language groups) Teaching (M.A., education (3) ITSL 4122. Spanish ITSL 4720. Student teaching in Ed.M., Ed.D.) Faculty. Bilingual education in a ITSL 4123. Chinese bilingual/bicultural education cross-cultural perspective. A criti- ITSL 4124 Korean (3–4) cal analysis of selected issues in ITSL 4125. Russian Faculty. Permission required. Stu- Courses: bilingual education in the context ITSL 4126. Haitian-Creole dent teaching in a bilingual educa- ITSL 4020. Language and the of society and culture, drawing on tional setting on an elementary or bilingual special education sociological and anthropological ITSL 4127–ITSL 4132. Bilin- secondary level. Experiences child: The foundations (2–3) concepts as they relate to in-school gual/bicultural methods and include first language, TESOL, Faculty. This course examines theo- and out-of-school language learn- materials: Criteria for design content area observation, and ries and principles of practice from ing. Special attention is directed to and selection (3 each course) supervised practice. the fields of linguistics, bilingual the role of bilingualism as a major Faculty. Permission required. Pre- education, and special education as resource in education for democra- requisites: (1) ITSL 4121–ITSL ITSL 5021. Assessment and they apply to bilingual special edu- tic pluralism and intercultural 4126 and (2) proficiency in Eng- evaluation in bilingual educa- cation. It introduces a cross-disci- understanding. lish and another language (Span- tion (3) plinary approach to instructional ish, Chinese, Korean, Haitian Cre- Faculty. Permission required. Pre- planning for bilingual children ITSL 4027. Current topics in ole, Russian). Analysis, creation, requisite: introductory course in with handicapping conditions. bilingualism and bilingual/ and development of appropriate educational or psychological assess- bicultural education (1–3) bilingual/bicultural instructional ment. Survey of tools and tech- ITSL 4021. Foundations of bilin- Faculty. Studies of selected topics in methods and materials for use in niques used in different types of gual/bicultural education (3) bilingualism and bilingual/ the language arts and content assessment and evaluation includ- Faculty. Historical review of bilin- bicultural education, with special areas, with application to multi- ing linguistic, psychoeducational, gual educational practices in the attention directed to current policy media approaches; critique of cur- and programmatic areas; principles, United States. Analysis of linguis- and research issues and to social and rent commercially prepared prod- limitations, and alternatives applied tic, psychological, social, cultural, political developments in the ucts; review and survey of to the above as they pertain to effec- political, and judicial underpin- United States. approaches to development in the tive bilingual programs. Emphasis nings of current practices in the first/second language (Spanish, on methods of assessment and eval- field. ITSL 4028. Teaching reading in Russian, Chinese, Korean, Haitian uation that can be used by the bilingual settings (3) Creole) and English; consideration teacher/supervisor with the limited ITSL 4024. Linguistic founda- Faculty. Prerequisite: completion and preparation of instructional English proficiency (LEP) child. tions of bilingual/bicultural of at least one graduate or under- alternatives to texts. Offered in six education (3) graduate introductory course in specific language groups. ITSL 5022. Administration of Faculty. Introduction to the study reading and TL4021. An overview ITSL 4127. Multilingual (all bilingual programs (3) of bilingualism. Application of of approaches to teaching reading language groups) Faculty. Focus on managerial, sociolinguistic, psycholinguistic, in bilingual settings. Techniques ITSL 4128. Spanish legal, and financial issues in bilin- and applied linguistic theory to for assessing pupil readiness for ITSL 4129. Chinese gual education, with particular the design and implementation of reading in the native or second ITSL 4130. Korean emphasis on urban and suburban bilingual/bicultural educational language. Development of tech- ITSL 4131. Russian settings at elementary and sec- models and materials. Students niques for teaching reading in the ITSL 4132. Haitian Creole ondary school levels. completing a concentration in native language. Criteria for intro- bilingual education may take ITSL duction of reading in the second 4000 or ITSL 4001 in lieu of this language and for selection of cul- course. turally appropriate materials.

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ITSL 5023. Guidance and coun- ITSL 6521. Seminar in bilingual- ITSL 4027. Current topics in goals and procedures to con- seling of bilingual/bicultural ism and bilingual education (3) bilingualism and bilingual/ duct institutional research, and children, adolescents and their Faculty. A review of research in bicultural education (1–3) some graduates of the program families (3) bilingual/bicultural education ITSL 5023. Guidance techniques are now employed in this Faculty. Guidance and counseling from an interdisciplinary perspec- for the bilingual/ bicultural capacity. Some have gone into theory, research and practice tive. The focus is on the analysis of child and family (3) regarding bilingual and racially/ research, evaluation methodologies private business. culturally diverse children, adoles- and findings, and their potential cents and their families. The application to current theory and Economics and Students in the program course examines paradigms used to practice. develop an array of skills in the understand the behavior of bilin- Education application of economic con- gual/bicultural children, the ITSL 5202. Fieldwork (1–6 each (Code: TFE) cepts and theory, in benefit- impact of various factors on their course) Program Coordinator: Professor cost analysis and other evalua- functioning, models for assessing Permission required. Opportunity Thomas Bailey tive procedures, and in the their functioning, and preventive for qualified students, individually statistical treatment of mass and rehabilitative interventions to or in small groups, to develop and Degrees Offered: data. Within broad college and effect change. pursue projects, in consultation Master of Arts (M.A.), university guidelines, students with an advisor, in schools, com- Master of Education (Ed.M.) ITSL 5024. Bilingual/ munities, and other field settings. may pursue individually Multilingual education: Doctor of Education (Ed.D.) designed programs that satisfy International perspectives (3) ITSL 6202. Advanced fieldwork Doctor of Philosophy (Ph.D.) their unique interests and Torres-Guzman. A survey of bilin- (1–6 each course) (Ed. Policy option available) career objectives. gual/multilingual educational Permission required. policies and practices in highly Special Application The program in economics and industrialized and developing TSL 5201–ITSL 5207. Fieldwork Requirements/Information: education also offers a special- nations. While such models and (1–6 each course) The GRE General Test is ization in Educational Policy. designs are analyzed from a com- Permission required. Opportunity required on all degree levels. For more information, see the parative educational perspective, for qualified students, individually Some background in economics program on Politics and Edu- much attention is given to the eth- or in small groups, to develop and is preferred. nolinguistic, social, economic, and pursue projects, in consultation cation. political nuances of each nation. with an advisor, in schools, communities, and other field settings. Applications are reviewed on Degree Requirements: ITSL 5511. Bilingual/multicul- The titles of ITSL 5201–ITSL an ongoing basis, and will be With the help of an academic tural educational leadership 5207 parallel those of ITSL reviewed throughout the year. advisor, students select courses (1–3) 4901–ITSL 4907. Preference in scholarship from those offered within the Faculty. Permission required. This awards will be for those appli- program of economics and seminar will focus on a) integrat- ITSL 6201–ITSL 6207. Advanced cants who meet the priority education and supplement ing the knowledge of educational fieldwork (1–6 each course) deadline. these with courses in the poli- administration within the context Permission required. See descrip- tics and sociology of education, of bilingual/bicultural environ- tion for ITSL 5201–ITSL 5207. Program Description: ments, b) integrating theory and in applied statistics, in educa- practice, c) defining leadership ITSL 6401–ITSL 6407. Intern- Economics is a powerful tool tional administration, and in needs for bilingual/bicultural set- ship in college teaching (1–6 for scholars and educational higher and adult education, tings and d) reflecting on the prac- each course) practitioners who wish to and with offerings in economic tice of educational administration. Permission required. Occasional develop a better understanding and regional studies taught in opportunities in college programs of educational institutions and other schools of Columbia ITSL 5512. Bilingual/multicul- in areas represented by the depart- decisions. The program in Eco- University. tural education program devel- ment. Students must inquire to see nomics and Education at opment and change theory (1–3) if opportunities are available dur- Teachers College was one of the Courses: Faculty. Permission required. ing any given semester. Course first of its kind and has main- ITSF 4050. Economics of Analysis of change theory with titles parallel those of ITSL tained its position of leadership emphasis on factors affecting 4901–ITSL 4907. education (3) development, implementation, in this rapidly growing field. Professors Bailey, Levin and Tsang. staffing, and administration of Courses Open to Non-Majors Teaches the basic economic con- bilingual/bicultural programs. Graduates hold teaching posi- cepts and methods to be used for A number of departmental offer- tions in university and college further study and analysis of edu- ITSL 5513. Staff development in ings are suitable for non-majors faculties, and administrative or cational finance, education and multilingual/multicultural set- because of their non-technical research positions in a variety inequality, education and eco- tings (3) nature. Consult advisors about of settings, including founda- nomic growth, the impact of edu- other courses not listed. Professor Torres-Guzman. Permis- tions, government depart- cational policies on educational sion required. Critical study of ments, and international agen- outcomes, school reform, and ITSL 4021. Foundations of bilin- school choice. theory and practice of staff devel- cies. Increasingly, schools and opment in multilingual/multicul- gual/bicultural education (3) tural settings. ITSL 4025. Cross-cultural com- universities are appointing munication and classroom ecol- economists with a special ogy (3) appreciation of educational

223 D EPARTMENT OF I NTERNATIONAL AND T RANSCULTURAL S TUDIES

ITSF 4051. Education and eco- ITSF 4151. Special topics in the See also in the Columbia University ITSF 8900. Dissertation advise- nomic development (3) economics of education (3) Bulletin: Econ G4213, Macroeco- ment in international and tran- Professors Rivera-Batiz and Tsang. Professors Bailey, Levin, Rivera- nomic analysis; Econ scultural studies (0) This course examines the links Batiz and Tsang. A seminar on top- G6211–G6212, Microeconomic Individual advisement on doctoral between education and various ics in the economics of education. analysis; Econ G6411–G6412, dissertations. Fee: to equal 3 aspects of economic development. Themes to be announced each Introduction to econometrics; Econ points at current tuition rate for Topics include the impact of term. G6451–G6452, Economics of labor each term. For requirements, see human capital accumulation on and population; Econ W4228, The section in catalog on Continuous economic growth, the educational ITSF4094 Educational planning urban economy; Econ W4328, Eco- Registration for Ed.D./Ph.D. attainment of men and women in in international educational nomic development; Econ W4410, degrees. developing countries, the effects of development (3) Mathematical methods for economists; schooling on labor force participa- Topic courses explore issues related Econ W4460, Health economics. In each of the areas within the tion, wages and fertilities, and the to the socioeconomic and cultural department, advanced students issues of school finance and educa- context of educational planning Departmental Courses may register for intensive individ- tional policy in the Third World. and policy studies. They consider ual study of some aspect of their the relation to specific issues to ITSF 4600. Group studies in specialization. Registration is only ITSF 4052. Education and various approaches to planning and educational issues (1–3 per by permission of the instructor economic growth (2–3) their attendant outcomes. section) under whose guidance the work Faculty. Relation of education to Professor Levin, Topic 1: Privatiza- Permission required. Opportunity will be undertaken. Times for economic growth in the context of tion and school choice for groups to organize colloquia, individual conferences will be less developed countries, the social Professors Tsang and Levin, Topic seminars, or practica, with faculty arranged. Enrollment may be for 1 returns to education, migration 4: Methods of decision analysis in sponsorship, for the study of spe- or more points each term, and reg- and “brain drain,” and manpower education cific educational issues, problems, istration is not limited to one or planning. Professor Tsang, Topic 5: Financ- or policies, and for the develop- two terms. ing of education: International and ment of particular skills, in accor- ITSF 4054. Education and comparative perspectives dance with emerging social situa- ITSF 4900. Studies in interna- strategic planning (3) tions and urgent common tional and transcultural studies Faculty. Educational planning ITSF 5650. Readings in the eco- concerns. Students wishing to (1–15) within the context of national economics of education (3) engage in such studies must pre- ITSF 6900. Studies in interna- nomic planning; the methods, Professor Bailey. Selected readings sent a plan and secure the sponsor- tional and transcultural studies assumptions, validity, and useful- in the economics of education. ship of a faculty member of the (1–15) ness of the major approaches; Recommended for students with department who will serve as ITSF 6950. Studies in economics examples mainly from the less background in economics or a advisor. Registration and evalua- and education (1–15) developed countries. related discipline. As the selection tion procedures will be worked out ITSF 6990. Studies in interna- of readings differs in different and carried through with this tional educational development ITSF 4057. Economics of urban semesters, a student may register advisor. (1–15) and minority education (3) for more than one semester of ITSF ITSF 6991. Studies in compara- Professor Rivera-Batiz. Policy-ori- 5650. ITSF5430 Internship (1–6) tive education (1–15) ented approach to the connections Permission required. Supervised between education and the econ- See also: experiences in diverse settings omy in an urban context. Topics ORLJ 4025. School business designed to develop skills in include urban industrial restruc- administration (3) research, development, planning, turing and socioeconomic trends, ORLJ 5020. Information systems and evaluation. equity in school finance, teacher for decision-making in learning salaries, public versus private roles organizitons (3) ITSF 6200. Field research out- in education, linkages between ORLJ 5021. Management science side the United States (0) schools and the business sector, the (3) Permission required. Required of economics of discrimination, and ORLJ 5025. Strategic manage- doctoral students when choice of immigration policy issues. ment in education I: Fiscal sys- doctoral research necessitates data tems (3) generation in other countries. One ITSF 4059. Education, economic ORLJ 5026. Strategic manage- year of field experience under growth, and competitiveness (3) ment in education II: Micro com- supervision in approved geograph- Professor Bailey. The relation puter (3) ical and institutional site. Students between education and economic ORLJ 5046. School finance: secure approval of department growth, productivity, and compet- Resource allocation (3) chair and principal advisor in itiveness of the firm and the ORLC 4030. The economics of advance, and render periodic macro-economy. Focuses on the post-secondary education (3) reports. educational implications of the ORLC 4031. Financial adminis- changing nature of work, greater tration of higher education insti- ITSF 7500. Dissertation seminar international competition, and the tutions (3) in international and transcul- varying rates of productivity HUDM 4126. Applied regression tural studies (0–3) growth. analysis (3) Permission required. Proposal writing. Required of doctoral students in the semester following successful completion of certification examinations.

224 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

Chair: Professor W. Warner Adjunct Professors: Lecturers: For information about faculty Burke Stephen D. Brookﬁeld (Adult Jeanne E. Bitterman (Adult and their scholarly and research Location: 213 Main Hall and Continuing Education) and Continuing Education) interests, please refer to the Telephone Number: Rudolph F. Crew (Educational “Faculty” section of the Catalog 212-678-3258 Administration) Adjunct Assistant Professors: on page 61. Telephone Number for Paul J. Edelson (Adult and Dallas W. Bauman, III (Higher Admission Inquiries: Continuing Education) Education) Departmental mission: 212-678-3710 Keville C. Frederickson Patrick P. Chang (Higher The mission of the Department email: [email protected] (Nurse Executives) Education) of Organization and Leadership Fax: 212-678-3937 Joseph N. Hankin (Higher Allan Church (Social- is to educate, train, and serve Web Address: Education) Organizational Psychology) current and future leaders, http://www.tc.columbia.edu/~ Sharan Merriam (Adult and Eric J. Cooper (Educational administrators, policy makers, academic/O&Ldept/ Continuing Education) Administration) researchers, psychologists, and Joseph L. Moses (Social- Christine Coughlin (Nurse educators from around the Organizational Psychology) Executives) world. Our students are, or Programs: Kathleen Dechant (Adult and aspire to be, in the ﬁelds of Educational Administration: Associate Professors: Continuing Education) public and private education, Educational Administration William J. Baldwin (Higher Charles W. Fowler (Educational higher education, adult educa- (including Private School Education) Administration) tion, health administration, Leadership) Caryn J. Block (Social- Philip E. Geiger (Educational organization behavior, and Inquiry in Educational Organizational Psychology) Administration) organization development and Administrative Practice Peter W. Cookson, Jr. (Adult Virginia G. Gonzalez (Adult change. We educate, train, and Joint Degree program in and Continuing Education) and Continuing Education) serve (1) leaders, managers, and Educational Leadership & Jay P. Heubert (Educational Wendy Heckelman (Social- administrators for all types of Management (with the Administration) Organizational Psychology) organizations but with an Columbia Business School) Pearl Rock Kane (Educational Georgenne G. Lasko-Weisenfeld emphasis on educating institu- Higher and Adult Education: Administration) (Educational Administration) tions and health systems in Adult and Continuing Education Debra A. Noumair (Social- Barbara Macaulay (Adult and both the private and public Adult Education Guided Organizational Psychology) Continuing Education) sectors, (2) those who help Intensive Study (AEGIS) Margaret Terry Orr Gibran Majdalany (Educational these leaders, managers, and Higher Education (Educational Administration) Administration) administrators, and (3) those Higher Education Adminis- Linda C. Powell (Educational Eric C. Marcus (Social- who conduct research pertinent tration Administration) Organizational Psychology) to organizational dynamics and Student Personnel Adminis- Frank L. Smith, Jr. (Educational Lucienne Muller (Adult and learning, who consult to orga- tration (SPA) Administration) Continuing Education) nizations and institutions, and Mark L. Putnam (Higher who teach leadership, adminis- Nurse Executives Adjunct Associate Professors: Education) tration, organizational behav- Social-Organizational Psychology Tara A. Cortes (Nurse Judith Rizzo (Educational ior, learning, and change. Executives) Administration) Martha Gephart (Educational Richard E. Segall (Educational To accomplish this mission the Faculty: Administration) Administration) Department provides programs Professors: Philip E. Fey (Adult and Franceska Blake Smith (Adult in adult education, educational W. Warner Burke (Social- Continuing Education) and Continuing Education) administration, nurse executive, Organizational Psychology) Harvey Kaye (Higher Barbara V. Strobert higher education, and social- L. Lee Knefelkamp (Higher Education) (Educational Administration) organizational psychology. Education) Ross Tartell (Social- Henry M. Levin (Educational Assistant Professors: Organizational Psychology) Core Requirements: Administration) Elissa L. Perry (Social- Elizabeth Haggerty Tucker The Department requires that Arthur Levine (Higher Organizational Psychology) (Nurse Executives) all students (except SPA-MA Education) Lisa Ann Petrides (Educational Marie P. Volpe (Adult and students), regardless of degree Victoria J. Marsick (Adult and Administration) Continuing Education) program, complete an overview Continuing Education) Dorothy Shipps (Educational Janine Waclawski (Social- in research methods course. All Dale Mann (Educational Administration) Organizational Psychology) Ed.D. students are required to Administration) James D. Westaby (Social- Lyle Yorks (Adult and complete an introductory statis- Craig E. Richards (Educational Organizational Psychology) Continuing Education) tics course and complete a two- Administration) course sequence in research Elaine L. Rigolosi (Nurse Research Assistant Professor: design (data collection and Executives) Peter T. Coleman (Social- analysis) in a methodology that Thomas Sobol (Educational Organizational Psychology) is relevant to their dissertation. Administration) Students are to work with their

225 D EPARTMENT OF O RGANIZATION AND L EADERSHIP advisor and dissertation sponsor Programs in Educational A joint program, the Educa- and/or administrative experi- to select one of seven possible tional Leadership and Masters ence in the public schools methodological designs—exper- Administration in Business Administration (N–12). imental and quasi-experimental; (Code: TA) with the Graduate School of survey research; applied qualita- Program Coordinator: Professor Business leads to the combined Applicants to either the M.A. tive research; ethnography; eval- Thomas Sobol Ed.D./M.B.A. or Ed.M. program in Educa- uation; action research; and his- Educational Administration tional Administration with a torical research. Organizational (including Private School Special Application focus on Private School Leader- Psychology majors are strongly Leadership) Requirements/Information: ship should have at least three advised to take ORLJ4009, Inquiry in Educational Either the Graduate Record years of teaching experience. which emphasizes experiential Administrative Practice Examination (GRE) or the in quasi-experiential research Joint Degree Program in Miller Analogies Test (MAT) is Applicants for the Klingen- designs. Other majors are Educational Leadership & required of applicants to all stein Fellows Program who strongly advised to take Management degree programs in Educa- wish to be considered for the ORL5521, which emphasizes For Admission inquiries: tional Administration (M.A., master’s degree must submit applied research designs. (212) 678-3710 Ed.M., Ed.D, and Ph.D.). the Klingenstein Fellows Program Office: application as well as the ORL 5521. Introduction (212) 678-3726 and -3139 Master’s degree applications Teachers College Application to research methods in Web Site: received after the priority dead- for Admission. Please send the education (3) http://www.tc.columbia.edu/~ line, February 1, for the Fall fellowship application to the Professors Petrides and Shipps. academic/o&ldept/edadmin semester will be reviewed until Klingenstein office by January This course meets a Depart- In depth information is pub- May 15 on a space-available 15 and the Teachers College mental requirement for an lished on our web page. Many basis. There is no consideration application to the Admissions introductory course on under- of the forms referenced below of scholarships and assistance Office by February 1. standing research across a wide can be downloaded from the for students applying after the spectrum of educational set- Web site. priority deadline. Only doctoral applications that tings. Basic concepts of are complete and have been research methods and theories Degrees Offered: Applicants to the Ed.M. in received by the Admissions of research are introduced so Master of Arts (M.A.) Educational Administration Office by January 15 will be that students can comprehend Master of Education (Ed.M.) with a focus on Public School considered. Late applications and critique education research Doctor of Education (Ed.D.) Administration should have at may be considered for admis- and evaluation. Methods dis- Doctor of Philosophy (Ph.D.) least three (3) years of teaching sion the following year. In addi- cussed include both qualitative and quantitative approaches to Doctoral Admissions Application Case Study research, such as surveys, case studies, ethnography, partici- Please prepare a typed, one page (8.5x11), single-spaced response. At the top of the page, indicate your name, pant observations, interviews, social security number, and the program and degree for which you are applying. and oral histories. Your First Year as School Principal ORL 4009. Understanding behavioral research (3) The clock reads 6:45 p.m. There is a stack of phone calls yet to be made. In a faculty of 31, you need to arrange Professor Perry. Overview of 8 substitute teachers for tomorrow. The son of a school trustee/board member has been suspended for sexually harassing a classmate and all the parents involved are demanding an immediate explanation. The software in the alternative methods of behav- computer lab still does not work and the publisher is refusing to provide technical support until the district ioral research and their relative pays an outstanding invoice. strengths and limitations. Application of methodological With only two month’s experience on the job, the calendar for the next day looks even more daunting: application of principles in order to read and evaluate social • 7:30 a.m. meeting with a committee of parents protesting the newly hired math specialist. • 9:00 a.m. meeting with the district’s teacher union representative who will complain that enrollments exceed science research and learn how the contract maximum in 40% of the school’s classrooms. to begin to conduct research. • Lunch meeting with four teachers who had spent the summer planning for a year-long series of staff development activities that now have to be preempted for a new, state-mandated workshop series in conﬂict resolu- ORL 6518. Methods of case tion. study and analysis (3) • 2:00 p.m. meeting with the district superintendent who expects a 12-month operating plan from you to Professors Orr and Marsick. Tech- improve student test scores in your school. niques and methods of preparing and analyzing case studies of orga- Although the year has just begun, the parents are grumbling, the faculty seems tired and angry, and you suspect nizations and institutions. that you only have enough money to meet continuing obligations, nothing new. Only the students seem eager.

You are the principal. Three days from now you have a meeting with the superintendent to review your priorities and actions. The superintendent wants a one-page memo in advance, and that memo is your response to this case.

226 D EPARTMENT OF O RGANIZATION AND L EADERSHIP tion to the requirements out- ing a wide variety of educating fellowship. Students admitted the required three years teach- lined in the application instruc- organizations. The Program to the one-year program also ing experience in grades tions, all doctoral applicants faculty’s aspirations for gradu- have the option to apply for N–12), may meet the New must submit: (1) either the ates are to: admission to a master’s degree York State minimum require- GRE General Test or the MAT; • be thoroughly grounded program. ment for the School Adminis- (2) a one page, single-spaced in research and the best trators and Supervisors (SAS) analysis of the case problem practice of leadership and Degree Requirements: certificate. As individuals, the below; and (3) personal state- management; students may make an individ- Master of Arts (Code: TA) ment including an indication of • develop the skills and habits ual application to the New an intention to study on a full- of scholarly inquiry and General information York Office of Teaching. For time or part-time basis. reflective practice; The Educational Administra- further information on obtaining • exhibit the courage and refine tion Program offers Master of the SAS, contact the Registrar’s Applicants to the joint the critical intelligence Arts degrees (32 points, all of Office (212) 678-4050. For M.B.A./Ed.D. program in Edu- needed to question the status which must be earned within degree information contact: Profes- cational Leadership and Man- quo and envision what might Teachers College) with three sor Craig E. Richards agement must be admitted both be; and areas of focus: public school (212) 678-3726. to Teachers College and to the • commit themselves to careers administration; private school Columbia University Graduate of service in pursuit of administration; and public pol- Master of Arts in Educational School of Business. The appro- purposeful, effective, and icy administration. At least one Administration with a focus priate applications and support- humane learning by people three credit course is required in Public Policy ing credentials must be submit- of all kinds. in each of the following areas of The Master of Arts with a spe- ted to each school. The Business study: Institutional Analysis, cialization in public policy is School requires all applicants to Leadership is supported by four Policy Analysis, Organizational offered in collaboration with take the GMAT exam. Appli- areas of study that are funda- Behavior, and Management the college-wide interdiscipli- cants may submit the GMAT to mental to all administration: Science. Required out of pro- nary Educational Policy Con- Teachers College in lieu of the organizational behavior, man- gram courses (9–14 points centration (see Catalog section GRE or MAT test. agement systems, policy analy- only) should be taken in Psy- on Additional Program/ sis, and institutional analysis. chology, Philosophy, or the Options). The program of Program Description: Organizational behavior is Social Sciences (one 3 point study is intended for students The programs in Educational based on the social and behav- course minimum); Curriculum, considering careers in policy Administration bear special ioral sciences (e.g., anthropol- Special Education, or Higher or management who do not responsibility for preparing edu- ogy, economics, political sci- & Adult Education (one 3 intend to pursue doctoral stud- cational leaders who will shape ence, psychology, and point course minimum); and ies and do not require build- organizational goals, influence sociology), as each discipline Research Methodology & ing—level certification. The the character of educational pro- can be applied to the task of Statistics (3 points minimum). policy concentration requires grams, and affect institutional administrative leadership. Man- The Program requires, as an 9–12 points in policy and a performance. To prepare stu- agement systems deals with the integrative project, the success- one-semester internship. dents, these programs draw on often quantified aspects of for- ful completion of at least two Contact: Professor Dale Mann the strengths and curriculum of mal systems for planning, Clinical Projects in Educational (212) 678-3726. both Teachers College and direction, and control within Administration from two of the Columbia University. organizations, e.g., project four areas of emphasis within Master of Arts in Educational management, school business the program and with two dif- Administration with a focus Graduates of Teachers College administration, resource alloca- ferent faculty members. in Private School Leadership with a degree in Educational tion, and management informa- The Master of Arts degree with Administration occupy a vari- tion systems. Policy analysis Master of Arts in Educa- a concentration in Private ety of leadership positions, concerns the application of eco- tional Administration with School Leadership is supported often combining several differ- nomic, legal, and political sys- a focus in Public School by the Esther A. and Joseph ent types of responsibility tems of analysis to educational Administration Klingenstein Center for Inde- within a career. The typical issues. Institutional analysis The public school administra- pendent School Education and career pattern necessitates a focuses on the administration of tion focus is intended to pro- the Educational Administration broad theoretical and experien- schools and other educating vide leadership development Program. The degree concen- tial preparation which facili- institutions in society as part of for building level administra- tration is designed to enhance tates movement between vari- the social and cultural context tors (which includes an admin- the professional careers of ous types of administrative of communities. istrative internship or its department heads, deans, divi- posts and among various kinds equivalent. Students who sion directors, and school heads of educational agencies. The The Klingenstein Fellows Pro- complete this program of or to prepare outstanding edu- Educational Administration gram in private school leader- study, include a minimum of cators for such positions. This Program prepares students for ship which operates as a part of 18 credits in administration program of study includes careers as successful leaders and the Educational Administra- and supervision and an admin- courses in the administrative scholars capable of transform- tion Program offers a one-year istrative internship, and have leadership of private schools,

227 D EPARTMENT OF O RGANIZATION AND L EADERSHIP legal aspects of private school degree in Educational Adminis- standing educators for such bilingual/bicultural adminis- administration, financial man- tration with an emphasis in positions. This program of tration specialization, when agement, marketing and bilingual/bicultural education studies includes courses in the successfully completed, is research. The special features of is designed to prepare individu- administrative leadership of accepted by New York State for the program include site visits als to develop creative and private schools, legal aspects of certification as a public school to private schools and a connec- informed solutions to deal with private school administration, building principal. Candidates tion with a network of cooper- the education of multilingual/ financial management and should have at least three years ating schools. The degree multicultural school marketing, and research. The of teaching experience. requirements may be com- populations. special features of the program pleted in one year of intensive include site visits to private Doctoral Degrees study or on a part time basis. Master of Education in schools and a connection with General Information Candidates should have at least Educational Administration a network of cooperating Four doctoral degrees in educa- three years teaching experience. with a focus in Public School schools. The degree require- tional administration are Contact: Professor Pearl Rock Kane Administration ments may be completed in offered by this Program: The (212) 678-3156. The public school administra- two years of intensive study or conventional Ed.D./TA; the tion focus (24 points mini- on a part-time basis. Candi- Inquiry (Ed.D./TAI), a concen- Master of Education (Code: TA) mum plus an internship) is dates should have at least three trated, cohort program; the General Information intended to provide leadership years teaching experience. Joint Degree Program in Edu- development for district level Contact: Professor Pearl Rock Master of Education degrees cational Leadership and Man- administrators, including an Kane (212) 678-3156. (60 points, at least 30 of which agement (TAA, Ed.D./MBA). administrative internship or its must be earned at Teachers These three programs require equivalent. This program of Master of Education in College) are offered with four 90 points for completion. A studies, when successfully Educational Administration areas of focus: a) public school maximum of 40 transfer credits completed, is accepted by New with a focus in Public Policy administration; b) private may be accepted. The fourth York State for permanent certi- The Master of Education with a school administration; c) public program is the Ph.D. and is a fication as a School District specialization in public policy policy administration; and research and theoretical pro- Administrator (SDA). Candi- is offered in collaboration with d) bilingual/bicultural adminis- gram which may be completed dates should have at least three the college-wide interdiscipli- tration. The exact course in 75 credits. (3) years of teaching and/or nary Educational Policy Con- requirements in any individual administrative experience in centration (See Catalog section Doctor of Education in case are determined in consulta- the public schools (N–12). on Additional Programs/ Educational Administration tion with an advisor. Overall, Contact: Professor Craig E. Options). The program of however 24–30 points in (Code: TA) Richards (212) 678-3726. study is intended for students Administration, and 6–9 The program is designed with who are considering careers in points each in a) Psychology/ both intellectual and experien- Master of Education in policy or management that do Philosophy/Social Sciences; tial components. It serves pro- Educational Administration not require building level cer- b) Research/Statistics/ fessionals in education who with a focus in Private School tification or who intend to pur- Computers; and c) Curriculum intend to be actively involved Leadership sue doctoral studies. It requires and Teaching/Special Educa- in educational leadership at the The Master of Education 9–12 points of policy course tion/Guidance/Higher and building, district, or city plan- degree with a concentration in concentration and a one-semes- Adult Education is the required ning level. It also serves stu- private school leadership is ter internship. Contact: Professor composition. The Program dents aspiring to research, the supported by the Esther A. and Dale Mann (212) 678-3726. requires, as an integrative pro- professorate, and employment Joseph Klingenstein Center for ject, the successful completion in a wide variety of educational Independent School Education Master of Education in of four Clinical Projects in institutions and settings. and the Educational Adminis- Educational Administration Educational Administration, one Applicants who are admitted to tration Program. The program with a focus on Multicultural from each of the four areas of this program will become certi- of studies is similar to all Educational Leadership emphasis within the program. fied doctoral candidates on suc- requirements for the Master of The Master of Education Clinical projects completed for cessful completion of 60–70 Arts in Private School Leader- degree with a focus on Multi- the Master of Arts degree may points of course work, a certifi- ship. Up to 30 credits may be cultural Educational Leader- be included in the set submit- cation examination, and four transferred from a recognized ship (MEL) is offered in con- ted for this degree, but at least clinical projects. Thereafter, graduate program and students junction with the program in two of the projects submitted candidates will complete their must satisfy the department’s Bilingual/Bicultural Education for the Ed.M. degree must be remaining course work, a dis- Master of Education require- in the Department of Curricu- completed after the awarding sertation proposal hearing, and ments listed above. The degree lum and Teaching. The MEL of the Master of Arts degree. the dissertation oral defense. concentration is designed to program is designed to prepare Students should consult with The doctoral degree in educa- enhance the professional individuals with the knowl- their advisors about core course tional administration builds careers of department heads, edge, skills, and attitudes that requirements. The multicul- competence in the areas of pol- deans, division directors, and serve multilingual/multicultural Educational Leadership icy analysis, organizational school heads, or to prepare out- tural school populations. The Program leading to an Ed.M. analysis, management systems,

228 D EPARTMENT OF O RGANIZATION AND L EADERSHIP and institutional analysis. A analysis. It also entails study of Program Coordinator: Professor tion to the Ph.D. program in concentration (15 points) in one the intellectual history of Lisa Ann Petrides Educational Administration, of the four areas is required. American education, theory prospective applicants are urged Most classes are scheduled and practice of school reform, The joint degree program with to consult with Professor Dale between 5:00 P.M.–9:00 P.M. principles of education law, and the Graduate School of Business Mann, (212) 678-3727. during the Spring and Fall research in educational admin- of Columbia University and the semesters. Additionally, there istration (usually conducted in Department of Organization Non-Degree Programs are two Summer sessions with field settings of the student’s and Leadership at Teachers Col- In addition to the degree pro- classes scheduled throughout choice). A formal dissertation lege leads to the Ed.D. degree grams previously described, the the day. Degrees are individu- focusing on a topic of profes- and the M.B.A. degree. This Educational Administration ally planned by the student and sional concern is required. joint program emphasizes the Program offers several profes- his/her advisor, according to the area of educational leadership sional development opportuni- student’s experience, focus, and As colleagues in a close-knit and management in a wide ties to both first-time students needs. On average, full-time cohort, students attend classes variety of education-related and to alumni interested in students can complete the over a two-year period, work- organizations. The program is continuing their graduate edu- degree requirements and gradu- ing in teams as well as individ- designed to prepare students to cation. These are listed below. ate in three to five years. ually. (Additional time is usu- assume major leadership posi- ally required to complete the tions in schools, universities, Klingenstein Fellows Program Doctor of Education: Inquiry dissertation.) Each year consists and other education-related Program Coordinator: Pearl in Educational Administra- of two intensive seminar week- organizations by improving Rock Kane tive Practice (Code: TAI) ends during each of the fall and educational practice, influenc- Program Director: Professor spring semesters and a summer ing educational programs, The Klingenstein Fellows Pro- Thomas Sobol session, comprising one week- learning to work with complex gram is a one-year program end in May and four weeks of organizations, and applying designed to develop leadership The INQUIRY program offers concentrated campus-based management skills to the field skills in administration or aca- practicing, certified school study in July. Although the of education. The program will demic areas. Fellows may elect administrators an opportunity schedule differs from that of prepare the student to enter to enroll in a degree program to complete a rigorous doc- the conventional doctoral pro- educational management in or to do graduate work as a toral program while continu- gram in Educational Adminis- regional, state, or federal gov- non-degree student. Through ing to practice. It prepares tration, the content, degree ernments, research institutions, seminars and course work at committed men and women requirements, and standards of private foundations, or private Teachers College and the other for lives of leadership and ser- performance remain the same. sector leadership. Contact: professional and graduate vice in educating institutions No academic credits are Professor Lisa Ann Petrides schools of Columbia Univer- of all kinds. Its chief objec- awarded for work experience. (212) 678-3370. sity, the program seeks to tives are to: enlarge the perspectives of Fel- • Strengthen students’ ability The first intensive weekend Doctor of Philosophy (Code: TA) lows and to prepare them to to lead educating institutions seminar for the 2000 cohort The Ph.D. in Educational assume increased leadership as purposeful, effective, will be on Friday through Sun- Administration is designed for responsibility. The fellowship humane organizations. day, May 12–14, 2000, with researchers, aspiring professors, includes a living stipend and a • Stimulate inquiry into prob- the first extended campus- and policy analysts, emphasiz- generous tuition allowance. lems encountered in profes- based courses beginning on ing research and intensive spe- sional practice. Wednesday, July 5, 2000. cialization in a field of scholar- Applicants for the Klingen- • Broaden and deepen reflec- ship. In addition to study in stein Fellows Program who tion about values, trends, and Prospective students are educational administration, the wish to be considered for the issues that affect the educa- encouraged to apply early. program requires preparation in master’s degree must submit tion enterprise. Applications and all support- one of the cognate social science the Klingenstein Fellows • Provide skills and knowledge ing documents must be faculties of the University, for application as well as the needed for the effective leader- received in the Admissions example, Political Science, Soci- Teachers College Application ship and management of com- Office by January 15, 1999. ology, or Economics. The pro- for Admission. Please send the Contact: Professor Thomas Sobol plex organizations in a sophis- gram is intentionally research fellowship application to the (212) 678-3783. ticated technological society. focused and theoretical. It does Klingenstein office by January • Create and sustain a learning not attempt directly to prepare 15 and the Teachers College Doctor of Education and community committed to its holders to excel in the field application to the Admissions Master of Business Adminis- continuous learning and of practice. Students who are Office by February 1. tration: A Joint Program Contact: Professor Pearl Rock mutual support. committed to leadership in Kane (212) 678-3156. (Ed.D. /M.B.A.—Code TAA) schools and other educational The curriculum spans the Joint Degree Program in Edu- institutions should apply for domains of institutional analy- cational Leadership & Manage- admittance to the Ed.D. pro- sis, management systems, orga- ment (with the Columbia Uni- gram. Before making applica- nizational behavior, and policy versity School of Business)

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Klingenstein Summer Institute Technology in the Classroom, Special Note: ORLA 4900. Research and An intensive residential sum- The Pros and Cons of Private Degree applicants are required independent study in educa- mer institute is offered for inde- Contracting and School Site to verify professional access to a tional administration (1 or more) pendent school teachers with Budgeting. The Institute offers computer. Doctoral students are Permission required from individ- two to five years of teaching a combination of classroom lec- encouraged to purchase a laptop ual faculty. Special individualized work. When registering please use experience. The Institute is tures by leading experts in the computer. Completion of the correct section number as listed by designed to increase classroom field, simulations, case studies, doctoral student certification Professor below. effectiveness and to prepare and team work. Contact: Professor examination will require rele- Section #01—Professor Smith; teachers who have demonstrated Peter Cookson (212) 678-3987. vant computer competencies. Section #02—Professor Petrides; outstanding promise for leader- Section #03—Professor Sobol; ship positions in private schools. Principal’s Work Conference Courses: Section #04—Professor Kane; Section #05—Professor Mann; Participation is based on an The Educational Administra- Before selecting courses, students award that covers all expenses. tion Program sponsors the Note: there is no Section 6. should consult: (1) The Degree Section #07—Professor Heubert; Participants earn four graduate Principal’s Work Conference Requirements of the College credits that may be applied through the Center for Educa- Section #08—Professor Richards; describing the requirements of Section #09—Professor Orr; toward the Master of Arts tional Outreach and Innova- each degree; (2) The requirements Section #10—Adjunct Professors; degree. Contact Professor Pearl tion. School leaders explore cre- of the Educational Administration Section #11—Professor Powell; Rock Kane (212) 678-3156. ative administrative Program as described in the Hand- Section #12—Professor Shipps. problem-solving in terms of book or “Guide” (see also, Web Klingenstein Visiting Fellows community building, curricu- page http://www.tc.columbia.edu/ ORLA 5051. Program ~academic/o&ldept/edadmin); and Program lum models, school design, leadership: Cases (2) (3) your faculty advisor. The Klingenstein Visiting Fel- school-community assessment Faculty. Permission required. lows Program is a one-month and inter-institutional relations Case studies in a simulated school General and Research program of intensive study and in the context of school reform. system. interaction with professional Participants attend to current ORL 5521. Introduction ORLA 5535. Introduction to peers for heads of independent research. Contact: Professor Peter to Research Methods in Education (3) research in educational admin- schools. School heads are in res- Cookson (212) 678-3987. istration (3) idence at the College. They Professors Petrides and Shipps. This course meets a Departmental Faculty. An introduction to con- participate in seminars on Superintendent’s Work requirement for an introductory temporary research in educational issues confronting independent Conference course on understanding research administration with particular school leaders and attend collo- The conference is a ten-day across a wide spectrum of educa- attention to design and method- quia on topics of interest professional development pro- tional settings. Basic concepts of ological issues in the field. including educational philoso- gram held each year during the research methods and theories of phy, organization development, month of July. Conference par- research are introduced so that stu- ORLA 5650. Field and and institutional and policy ticipants meet with nationally dents can comprehend and critique clinical research methods in education (3) analysis. School heads also pur- known educational leaders, education research and evaluation. Methods discussed include both Professor Orr. Techniques and sue independent study, investi- public policy makers, and methods in designing and con- gating problems of particular scholars to discuss and analyze qualitative and quantitative approaches to research, such as sur- ducting qualitative and field relevance to their school situa- major educational and social veys, case studies, ethnography, research. Includes conceptualizing tions. Ten fellowship awards issues. Attendance is by nomi- participant observations, inter- and designing a study and proce- are granted annually. Contact: nation and invitation. views, and oral histories. dures in qualitative interviewing, Professor Pearl Rock Kane Contact: Professor Thomas Sobol observations, focus groups, and (212) 678-3156. (212) 678-3783. ORL 6518. Methods of case document analysis. Students con- study and analysis (3) duct a pilot study. Management Systems Summer Financial Assistance: Professors Orr and Marsick. Tech- niques and methods of preparing ORLA 5830. The Klingenstein Institute All new students seeking to be summer institute (4) The Summer Institute in Man- eligible for any type of financial and analyzing case studies of organizations and institutions. Professor Kane. Permission agement Systems meets for two assistance, must complete the required. Enrollment limited. An weekends in June. It is designed Teachers College Financial Aid ORLA 4001. Overview of intensive residential program that to enhance the school adminis- Application included in this administration (3) introduces young liberal arts grad- trator’s perspective of the busi- Catalog. To be considered, stu- Professor Richards. An introduc- uates to the complexity and chal- ness side of the educational dents must complete their tion to educational governance, lenge of teaching in independent enterprise. Each summer takes a application by the priority organization, policy making, schools. Topics include curriculum new topic. Past topics have deadline. Minority candidates administration, and leadership of and assessment, understanding included: The Ecology of Finan- interested in educational lead- schools and school systems in the school organizations, issues of diversity and philosophy. cial Planning, Budget Forecast- ership in urban settings may United States. The course coming, School Facility Needs qualify for fellowships. bines the study of theory and prac- Assessment, and the Politics of tice through the use of case studies and critical incidents. the Budget Process. Future topics will include: Managing

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ORLA 6211–ORLA 6241. Colloquia in educational Section #09—Professor Orr; Section #07—Professor Heubert; Clinical projects in educational administration Section #10—Adjunct Professors; Section #08—Professor Richards; administration: Colloquia centered upon an analy- Section #11—Professor Powell; Section #09—Professor Orr; Faculty. Permission required. Four sis of selected research in each of Section #12—Professor Shipps. Section #10—Adjunct Professors; clinical projects (one each in orga- the four major areas of administra- Section #11—Professor Powell; nizational analysis, management tion and the implications of this ORLA 7500. Dissertation Section #12—Professor Shipps. science, policy analysis, and insti- theory for administrative practice. seminar in educational tutional analysis) are required for administration (1–3) ORLA 8900. Dissertation the Ed.M. and the Ed.D. and to ORLA 5689. Klingenstein Professor Richards. Registration advisement in educational meet New York State’s Adminis- colloquium (4 per section) required of all doctoral candidates administration (0) trator Certification requirements. Professor Kane. Permission in this course or in two other Faculty. Individual advisement on Two clinical projects are required required. courses in ORLA 7500–7503 series doctoral dissertation. Fee: to equal for the M.A. degree. Two clinical offered by faculty of department. three points at current tuition rate projects must be completed by ORLA 5690. Klingenstein Development of doctoral disserta- for each term. For requirements see students in the doctoral program colloquium: Fellows (1–3) tion proposals and presentation of section on Continuous Registration. to be eligible to take the Program’s Professor Kane. Permission research plans for approval. Note: certification examination. Addi- required. The formal hearing of a dissertation ORLA 9900. Research and inde- tional information is available proposal (blue form) is a separate pendent study in educational from the printed leaflet entitled ORLA 6611. Sec. 1—Colloquium: event. administration (1 or more) Clinical Projects available in the Organizational behavior (3) For Post Docs only. Program Office, our Web page, or Professor Smith. Discussion of his- ORLA 7501 and ORLA 7503. from your Academic Advisor. torical development of perspectives Research seminar (1–4 per Institutional Analysis Note: Clinical Projects may also and paradigm shifts in the study of section) ORLA 4031. Leadership and be completed in regular courses in organizations. Greater emphasis is Faculty. For the student at the dis- institutional analysis: Early which students are enrolled. placed on organizational cultures sertation level. Emphasis on the childhood education adminis- ORLA 6211. Section 1— and on the meaning of politics as a individual student’s area of concentration (3) Clinical project: Organiza- community building process. A tration for the purpose of cri- Faculty. The instructional pro- tional analysis (1–4 per section) central question concerns the tiquing work, while simultane- gram, school organization, public ORLA 6221. Section 1— meaning of information technol- ously analyzing the implications of policy, staff personnel, funds, and Clinical project: Management ogy for leadership in the reform the research for education. facilities from the perspective of science (1–4 per section) and development of schools as Section #01—Professor Smith; the early childhood education pro- ORLA 6231. Section 1— institutions. Active participation Section #02—Professor Petrides; gram leader. Clinical project: Institutional in colloquium format based on Section #03—Professor Sobol; analysis (1–4 per section) selected readings. Section #04—Professor Kane; ORLA 6241. Section 1— Section #05—Professor Mann; ORLA 4033. Leadership and institutional analysis: Adminis- Clinical project: analysis ORLA 6621. Sec. 1—Colloquium: Section #06—Inquiry; tration of secondary schools (3) (1–4 per section) Management science (1–4 per Section #07—Professor Heubert; Professor Smith. Organizing and section) Section #08—Professor Richards; administrating schools as institu- ORLA 6460x (Fall) and ORLA Professor Richards. Permission Section #09—Professor Orr; tions; comparative study of school 6461y (Spring). Internship in required. Section #10—Adjunct Professors; Organization and Leadership (3) Section #11—Professor Powell; designs in context; governance and decision making; community Permission required. Individualized ORLA 6631. Sec. 1—Colloquium: Section #12—Professor Shipps. building, change and reform; internships for students. Internship Institutional analysis (1–4 per teaching and support services. in schools 20 hours per week. section) ORLA 7570. Research in admin- Section #01—Professor Smith; Professor Kane. Permission istration (1–4 per section) ORLA 4038–ORLA 4039. Lead- Section #02—Professor Petrides; required. Faculty. Permission required. Section #03—Professor Sobol; Advanced seminar involving a criti- ership and institutional analysis: Administration of elementary Section #04—Professor Kane; ORLA 6641. Sec. 1—Colloquium: cal review of important works in schools (3) Section #05—Professor Mann; Policy analysis and action (1–4 educational administration and pre- Professor Levin. ORLA 4038 deals Note: there is no Section 6. per section) sentations of works in progress. Use with the elementary principalship, Section #07—Professor Heubert; Professor Orr. Permission required. section numbers of ORLA 4900. Section #08—Professor Richards; linkages to the community, and the instructional program. ORLA Section #09—Professor Orr; ORLA 6900. Research and inde- ORLA 7573. Advanced seminar 4039 focuses on school organiza- Section #10—Adjunct Professors; pendent study in educational (1–4 per section) tion, pupil personnel, teacher per- Section #11—Professor Powell; administration (1 or more). Faculty. A dissertation seminar, sonnel, and funds and facilities. Section #12—Professor Shipps. Special individualized work. the content of which is the formal Registration for either one or both Permission required. presentation of students’ disserta- courses is permitted. ORLA 6500. Program leader- Section #01—Professor Smith; tion work and discussion of the ship: Design and evaluation (3) Section #02—Professor Petrides; implications for the practicing ORLA 4044 Transforming Professor Kane. The administrative Section #03—Professor Sobol; administrator. schools (3) responsibility in professional Section #04—Professor Kane; Section #01—Professor Smith; Professor Smith. Collaborative development, job restructuring, Section #05—Professor Mann; Section #02—Professor Petrides; field study of transformation faculty motivation, and participa- Section #06—Inquiry Program Section #03—Professor Sobol; process within specific urban/sub- tive decision making. only; Section #04—Professor Kane; urban systems. Focuses on leader- Section #07—Professor Heubert; Section #05—Professor Mann; ship for creating institutional cul- Section #08—Professor Richards; Section #06—Inquiry;

231 D EPARTMENT OF O RGANIZATION AND L EADERSHIP tures incorporating community ORLA 5587. Klingenstein ORLA 4071. The administration ORLA 5049. Program leader- building and national calls for new seminar for independent school of private schools (3) ship in multicultural settings (3) standards of student learning. educators (3) Professor Kane. An examination of Faculty. In-depth exploration of Professor Kane. A comprehensive the structure of private schools multiple aspects of the practice of ORLA 4045. Restructuring examination of contemporary edu- including an investigation of the reflective leadership in multicul- schooling in urban environ- cational issues in public and pri- organizational conditions of the tural milieux. Includes collabora- ments (3) vate schools to provide a context private school through reading, tive action research and conflict Professor Shipps. Institutional and for analyzing and understanding research, field study and guest resolution training. policy analysis of school redesign the independent school in broader lecturers. experiments in urban settings, perspective. Readings, discussions, ORLA 5054. Program leader- with special emphasis on the and site visits. ORLA 5012. Sec. 1—Community ship: Advanced cases and Chicago Case, review of the theo- politics, community policies, concepts (3) retical foundations research sup- ORLA 5820. Principal’s Work and administrators (3) Professor Smith. Emphasizes appli- port and implementation conse- Conference (Noncredit or 1) Professor Mann. Political analysis cation of analytic frameworks to quences, and analysis of how both Faculty. Developed in conjunction of administration at the service the development of schools in their experimental and systemwide with an advisory board of princi- delivery and community levels. social context. Focuses on the change is created. pals. School leaders will explore advocacy design process in actual creative administrative problem- ORLA 5016. Section 1 Law and urban settings. Site visits and writ- ORLA 4060. Designing Charter solving in terms of community educational institutions: ing of case studies. Schools (3) building, curriculum models, Equity issues (3) Professor Smith. Design focus on school design, school-community Professor Heubert. Prerequisite: ORLA 5530. Action research in instructional, governance, account- assessment, and inter-institutional ORLA 4086 or previous law organizational behavior (3) ability systems, and organizational relations in the context of school course. This course focuses on Professor Orr. Techniques and patterns. Reference to research on reform. Participants will attend to issues of equal educational oppor- methods of designing and con- school models and on legislative current research. A second point of tunity. Topics include desegrega- ducting action research on organi- and regulatory context of charter credit can be earned by registering tion; bilingual education and other zational problems. Various schools. Charter school leaders par- for ORLA 4900. Meets for three services for English-language methodological and organizational ticipate as resources Collaborative days in early June. learners; harassment based on race, issues are addressed on the use of field and electronic studies of sex, and sexual orientation; action research to foster organiza- existing charter schools. Organizational Behavior employment discrimination; tional learning and problem solv- school finance reform; special edu- ing through systematic inquiry ORLA 4070. The institutional ORLA 4010. Section 1 Introduc- cation; HIV/AIDS; affirmative and reflection. Students conduct an analysis of private schools (3) tion to organization and change action; and issues of race and gen- action research project. Professor Kane. A consideration of theory in education (3) der in testing, curriculum, and the diversity, purposes, organiza- Professor Orr. An Introduction to instruction. ORLA 6018. Staff personnel tion, and structure of private various theoretical perspectives on administration (3) schools and an analysis of faculty organizational behavior and their ORLA 5017. Groups and inter- Faculty. Human resource needs, and administrative roles as com- application to organizational prob- personal behavior (2–6) certification, selection, assignment, pared with public schools. lems. The course emphasizes the Professor Powell. Organizational promotion, salaries, retirement, study to organizational culture and behavior with reference to interper- absences, evaluation, development, ORLA 5052. Program leadership implementation and change in sonal relationships and the conflicts tenure, academic freedom, teach- (2–3) organizations. resulting from the needs of indi- ers’ organizations, grievances, col- Professor Smith. Focuses on dilem- viduals compared to the demands lective negotiations. mas facing institutional leaders in ORLA 4011. Behavior in of the organization. Special Permis- an effort to promote reflection-in- organizations (3) sion required. Special fee: $50. ORLA 6552. Section 1 Behav- action among administrators. Spe- Professor Orr. Psychological, ioral analysis of leadership (3) cial fee: $10. social, and cultural factors in the ORLA 5018. Understanding Professor Smith. Critique of and establishment and development of Authority and Exercising application of research on leader- ORLA 5055. School administra- educational organizations. Leadership (3) ship. Analysis of case studies, with tion and cultural diversity (3) Professor Powell. This course pro- the development of a strategic plan Faculty. An in-depth exploration ORLA 4030. Ethical Issues in vides an opportunity for students for a case site. of major challenges posed by cul- educational leadership (3) who want to explore theory and tural and linguistic diversity from Professor Sobol. An examination of experience of leadership, authority, ORLA 6610. Colloquium in the perspective of the school ethical issues inherent in educa- and change. The course examines managerial behavior (3) administrator. tional leadership, with an empha- the conscious and unconscious Professor Smith. Permission sis on ethical practice as well as dimensions of group and intergroup required. Emphasis upon classic ORLA 5532. Leadership and theory. The ethics of rights, jus- dynamics with a focus on reflective studies and analysis of the implica- institutional analysis: The tice, and care applied to moral practice and professional develop- tions of research for organization community and program dilemmas arising from the profes- ment for change and growth. theory and administrative practice. development (2–3) sional literature, the humanities, Special Permission required. Faculty. School community rela- and the student’s own practice. Special fee: $50. tionships, needs assessment, program planning, and evaluation of student progress. Special emphasis on the principalship.

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Management Systems and social capital; educational pro- bilization, pricing and affordabil- ORLA 5027. School fund duction functions and allocative ity, funding sources, endowment accounting (3) ORLA 4021. Section 1 Introduc- efficiency; cost benefit and cost management, and government Faculty. Prerequisite: ORLA 4025 tion to management systems (3) effectiveness analysis in education; compliance. or equivalent. Examination of the Professor Petrides. An introduction the distribution of education basic mechanics of financial to the fundamental principles and among competing groups and ORLA 5020. Section 1 Informa- accounting for public school sys- concepts of management informa- individuals; teacher markets and tion systems for decision mak- tems. Managerial uses of account- tion systems. The course examines salary determination; and educa- ing in learning organizations (3) ing for providing internal control the management of information tional planning. Professor Petrides. A theoretical, and information for decision mak- systems across several different conceptual, and operational analy- ing are also explored. types of organizations, with an ORLA 4062. School business sis of information systems used for emphasis on the management of administration: Non-public decision making and problem ORLA 5050. Sec. 1. Program education-related information sys- schools (3) solving in learning organizations. leadership: Grants funding tems in K-12 as well as in institu- Professor Richards. Emphasis on An integral part of the course workshop (3) tions of higher education. The non-public schools. Introduction involves developing the technical Dr. Segall. Use of word processor, course explores both the theoretical to school business administration and analytical skills necessary to spreadsheet, and database to create as well as practical implications of including an overview of account- manage information systems, with actual federal grant proposal information systems. Several key ing, financial planning, budgeting, an emphasis on those systems that appropriate to work site. Dual themes are addressed, such as: scholarships, endowments, capital are designed to make it possible focus on learning application and looking at how information sys- planning, salaries and pensions, for organizations to transform development of funding proposals tems can increase the problem- and cash management. their information-based systems as planning documents. Special solving capabilities within an orga- into knowledge-based systems. fee: $10. *Computer Lab mandatory nization or school; and exploring ORLA 4820. Summer institute Emphasis is also placed on under- for second hour of class. how information can enable leaders in management systems (4) standing the environmental sys- to perform their jobs more effec- Faculty. Broad introduction to the tem in which the organization ORLA 6019. Labor management tively. Special fee: $50. conceptual underpinnings and exists. Special fee: $50. relations in education (3) intensive hands-on application of Faculty. Enrollment limited. ORLA 4022. Introduction to microcomputer-based techniques ORLA 5021. Management Negotiations as administrative management systems-lab (1) for management planning, science (3) process for decisions and manage- The purpose of this lab is to pro- resource allocation, information Professor Petrides. Prerequisite: ment of patterns of remuneration vide students with technical systems design, and data based- ORLA 4021 or permission of and conditions of work. Cases and hands-on computer experience in policy and decision analysis in instructor. Allocation and predic- simulation. Special fee: $30. web-based technologies and data- both public and private organiza- tive models for management. Prin- base design. This lab is designed tions. Special fee: $50. ciples and applications of decision ORLA 6020. Seminar in to build the capacity of students to and utility theory. Economic and management systems (3) conceptualize and develop data- ORLA 4874. Strategic market- cost-benefit analysis and linear Professor Petrides. Permission based information systems. Stu- ing for academic institutions (3) programming. Utilization of required. Intensive study and dents will be introduced to Faculty. This course focuses on mar- smoothing, regression, and simula- field-based activities related to resources and participate in exer- keting concepts for private schools tion techniques for planning and information systems and to school cises related to the design, imple- and non-profit organizations. Stu- forecasting. business administration topics. mentation, and maintenance of an dents will explore how institutions Students complete individual pro- information system. describe themselves and how they ORLA 5025. Section 1 Ecology jects in conjunction with adminis- relate to various external publics of educational planning and trators from public or private ORLA 4025. Section 1 School such as students, parents, board management (3) organizations. business administration (3) members, and donors. Topics of Professor Richards. This course Professor Richards. Introduction to study will include mission state- takes an open systems or ecological Policy Analysis and Action school business administration ments, core marketing strategies approach to planning and manage- including overview of fiscal and and strategies for growth and comment in educational institutions of ORLA 4030. Ethical issues of property accounting, district and munication. Students will design a all kinds, including pre-school, educational leadership (3) site-based budgeting, cash plan- marketing plan for an organization elementary, secondary, higher edu- Professor Sobol. The ethical impli- ning, purchasing and supply man- of their choice. cation, and other public and pri- cations of educational issues, with agement, transportation systems, vate institutions. It focuses on a focus on the moral imperatives operation and maintenance of facil- ORLA 4876. School finance: both the personal and institutional and moral dilemmas of educational ities, and management of food ser- Resource allocation for non- nature of planning in complex, leadership. vices. Special fee: $30. profit organizations (3) highly adaptive organizations. Stu- Faculty. An exploration of the dents will learn how to conduct ORLA 4040. Education policy ORLA 4055. Economic con- business aspects of managing pri- ecological audits, develop strategic decision making (3) cepts, the administration of vate schools and non-profit organi- plans, benchmark organizational Professor Shipps. An introduction educational institutions and zations The focus is on critical performance, and write policy to policy analysis concepts and policies (3) issues of management including: options briefs. Some familiarity techniques in a range of school and Faculty. Course concepts include: decision making, strategic plan- with computers recommended. nonschool settings. Emphasis on the economic value of education to ning, and analysis and allocation of Materials fee: $10. technology and learning. society, the economy, and individ- resources. Participants will analyze uals; theories on the linkages complex issues and problems con- between education and income; fronting leaders in private schools the interplay of physical, human such as enrollment and tuition sta-

233 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

ORLA 4042. The role of the ORLA 5541. Federal politics, ORLA 6542. History and poli- ing a rigorous program empha- state in education governance, federal policies, and adminis- tics of urban school reform (3) sizing guided independent policy and practice (3) trators (3) Professor Shipps. This survey study. Students must complete Professor Sobol. The impact of Faculty. The impact of federal course prepares students for their 40 transferable credits from pre- state authority on local schools and policies on administrators and roles as leaders of institutional vious successful graduate study school districts, seen through case vice versa. Examines the interac- change by acquainting them with prior to beginning the program. studies of contemporary education between the political arena our legacy of urban school reform, The applicant’s personal state- tional issues. Roles, relationships, and the policy arena. Attention to its trends and cycles. It covers trends, and the political context of a number of topical areas of policy political issues in historical con- ment must document experience policy making at the state level. including implementation stud- text. Multiple versions of account- in leading, designing, or teach- ies, the problem of innovation, ability, standards, equity, and ing in programs that serve adult ORLA 4046. School finance: and nonschool-based educating access make up the cycles of reform learning in a variety of settings: Policy and practice (3) institutions. to be examined, along with the institutions of education; corpo- Professor Richards. Examination pedagogical and governance rations; healthcare; non-profit of the judicial and legislative ORLA 5544. Current topics in dilemmas (progressivism vs. tradi- and public organizations; or reli- involvement in school finance policy analysis for administra- tionalist, centralization vs. decen- gious and community education reform, taxation, and the equity tors (3) tralization) that underlie them. initiatives. The personal state- and efficiency of local, state, and Professor Mann. Collaborative The cross cutting political con- ment should also identify career/ federal finance policies and sys- work groups on topics such as cerns of power, class, race, gender, life goals and describe why a tems. Materials fee: $25. media and education, telecommu- and relation will be woven into degree in this field is a good fit nications, and the role of entertain- discussions and course work. with these goals. ORLA 4058. Privatization ment industries. Especially appro- and commercialization in priate for clinical projects and/or Other requirements for admis- education (3–4) exploration of dissertation topics. Programs in Higher and sion include a professional Professor Kane. An investigation resume indicating several years of the controversial issues concern- ORLA 5645–ORLA 5647. Topics Adult Education of experience in program devel- ing the privatization, commercial- in policy planning and imple- (Code: TD) opment or administration of ization, and the redistribution of mentation. Adult and Continuing Education adult education, counseling, education in the United States, ORLA 5645. Intergovernmen- including for profit and nonprofit tal relationships (3) Adult Education Guided staff development or training. ventures. Professor Mann. Intergovern- Intensive Study (AEGIS) In addition a proof of access to mental relationships, program a university library; a sample of ORLA 4086. Law and educa- assessment including national Higher Education with academic writing (preferably tional institutions: Issues of standards, program develop- specializations in: from work in an academic pro- authority, religion, free speech, ment cycles and leadership Higher Education gram), and an application essay and safety (3) implications. Administration (see below) are also required. Professor Heubert. This introduc- College Teaching and Acade- tory course focuses on legal issues ORLA 5646. Concepts and mic Leadership The application essay (next that arise in public and private techniques (3) Student Personnel Administra- page) should not exceed ten schools. Topics include regulation Professor Sobol. Concepts and tion of public and private schools; techniques of policy planning double spaced pages. If the church-state issues; free-speech and implementation analyzed application materials are rights of students, teachers, and through theoretical readings Adult and Continuing acceptable, applicants will be extracurricular groups; who con- and case studies at local, state, invited to campus for a day for trols the curriculum; the authority and national levels. Cases are Education an interview. They will also be to make and enforce rules govern- drawn from both education and (Code: TDA—M.A. and Ed.D.) asked to complete a second on- ing student and staff conduct, on other spheres of public adminis- (Code: TDS—Ed.D. AEGIS site writing assignment at that and off school grounds; the duty to tration. time. protect the safety of students and program) Program Coordinator: others; child abuse; search and ORLA 5647. Effective Early admission decisions are seizure; and due process. schools (3) Professor Victoria Marsick Faculty. Examination of sugges- For Admission inquiries: made in December of the year ORLA 5046. School finance: tions by various authors of criti- 212-678-3710 preceding the beginning of the Resource allocation (3) cal features and elements that Program Office: 212-678-3760 program. Applicants who want Faculty. In-depth analysis of fac- make schools effective. to be considered for an early tors affecting the cost and quality National, state, and organiza- Degrees Offered: admission decision should make of educational services within dis- tional reports, as well as indi- Master of Arts (M.A.) sure that their materials are sub- tricts and within states. Examina- vidual authors will be studied. Doctor of Education (Ed.D.) mitted by October 1 of the year tion of methods to improve equity preceding the beginning of the and efficiency in the allocation of ORLA 6540. Topics in urban Special Application program. Applicants submit- resources. Special fee $10. education policy (3) Requirements/Information: ting materials by December 1 of Faculty. Leadership responsibility in the formulation, implementa- AEGIS that year, will be interviewed in tion and assessment of urban edu- The AEGIS program is designed February. The admission dead- cation policy. for experienced, self-directed line is December 1. Admissions professionals capable of complet-

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experience. Course work is AEGIS Doctoral Admissions Application Essay completed over a two-year period. Participants attend a For centuries Western philosophical thought has considered the uniqueness of human beings, and concentrated three-week ses- how they differ from other species that inhabit the earth and the special responsibility this unique- sion at Teachers College in ness entails. each of three summers. During Thomas Aquinas, building on the work of Aristotle, tells us “that the ultimate intrinsic end of man the academic year, they meet is the perfection of his highest and specific faculty, namely his intellect.” John Donne, when con- for Friday evening and Satur- fronted with his own imminent death, tells us that “no man is an island entire of itself; every man is day seminars four times each a piece of the continent, a part of the main . . . any man’s death diminishes me, because I am involved semester for a total of four in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.” semesters. Courses are not open to students from other In your view what assumptions underlie each of these statements? In what ways are these statements programs. Special tuition: contradictory or complimentary? What do these statements tell us about individual and societal $7,500 per semester. Tuition may responsibility for leadership and learning? What dilemmas, if any, do they suggest for the role of be subject to change. 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? AEGIS students earn 50 points at Teachers College in a structured program that provides Master of Arts Doctor of Education decisions are normally made by required courses in three areas: March of the year in which the Organizations of all kinds— This program, leading to the theory, research, and the study program begins. private sector business, health- Doctor of Education in Adult of professional practice in dif- care institutions, government and Continuing Education, is ferent settings in which adults Program Description: agencies, and not-for-profit designed for experienced lead- learn. Students must also pass a Adults face new demands for institutions—are changing ers of adult education policy certification examination, and lifelong individual learning in rapidly in response as they re- and programs who are inter- complete a dissertation. order to flourish in a rapidly organize to meet their cus- ested in research and theory- changing environment. Leaders tomers’ needs in a global, high building as it relates to adult Degree Requirements: in organizations and communi- technology, knowledge era. and organizational learning. ties of all types have also taken Learning is a key ingredient to The curriculum includes core Master of Arts fresh interest in adult and orga- their success…learning that is: courses on adult development Students gain an M.A. by earn- nizational learning in order to • Linked to performance and learning, as well as the ing either 30 points and doing draw effectively on the support development of research com- a research-based essay; or 32 resources of the entire institu- • Active, integrated with petence. Students develop tai- points and a written, integration in the search for new solu- work, and designed around lored programs that link to tive project that applies learn- tions to increasingly complex real-world problems course work in other programs ing to real work challenges. problems. • Available just-in-time and within the Department and Illustrative projects include: through alternative formats across the College depending guidelines for developing a cor- The adult education graduate and technologies on the context within which porate mentoring program, program, which offered the • Captured and shared as orga- they work: private, public, and assessment of an action learn- first degree in this field in the nizational learning. nonprofit organizations; higher ing project in a utility, a review United States, prepares profes- and continuing adult educa- of coaching models in use in sionals who lead, design, The M.A. in Adult and Con- tion; or adult basic education corporations, a plan for devel- implement, and evaluate pro- tinuing Education, with a con- in community and social action oping a learning culture in a grams that are based on prin- centration in Workplace settings. retail stores organization, or a ciples of Adult and Organiza- Learning, Training, and Devel- sales service training program. tional Learning (AOL). The opment is designed for those Doctor of Education, AEGIS track program develops scholar- who work, or wish to work, in AEGIS is a highly selective, The program consists of five practitioners who can think organizations as Human fast-track cohort program lead- required core courses in work- critically about their practice Resource Developers and adult ing to the Ed.D. in Adult and place learning: Theory and in relationship to theory, and educators. It provides students Continuing Education for Practice of Adult Learning apply theory effectively in with up-to-date theory and the mid-career professionals who (ORL4050), Designs for Facili- their practice. The program opportunity to learn more work full time, and who tating Adult Learning develops capabilities in critical about best in-class practice so choose to pursue a doctorate in (ORL4053), Needs Assessment thinking and transformative that they can more effectively a concentrated format. The and Evaluation (ORL4052), learning; and in individual design, manage, deliver, and program emphasizes leadership Staff Development and Train- and collective learning as it evaluate interventions for adult for adult and organizational ing (ORL5055), and The relates to social and organiza- and organizational learning in learning. Scholar practitioners Learning Organization tional change. this changing environment. are helped to examine and cri- (ORL5061). In addition, stu- tique theory and professional dents select among alternative

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• research methods, with Higher Education Adminis- AEGIS COURSE SCHEDULE emphasis on applied field tration (Code: TDJ) research using quantitative Master of Education (Ed.M.) YEAR I Summer (Three week session) and qualitative methods Student Personnel Adminis- ORLD 6909 Program Development (3) • special interest courses that tration (Code: TDH) ORLD 6800 Life-History (2) emphasize organizational cul- Higher Education Adminis- ORLD 6902 Proseminar in Adult Education (3) ture and context in different tration (Code: TDJ) settings Doctor of Education (Ed.D.) Autumn Higher Education (TDJ) ORLD 6908 Adult Education Theory (3) ORLD 6800 History of Adult Education (1) In addition to courses that we ORLD 6918 Introduction to Research (3) provide, students must take Special Application course work in: Requirements/Information: Spring • organizational and institu- Applications are considered for ORLD 6904 How Adults Learn (3) tional context courses as rele- fall enrollment only. ORLD 6800 Higher Adult Education (1) vant to the level and focus of ORLD 6803 Qualitative Research (3) study The Master of Arts programs • disciplinary studies as rele- are designed for persons prepar- YEAR II Summer (Three week session) vant to the level and focus of ing for general administrative ORLD 6912 Advanced Seminar I (3) study, e.g., history, social sci- positions, or who are already Workshop: Certification Exam Preparation (0) ences, anthropology, or psy- employed in entry-level posi- HUDM 5021 Empirical Research (3) chology as it relates to adult tions in universities, two- and learning and education four-year colleges, technical Autumn • understanding and/or con- institutes, professional schools, A&HF 4084 Social Philosophy (3) ducting research as relevant and non-profit organizations. ORLD 6800 Literacy/Adult Basic Education (1) to the level and focus of ORLD 6918 Advanced Research (3) study The Master of Education pro- ORLD 6914 Directed Dissertation Research (2) grams are available to those who Doctor of Education have at least two years of profes- Spring (AEGIS track—Code: TDS) sional experience who wish to ORLD 6918 Advanced Seminar II (3) ORLD 6800 Workplace Learning (1) NOTE: After course work, can- engage in advanced study with- ORLD 6918 Advanced Research (3) didates must enroll in ORLD out undertaking the commit- ORLD 6914 Directed Dissertation Research (2) 8900, Continuous Dissertation ment of a doctoral program. Advisement, up to and includ- YEAR III Summer ing the semester in which the Applicants to the doctoral pro- ORLD 6918 Advanced Research (2) “Defense” is held and major gram should submit a scholarly ORLD 6914 Directed Dissertation Research (2) writing sample with their ORLD 6800 Review of Learning Experience (Capstone) (0) revisions are made on the document, as recommended by the applications. Dissertation Committee. Fall and Spring Program Description: ORLD 7900 Dissertation Seminar ORLD 8900 does not involve ORLD 8900 Continuous Dissertation Advisement class meetings. Alternatively, As the field of higher education candidates can enroll in ORLD becomes more complex, the 7900, a seminar that meets on need for well-prepared, care- breadth courses in three related Doctor of Education AEGIS weekends for additional fully trained leaders becomes areas: understanding research (ACE track—Code: TDA) guidance in their research. increasingly more important. reports, organizational dynam- The Higher Education program The Ed.D. requires a minimum at Teachers College is dedicated ics, and technology that sup- of 90 points of graduate course ports workplace learning. Programs in Higher to the mission of helping pro- work, a certification examina- vide exceptional leaders to col- Finally, the remainder of a stu- tion, and a dissertation. dent’s program is tailored to Education leges and universities, both in the United States and abroad. career goals by selecting from Core areas of study include the Program Coordinator: courses across the College. Stu- Professor L. Lee Knefelkamp The program is committed to a following: philosophy of education which dents can take courses at the • adult development and adult For Admission inquiries: Columbia University Business 212-678-3710 builds constructively on con- education theory and methods temporary theories developed in School if they wish, and can • organizational learning theory, Program Office: 212-678-3750 receive credit for learning from research and practice as they are design, and implementation imaginatively applied to educa- up to 200 clock hours of • program design, implemen- Degrees Offered: internships. Master of Arts (M.A.) tional problems. It is a blend of tation, management, and offerings in theoretical founda- evaluation Student Personnel Administration (Code: tions of educational thought TDH) and of training in practical

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

237 D EPARTMENT OF O RGANIZATION AND L EADERSHIP level; and (e) performing the other positions of institu- Courses: governance, teaching, student personnel work, finance, adult educa- functions of program assess- tional, state, and national ORL 5521. Introduction ment, design, implementation, leadership. tion, and the future of the commu- to research methods in nity college. and evaluation, as appropriate. education (3) Degree Requirements: Professors Petrides and Shipps. ORLD 4020. College and Graduates of this program are This course meets a Departmental Master of Arts university organization and prepared to seek employment requirement for an introductory administration (3) in a variety of student affairs Higher Education Administration course on understanding research Faculty. Basic aspects of college and higher education settings The M.A. in Higher Education across a wide spectrum of educa- and university organization and such as: academic advising requires a minimum of 32 tional settings. Basic concepts of administration with consideration offices, academic support points of graduate course research methods and theories of given to the roles of various groups research are introduced so that stu- offices, student activities cen- work and a comprehensive in governance and management as dents can read and critique educa- well as organizational processes ters, Greek and other student examination. tion research and evaluation. organizations advisement cen- such as leadership, decision mak- Methods discussed will include ing, and conflict resolution. Exter- ters, career planning and place- Student Personnel Administration both qualitative and quantitative The M.A. requires a minimum nal and internal constraints exam- ment offices, residence life approaches to research, such as sur- ined from conceptual, practical, offices, HEOP, TRIO, and of 32 points of graduate course veys, case studies, ethnography, and policy perspectives. minority student affairs offices, work, an intensive internship participant observations, inter- student unions, orientation (approximately 15–20 hours views, and oral histories. ORLD 4022. College personnel offices, learning centers, admis- per week), and a comprehensive policies and practices (3) sion offices, financial aid examination. ORL 6518. Methods of case Faculty. Personnel problems in col- study and analysis (3) leges, including faculty and staff offices, commuter affairs Professors Orr and Marsick. Tech- offices, college and university Master of Education evaluation, recruitment, affirma- niques and methods of preparing tive action, promotion, tenure, staff training and development Higher Education Administration and analyzing case studies of orga- offices, etc. retrenchment, leadership/manage- The Ed.M. in Higher Educa- nizations and institutions. ment and personnel development. tion Administration requires a Higher Education—Doctor of minimum of 60 points and an ORLD 4010. Purposes and poli- ORLD 4030. The economics of cies of higher education (3) Education Integrative paper. post-secondary education (3) The doctoral program in Faculty. An introduction to the Dr. Baldwin. A theoretical and Higher Education has been U.S. system of higher education practical discussion of public/pri- Student Personnel Administration through an overview of the system designed to provide profes- The Ed.M. in Student Person- vate finance of higher education. and its history, a survey of the mis- Economic and social rationales are sional preparation and to assist nel Administration requires a sions and purposes served by U.S. doctoral students in develop- discussed as well as specific financ- minimum of 60 points of grad- colleges and universities, and an ing proposals. ing as expert administrators, uate course work, an intern- investigation of some of the press- practitioners, researchers, and ship, and a comprehensive ing policy questions now con- ORLD 4031. Financial adminis- college faculty and in related examination. fronting those institutions. tration of higher education state and federal offices and institutions (3) foundations. The program ORLD 4011. Curriculum Faculty. The course is intended for Doctor of Education and instruction in higher bears special responsibility for The Ed.D. in Higher Educa- those who will be involved in the preparing leaders to the degree education (3) budgeting process at colleges and tion requires a minimum of 90 Professors Knefelkamp and Levine. that its graduates have unique points of graduate course work, universities. No previous financial An introduction to the history, training is required. The course is opportunities to shape organi- a certification examination, and trends, and issues pertaining to cur- zational goals, to influence the an introduction to business princi- a dissertation. Course work is riculum in U.S. higher education. ples and their importance for deci- character of educational pro- completed in the following Internal and external influences on grams, and to affect institu- sion making in higher education. areas: curriculum decisions and implica- Topics include budgeting, tional performance. Graduates tions for the organization and Program core courses 27 accounting, financial reporting, of this program have served as administration of colleges and uni- and planning. presidents, vice-presidents, Theoretical foundations/ versities. Examination of past and broad and basic areas of deans of students, academic current curriculum trends, includ- ORLD 4040. The American deans, graduate faculty, busi- scholarship 9 ing the impact of the new scholar- college student (3) ness managers, financial aid Specialization 15 ship of gender, race and class. Professor Knefelkamp. Reviews Modes of inquiry/research/ the demographic data about stu- officers, admissions directors, ORLD 4012. The community registrars, development offi- preparation for dents, the changing relations of dissertation 15–21 college (3) students to colleges, the diverse cers, college union directors, Dr. Hankin. Emerging issues, affirmative action officers, Provision for individual patterns of structure and function problems, and trends in commu- by which colleges individualize multicultural affairs coordina- needs and interests/ nity colleges, technical institutes, electives 18–24 education and provide for student tors, placement directors, pub- and adult education. Topics development, and the influence of lic relations offices, directors include the history and philosophy colleges upon students. of institutional research and of the community college move- planning officers, as well as in ment, students, state and local

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ORLD 4041. Student personnel ORLD 4052. Program develop- ORLD 4815. Developing critical recruitment and retention of administration: Organization, ment: Assessing learning needs thinkers (1) diverse student and faculty popula- functions, and issues (3) and evaluating outcomes (3) Dr. Brookfield. This workshop will tion in the context of American Faculty. Permission required. An Dr. Fey. In-depth consideration of explore answers to questions con- higher education. introduction to various forms of issues, strategies and tools for cerning facilitating adult learning. organization and functions: multi- ensuring that the right needs are Presentations from the workshop ORLD 5011. College teaching disciplinary foundations, including identified within organizations, leader will be interspersed with and learning (3) historical and philosophical foun- that resulting learning programs small group exercises focusing on Professor Knefelkamp. Designed dations and conceptual and address learning needs, and that different approaches to helping for individuals who aspire to col- research contributions from the program development provides adults learn. Participants will be lege teaching, this course empha- behavioral and social sciences. adequately for evaluation of learn- encouraged to explore their own sizes research on student learning, ing on multiple levels. Course experiences as learners and facilita- multiple pedagogies (such as expe- ORLD 4042. Student personnel addresses both theory and practical tors and to consider how these riential learning, learning commu- administration: Programs and examples of implementation. experiences might help them to re- nities, effective lecture, discussion, services (3) frame their practice. evaluation approaches, and cur- Faculty. A survey of programs and ORLD 4053. Facilitating adult riculum design.) The course services typical of American col- learning (3) ORLD 4820. Cultural diversity stresses the implications of diver- leges and universities. Includes Dr. Bitterman and Professor Mar- training in higher education set- sity in the student population. contemporary issues of concern to sick. In-depth consideration of tings: Issues and concerns (1) student personnel administrators. issues, strategies and methods for Professor Knefelkamp. This intro- ORLD 5021. Patterns of organi- facilitating adult learning. Theory ductory workshop will address zation and management in ORLD 4043. Developmental is considered in relationship to multicultural training issues in higher education (3) academic advisement programs practice. Methods are identified higher education such as workshop Faculty. Prerequisite: ORLD 4020 in colleges and universities (3) that are suited to adult learning in and intervention design, assess- or an introductory course in higher Dr. Chang. A survey of theory and different settings, and to the role ment issues and methods, ethical education; a course in organization research and an examination of the played by groups in individual to concerns, group process, and gen- theory is strongly advised. The various organizational, administra- team learning. No prerequisites eral training considerations. study of college and university tive, and staffing arrangements that required, but learning is enhanced organization from multiple per- pertain to student advisement pro- when taken following ORLD 4051. ORLD 4830. Transforming spectives, with emphasis given to grams in colleges and universities. the curriculum: Theory and understanding their implications ORLD 4054. Adult literacy: practice (3) for executive and management ORLD 4050. Introduction Critiquing theory and Professor Knefelkamp. This course practice. to adult and continuing practice (3) is designed to explore both the education (3) Dr. Bitterman. Permission cognitive and cultural implica- ORLD 5022. The issue of Dr. Bitterman. An introduction to required. Explores the complex tions of curriculum design. It quality in postsecondary the professional field of adult and issues surrounding adult literacy emphasizes the theoretical and education (3) continuing education: fields of from the educator’s perspective. practical implications of curricular Faculty. Examination of the issue practice (higher education, work- Through a critical reading of rep- transformation based on the new of quality as it exists and is place, management training, social resentative literature and an in- scholarship of gender, race, class, debated in higher education. Looks action, literacy and the like, and field project, insight into contex- and ethnicity as well as student at the evolution and development their evolution, and new chal- tual approaches to literacy and the intellectual and interpersonal of the issues of quality as they lenges; schools of thought [prag- myths surrounding illiteracy may development. manifest themselves in accredita- matism, radicalism and human- be gleaned. tion, assessment, program review, ism]); their transformation and ORLD 4844. Helping adults and total quality management. their relevance; clarification of con- ORLD 4500. Special topics in learn (3) Course investigation will begin at cepts; and discussion of emerging higher and adult education Dr. Brookfield. In this course, par- the macro (institutional) level and issues and challenges. (1–3) ticipants will explore the ways in progress to the micro (classroom, Faculty. Periodic explorations of which adults learn critical think- student) level. ORLD 4051. How adults special topics and issues in fields of ing and they will experience differ- learn (3) higher education administration, ent techniques to teach critical ORLD 5044. Theories of diver- Professor Knefelkamp. Role and student personnel administration, thinking. Exercises to be reviewed sity and higher education (3) perspective changes in adulthood, adult and workplace education, will include: Scenario Analysis, Professor Knefelkamp. Critical concepts of maturity, learning the- and college teaching and academic Heroes and Villains, Crisis Deci- analysis of cultural diversity in ories, personality development, leadership. sion Simulation and Critical Inci- American higher education with cognitive learning and thinking, dents. The course will mix presen- respect to the curriculum, co-cur- creativity, interests and attitudes, ORLD 4800. Workshop in tations by the leader with small riculum, and institutional struc- motivation, self-concept, and higher and adult education group exercises. ture. Presents new paradigms with achieving styles. Implications for (0–3) which to understand the complexi- the education of adults in a wide Faculty. Special topics or events ORLD 4845. Diversity: ties of response that are necessary variety of workplace, community, related to the administration of Implications for recruitment to adequately meet the needs of all and educational settings. programs of higher or adult educa- and retention (1) students. tion. Topics change each semester. Faculty. Students will explore Open to degree and nondegree stu- aspects of cultural diversity and dents for credit or Noncredit. multiple oppressions (race, class and gender), as well as environmental concerns affecting the

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ORLD 5045. The Multicultural of thought; discussion of new chal- responsibilities and authority, academic freedom, faculty-stu- self in higher education (3) lenges to adult learning and educa- and to their relations with president relations (academic and Professor Knefelkamp. Course tion theory (social learning, orga- dents, faculties, students, and disciplinary), and liabilities. focuses on issues of identity devel- nizational learning). their own staff. Registration is opment, social and cultural diver- restricted to doctoral candidates ORLD 5531–ORLD 5537. sity, and the intersections of multi- ORLD 5059. Qualitative research in the Higher and Adult Educa- Advanced professional skills ple aspects of the self. Perspectives methods for educators in adult tion programs and requires the Intensive work in special skill of social identity development, and higher education (3) permission of the instructor. areas for the management of post- intellectual and ethical maturity, Faculty. An introduction to quali- secondary education. The sections ORLD 5524. An analysis of social learning theory, and intercul- tative research methods for those involve practical experiences and student cultures (3) tural analysis are major components wishing to study adult learning possibly fieldwork. These courses Professor Knefelkamp. Critical in the study of the individual. and adult education processes. Par- are intended for practicing profes- analysis of selected research ticipants practice open-ended and sionals in post-secondary education reports pertaining to the student ORLD 5053. Organization and structured interviewing, writing as well as for majors in the depart- cultures. The focus is on the pur- administration of adult and and administering critical inci- ment. Other students who wish to poses of each study, the ques- continuing education (3) dents, observation techniques, par- enroll should obtain the permis- tion(s) asked, the assumptions Dr. Fey. Organization studied in ticipatory research, and analyzing sion of the instructor. and theories upon which the relation to community structure documents, journals, and other research is based, the sources of ORLD 5531. Collective and social forces. Finance and facil- primary data sources. Participants data, the method(s) of data collec- bargaining (2–3) ities, personnel, program, and are expected to conceptualize and tion, the conclusions and inter- Faculty. The theory and practice community relations. Major design a small-scale piece of adult pretations developed, and the rel- of faculty collective bargaining emphasis on case analysis. education research and to under- evance of the research to student from institutional, organiza- take data collection, analysis, and personnel in particular, and to tional, and inter-group perspec- ORLD 5055. Staff development theory building. higher education in general. tives. Participants participate in and training (3) bargaining exercises and engage Professor Marsick and Dr. Volpe. ORLD 5061. Advanced staff ORLD 5525. College student in the simulated negotiation of Introductory course covering the development and training (3) development theories I (3) a complete college contract. organization, management, and Professor Marsick. This course Professor Knefelkamp. Course instructional process involved in describes theory and practice in focuses on college student devel- ORLD 5533. Faculty evalua- staff training and development creating learning organizations. opment theories and their appli- tion and development programs in business, industry, Indepth attention is given to action cation to higher education. Pri- programming (2–3) unions, healthcare institutions, science as a framework for organi- mary areas of focus include: 1) Faculty. Theory and practice con- government, and other noncolle- zational learning. Readings and intellectual and ethical develop- cerning the evaluation of college giate settings. Current develop- case studies provide insight into mental theory, individual devel- teaching. Topics include models ments, innovative practices, and learning at individual, group, and opment models, learning styles and practices for the evaluation issues. organizational levels. ORLD 5055 models, and theories of cultural of faculty and for the organiza- or its equivalent is a prerequisite. identity 2) ethical considerations tion and administration of fac- ORLD 5056. Adult education using theory in practice, and ulty development programs. social action (3) ORLD 5241–ORLD 5242. 3) critique of theories from a ORLD 5534. Financial Dr. Muller. An historical, sociocul- Observation and supervised variety of research perspectives. decision making in tural and psychopolitical approach fieldwork in student personnel ORLD 5526. The literature of education (2–3) to adult learning and education. administration (3) higher education (2–3) Faculty. Introduction to a series Contexts of adult education for Dr. Bauman. Permission required. Faculty. Analysis of selected of financial decision-making social change in the North (social Prerequisites: ORLD 4041 and classic and contemporary works tools including cost account- movements, community develop- ORLD 4042. Students reserve two that have influenced professional ing, cost benefit analysis, and ment) and the South (NGOs, com- days a week for work in colleges. A thought and affected public discounted cash flow. Emphasis munity education); concepts of weekly seminar integrates field opinion and public policy on applied financial decision conscientiation, social action, practices with course theory. related to higher education. making. praxis, and empowerment are cov- Topics vary from year to year. ered as well as new challenges to ORLD 5522–ORLD 5528. ORLD 5536. College social change education (globaliza- Advanced professional seminar ORLD 5527. The college classroom assessment (3) tion, liberation, post-modernism). Faculty. Intensive analysis of professoriate (3) Professor Knefelkamp and Dr. selected problems and issues in Professor Knefelkamp. Review Kaye. An in-depth study of ORLD 5057. Adult learning postsecondary education. The and discussion of the research major assessment techniques for and education: theory and course is intended for practicing and literature, diverse roles, and the college classroom. Particular practice (3) professionals in postsecondary edu- expectations that characterize attention will be paid to the Dr. Van Der Veen and Professor cation as well as majors in the the position of college professor, work of Patricia Cross, Thomas Marsick. A seminar in theory department. Other students in the with attention to implications Angelo, and Dick Light, as well development through a synthesis college who wish to enroll should for professional and personal as assessment models associated of the writings of selected philoso- obtain permission of the instructor. development. with collaborative learning, phers, social scientists, and educa- teaching portfolios, and student ORLD 5522. The chief stu- ORLD 5528. Legal aspects tors. History and transformation of portfolios. dent affairs officer (2) of the role of the college adult education philosophy and Faculty. Consideration given to teacher (2) theory; cultural, social and politi- the roles of such officers in col- Faculty. Topics include legal cal contexts of theory-building; leges and universities, to their aspects of faculty employment, critical analysis of the main schools

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ORLD 5537. College class- ORLD 6552. Advanced seminar ORLD 5900. Research in higher A&HF 5070. History and theory room assessment research (3) in theories of intellectual and and adult education (1–4) of higher education (3) Professor Knefelkamp and Dr. ethical development for college Permission required. Conduct A&HF 4054. Education and Kaye. Prerequisite: ORLD students (3) research studies (not a part of a manpower planning (3) 5536. In-depth study of class- Professor Knefelkamp. Permission doctoral dissertation) under guid- Department of Scientific Foundations: room research methods based on required. Intensive study of the ance. Focus on a particular institu- SCFU 4030. Computer applica- the classroom assessment meth- major theories of college student tion or type of institution, e.g., tions in education (3) ods studied in ORLD 5536. intellectual development, particu- college of liberal arts, professional larly the work of Carol Gilligan, school, community college. ORLD 5819. Workplace learn- Lawrence Kohlberg, William G. Program for Nurse ing institute: Towards a learn- Perry, Jr., Katie Cannon, and those ORLD 6557–6558. Research ing organization: The social who have expanded the research on practices in higher and adult Executives dimensions of large-scale student intellectual and ethical education Program Coordinator: change (1–3) development. Additional models Faculty. Professor Marsick. The Workplace considered include Reflective Professor Elaine L. Rigolosi Learning Institute brings together Judgment and Women’s Ways of ORLD 6900. Research and For Admission inquiries: public and private sector training Knowing. Students will also learn independent study in higher 212-678-3710 and human resource practitioners, the assessment and scoring meth- and adult education (2 or more) Program Office: 212-678-3421 managers, program directors, fac- ods associated with each model. Permission required. ulty and students interested in Code: TNZ—M.A. exploring current issues that define ORLD 6556. Educational ORLD 7900. Directed disserta- (Accelerated) the scope and nature of workplace leadership: Research, art and tion proposal seminar (3) Code: TNO—Ed.M., Ed.D. learning. Themes vary each year. practice (3) Permission required. All doctoral Code: TNR—Ed.D. Faculty. Permission required. students eligible for this course (Accelerated) ORLD 6241. Advanced field- Examination of leadership must register each semester until a work in student personnel research definition, dimensions, proposal hearing has occurred and administration (2–6) characteristics, and capacities. a proposal has been approved. Degrees Offered: Permission required. Open to part- Exploration of leadership oppor- Master of Arts (M.A.) time and full-time doctoral stu- tunities within entire range of ORLD 7500. Directed disserta- Master of Education (Ed.M.) dents. Forty hours of work educational practice. Application tion proposal seminar (1) Doctor of Education (Ed.D.) required for each point of credit. of leadership lessons to educa- Students register for the course the tional problems and situations semester a proposal hearing is to Special Application ORLD 6511. Coordinating semi- through case studies. be scheduled. Requirements/Information: nar in higher education (3) Professor Knefelkamp. Permission ORLD 7500. Dissertation ORLD 8900. Dissertation Master of Arts required. Course restricted to doc- seminar in higher and adult advisement in higher and adult In addition to the requirements toral students in the Higher Edu- education (1) education (0) for admission to Teachers Col- cation program. An overview and Permission required. Students Individual advisement on doctoral lege, applicants must be Regis- discussion of the most topical lit- should have completed most or all dissertations. Fee: to equal 3 tered Nurses in any U.S. state or erature in American Higher Edu- course work (including research points at current tuition rate for in Canada, and hold a baccalau- cation, this course is designed to methods courses) and have passed each term. For requirements, see reate degree in any field, with a explore a wide variety of educa- the certification examination. The section in catalog on Continuous tional roles in the context of the course is intended for students Registration for Ed.D./Ph.D. cumulative grade point average goals and aspirations of new doc- who have identified a reasonably degrees. of 3.0 or better. One year of toral students. narrow area for research and have post-baccalaureate management already completed a preliminary ORLD 9900. Research and experience is required for stu- ORLD 6520–ORLD 6521. literature review. The course will independent study in higher dents in the executive programs. Advanced seminar in the assist the student in design, meth- and adult education (2 or more). community college (3) ods, and other matters of concern The accelerated Master of Arts Faculty. Selected issues such as in the preparation of an acceptable See also: cohort begins every other fall teaching in a community college, dissertation proposal. Program in Educational in even years. the future of the community col- Administration: lege, or state and national systems ORLA 4010. Introduction to Directed Research and Doctor of Education for the community college are Independent Study organization and change theory explored in depth. Topics vary in education (3) In addition to the requirements each year. (Students must have an instructor- ORLA 5017. Organizations and for admission to Teachers Col- approved Learning Contract prior to interpersonal behavior (3) lege, doctoral applicants must: ORLD 6550–ORLD 6551. enrolling in any of the following Department of Human Development: • Hold a baccalaureate degree Advanced seminar in higher courses.) HUDK 4024. Developmental with a major in any field that and adult education (3) psychology: Adulthood and the is approved by Teachers Col- Faculty. Intensive study of a ORLD 4900. Research and life span (2–3) lege, Columbia University selected topic. Topic varies from independent study in higher Department of Counseling and and adult education (2 or more). • Hold a current Registered term to term and is typically Clinical Psychology: Nurse License in a state in related to an ongoing program or CCPJ 4064. Principles and meth- research project. Students may ods of psychological counseling (3) the United States of America begin either term. Department of Arts and Humanities: or in a province of Canada.

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• In lieu of the Graduate The basic aims of current Degree Requirements: must be earned at Columbia Record Examination (GRE) healthcare delivery and health- University; at least 18 of these Master of Arts or the Miller Analogies Test care reform mandate a nonpar- points under the auspices of (MAT), applicants whose tisan approach to the education Semester I Teachers College. Applicants native language is not Eng- of nurses and all health care Leadership and Management who hold the degree of Master lish must have a score of 600 administrators and executives. for Healthcare Organiza- of Arts and Master of Science or greater on the TOEFL Professionals who practice in tions (3) from accredited universities examination (or a 250 on the today’s healthcare environ- Theories of Nursing (3) may transfer a maximum of 30 computer-based equivalent), ments and shape tomorrow’s Health Problems and Issues points of work to the Master of or a Level 10 on the Ameri- reform must be collaborative in Society (3) Education degree. Candidates can Language Program (ALP) interdisciplinarians. Fiscal Management of the who have completed the Master test offered by Columbia Nursing Organization (3) of Arts through Teachers Col- University. International Nursing leadership in scholar- lege must offer a minimum of applicants should note that a ship, in research, and in prac- Semester II 45 points of the required 60 current permit from the New tice is achieved with the attain- Personnel Management points under the auspices of York State Board of Nursing ment of the doctoral degree. in Healthcare (3) Teachers College. For program is required to practice nurs- Toward this ultimate goal, Nursing Science (3) course sequence recommenda- ing and/or do fieldwork. there are various development Basic Concepts in tions, please see the Master of • Have an eighth decile on levels of role preparation, with Statistics (3) Education “Advisement Guide” graduate work at Teachers exit points of achievement at Informatics in Nursing (3) that can be obtained from the College or a cumulative the levels of Master of Arts office of the Program for Nurse grade point average of 3.5 (48 points) and Master of Edu- Semester III Executives. from other accredited institu- cation (60 points). All role Methods of Nursing tions preparation in the Program for Research (3) Doctor or Education • Have a GRE verbal score of Nurse Executives is based upon Administration of a Nursing The Accelerated Program at at least 540 or an MAT score approaches of open inquiry, Organization (3) the Ed.D. level is a cohort proof at least 54. scholarly pursuit, and the abil- Crisis Intervention (3) gram that meets one day per ity to synthesize knowledge Counseling in Business and week on Fridays. The program Potential candidates who do from diverse disciplines. Industry (3) consists of six semesters of not meet these admission stan- course work leading to the dards but who can demonstrate Master of Arts Semester IV Ed.D. degree. Program costs substantial ability shall have The Master of Arts degree pro- Legal Issues for Healthcare are $9,000 per semester of the option to petition the Fac- gram for Nurse Executives Professionals (3) study and include tuition, fees, ulty of the program to be con- offers preparation for nursing Colloquium in Nursing books and refreshments. The sidered for admission based on and healthcare management Administration (3) cost of the program is subject alternative evidence of ability. positions in a variety of health- Methods of Empirical to change. For program course care organizations. Emphases Research (3) recommendations and program The next accelerated Doctor of are on the basic skills and con- Seminar: Clinical Teaching planning, please see the Doctor Education cohort will begin in cepts of management. Regular and Evaluation (3) of Education “Advisement the fall 1999 semester. faculty members and other Guide” which can be obtained experts teach the courses that The Capstone Project is a from the office of the Program Program Description: comprise the curriculum in the requirement for all master’s for Nurse Executives. The Faculty envisions the Pro- Accelerated Program for Nurse degree candidates. It is gram for Nurse Executives as Executives. The Accelerated required during the semester in NOTE: After course work, can- preparing leaders for roles in Program at the M.A. level is a which a student applies for a didates must enroll in ORLN healthcare organizations, both cohort program that meets one master’s degree, whether the 8900, Continuous Dissertation service and education. These day per week on Fridays. It Master of Arts or the Master of Advisement, up to and includ- roles are defined as those that runs for four semesters. Pro- Education. Details are provided ing the semester in which the advance and implement the gram costs are $8,000 per in “Guidelines for the Capstone “Defense” is held and major practice of nursing and health- semester of study and include Project”, which can be revisions are made on the docu- care with themselves operating tuition, fees, books and refresh- obtained from the office of the ment, as recommended by the primarily in one-to-one rela- ments. The cost of the program Program for Nurse Executives Dissertation Committee. tionships with clients. Hence, is subject to change. The fol- and from Faculty Advisors. the graduates of this program lowing is an example of a Courses: will have their major impact on cohort sequence by semester: Master of Education The following are recommended as nursing and healthcare by The Master of Education degree general, interdepartmental, interdi- influencing other interdiscipli- in the Program for Nurse Exec- visional courses appropriate for stu- nary healthcare providers. utives requires a minimum of 60 points beyond the baccalau- dents throughout the College as reate degree. At least 30 points electives and may also be utilized

242 D EPARTMENT OF O RGANIZATION AND L EADERSHIP by non-majors to meet the general ORLN 5005. Interdisciplinary ORLN 6501. Seminar in profes- design. Open only to students Teachers College requirement. See theory in nursing (3) sional nursing (3) writing theses. This course may be General Offerings and Interdiscipli- Faculty. Prerequisites: ORLN Faculty. Prerequisites: 2 courses in repeated as often as necessary until nary Study for a course description. 4005, ORLN 4050, or equivalent. nursing professionalism and/or his- the student is ready to present the ORL 4003. Crisis Evaluation of utility of theories and tory. Examination of selected pro- thesis proposal for faculty approval intervention (3) models from related disciplines in fessional nursing problems or in ORLN 5541. Continuous ORL 4011. Personnel man- posing research problems in nurs- domain in depth. Course may be Autumn/Spring enrollment is agement in healthcare (3) ing. Focus on strategies of concept repeated for credit if different top- required until the semester in Professor Rigolosi. Special fee: analysis and theory derivation. ics are covered. which presentation is held. $20.00. ORL 4014. Legal issues in ORLN 6600. Colloquium in ORLN 6908. Independent study ORLN 5541. Master’s thesis healthcare organizations (3) nursing theory (3) in professional nursing (1–6) seminar in nursing (3) Professor Rigolosi. Special fee: Faculty. Prerequisites: 2 courses in Permission required. Individual, Faculty. Permission required. $25.00 nursing theory. Examination of a guided learning experience at the Prerequisite: ORLN 5540. ORL 4054. Leadership and selected nursing theory or theory doctoral level in a selected aspect Involves presentation of Master’s management in healthcare problem in depth. Course may be of professional nursing. Topic thesis proposal for faculty approval. organizations (3) repeated for credit if different top- agreed upon between student and Professor Rigolosi. Special fee: ics are covered. faculty. ORLN 5940. Master’s advise- $20.00 ment in nursing (3) ORL 5551. Ethics for health- ORLN 6909. Independent study Nursing Research Faculty. Permission required. Indi- in nursing theory (1–6) vidual advisement on master’s the- care professionals (3) ORLN 5040. Methods in nurs- Review of ethical issues in Faculty. Permission required. Indi- sis. May be repeated for up to 6 vidual, guided learning experience ing research (3) points. Involves active work toward healthcare and healthcare Faculty. Prerequisites: ORLN 4005, delivery. in a selected nursing theory or the- completion of a thesis proposal that ory problem. Topic agreed upon ORLN 5000. Analysis of hypotheti- has been accepted by faculty. between student and faculty. cal generation, study designs and Nursing Domain Fieldwork data collection methods in nursing ORLN 6540. Seminar on disser- Courses research with emphasis on applica- Professional Nursing tation design development (3) Application for fieldwork courses tion to practice. Professor Rigolosi. Permission must be submitted by April 15 ORLN 4001. Contemporary required. Prerequisites: ORLN for the Autumn term and by issues in nursing (3) ORLN 5043. Nursing research 5043, ORLN 4005, ORLN 5005, November 15 for the Spring term. Faculty. Identification and analysis development (3) statistics, and certification. Students are required to follow of current issues in nursing; devel- Faculty. Prerequisites: ORLN 4005, Required of all doctoral candidates. program procedures. Applications opment of appropriate back- ORLN 5040, or equivalents. Philo- Group critique of dissertation pro- are available in the program office. ground; formulation of personal sophical foundations of empirical posals; focus on beginning to inter- stances on selected issues. and naturalistic inquiry methods mediate aspects of analysis of the- are examined with reference to ory and research design. This General Courses within the ORLN 4004. Historical trends developing a domain significant Nursing Domain course may be repeated as often as in nursing (3) research problem. Emphasis given necessary until the student is ready Courses in this section deal with Faculty. Consideration of the his- to clarification to study design for the departmental examination. the theory of nursing in practice, tory of nursing and nursing educa- within interdisciplinary knowledge Once ORLN 6540 is taken, con- nursing as a profession, and the tion, and its influence on current relevant to nursing. tinuous Autumn/Spring enroll- history and contemporary trends in developments in nursing. ment in the course is required until nursing. These courses are open to ORLN 5340. Practicum in the semester during which the students in any nursing sequence ORLN 4050. Health problems archives and historical departmental examination is held. of study; they also are open to and issues in society (3) research (3) interested students, nurses or non- Faculty. Political and economic Faculty. Prerequisites: ORLN 5040 ORLN 6541. Advanced seminar nurses, from other departments concepts influencing the delivery and ORLN 5043. An introduction on dissertation design develop- and divisions. of healthcare services. Considera- to the theory and practice of ment (3) tion of health issues facing the archives administration and histor- Professor Rigolosi. Permission Nursing Theory public and possible courses of ical research. Course treats the fun- required. Prerequisite: ORLN action. damentals of these two interrelated 6540 and certification. Focus on ORLN 4005. Theories of fields through lectures, readings, advanced aspects of research design nursing (3) ORLN 5908. Independent study practical exercises, and a project and method. Faculty. Theoretical foundations of in professional nursing (1–6) involving: (1) arrangement and nursing. Critical analysis of theo- Permission required. Individual, description of a manuscripts collec- ORLN 7500. Dissertation semi- ries that explain the nature of guided learning experience at the tion or (2) an oral history interview. nar in nursing (3) nursing practice. Master’s level in a selected aspect Projects focus on the Nursing Faculty. Permission required. Pre- of professional nursing. Topic Archives in the Teachers College requisite: ORLN 6540 and certifi- ORLN 5000. Nursing science (3) agreed upon between student and Milbank Memorial Library. cation. The departmental examina- Faculty. Prerequisite: ORLN faculty. tion, involving presentation of 4005. Examination of emerging ORLN 5540. Seminar in dissertation proposal for faculty issues in nursing research and master’s thesis development (3) approval. This course is required of healthcare. Relevance to theory Faculty. Permission required. all certified doctoral candidates development and health policy are Group critique of thesis proposals; and may be taken only once. emphasized. analysis of theory and research

243 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

ORLN 8900. Dissertation tions and within the larger institu- ORLN 5212. Fieldwork in exec- ORLN 6910. Independent study advisement in nursing (0) tion of which they are a part. utive nursing management (3–6) in nursing administration (1–6) Individual advisement on doctoral Exploration of external and inter- Faculty. Permission required. Permission required. Individual, dissertation following completion nal influences on policy formation Prerequisites: ORL4054, ORLN guided learning experience at the of all course work. Fee equal to 3 in nursing. 4011, ORLN 4012, ORLN 4013, doctoral level in a selected aspect points at current tuition rate for ORLN 5010, ORLN 5011. Open of nursing administration. Topic each term. For continuous require- ORLN 6635. Colloquium in only to Ed.M students. Observa- agreed upon between student and ments, see section in catalog on nursing education (3) tion, assessment, and evaluation of faculty. Continuous Registration for Ed.D. Faculty. Prerequisite: determined a preceptor nurse executive in a degree. by instructor based on topic major nursing institution; concur- Nursing Education Executive selected. Examination of selected rent assessment of the nursing Role ORLN 6940. Independent study problems in nursing education organization. Specific objectives to in nursing research (1–6) practice and administration. be developed by student, faculty, (On the master’s level, preparation Permission required. Allows stu- Course may be repeated for credit and preceptor. Special fee: $25. for this role is identical with dent to contract with individual if different topic covered. preparation for the professorial faculty member for research related ORLN 5910. Independent study role. The same courses are used for work in a defined area of study. ORLN 6930. Independent study in nursing administration (1–6) this purpose.) in nursing education (1–6) Permission required. Individual, Role Preparation Permission required. Individual, guided learning experience at the ORLN 6220. Advanced study of guided learning experience at the master’s level in a selected aspect administration in schools of The rest of the nursing courses doctoral level in a selected aspect of nursing administration. Topic nursing (3–6) focus on combining cognate and of nursing education. Topic agreed agreed upon between student and Faculty. Permission required. nursing knowledge in synthesiz- upon between student and faculty. faculty. Problems and issues at both ing knowledge needed in role departmental and decanal levels. fulfillment. Nursing Organization Executive ORLN 6212. Advanced study in Observation and experience in administration in a school of nurs- Role nursing administration (3–6) General Courses in Role Faculty. Permission required. Open ing under preceptorship of a dean Preparation ORLN 4013. Fiscal management only to doctoral candidates. Intern- or director. of the nursing organization (3) ship in a nursing organization as a ORLN 5013. Informatics in Faculty. Focus is the fiscal impact of nurse executive; involves active ORLN 6521. Legal aspects of nursing (3) providing nursing services. Man- assumption of the executive role, nursing education (3) Faculty. Focus on computerized agement information systems, including responsibility for Faculty. Legal responsibilities of management information systems, organizing human and material assigned projects and organizational faculty and administration in an computer-based analysis of deci- resources, and assessing the cost and responsibilities. Specific objectives educational setting. sion alternatives, assessing nursing quality of nursing services are stud- developed among student, faculty, care quality and cost-effectiveness, ied. Health organization finance and and preceptor. Special fee: $25. ORLN 6625. Colloquium in and other feedback mechanisms nursing budgeting are included. nursing education organization specific to the nursing organiza- ORLN 6511. Innovations in (3) tion. Special fee: $50. ORLN 5010. Administration of nursing management (3) Faculty. Permission required. a nursing organization (3) Faculty. Prerequisites: ORL 4054, Prerequisite: determined by ORLN 5530. Seminar: Clinical Faculty. Prerequisite: ORL 4054. ORLN 4011, ORLN 5010. instructor based on topic covered. teaching ad evaluation (3) Analysis and application of admin- Selected innovations in nursing, Examination of selected problems Faculty. Inquiry in effective strate- istrative theory and structure to other health disciplines and man- in nursing educational organiza- gies for teaching and evaluating the nurse executive role. Analysis agement science are analyzed tion in depth. Course may be students in the laboratory setting. of fit of models to the nursing regarding underlying processes for repeated for credit if different Analysis of theory ad related administrative task. Application of translating new knowledge into topic covered. research. MBO quantitative decision theory, successful practice. Special fee: $10. and other models in the nursing ORLN 6920. Independent ORLN 6014. Managing the administrative function. ORLN 6514. Marketing nursing study in nursing education socially responsible organization programs and services (3) organization (1–6) (3) ORLN 5011. Designing, plan- Faculty. Prerequisites: ORL 4054, Permission required. Individual- Faculty. Analysis of selected social, ning, and monitoring the nurs- ORLN 5010. Analysis of market- ized, guided learning experience in economic, and political mega- ing care system (3) ing concepts and principles of a selected aspect of nursing educa- trends that have or will continue Faculty. Prerequisite: ORL 4054. strategic planning as they relate to tional administration. Topic to influence the direction of Corequisites or prerequisites: nurse executive role in health ser- agreed upon between student and change in the healthcare industry. ORLN 5010, ORLN 4013, and vice industry. faculty. The process of analysis is intended ORLN 4005. Identification and to serve as a conceptual framework analysis of organization and plan- ORLN 6615. Colloquium in for the categorization of discrete ning theories applicable to the nursing administration (3) trends affecting the management nursing care system. Development Faculty. Prerequisite: determined of nursing services and programs. of design models based on analyses by instructor based on subject to of current and predictable health- be covered. Examination of ORLN 6522. Policy formation care needs of society and the nurs- selected problems in nursing and governance in nursing (3) ing market. Ability to assess archi- administration for in-depth cover- Faculty. Policy formation and gov- tectural plans as they impact on age. Course may be repeated for ernance within nursing organiza- nursing care delivery. credit if different topic is taken.

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Programs in Social- undergraduate major. Full-time departments at Teachers College resource development, organi- study is required for the first and Columbia University. With zational change and consulta- Organizational and second years. Applicants the help of a faculty advisor, tion, or conflict resolution. Psychology are required to submit a copy students select courses in their of a recently completed paper area of specialization with con- The program is designed to Program Coordinator: on a topic of interest to them. sideration given to their acade- provide education leading to Professor Caryn Block This may be, but does not have mic background, work experi- professional employment or to For Admissions Inquiries: to be, a paper submitted to sat- ence, and career objectives. continuation of graduate work 212-678-3710 isfy course requirements. beyond the master’s degree. Program Office: 212-678-3249 Two degree programs are Students are often employed in Admission to the doctoral pro- offered: one leading to the M.A. the positions typically found Psychology: Organizational gram is highly competitive. and one leading to the Ph.D. within the personnel or human Degree Offered: Preference is given to candi- An Ed.D. is also available under resource function of middle or Master of Arts (M.A.) dates who possess excellent ver- certain circumstances. A termi- large-size organizations. Some (Code: TJA) bal and quantitative skills and nal M.A. degree in Psychology: specific examples include posi- whose transcripts, references, Organizational is awarded on tions in training, career devel- Social-Organizational Psychology admissions interview, and pre- successful completion of 32 opment and counseling, per- Degrees Offered: vious work experience suggest points and passing the compre- sonnel research, organization Doctor of Education (Ed.D.) that they have the potential to hensive examination. Doctoral development consultation, (Code: TJG) make a significant contribution candidates in Social-Organiza- management development, Doctor of Philosophy (Ph.D.) to theory and practice, policy- tional Psychology may apply employee relations, selection (Code: TJP) making, or research. for award of the M.A. en passant and assessment, and human upon successful completion of a resource planning. Special Application Program Description: minimum of 32 points and one Requirements/Information: The Social-Organizational of the three qualifying papers Students in the M.A. program Master of Arts Psychology program is con- required for the doctorate. The who wish to extend their range Persons from a variety of acade- cerned with the various inter- Ph.D. degree is awarded upon of competencies to include mic backgrounds and work personal, group, intergroup, completion of a mimimum individual and group counsel- experiences may qualify for and organizational contexts in of 75 points of planned and ing skills may, upon comple- admission to the program. which human behavior occurs; sequential study and a dissertation of the M.A., apply for Those applicants without an with the ways in which groups tion; and the Ed.D., upon com- admission to the Ed.M. pro- adequate background in psy- of individuals interact with, pletion of 90 points and a gram in Psychological Counsel- chology, however, will be adjust to, are influenced by and dissertation. ing (see “Counseling Psychol- required to take up to 5 addi- in turn influence, these con- ogy”). The Ed.M. degree tional courses beyond the 32 texts; and with how these Master of Arts ordinarily requires an addi- credits that are the minimum interactions can be understood, This M.A. program is designed tional two semesters of prepa- number necessary for comple- studied, and modified through to provide proficiency and ration beyond the M.A. and tion of the program. Primary theory, research, and various advanced knowledge in the psy- includes supervised fieldwork consideration for admission is types of interventions. chology of organizations. Qual- and practice in individual and given to previous academic ified students are given the group counseling. Further record, work experience and The programs described below opportunity to develop their information may be found in letters of reference. GRE scores provide advanced training in program in a manner consistent bulletins obtainable from the are not required for admission the concepts, research methods, with their career interests, coordinator of the Counseling into the M.A. program. and applications of social and capacities, and background. Psychology programs. organizational psychology. Doctor or Education and Doctor of They are designed to prepare The program provides courses Graduates of the master’s pro- Philosophy students to engage in research, at Teachers College and other gram may also apply for Applications are considered consultation, and teaching in areas of the Columbia Univer- admission to the doctoral pro- once a year for the fall semester educational, business, indus- sity, especially the Graduate gram in Social-Organizational only and should be completed trial, governmental, and com- School of Business. The pro- Psychology. However, success- and submitted with other munity institutions and orga- gram awards one general ful performance in the M.A. forms of information required nizations. Emphasis is placed degree entitled “Psychology: program does not in and of no later than January 15. Late on the acquisition of basic con- Organizational,” regardless of itself guarantee admission. or incomplete applications will cepts and methods applicable what specific classes are taken. Students who apply become not be considered. The GRE in diverse institutional and Students may decide to pursue part of the applicant pool for and a writing sample are organizational contexts. a broadly based program and that year and their qualifica- required. It is recommended, therefore take a variety of tions are weighed against those but not required, that appli- Courses in these programs are courses, or they may concen- of all other applicants. cants also take the GRE supplemented by appropriate trate their courses in a more Advanced Examination in their offerings of other programs and specific area such as human

245 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

Doctor of Education and Doctor a program of study that will ORLJ 4009. Understanding ORLJ 6350. Advanced of Philosophy best meet their personal career Behavioral Research (3) Practicum in Conflict Reso- The program is based on the interests and objectives. Cer- lution and Mediation, Part ORLJ 5003. Human assumption that systematic tain required courses may be II: Designing Conflict Man- Resource Management (3) inquiry constitutes the core of waived or substituted with agement Systems (3) Must Obtain Special Approval the educational process. Super- others depending on the perin Program Office. ORLJ 5012. Organizational son’s undergraduate back- vised and independent research Internship (2–3) is a major component of the stu- ground, graduate study and A. Organizational Psychology: dent’s work throughout his/her work experience. Human Resource Development Suggested Organizational (ORLJ) time in the program. The stu- Three recommended courses for Electives Candidates for the M.A. degree dent’s career in the program this area of concentration: The following courses are sug- in organizational psychology ordinarily begins with emphasis gested electives within ORLJ. are expected to complete at ORLJ 5169. Assessing and on fundamental concepts and Students may choose from least 24 points in their major Facilitating Career Develop- research methods, proceeds to among these electives and courses. Courses beyond the ment (2–3) more specialized courses, and other relevant electives that minimum 32 credits required OR independent research, and con- are not listed here. cludes with a major inquiry for the M.A. degree may be ORLJ 5062. Vocational resulting in a doctoral disserta- required when a candidate is Appraisal (2–3) ORLJ 5005. Leadership and tion. The dissertation is viewed admitted to the program with Supervision (3) not as the end product of a stu- recognized deficiencies in ORLJ 5106. Psychological Aspects of Organizations (3) ORLJ 5012. Organizational dent’s work in the program, but undergraduate preparatory Internship (2–3) merely as another piece of work in psychology. These ORLJ 5055. Staff Develop- research in a series that begins courses may be taken before or ment and Training (3) ORLJ 5013. Compensation early in the student’s career and during the duration of the pro- and Reward Systems (3) is continued after he or she has gram. They may be taken in B. Organizational Psychology: ORLJ 5015. Executive Selec- earned the doctorate. areas such as statistics, human Organizational Change and tion and Development (3) learning, personality, tests and Consultation Degree Requirements: measurement, or other relevant Three recommended courses for ORLJ 5018. Data-based courses. Interventions (2–3) Master of Arts this area of concentration ORLJ 5014. Organizational ORLJ 5019. Multi-Rater The curriculum is composed Major Areas of Concentration. Feedback (2–3) of major courses (24 points) Within the program, persons Dynamics and Theory (3) in the Program of Social- may elect to concentrate in ORLJ 5106. Psychological Suggested Outside Organizational Organizational Psychology any one of three areas— Aspects of Organizations (3) (ORLJ) Electives consisting of four required core (A) human resource develop- ORLJ 6343. Practicum in Please consult with an acade- courses, other elective ORLJ ment, (B) organizational mic advisor. courses, and not less than three change and consultation, or Change and Consultation in Organizations (4) non-major courses (consisting (C) conflict resolution. If, on Internship of a minimum of 6–8 points) the other hand, a student C. Organizational Psychology: While not a prerequisite for in fields of study other than, desires a broadly based and Conflict Resolution graduation, an internship may but related to, ORLJ psychol- general degree in organiza- be helpful for proper job place- ogy courses in the College tional psychology, courses may Four recommended courses for this area of concentration ment. The purpose of the (see Teachers College Catalog, then be selected, with the assis- internship is to provide stu- “General Requirements for the tance of an advisor, across all ORLJ 5340. Basic Practicum dents with an opportunity to M.A. Degree”). Courses avail- three areas of concentration. in Conflict Resolution and gain practical experience rele- able in the Graduate School of Mediation Skills (3) vant to their interests, and to Business, Engineering and Core Required Courses ORLJ 6040. Fundamentals apply the principles of organi- Applied Sciences, Social Work, Regardless of concentration, of Cooperation, Conflict zational psychology theories to General Studies and in other the following four courses are Resolution and Mediation in real-world situations. Students areas of the Columbia Univer- required for all candidates, Different Institutional Con- who are interested in doing an sity Graduate Facilities may unless waived by the program texts (3) internship should consult with be taken. These courses count adviser due to the person’s an academic advisor. toward the elective course ORLJ 6350. Advanced background: work within ORLJ, not toward Practicum in Conflict Comprehensive Examination ORLJ 4002. Functions of Resolution and Mediation, non-major courses outside A comprehensive examination Organizations (3) Part I (3) ORLJ. Students should consult is taken after 24 points of grad- with an advisor to select ORLJ 4005. Organizational uate study have been com- courses to satisfy the latter Psychology (3) Must Obtain pleted, or later at the discretion requirement. An effort is made Special Approval in Program of the candidate and the faculty to assist students in developing Office. adviser. The exam covers all of

246 D EPARTMENT OF O RGANIZATION AND L EADERSHIP the major topic areas in organi- onward, all students routinely Statistical Requirements HUDM 5122. Applied zational psychology. participate in the design, execu- To obtain a Ph.D., a student Regression Analysis (3) tion, data analysis, and writing must successfully pass HUDM HUDM 5123. Experimental Doctor of Philosophy phases of both laboratory and 4122 Probability and Statistical Design (3) Students are required to take a field research. These experiences Inference (unless an equivalent minimum of 75 course-points are obtained as students join graduate course has been HUDM 6122. Multivariate for the Ph.D. (Occasionally, with other students and faculty taken), HUDM 5122 Applied Analysis I (3) students may transfer credits to work on particular research Regression Analysis, and HUDM 6123. Multivariate up to a maximum of 30 points, projects. (Current research HUDM5123 Experimental Analysis II (3) from previous graduate train- interests are represented in the Design. Additionally students ing at other institutions. Trans- above listing of seminars.) are required to take HUDM ORLJ 5040. Research Meth- ferring the maximum is However, in many of the pro- 6122 and HUDM 6123 Multi- ods in Social Psychology (3) unusual, however, since courses grams’ courses, students are variate Analysis I & II. ORLJ 5041. Research Meth- transferred must be equivalent expected to conduct small-scale ods in Social Psychology (3) to courses that are required in inquiries. This commitment to Qualifying Paper the Ph.D. program.) During research training is a particu- All doctoral candidates in ORLJ 5540. Proseminar in their graduate careers, students larly important part of the pro- social-organizational psychology Social Psychology (3) are expected to participate in gram and consumes a major must submit three qualifying ORLJ 5541. Proseminar in introductory and advanced portion of a student’s time. papers to the faculty, including Social Psychology: Organiza- seminars in psychology, social a theoretical or review paper, a tional Perspectives (3) psychology, organizational psy- Applied Aspects of the Program research paper, and a policy chology, and statistics. In addi- Although most of the research paper or case study. The pri- ORLJ 5014. Organizational tion, according to their indi- being conducted in the Social- mary purposes of the qualifying Dynamics & Theory (3) vidual interests, students may Organizational Psychology lab- papers are diagnostic, pedagogi- ORLJ 6040. Fundamentals of take courses in any of the oratories is concerned with cal, and evaluative. The qualify- Cooperation, Conflict Reso- schools and graduate facilities basic theoretical issues in social ing papers are examples of the lution & Mediation in Differ- of Columbia University. and organizational psychology, kind of work students will be ent Institutional Contexts (3) there is considerable emphasis doing as social-organizational All first-year students are placed on short-term, applied psychologists, and the qualify- ORLJ 6343. Practicum in required to participate in three research designed to give ing procedure provides an Change and Consultation in full-year courses: “Pro-seminar answers to immediate social opportunity for the student and Organizations (4) in Social-Organizational Psy- concerns. School boards, hospi- the faculty to evaluate and ORLJ 6640. Social Psychol- chology,” “Research Methods tals, welfare agencies, housing develop the student’s skills. Stu- ogy Colloquium (0–1) in Social-Organizational Psy- agencies, universities, commu- dents should consult their advi- ORLJ 7501. Dissertation chology,” and “Research nity mental health centers, and sors regarding the format and Seminar (see continuous Practicum.” The pro-seminar other non-profit organizations content of these papers. registration requirement) in social-organizational psy- are as much in need of descrip- chology involves intensive tive and diagnostic studies as Research Training Certification readings and analysis of theo- are industrial and business Examination Workgroups (required) Semesters ries and related research in firms. Students in social-organi- Students must pass an exami- ORLJ 6344-6349 both social and organizational zational psychology are trained nation administered by the ORLJ 6344. Coleman (3) psychology; the research meth- to do various kinds of applied Office of Doctoral Studies in ORLJ 6345. Perry (3) ods course combines study and research and consultation with research design and analysis. ORLJ 6346. Westaby (3) actual experience as students a variety of organizations. ORLJ 6347. Block (3) become acquainted with labo- Certification Examination in ORLJ 6348. Burke (3) ratory, survey, and field To meet the increasing demand Social-Organizational Psychology ORLJ 6349. Noumair (3) research; and the research for psychologists to function as Students must pass an examina- practicum involves the stu- consultants to social systems, tion administered by the Office Note: dents in the research programs students are provided with of Doctoral Studies in social- 1. At least one work group per of one or more of the faculty other applied opportunities to organizational psychology. The semester for a minimum of members. acquire skills in human rela- student writes on a topic sub- eight semesters overall. tions training and organiza- mitted by his or her advisor to 2. At least two different work Research Training tional consulting. In addition the Doctoral Studies Office. groups over the eight semes- A substantial portion of the to seminars and practice, the ters. Membership means training in this program is Social-Organizational Psychol- General Psychology Requirements active participation in design based on the assumption that ogy Program makes available a Required Courses and conduct of research until most of an organizational psy- variety of supervised field expe- it makes a conclusion. Being chologist’s professional skills riences for students to develop HUDM 4122. Probability & present at meetings does not are best learned by doing. these skills. Statistical Inference (3) satisfy the requirement. Hence, from the first year

247 D EPARTMENT OF O RGANIZATION AND L EADERSHIP

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

248 D EPARTMENT OF O RGANIZATION AND L EADERSHIP offerings are also open to non- ORLJ 5012–ORLJ 5015. Topics ORLJ 5018. Data-based inter- in groups and their impact on indi- majors with appropriate back- in organizational psychology ventions to organizational vidual behavior. In addition to a grounds; 6000-level courses are An overview of principles and change (3) series of lectures/discussions, stu- usually limited to majors with methods of diagnosis and interven- Drs. Heckelman and Tartell. dents are required to participate as advanced standing in the program. tion in interpersonal, intergroup, Course outlines the key concepts members of an experiential group See listings below for prerequisites and interethnic conflicts in schools and skills necessary to use data col- designed to provide opportunities and limitations on enrollment. In and other organizations. Topics are lection and feedback methods as for learning about group dynamics addition to the courses listed announced in the preliminary and organizational interventions. through an examination of power, below, students should consult the final course schedules distributed authority, leadership, intergroup offerings of other psychology pro- each semester. ORLJ 5019. Multirator and interpersonal processes. Special grams in Teachers College, many ORLJ 5012. Organizational feedback (3) fee: $75. of which are required or recom- internship (2–3) Drs. Church and Waclawski. mended in the various program Faculty. Permission required. This course ORLJ 5540–ORLJ 5541. guides which are obtainable from focuses on the theory, research, and Proseminar in social and the program coordinators. ORLJ 5013. Negotiations in application of three primary data- organizational psychology (3) organizations (3) driven interventions for I/O psy- Faculty (Fall) and Professor Block Social-Organizational Psychology Faculty. Develops skills for chology and OD-related interven- (Spring). Permission required. negotiating in organizational tions and initiatives: large scale Open to qualified doctoral stu- ORLJ 4002. Functions of contexts through instruction assessment surveys; multi-rater dents in the behavioral or social organizations (3) and readings in negotiation the- (a.k.a. 360 degree) feedback meth- sciences. Intensive readings and Mr. Buckner. A survey of the pri- ory and research and participa- ods; and interviews and focus analysis of theories and research in mary functions and operations of tion in negotiation simulations groups. Course format combines social and organizational psychol- organizations: accounting, finance, lecture, case study, and group pro- ogy and social structure. marketing, strategic planning, ORLJ 5014. Organizational ject work. management information systems, dynamics and theory (3) ORLJ 6040. Fundamentals of and the relation of these functions Professor Burke. Prerequisite: ORLJ 5040–ORLJ 5041. cooperation, conflict resolution to human resource management. ORLJ 4005 or equivalent. Research methods in social and mediation in different insti- Study of organizations as total psychology (3) tutional contexts (3) ORLJ 4005. Organizational systems with consideration of Professor Block (Fall) and Faculty Professor Coleman. Topics such as psychology (3) different types of organizations. (Spring). Permission required. Rep- cooperation and competition, trust Professor Block. Introduction to Emphasis on the impact of such resentative approaches to practice in and suspicion, bargaining and theories and research that underlie dimensions as mission, strategy, the design, conduct, and analysis of negotiation as they relate to con- the field of organizational psychol- structure, culture, systems, and research. Autumn: Experimental flict resolution in various contexts. ogy. Implications and applications leadership on individual and and quasi-experimental design. in various organizational contexts organizational performance and Spring: Field and survey methods; ORLJ 6042. Applications of are considered. vice versa. Organizational policy and evaluation research. social and organizational change is also addressed. research (3) ORLJ 4009. Understanding ORLJ 5106. Psychological Faculty. Permission required. behavioral research (3) ORLJ 5015. Executive selec- aspects of organizations (2–3) Background in research methods Professor Perry. Overview of alter- tion and management (2–3) Faculty. Prerequisite: ORLJ 4005. required. Examination of social native methods of behavioral Dr. Moses. Offered Summer Examines contemporary theory, psychological aspects of selected research and their relative strengths only. Seminar to explore issues research and practice in organiza- policy experiments in schools, the and limitations. Application of in and methods for executive tional behavior. Topics include: arts, social welfare, family plan- methodological application of prin- selection and development. organizational entry, socialization, ning, and criminal justice. ciples in order to read and evaluate motivation, reward systems, group social science research and learn ORLJ 5017. Small group inter- and individual decision-making, ORLJ 6244. Fieldwork in how to begin to conduct research. vention: Theory and method conflict resolution, stereotyping organization consulting (3) (2–3) and discrimination. Professor Burke. Permission ORLJ 5003. Human resource Professor Noumair. Permission required. Prerequisite: ORLJ 6343. management (3) required. Prerequisite: ORL 5362 ORLJ 5340. Basic Practicum in Background in organization devel- Professor Westaby. Current and or CCPJ 5362 or with permission conflict resolution (4) opment required. Students engage emerging emphases in the man- of the instructor. This course cov- ICCCR Trainers. Enrollment lim- in consultation with a client that agement of human resources in ers relevant theory and research ited. Students will be trained in the emphasizes data gathering, organi- organizations. that underlies effective group basic skills of collaborative negotia- zation diagnosis and feedback. interventions by a trainer or con- tion and mediation and will have ORLJ 5005. Leadership (3) sultant. Methods are explored that supervised practice in these skills. ORLJ 6343. Practicum in Professor Burke. Major psychologi- enhance participants’ learning in a change and consultation in cal and other interdisciplinary training group and facilitate team ORL 5362. Group dynamics: A organizations (4) approaches to the study of leader- building and teamwork. Inter- systems perspective (4) Professor Noumair. Permission ship. Critical analysis of relevant group dynamics are also covered. Professor Noumair. Permission required. Recommended prerequi- theories, research, and practical required. Enrollment limited. In sites: ORL 5362 or CCPJ 5362. applications. addition to the regular course meet- Open to doctoral candidates and ing times, there are two additional others who have a strong back- special weekend workshops, ground in social science, organiza- times/dates arranged each semester. tional behavior, administration, The course explores social processes psychology, or business. Planned

249 D EPARTMENT OF O RGANIZATION AND L EADERSHIP change in organizations. Offers the ORLJ 6542. Directed research in opportunity to study and experi- social-organizational psychology ence anticipated consultant roles (1–6) during the entry, diagnostic, and Faculty. Permission required. intervention phases of efforts to effect change. ORLJ 6640. Social-organizational psychology colloquium (0–1) ORLJ 6344–ORLJ 6349. Faculty. Permission required. For Research practicum in social- doctoral candidates only. Discus- organizational psychology sion of ongoing projects involving Permission required. Limited to research and consultation. doctoral students. Topics are announced in the preliminary and ORLJ 7501. Dissertation seminar final course schedules distributed (1–3) each semester. Faculty. Permission required. ORLJ 6344. Conflict, justice, Development of doctoral disserta- and cooperation (3) tions and presentation of plans for Professor Coleman. approval. Registration limited to ORLJ 6345. Diversity and two terms. For requirements, see discrimination in organiza- section on Continuous Registra- tions (3) tion for Ed.D./Ph.D. degrees. Professor Perry. ORLJ 6346. Job search, Independent Study and Research customer satisfaction, and organizational change (3) Students may register for intensive Professor Westaby. individual study of a topic of spe- ORLJ 6347. Motivational cial interest. Registration in inde- issues in organizations (3) pendent study is by permission of Professor Block. the instructor under whose guid- ORLJ 6348. Psychology of ance the work will be undertaken. managerial and leadership Credit may range from 1 to 3 competence and multirater points each term except for ORLJ feedback (3) 8900 (Dissertation Advisement) Professor Burke. and registration is not limited to one term. Hours for individual ORLJ 6349. Group/organiza- conferences are to be arranged. tional dynamics and diversity issues in organizations (3) ORLJ 4901. Research and Professor Noumair. independent study in social- organizational psychology ORLJ 6350. Part I: Advanced (1–3 each course) practicum in conflict resolution (Part I) (3) ORLJ 6901. Advanced research ICCCR Staff. Prerequisites: ORLJ and independent study in social- 5340 and ORLJ 6040. Limited organizational psychology (1–3 enrollment. Students will engage each course) in negotiation and mediation involving persons from different ORLJ 8900. Dissertation advise- cultural contexts as well as with ment in social-organizational “difficult” cases. They will learn to psychology (0 each course) train others in these skills. Fee to equal 3 points at current tuition rate for each term. For ORLJ 6350. Part II: Advanced requirements, see section on practicum in conflict resolution: Continuous Registration for Designing conflict management Ed.D./Ph.D. degrees. systems (3) ICCCR Staff. Prerequisite: ORLJ 5340. Limited enrollment. This workshop presents a practical approach that uniquely integrates organizational development, alternative dispute resolution, and dispute systems design principles into a working model to help assess conflict and evaluate processes within organizations.

250 D EPARTMENT OF S CIENTIFIC F OUNDATIONS

Chair: Professor Charles C. Instructors: First, the Department houses develop and their agenda and Harrington Barbara Abbate-Sturman the College’s programs in sci- structures are set. The Depart- Room 226 Thompson Hall Roberto Agodini ence and mathematics educa- ment must have a broadly Telephone: (212) 678-3405 Yoonil Auh tion. These programs contain based, transcultural, interna- Please direct admissions Sheila Kieran-Greenbush scholars who address the educational and multicultural per- questions to the Office of Frederick Lawrence tion of mathematics and science spective. This is provided by Admissions, (212) 678-3710. Robert Matsuoka teachers and teacher educators; the College’s programs in Shawn Mishler the acquisition of scientific and Anthropology and Education Programs: Charles Schultheiss mathematical literacy to foster and Applied Anthropology. David Van Esselstyn the future development of sci- These programs house faculty Anthropology and Education ence and technology; the who have studied migration, Applied Anthropology Participating Faculty from the understanding of environmen- socialization, communication, Communication and Education Graduate School of Arts & tal sciences and improved technology, education, nation Computing and Education Sciences: global utilization of the envi- building, social structure, and Instructional Technology and Myron L. Cohen ronment and the linkages culture change within various Media Ralph L. Holloway between science and society; the populations. The faculty have Mathematics Education use of computers, computer first-hand field experience in Science Education For information about faculty modeling and instrumentation the United States and in other and their scholarly and research in mathematics and science parts of the world, notably Faculty: interests, please refer to the instruction. These scholars, Africa, Latin America, the Professors: “Faculty” section of the Catalog many of whom have extensive Caribbean, Europe, Central O. Roger Anderson on page 61. international experience, there- Asia, and South America. John Black fore comprise one of the sec- These scholars enable the George C. Bond Departmental mission: tions of the department: Mathe- department to put science, Lambros Comitas This departmental grouping matics and Science Education. mathematics, communication, Charles C. Harrington represents the College’s efforts and technology into a compara- Robert McClintock to understand the implications Second, the Department houses tive, transcultural, social and Ernest Z. Rothkopf for education of the relation- the College’s programs in international perspective. Herve Varenne ships among science, technol- Computing, Communication, Bruce R. Vogeli ogy, and society. and Technology whose overar- Department-Wide Courses: ching goal is to utilize multi- Core Courses Visiting Professors: Science, and the world we have media effectively in education. come to know through science, Faculty in these programs have SCF 5042. Science, technology, Henry Pollak and society (3) J. Phillip Smith comprises one ground within been concerned with the indi- which technology is formed vidual and cooperative use of Professor Calabrese-Barton. The and changes. Society and cul- technologies in education, nature and interrelationships of Associate Professors: science, technology, and society as Angela Calabrese-Barton ture constitute the settings including distance learning; represented in policy and curricu- Robert P. Taylor within which science, mathe- the implications of global, lum for education. Jo Anne Kleifgen matics, technology and com- multicultural perspectives on munication media develop, technology development; and Other Department-Wide Courses and the forces that frame the the training of professionals in Research Associate Professor: SCF 4005. Teaching mathemat- Frank Moretti work they are to do. Society the fields of computing, com- and culture not only frame the munication, and instructional ics and science in diverse cultures (1–3) Adjunct Professor: sciences, mathematics, com- technology. These programs Faculty. Principles, techniques, Joel E. Schneider munications styles and media contain faculty with extensive and issues in the teaching of math- which develop within them, international experience and ematics and science in other cul- Assistant Professors: but they are limited in turn by also link the College to ongo- tural and national settings. Benjamin Bell them. Similarly, individual ing university initiatives in Elaine Howes potential may be freed by communication. Faculty and SCF 5000. Methods of inquiry: improved technologies and students of this section exam- Ethnography and participant communication media, but is ine technology as well as the observation (3) Adjunct Assistant Professors: Professor Harrington. The meth- Jamsheed Akrami also constrained by them. role of computers and other These integrative processes media of communication on ods of the behavioral and social sci- Howard Budin ences as they relate to ethnography Patrizia Magni have important consequences education and society’s educa- and participant observation. Keith Sheppard for education. Accordingly, any tional performance. Emphasis on the role of theory, Robert Steiner department which is to focus characteristics and relative efficien- Thane Terrill on the role of science, technol- Third, we give specific atten- cies of various research techniques, ogy, and society must reflect a tion to society and culture. and the importance of integrated number of capacities. Societies are the arena within research design. which science and technology

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SCF 5001. Ethnography and par- Degrees Offered: ical anthropology; all of this is This program focuses on the ticipant observation: Structural done from a strong cross-cul- complex issues involved in Anthropology and Education and interpretive analysis (3) tural and comparative perspec- Master of Arts (M.A.) applying anthropological Professor Varenne. Prerequisite: tive. Methodological emphasis Master of Education (Ed.M.) knowledge and approaches to SCF 5000. Emphasis on the issues is placed on intensive and sys- matters of policy concern in arising out of ethnographic Doctor of Education (Ed.D.) tematic ethnography. The fac- medicine, psychiatry, psycho- research as they arise during a pilot Doctor of Philosophy (Ph.D.) project from entry into the field to ulty has a distinguished record analysis, economic and of publications and research community development, the writing of the results. Applied Anthropology projects illustrating these Doctor of Philosophy (Ph.D.) education, businesses and cor- SCF 5002. Ethnography and par- premises. Most of this work has porations, institutional pro- ticipant observation: Compara- been conducted in the United grams, and ecological and tive and qualitative analysis (3) Special Application Requirements: States, Africa, the Caribbean, environmental change. Professor Harrington. Prerequisite: South America, and Europe. Applications are reviewed for SCF 5000. Issues of comparative Resources these programs on an ongoing and quantitative analysis of data The Program in Anthropology and Both programs are conducted generated by ethnographic/partici- basis. Preference in scholarship Education in collaboration with the pant observation inquiries. awards will be for those appli- The program in Anthropology cants who meet the priority Department of Anthropology and Education offers a discipli- SCF 5003. Communication and deadline. at Columbia University, culture (3) nary approach which carefully Columbia’s Graduate School of explores and contributes to the Professor Varenne. Introduction to GRE General Test required, Arts and Sciences, the School of major theories of human commu- analysis and understanding of except of international stu- International and Public nication and culture as they relate educational processes in schools dents for whom the TOEFL Affairs, and other professional and build on each other. and classrooms, in families, on is required. If the applicant schools and institutions of the street corners, in community will be in or near New York University (School of Public SCF 5016. Ethnography of the centers, in churches and in all Health, Lamont-Doherty Labo- classroom (3) City, an interview with one settings where education may ratory, etc.). Professor Varenne. Introduction to of the program faculty is proceed. The department the ethnographic investigation of recommended. classrooms and to the educational houses the largest group of In addition, our location in policy issues it addresses. Program Descriptions: anthropologists of education to New York City allows students be found in any university in Teachers College has been a easy access to a myriad of pres- SCF 5555. Technology and the the world. tigious academic and research emergence of a global curricu- pioneer in both Anthropology and Education and Applied institutions and provides a nat- lum (3) The Joint Program in Applied Anthropology. These two pro- ural laboratory for student Professor Taylor. This course deals Anthropology grams function as one entity research on ethnicity, migra- with the impact of technology on In 1968, Teachers College and tion, and urban life. Through human society over the ages, how and provide a unique research the Graduate School of Arts the Inter-University Doctoral technology in particular is shaped training experience for a very and Sciences of Columbia Uni- by, and in turn shapes, the vision select group of students. This Consortium, students may take versity initiated and imple- informing a specific culture and its highly personal academic envi- courses to fulfill their Teachers mented a Joint Program of curriculum, and how the global ronment within the larger uni- College program requirements Applied Anthropology. This sharing of technology is inexorably versity complex maximizes the at the Graduate School and the contributing to the emergence of joint venture between Teachers interaction between students University Center of the City a common global curriculum. College and the Department of and faculty while offering a University of New York, Ford- Special fee: $25. Anthropology (Graduate variety of scholarly and profes- ham University, the New School of Arts and Sciences) sional resources. School for Social Research, and Anthropology and trains graduate students regis- New York University. tered at either graduate school. Both programs prepare stu- Education By this agreement, all applied dents to enter current research Most of the programs’ gradu- (Code: TFA) anthropological training at and policy conversations about ates find academic posts and Columbia University is admin- education and the application administrative positions in col- istered through Teachers Col- Applied Anthropology of anthropology to other fields. leges, universities, and profes- lege. The Joint Program offers (Code: TFO) The programs are built on the sional schools. Others locate in a course of study and thorough federal and international agen- Program Coordinator: premise that one can claim to training in applied anthropol- cies, research institutes, private Professor Lambros Comitas apply anthropology only to the ogy that is certified by both foundations, medical institu- (212) 678-3309 extent that one has been rigor- institutions, and capitalizes on ously trained in the theory and tions, consulting firms, and the strength of the university’s methodology of the discipline. social welfare and community faculty. Theoretical emphasis is given service organizations in the to social and political processes, United States and abroad. cultural theory, and psycholog-

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Degree Requirements: anthropology (economics, his- Department, the candidate is required for the Doctor of Phi- tory, linguistics, philosophy, required to register for contin- losophy (Ph.D.). Of these 75 Anthropology and Education psychology, sociology.) An uous dissertation advisement points, a maximum of 45 Master of Arts additional 30–36 points must until the dissertation has points can be completed The Master of Arts program in also be taken to complete the received final approval. through another Faculty of Anthropology and Education is course of study. These courses Columbia University, or a designed for students who are should be chosen so as to Doctor of Education maximum of 30 points may be planning to enter one of the enhance the professional prepa- A minimum of 90 points of transferred or earned in courses doctoral programs as well as ration of the student in his or acceptable graduate credit is from other recognized gradu- those seeking a terminal mas- her expected field of practice. required for the Doctor of Edu- ate schools. 40–45 points of ter’s degree. Administrators, Up to 30 of the required 60 cation (Ed.D.), 45 of which major courses are required. counselors, evaluators, research points may be transferred from must be completed through These courses prepare students associates, and teachers in ele- previous course work to the Teachers College registration. with the requisite knowledge mentary and secondary schools extent that they fulfill some of 42 points of major courses are of epistemological, theoretical, can improve their work the requirements listed above. required. These courses prepare methodological, ethnographic, through learning how anthro- Students are also required to students with the requisite and substantive areas of pological methods are applied conduct an integrative project knowledge of epistemological, anthropology. They aim to to educational problems, pol- in addition to the 60 points of theoretical, methodological, develop competency in the dis- icy, and practice. The program course work. ethnographic, and substantive cipline, while addressing the requires at least four courses areas of anthropology. They specific intellectual interests of (12 points) in anthropology Doctoral Degrees aim to develop competency in the student. offered through the Depart- The Doctor of Education and the discipline, while addressing ment. The program should Doctor of Philosophy degree the specific intellectual inter- At least 15 points of the include at least one colloquium tracks are for students who ests of the student. 15 points in anthropology requirements or seminar level course; three plan to engage in scholarly research methods and statistical must be taken within the pro- courses (6–9 points) in the writing and research, applied courses are also required. The gram. A minimum of 25 fields foundational to anthro- research and evaluation, or knowledge of education and points of the 40 points pology (economics, history, lin- teaching and administrative educational institutions, of per- required in anthropology must guistics, philosophy, psychol- responsibilities at colleges, uni- sons and the learning process, be taken at Teachers College, or ogy, sociology); and four other versities, professional schools of and the various forms of mea- in other Faculties of Columbia courses (9–12 points) that education and medicine, surement and evaluation in University. Within the major directly contribute to the research institutes, or state, cognate areas prepares program course requirements, 15 points emerging professional interest federal, and international agen- graduates with the knowledge in required courses must be of the candidate. The M.A. cies and bureaus. The following and skills necessary for taken: the four semester program requires an integrative are required of students in both researching and working in a sequence of colloquiums and project as well as an internship the Ed.D. and Ph.D. tracks: variety of formal and non-for- summer field research (a mini- in addition to the 32-point mal educational settings mum of 12 points) and an program. Certification Requirements: through 18 points of broad and independent study (3 points) Certification is the means of basic areas. This leaves 15 used in preparation for the cer- Master of Education indicating that the student is points of electives to increase tification examination and dis- The Master of Education’s flexi- regarded as having attained the competence in comparative, sertation proposal. 15 points in bility allows students to address expected competencies out- regional or international stud- research methods and statistical various professional concerns, lined in the course require- ies, or to enhance technical courses are also required. The satisfy diverse academic needs, ments above. An overall Grade skills used in conjunction with remaining 15 points of elec- and enhance professional skills. Average of B+ is expected. Stu- but outside the major course of tives are used to increase com- In the Ed.M. program, Teacher dents must also complete a study. At least three of these petence in comparative, Certification may also be written examination on anthro- courses (8–9 points) must be regional or international stud- achieved in conjunction with pology and education. taken in fields foundational to ies, or to enhance technical other teacher education pro- anthropology (economics, his- skills used in conjunction with grams in the department and in Dissertation Requirements: tory, linguistics, philosophy, but outside the major course of the college. Minimally, candi- After passing the certification psychology, sociology.) study. At least three of these dates for the Ed.M. degree in examination, the candidate courses (8–9 points) must be anthropology and education should begin writing a disser- Doctor of Philosophy taken in fields foundational to take 21 points in courses tation proposal. One or two Each student develops, in col- anthropology (economics, his- related to the main fields of the years of anthropological field laboration with an advisor, a tory, linguistics, philosophy, discipline, including at least 15 research is required for the col- program of study in anthropol- psychology, sociology.) Of the points in socio-cultural anthro- lection of original field data ogy designed to establish a 75 graduate points required for pology. A minimum of three based on the dissertation high level of competency. A the degree, a minimum of 45 courses (6–9 points) must be research proposal. After the minimum of 75 points of must be taken for an evaluative taken in fields foundational to proposal is approved by the acceptable graduate credit is letter grade.

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Foreign Language Requirement points in required courses must SCFF 4010. Cultural and social SCFF 4017. Anthropological Each candidate must satisfy the be taken: the four semester bases of education (3–4) perspectives on homelessness foreign language requirement sequence of colloquiums and Professor Comitas. Analyses of and social control (3) by demonstrating proficiency summer field research (a mini- basic anthropological concepts, Faculty. Theoretical and ethno- in two scholarly languages, or mum of 12 points); an addi- with particular reference to the graphic analyses of contemporary sociocultural context of education forms of social exclusion in urban one scholarly language and one tional theory course outside of and the role of educational institu- settings. Emphasis on the interac- field language, or one scholarly the first semester colloquium tions in community, national, and tion between institutional arrange- language and a two semester (3 points); two ethnography regional development. Four-point ments and the experience of home- sequence of prescribed statistics courses, one within and one enrollment requires attendance at lessness. courses. outside of one’s interest (6 film showings before or after class. points); two sub-discipline SCFF 4018. Anthropology and Applied Anthropology courses (6 points), one in lin- SCFF 4011. Social context of development in Africa (3) guistics and one from either education (3–4) Professor Bond. This course con- Doctor of Philosophy Professor Bond. Analyses of basic siders issues and problems of Each student develops, in col- archaeology or physical anthropology; and an independent anthropological concepts, with development in sub-Saharan laboration with an advisor, a emphasis on approaches to the Africa. It examines specific devel- study (3 points) used in prepa- program of study in anthropol- study of education through com- opment projects from different ogy designed to establish a ration for the certification parative study of social institu- theoretical and empirical perspec- high level of competency. A examination and dissertation tions. Four-point enrollment tives. minimum of 75 points of proposal. requires attendance at film show- acceptable graduate credit is ings before or after class and addi- SCFF 4034. Dynamics of family Fifteen (15) points in research tional discussion sessions held at interaction (3) required for the Doctor of Phi- hours to be arranged. Professor Varenne. An introduc- losophy (Ph.D.). Of these 75 methods and statistical courses are also required. The remain- tion to communication patterns points, a maximum of 45 SCFF 4012. Cross-cultural inside families, with a special points can be completed ing 15 points of electives are used to increase competence in studies of learning (3–4) emphasis on both their complexity through another Faculty of Professor Harrington. Analyses of at the interpersonal level and their comparative, regional or inter- Columbia University, or a basic anthropological concepts, simplicity within the social struc- maximum of 30 points may be national studies, or to enhance with particular reference to the ture of a community. Class time is transferred or earned in courses technical skills used in con- influence of cultures and subcul- dominated by cross-cultural data from other recognized gradu- junction with but outside the tures on the learning process, to on family structure and videotape ate schools. 40–45 points of major course of study. At least education in multicultural class- analyses of communication pat- three of these courses (9 points) rooms and to the relevance of terns within American families. major courses are required. psychological anthropology to These courses prepare students must be taken in fields foundational to anthropology (eco- educational issues. Four-point SCFF 4600. Group studies in with the requisite knowledge enrollment requires attendance at educational issues (1–3 per of epistemological, theoretical, nomics, history, linguistics, philosophy, psychology, sociol- film showings before or after class section) methodological, ethnographic, and additional discussion sessions Faculty. Permission required. ogy.) Of the 75 graduate points and substantive areas of held at hours to be arranged. Opportunity for groups to orga- anthropology. They aim to required for the degree, a mini- nize colloquia, seminars, or prac- develop competency in the dis- mum of 45 must be taken for SCFF 4014. Urban situations tica, with faculty sponsorship, for cipline, while addressing the an evaluative letter grade. and education (3–4) the study of specific educational specific intellectual interests of Professor Bond. An introduction issues, problems, or policies, and Foreign Language Requirement to the anthropological study of for the development of particular the student. Each candidate must satisfy the the sociocultural patterns of popu- skills, in accordance with emerg- foreign language requirement lations residing in urban settings, ing social situations and urgent At least 15 points of the with emphasis on domestic, common concerns. Students wish- anthropology requirements by demonstrating proficiency in two scholarly languages, or ethnic, class, and educational ing to engage in such studies must must be taken within the pro- relationships. present a plan and secure the spon- one scholarly language and one gram. A minimum of 25 points sorship of a faculty member of the of the 40 points required in field language, or one scholarly SCFF 4016. Culture and society department who will serve as advi- anthropology must be taken at language and a two semester in Africa (3) sor. Registration and evaluation Teachers College, or in other sequence of prescribed statistics Professor Bond. A general survey of procedures will be worked out and Faculties of Columbia Univer- courses. sub-Saharan Africa, using contribu- carried through with this advisor. tions from theoretical approaches sity. Up to 15 points in anthro- Courses: to anthropological research in the Intermediate Courses pology courses may be taken at area. Emphasis on socioeconomic, other graduate institutions who Introductory Courses ideological and religious, educa- SCF 5000. Methods of inquiry: Ethnography and participant are members of the Inter- SCFF 4003. American culture tional, and political analysis of University Doctoral Consor- African communities. observation (3) and education (3) Professor Harrington. The meth- tium, to satisfy major course Professor Varenne. An orientation requirements. Within the ods of the behavioral and social sci- to American culture and ences as they relate to ethnography major course requirements, 30 education. and participant observation. Emphasis on the role of theory,

254 D EPARTMENT OF S CIENTIFIC F OUNDATIONS characteristics and relative efficien- SCFF 5013. Psychological practical study of a contemporary SCFF6514. Topics in anthropol- cies of various research techniques, anthropology (3) organizations. ogy and education: Cultural and the importance of integrated Professor Harrington. The con- analysis (1–3) research design. cepts, theories, and methods of Colloquia Professor Varenne. Permission psychological anthropology. Cross- required. SCF 5001. Ethnography and par- cultural studies of learning SCFF 5610z. First-year collo- ticipant observation: Structural processes. Emphasis on recent quium in applied anthropology SCFF6515. Topics in anthropol- and interpretive analysis (3) work in the field, problems of (3) ogy and education: Resilience in Professor Varenne. Prerequisite: cross-cultural methodology, and Professors Bond and Varenne. Per- at-risk population (1–3) SCF 5000. Emphasis on the issues the study of socialization. mission required. This is a year- Professor Harrington. Permission arising out of ethnographic long critical review of important required. research as they arise during a pilot SCFF 5014. Symbolic works in anthropology and educa- project from entry into the field to anthropology (3) tion and applied anthropology. SCFF6516. Topics in anthropol- the writing of the results. Professor Varenne. An introduc- During the spring semester stu- ogy and education: Drugs and tion to the anthropological study dents present proposals for their society (1–3) SCF 5002. Ethnography and par- of symbols and meaning with summer fieldwork before the Professor Comitas. Permission ticipant observation: Compara- emphasis on the relation between members of both programs. required. tive and qualitative analysis (3) cultural constructions of the world Required of, and open only to, Professor Harrington. Prerequisite: and action in the world. first-year doctoral students. Meets SCFF6911. Work Group in psy- SCF 5000. Issues of comparative concurrently with SCFF 5611 dur- chological anthropology and quantitative analysis of data SCFF 5015. Political anthropol- ing the spring semester. Professor Harrington. This work generated by ethnographic/partici- ogy: Labor, race, and belief (3) group meets every other week to pant observation inquiries. Professor Bond. This course consid- SCFF 5611z. Second-year collo- discuss current issues in psycho- ers the theories and concepts used quium in anthropological logical anthropology. It also dis- SCF 5003. Communication and by anthropologists and other social method (3) cusses and reviews current research culture (3) scientists in the analysis of political Professors Harrington and Comi- and proposals for research of work Professor Varenne. Introduction to behavior and institutions. It tas. Permission required. This is a group members, including faculty, major theories of human commu- emphasizes the comparative study year-long review of the methods of alumni, and doctoral students con- nication and culture as they relate of political systems, movements, field research and data analysis in centrating in psychological anthro- and build on each other. and processes within the context of anthropology, with special refer- pology. rural and urban situations. ence to educational systems and processes. Network analysis, sys- SCFF 5005. Interdisciplinary Individualized Studies tematic observation, quantification study of the family (3) SCF 5016. Ethnography of the Advanced students may register procedures, participant observa- Professor Varenne. Critical exami- classroom (3) for intensive individual study of tion, ethnographic interview, use of nation of the interaction of inter- Professor Varenne. Introduction to some aspect of their specialization. film and videotape, cross-cultural nal and external forces and their the ethnographic investigation of Registration is only by permission survey techniques, and testing and effects upon individuals and fami- classrooms and to the educational of the instructor under whose experimental design. During the lies, drawing upon perspectives of policy issues it addresses. guidance the work will be under- spring semester, students report on various social science disciplines. taken. Times for individual confer- their completed summer fieldwork SCFF 5017. Anthropology and ences will be arranged. Enrollment before the members of both pro- SCFF 5010. Social organization the law (3) may be for 1 or more points each grams. Required of, and open only and comparative institutions (3) Faculty. Analysis of various legal term, and registration is not lim- to, second-year doctoral students. Professor Bond. An introduction systems in state and stateless soci- ited to one or two terms. to selected theories of social orga- eties with case materials and other Meets concurrently with SCFF 5610 during the spring semester. nization and their application to readings used to illuminate basic SCFF 6200. Field research out- the analysis of small-scale society assumptions behind “legal’’ side the United States (0) as a background to the analysis of processes. In this context, what Research Seminars Permission required. Required of social and educational problems. American lawyers mean when they SCFF 6511. Seminar in psycho- doctoral students when choice of say that their education and train- logical anthropology (3) doctoral research necessitates data SCFF 5011. Process and change ing enables them to “think like Professor Harrington. Permission generation in other countries. One in Africa (3) lawyers’’ is examined. required. Prerequisite: SCFF 5013. year of field experience under Professor Bond. Anthropological supervision in approved geograph- studies of social systems, cultural SCFF 5019. Applied Social SCFF 6512. Social theory and ical and institutional site. Students change, and development. Special Science: Theory, Policy, and structure (3) secure approval of their principal emphasis on the role of politics, Practice (3) Professor Bond. Investigation of advisor and either the program religion, economics, and education Dr. William Heaney. This course issues and problems in social the- coordinator or department chair in in change processes. will introduce students to the ory through the analysis of relevant advance. Periodic reports are anthropological analysis of formal literature in the social sciences. required. SCFF 5012. Culture and society organizations through the theo- in the Caribbean (3) retical literature; the analysis of SCFF 6513. Topics in anthropol- SCFF 6910. Studies in anthro- Professor Comitas. Detailed survey, case studies of the non-govern- ogy and education: Religion and pology and education (1–15) utilizing contributions from theo- mental (the non-profit sector), Politics in Contemporary Africa Faculty. Permission required. May retical approaches to anthropologi- governmental and for profit (1–3) be used by doctoral students before cal research in the area. Emphasis (business) organizations, describ- Professor Bond. Permission successful completion of written on socioeconomics, community ing the dilemmas facing different required. certification examinations. studies, and sociopolitical analyses. organizational structures; and a

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SCFF 7500. Dissertation seminar (February 1 for Fall and Octo- • When changes in informa- increasingly become high- in anthropology and education ber 15 for Spring.) tion and communications tech and high-prestige pro- (0–3) technologies transform the fessions. Faculty. Permission required. Doctoral applicants are ways people create, dissemi- • Changes in information and Required of doctoral students in required to submit a writing nate, and apply knowledge, communications technologies the semester following successful completion of written certification sample and results from the deep changes in educational will resuscitate the progres- examinations. GRE General Test. They are practices occur. sive movement in education, also strongly encouraged to • Educational institutions, enabling it to be both SCFF 8900. Dissertation advise- arrange for an interview, are including schools of educa- broadly egalitarian and intel- ment in anthropology and edu- considered for Fall semester tion, will undergo prolonged lectually rigorous. cation (0) only, and should meet the Jan- change and significant trans- Individual advisement on doctoral uary 15 application deadline. formation, occasioned by Communication, Computing, dissertations. Fee: to equal 3 changes in the media of and Technology in Education points at current tuition rate for In addition to academic crite- intellectual production. aims to prepare students to deal each term. For requirements, see ria, CCTE takes into account • With digital information and with both the present and section in catalog on Continuous Registration for Ed.D./Ph.D. the relevance of its resources to communications technolo- future implications of new degrees. a prospective student’s profes- gies, the separation of schools media, and to play a construc- sional goals as described in the and higher education into tive role in shaping the educa- personal statement in making two, largely distinct, educational response to innovations Communication, admission decisions. tional cultures will markedly in information and communica- Computing, and diminish. tions technologies. Although Program Description: • With the emerging intellec- these concerns are common to Technology in Communication, Computing, tual conditions, activities all three programs, each has Education and Technology in Education contributing to the creation distinctive nuances with respect provides a cluster of degree of knowledge will increase in to methods and purpose: Program Coordinator: programs for students who seek relative value and those • Communication and Educa- Professor Robert McClintock to develop leadership capacities devoted solely to its dissemi- tion relies primarily on (212) 678-3344 or in the uses of information and nation will decrease. social science inquiry to (212) 678-3115 communication technologies in • Campuses will remain understand, interpret, and education. It serves students, important foci of intellectual shape how information and Communication and Education staff, and faculty members who activity while participation communications technolo- (Code: TUC) share a commitment as educa- in them will become more gies influence culture and tors to use digital technologies flexible via networks sup- education; Degrees Offered: to improve education at all lev- porting asynchronous, dis- • Computing and Education Master of Arts (M.A.) els. Work through CCTE tributed involvement. works with computer infor- Master of Education (Ed.M.) should move simultaneously • Specialists in education will mation systems to facilitate Doctor of Education (Ed.D.) towards two different poles— need to work closely with the effective extension of dig- towards a comprehensive scholars, scientists, and pro- ital technologies into educa- Computing and Education understanding of the cultural fessionals to embed powerful tional practice; (Code: TUD) and historical implications of learning experiences in the • Instructional Technology and new technologies for education digital means for advancing Media concentrates on the Degree Offered: and life and towards purpose- knowledge. creation and application of Master of Arts (M.A.) fully selecting and shaping the • Increasingly, educators will innovative technologies, uses of new media in educa- de-emphasize imparting a guided by a research tradi- Instructional Technology and tional practice at all levels. static stock of information tion grounded in pedagogy Media and ideas and will instead and cognitive science, in (Code: TUT) CCTE’s programs deal with the seek to enable all people to order to make new media many ways in which material contribute to the advance- work as powerful tools for Degrees Offered: culture changes and shapes ment of knowledge. study and teaching. Master of Arts (M.A.) educational practice at all its • Demand for highly skilled Master of Education (Ed.M.) levels. Here are some assump- educators will increase and Across the three programs, stu- Doctor of Education (Ed.D.) tions about the long-run effects preparing them will largely dents and faculty members all that innovations in information be a field-based engagement engage in research, develop- Special Application and communications technolo- in situations where students ment, theory, and application. Requirements: gies are having on education interact with new knowledge All three programs put a high M.A. and Ed.M. applicants are and culture. Work through resources. priority on group work, on reviewed on an ongoing basis. CCTE should lead faculty and • Schools and other educational field work and internships, and For scholarship awards, appli- students to study, criticize, institutions will increase in on planning, implementing, cants who meet the priority develop, and extend proposi- public importance and the and completing innovative pro- deadlines receive preference. tions such as these. educating professions will jects. Schools, computer com-

256 D EPARTMENT OF S CIENTIFIC F OUNDATIONS panies, businesses, and other nication, information pro- improve how computing, • What pedagogical strategies agencies are normally partners cessing, and cognition condi- including programming, is should designers embody in in projects, providing environ- tion educational practice. taught in schools, and in this instructional materials, ments, materials, personnel, or • Explore positive and negative area we make special efforts to including those based on opportunities for carrying them effects of media on social address the need for appropriate multimedia? out. The Institute for Learning relations and develop strate- software throughout education • How should educators Technologies (http://www.ilt. gies for using information and the search for appropriate deploy, manage, and evaluate columbia.edu) and the Center and communications tech- pedagogies for teaching com- information and communica- for Technology and School nologies to improve condi- puting at diverse levels, from tions technologies in class- Change (http://www.tc.colum- tions of education and life. early childhood through matu- rooms for optimal educa- bia.edu/~academic/ctsc/) work rity. A second major direction tional effect? closely with CCTE faculty In the course of completing a seeks to develop and implement members and students and pro- degree, the student should appropriate patterns of use for These questions remain matters vide a wide range of internship expect to attend closely to both computers at various levels of of basic concern within this and fieldwork opportunities. technical artifacts and to human formal education, paying atten- program and the related pro- activity; that is, both to mater- tion to matters of equity, peda- grams in the area of Communi- Communication and Education ial systems of communication in gogical value, and the produc- cation, Computing and Tech- Through the program in Com- which technologies are the mat- tive allocation of scarce nology. The World Wide Web munication and Education, ter of primary interest and to educational resources. Students and related technologies have students prepare for teaching interpersonal, direct communi- in this program should master lowered the costs of distance and research positions in cation dynamics in which the skills needed to design, learning programs greatly higher education; for work in unmediated exchanges, face-to- implement, and manage the while increasing their flexibil- schools using information and face, are the subject of inquiry. substantive uses of digital ity. Through Instructional communications technologies A major theme for continuous telecommunications systems for Technology and Media faculty as means for improving educa- reflection should be the diverse educational purposes. members and students join to tional practice; for conducting ways in which the modes of develop the skills needed to formative and evaluative communication condition the Instructional Technology make full use of the new research in the areas of educa- meanings actually and poten- and Media opportunities in distance and tional media and information tially communicated, whether Students who have earned distributed learning. technologies; for careers as in face-to-face conversation or degrees in Instructional Tech- innovators in the design and through a global broadcast nology and Media find posi- Participants in this, and in our use of new media for educa- using satellite transmission. tions in education, govern- other programs, share a basic tional purposes; and for work ment, and industry. Some conviction that good design in in business and government Computing and Education continue to work within for- educative matters starts with designing and implementing Students who complete the mal education, as teachers, careful attention to the needs corporate communication pro- master’s program in Comput- researchers, or administrators and characteristics of the stu- grams. The program uses the ing and Education take posi- on the elementary, secondary, dents that the design will methods of the social sciences, tions in schools as computer or college level. Others work serve. The ability to under- encompassing both qualitative coordinators or teachers using in training and development stand the student, through and quantitative approaches to advanced technologies in the departments in business or empirical research and the study of communication classroom, in new media com- government agencies. An empathic engagement will and education. They ask, in panies developing software and increasing number work as make the design of instruc- particular, How do education multimedia applications for independent professionals in a tional technology be more than and other social systems education and training, in acad- variety of settings, such as just technically proficient, but change under the impact of emic computer centers and cor- educational service, produc- educationally valuable as well. new media? Faculty members porate information services, and tion consulting, and publish- In all, this attention to the stu- and students pursue three in education departments at the ing. Still others have estab- dent defines the technological broad areas of inquiry, federal, state, and local levels lished themselves as humanism we seek through all enabling them to: managing the integration of researchers, designers, and components of the programs in • Reflect on the historical information and communica- producers for innovative mul- CCTE, a technological human- effects of media and on the tions technologies into schools. timedia projects. ism that combines sophistica- cultural uses of developments tion in the use of technical such as face-to-face speech, Within the general area of com- In recent years, students in the means with humane commit- writing, printing, photogra- puting and education, faculty program have made three ques- ments for guiding purposes. phy, film, radio, television, members and students study tions paramount: computers, and networked the interactions between com- • Which emerging technolo- multimedia; puting and education, interac- gies hold greatest promise for • Use anthropological and lin- tions that grow ever more pow- enriching the learning expe- guistic methods to study how erful and diverse. One rience throughout the educa- the diverse forms of commu- important effort aims to tional enterprise?

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Financial Aid and Other ways to meet the intrinsic SCFU4018: Design & communica- information on Fieldwork and Assistance demands of the field, which tion in modern culture Internships below. In addition to college-wide cannot be reduced to simple SCFU4049: Computers and writing financial aid opportunities and steps. SCF 5003: Communication and Master of Education student services, the faculty culture This degree is designed for stu- SCFU5020: Computer-mediated dents who have completed a members of CCTE are commit- Master of Arts communication ted to generating an increasing The Master of Arts (M.A.) master’s degree. Up to 30 points of graduate credit range of opportunities for degree is granted upon satisfac- Computing and Education remunerative work that will tory completion of 32 points earned elsewhere may be integrate well into our pro- and an integrative special pro- SCFU4000: Core Seminar in Com- counted toward the minimum gram of studies. Essentially ject. In these programs, the munication, Computing, and 60-point requirement. Candi- such opportunities are of three M.A. degree serves two main Technology in Education dates for the Master of Educa- SCFU4022: Telecommunications, types: assistantships in research functions: in part as a mark of tion (Ed.M.) who have not met distance learning, and collabora- the Core Requirements for the and development projects, entry-level professional qualifi- tive interchange instructorships to teach basic cations in the fields we cover, SCFU4031: Programming I M.A. degree in their program, courses in our field, and intern- and in part as a grounding for (required of those who are not pro- must do so in order to com- ships in industry, government, further, more advanced special- ficient programmers) plete the Ed.M. In addition to and education. The precise ization in the field. Students SCFU4052. Computers, problem completing the minimum opportunities that exist in should consult with a faculty solving, and cooperative learning course requirements and devel- these areas continually change advisor and choose their courses SCFU4085: New technologies for oping a skill specialization, as projects, here and elsewhere, with care in light of these func- learning candidates for the Ed.M. begin, proceed, and culminate. tions. Teachers College has a SCFU4133: Cognition and com- degree will be expected to cul- puters To find out about these oppor- breadth requirement, which minate their work through a SCFU5555: Technology and the research or development pro- tunities, students should con- students fill by taking three emergence of a global curriculum sult individual faculty. courses, each for at least 2 ject submitted to the faculty. This project should be one that points, outside the area of Com- Instructional Technology & represents the student’s inter- Degree Requirements: munication, Computing and Media Requirements do not deter- Technology (i.e., courses with a SCFU4000: Core Seminar in ests well, one that allows him mine all the courses a student prefix other than SCFU). Unless Communication, Computing, and or her to display the specialized should take; they should help a faculty advisor authorizes an Technology in skills developed in study for structure the type and charac- exemption, all M.A. candidates Education the degree. ter of student choices. The col- should complete the following SCFU4008: Information technol- lege-wide degree requirements Program requirements. They ogy and education Students accepted for a doc- are stated on page 275 in this should take SCFU4000, Core SCFU4083: Instructional design of toral program should earn the bulletin. The following Seminar in Communication, educational technology Ed.M. as an integral part of SCFU4133: Cognition and com- description of steps through Computing, and Technology, their doctoral work. The Ed.M. puters can be, however, far more than programs specific to Commu- for 2 points as early in their pro- SCFU5020: Computer-mediated nication, Computing, and gram as possible. They should communication a stepping stone to a doctorate. Technology in Education take four courses from the core SCFU5030: Intelligent computer- It has great flexibility and stu- amplifies the college-wide in their area, listed here, and at assisted instruction dents can use it to lay a strong requirements and should serve least one course from the core in SCFU5510.01: Topical Seminar— foundation for significant posi- as an aid for structuring an each of the other areas. Where Design of distributed instruction tions of leadership that demand individualized program of appropriate to special circum- high levels of skill but do not study based on previous expe- stances arising from a student’s Candidates for the M.A. degree require doctoral-level academic rience, professional goals, and interests or from scheduling will be expected to culminate their certification. For instance, stu- work with an integrative project. interests. Enrolled students can constraints, a student may sub- dents can put together a very Such a project might be a review effective 60-point program obtain further specifics about stitute other courses from CCTE essay in which they give a thor- requirements and the academic offerings in consultation with ough, well-written summation of dealing with “school media for calendar from the program his or her advisor for the core current research and development curriculum innovation.” In a office, Box 8, (212) 678-3344, courses listed here. work in an area of their choice similar way, one can develop a or from our website, within the broad field of Informa- very strong grounding in edu- thales.ilt.columbia.ilt/ccte/pro- Core Program Courses tion and Communications Tech- cational software development grams/. Following the require- nologies in Education or a multi- through the Ed.M. degree. It Communication and Education ments is a necessary, but not media instructional application. In can serve many purposes: one sufficient, way to a degree. SCFU4000: Core Seminar in addition, we recommend strongly needs to think through one’s Communication, Computing, and that students take some Fieldwork aspirations and use the scope of Degrees represent advanced or Internships as an integral part of levels of mastery in rigorous Technology in Education the Ed.M. program to build SCFU4010: Theories of their master’s program, for experi- scholarship and disciplined entially grounded learning is an academic and experiential foun- communication dations for their achievement. practice. In meeting require- SCFU4016: History of invaluable preparation for profes- ments, students should find communication sional practice. We include further

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Doctor of Education Technology in Education at ally in July, and do the remain- SCFU 4010. Theories of com- Doctor of Education (Ed.D.) Teachers College. The Cohort der of their credit work through munication (2–3) degree candidates should read option is for students particu- independent study. The degree Professor Moretti. A broad, multi- “Requirements for the Degree larly interested in integrating can be obtained in two sum- disciplinary survey of contempo- of Doctor of Education,’’ which advanced technologies into the mers and the intervening acade- rary perspectives on communication. Topics include: definitions, can be obtained from the Office school curriculum, K–12. mic year, but can also be done models and theories of information of Doctoral Studies. It states over a longer period of time. processing, history of media the formal requirements for the Each September, CCTE will change, cross-cultural communica- degree and lays out the steps admit up to 20 masters candi- Courses and independent study tion, interpersonal communica- leading to it. Communication, dates who will study full-time work focus on all aspects of tion, and the uses and effects of Computing, and Technology in as a cohort, completing their using computers in teaching mass media. Special fee: $35. Education requirements degree in one year. Through and learning, including theo- include basic courses, a skill courses, fieldwork, and intern- ries of instructional design, use SCFU 4012. Film as art: concentration, and independent ships, participants will study of software, new technologies Introductory (2–3) projects, all leading to the cer- leading efforts to develop the such as hypermedia and Professor Akrami. Film as 20th century art, emphasizing form and tification examination and the school curriculum through telecommunications, teaching style. Analysis of feature-length dissertation. Doctoral candi- technological innovation. Par- strategies, and software pro- and short films of different nations, dates should consult CCTE’s ticipants will take a prescribed duction. The Intensive Pro- styles, themes, and genres. No pre- description of the specific steps set of courses and engage in gram accepts up to about 20 vious experience in film analysis to the doctorate in Communi- practical design and implemen- new students per summer, and needed. Special fee: $50. cation and Education and tation work to fulfill current over the past ten years more Instructional Technology and master’s degree requirements. than 150 students have com- SCFU 4016. The history of Media. These steps to the doc- They will acquire a theoretical pleted the program. Housing is communication (3) torate have been designed to basis for creative work with arranged at a Columbia dormi- Professor Moretti. A comprehen- ensure that students develop technology in education tory. For more information, sive survey of the history of communication, tracing the develop- ability in one or more modes of through selected courses. They write Howard Budin, Box 8, ment of the dominant modes of inquiry, contribute profession- will gain practical experience in Teachers College, call transmitting knowledge, from ally to a field through confer- the classroom uses of informa- (212) 678-3773, or visit speaking to writing, from printing ences, presentations, or publi- tion technology via studio www.tc.columbia.edu/~ to the electronic media. Special cations, and participate actively design work and internships at academic/ctsc/imp.htm. fee: $50. in CCTE functions outside innovative schools in New York class work. Programs are City, working in implementa- Courses: SCFU 4018. Design and planned individually in consul- tion activities through the Eiffel Most courses are offered once a communication in modern tation with a faculty advisor, Project, a U.S. Challenge Grant year; a few are offered each term culture (3) starting with the admission for Technology in Education. and some once every two years. Professor McClintock. How have Current scheduling information practices of abstract reasoning, the interview and initial writing pursuit of formalism, and concep- assignments. Doctoral candi- Upon completion, participants may be obtained from the program office. tualizing the structure of complex dates should develop a system- in the Internship Cohort phenomena affected modern atic plan for study early in should be ready for leadership SCFU 4000. Core seminar in design and communication? Read- their program, encouraging roles on school faculties in communication, computing and ings and class discussions explore sustained consideration of a using advanced information technology (1–2) this question, using examples dissertation area and tailoring technology to transform the Professor McClintock and Faculty. drawn from architecture, fine art, course selection to support dis- teaching and study of core cur- Required for incoming students. graphics, typography, photogra- sertation work. The doctorate riculum areas. For information, Meets with SCFU 6600. Discus- phy, advertising, industrial design, represents the highest level of write Robert McClintock, Box sion of critical issues, reading of formal organization, process con- key works, development of project trol, transportation, information educational preparation achiev- 136, Teachers College, call theory and management, and able in the field. To complete it (212) 678-3344 or 678-3115, Communication, Computing, and Technology in Education, presen- major media of communication. well, students should meet all or visit www.ilt.columbia.edu/ tation of work in progress, conver- Special fee: $25. requirements with a fullness academic/ibco/. sations with leaders in the field. and in an intellectual spirit Special fee: $25. SCFU 4022. Telecommunica- consonant with this status. The Intensive Master’s tions, distance learning, and Program in Computing and SCFU 4008. Information tech- collaborative interchange (3) Special Degree Cohorts: Education: This track was nology and education (3) Professor Taylor. Introduction to Professor Rothkopf. Analytic the use and educational implica- The Internship-Based designed primarily for those teachers who live too far from overview of the uses of information tions of telecommunications, dis- Cohort Option: This track is tance learning, and collaborative Manhattan to attend courses technology in instruction. Exami- for students who will work interchange using telecommunica- during the regular academic nation of psychological and practi- full-time for a master’s degree cal impact of information technol- tions, particularly the Internet and in one of the programs in Com- year. Students in this program ogy on our culture and its the World Wide Web. Special fee: munication, Computing, and attend intensive four-week ses- educational institutions. Special $25. sions at Teachers College, usu- fee: $25.

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SCFU 4023. Cinema as cross- SCFU 4049. Computers and SCFU 4085. New technologies the emerging national information cultural communication (3) writing (2–3) for learning (2–3) infrastructure. Students will par- Professor Akrami. Analyzes how Professor Kleifgen. An examina- Professor Taylor and visiting ticipate in on-line communication films explore culture. Discussion of tion of the relationship between experts. A survey of technologies systems. Special fee: $50. the film as well as on the cultural computers and the writing process. such as multimedia and telecom- messages portrayed. Special fee: The course explores the effect of munications applied to learning SCFU 5030. Intelligent com- $50. electronic text on traditional and research, with full demonstra- puter-assisted instruction (3) notions of text, literacy, and com- tions and critical discussion by Professor Bell. Prerequisite: SCFU SCFU 4030. Computer applica- munication. Assumes no comput- experts. Includes discussion of 4133. Participants study ideas tions in education (3) ing experience. Lab fee: $25. implications for educational about the representation of knowl- Professor Budin & Ms. Kieran- change. Special fee: $50. edge, models of the learner, and Greenbush. Hands-on experience SCFU 4052. Computers, prob- teaching strategies that have been learning a variety of computer lem solving, and cooperative SCFU 4086. Text understanding developed in artificial intelligence applications, focusing primarily on learning (3) and design (3) and cognitive psychology, and they word processors, spreadsheets, and Dr. Budin. Considers how comput- Professor Black. Covers ideas about develop and test intelligent com- database managing. Students cre- ers may be used to promote coop- how people understand textual puter-assisted instruction materials ate their own educational applica- erative learning in problem solving materials and learn from them; for topics of interest to them. tions. No computer background for students throughout the cur- then applies these ideas to the Special fee: $25. assumed. Special fee: $50. riculum, focusing on the use of design of instructional text. Stu- simulations, databases, program- dents design instructional materi- SCFU 5031. Programming II SCFU 4031. Programming I (4) ming, and problem solving soft- als for topics of interest to them. (3–4) Mr. Auh & Mr. Lawrence. Com- ware. Course content will include Special fee: $25. Dr. Keegan. Prerequisite: SCFU municating with computers and active participation in cooperative 4031 or a solid basic knowledge of humans through programs. Uses a learning using computers as well SCFU 4133–SCFU 4134. Cogni- programming. Applies program- graphic language to formalize the as background work in educational tion and computers ming to significant problems concepts behind software struc- theory as it relates to problem Professor Black. Ideas about cog- through team projects using Java ture, and a current, widely-used solving and cooperative learning. nition and knowledge representa- or C++ to construct salient appli- implementation language such as Special fee: $25. tion and how they relate to the use cations. Special fee: $50. Java to construct representative of computers in instruction. The applications. Special fee: $50. SCFU 4078. Technology and student selects a subject area, SCFU 5191–SCFU 5192. Educa- education in Western history (3) learns to represent knowledge tional video production I and II SCFU 4035. The computer as an Professor McClintock. An histori- from it so that it can be imple- (3–4) instructional aid (3) cal inquiry into the educational mented in a computerized instruc- Mr. Riccobon. Permission required Professor Budin. A presentation of implications of technological tional system, and uses the knowl- for SCFU 5192. Practical studio research and issues surrounding change, particularly as it has edge representation to characterize and field production experience of the use of computing in schooling. affected cultural values and the the cognitive prerequisites and educational video programs, with Cognitive and social effects of capacities to organize action and to consequences of learning to use special concern for realizing educa- computers on students are investi- communicate ideas. Special fee: computers. tional purposes through directing, gated and strategies are developed $30. SCFU 4133. Cognition and scripting, staging, camera opera- for integrating computing into the computers (3) Special fee: $25. tion, lighting, and sound design. curriculum. Special fee: $25. SCFU 4080. Television and video SCFU 4134. Cognition and Special fee: $75. applications in education (3) computers lab (1–3) Permis- SCFU 4036. Hypermedia and Faculty. The role of media literacy sion required. Corequisite: SCFU 5194. Models of interac- education (3–4) is explored as a means to under- SCFU 4133. Special fee: $25. tive learning (3–4) Mr. Matsuoka, Mr. Leipolt, Ms. stand our popular culture and fos- Faculty. This course explores the Dimaraki, & Ms. Magar. Introduc- ter critical autonomy in young SCFU 4901–SCFU 4902. psychological and educational lit- tion to hypermedia products and people. Emphasis is placed on cri- Research and independent erature on interactivity and learn- programming and their role in tiquing educational television pro- study (1–6) ing. What is the role of interactiv- education. Four-point registration grams and video and using them Permission required. For Master’s ity in learning and teaching with is for hypermedia programming effectively in the classroom. Spe- students. The participating stu- new educational technologies? lab. Special fee: $50. cial fee: $35. dent will propose a program of What are the key formats and independent research or project attributes of interactivity with SCFU 4037. Computers and SCFU 4083. Instructional design development to a faculty member. electronic media? These and other the uses of information in of educational technology (3) Students in their first term of questions are studied by discussing education (3) Professor Bell. The nature of study are generally not accepted. current theory and research and by Professor Budin. This course instructional technology, systems Conference hours are arranged. evaluating state-of-the-art media examines how computers can approaches to planning, managing, projects. Special fee: $25. structure and present information, and evaluating instructional SCFU 5020. Computer mediated evaluates current educational soft- processes and materials. Emphasis communication (3) SCFU 5201–SCFU 5202. Field- ware that uses information, and is on instructional design. Special Professor McClintock. Analyzes work (1–6) considers the design of software for fee: $50. characteristics of such computer- Permission required. Opportunity integrating information applica- mediated communication systems for qualified students, individually tions into education. Prerequisite: as networked multimedia, elec- or in small groups, to develop and SCFU 4030 or equivalent com- tronic mail, bulletin boards, and pursue projects in schools, computer experience. computer conferencing, and situ- munity agencies, business organi- ates these systems in the context of zations and communication facili-

260 D EPARTMENT OF S CIENTIFIC F OUNDATIONS ties. Students in their first term of Section 7. Topical Seminar: SCFU 5814. Work conference SCFU 6600. Colloquium in study are generally not accepted. Technology and school (0–2) Communication, Computing, Conference hours are arranged. change (3) Faculty. Permission required. and Technology in Education Dr. Budin. This seminar will Occasional brief conferences con- (0–3) SCFU 5510. Topical seminar (3) examine the history of educa- vened by Communication, Com- Professor McClintock and Faculty. Faculty. Permission required. tional expectations for technol- puting, and Technology on sub- Continuous participation required Periodically under this number ogy and technology’s record in jects of special interest. of certified doctoral students. Meets various faculty and staff members changing schools, in the context with SCFU 4000. Discussion of offer courses on important topics of theories of institutional SCFU 6030. Evaluating technol- critical issues, reading of key works, in communication, computing, or change and efforts through the ogy in education (3) formal proposal of dissertation top- instructional technology and modern school restructuring Faculty. Limited enrollment. ics, presentation of work in media which will be announced at movement to include technol- Introduces a range of evaluative progress, conversations with leaders least one semester in advance. ogy. The seminar will examine instruments and techniques and in the field. Special fee: $25. Topical seminars include the recent documents and reports on applies them, through student following: using technology to effect teams, to a representative instruc- SCFU 6901–SCFU 6904. change. Part of the seminar’s tional software and to technology- Research and independent Section 1. Topical Seminar: work will involve planning for based educational innovations. study in Communication, Authoring Systems (3) effective change via new tech- Special fee: $25. Computing, and Technology Professor Bell. This seminar nologies. Special fee: $25. in Education (1–6) explores issues surrounding SCFU 6031. Multimedia educa- Permission required. For doctoral Authoring Tools, including the Section 8. Topical Seminar: tional applications in software students. The participating stu- pragmatic question of how the Art, music, and technology: development (3–6) dent will propose a program of design process ought to be sup- Their symbiotic interplay (3) Professor Taylor. Permission independent research or project ported, as well as the more chal- Professor Taylor. Students will required. Team approach to devel- development to a faculty member. lenging theoretical question of visit art exhibits, attend live oping computer-based educational Students in their first term of what, if any, pedagogies should musical performances, and software using hypermedia, study are generally not accepted. such tools embody. Students will examine selected video and authoring languages, and pro- examine a representative range computer artifacts, including gramming languages. Some back- SCFU 7501–SCFU 7504. of authoring systems via course web sites, to explore alternately ground in instructional design rec- Dissertation seminar (1) readings and demos, and will the use of technology by the fine ommended. Special fee: $75. Faculty. Permission required. Pre- engage in the design and devel- arts and the use of these arts by sentation of dissertation proposal opment of an original authoring technology, particularly with SCFU 6201–SCFU 6204. for approval by a sponsoring com- tool or extension of an existing respect to the world wide impli- Advanced fieldwork (1–6) mittee. Student arranges one two- tool. Special fee: $25. cations of this symbiosis for Permission required. Extended hour meeting with his or her spon- education. Special fee: $25. opportunities for students who soring committee. Section 5. Topical Seminar: have completed SCFU 5200. Schools as communications Section 9. Topical Seminar: SCFU 8900. Dissertation systems (3) Human capital in a digital SCFU 6401–SCFU 6404. advisement (0) Professor Moretti. An analysis of world (3) Internship (1–6) Advisement on doctoral disserta- the “school” as an historical Professor Rothkopf. This semi- Permission required. Prerequisite: tions. Fee: to equal 3 points at cur- entity conditioned by available nar will examine the transmis- basic courses in the student’s spe- rent tuition rate for each term. See communications technologies, sion of information from cohort cialization, evidence of competence section in catalog on Continuous political ideologies, and cultural to cohort-teaching, stored infor- in the internship area, and prior Registration for Ed.D. degree. predispositions, followed by an mation, communication nets, arrangement with cooperating in-depth exploration of the pos- tool and device affordances, institution. Internship in schools, sibilities for the school of the EPSSs, and media and other cul- colleges, Teachers College facilities Mathematics and future based on new technolo- tural influences on the disposi- such as the Microcomputer Science Education gies. Special fee: $25. tion to use information. Special Resource Center, community agen- Program Coordinator: fee: $25. cies, business organizations, com- Professor O. Roger Anderson Section 6. Topical Seminar: munication facilities. Students in (212) 678-3381 Technology, education, and SCF 5555. Technology and the their first term of study are gener- public policy (3) emergence of a global curricu- ally not accepted. Please direct admissions ques- Professor McClintock. A survey lum (3) tions to the Office of Admis- of public policy issues influenc- Professor Taylor. This course deals SCFU 6532. Seminar in sions, (212) 678-3710. ing the educational uses of with the impact of technology on cognitive science (1–3) information and communica- human society over the ages, how Professor Black. Permission Degrees offered: tions technologies. Issues will technology in particular is shaped required. In-depth discussion and Master of Arts (M.A.) include federal policies to link by, and in turn shapes, the vision critique of research proposed and Master of Science (M.S.) classrooms to the information informing a specific culture and its conducted by others and by stu- Master of Education (Ed.M.) infrastructure such as the e-rate, curriculum, and how the global dents in the class. Topics vary from Doctor of Education (Ed.D.) the ways research funding sharing of technology is inexorably term to term. Course is for Doctor of Education Certificate affects the educational uses of contributing to the emergence of a advanced students who are design- digital technology, and intellec- common global curriculum. Uses ing and conducting their own in the College Teaching of an tual property issues with respect its own website, www.tc.colum- research projects; they may take Academic Subject to new media in education. Spe- bia.edu/~global. Special fee: $25. the course as many times as they (Ed.D.C.T.A.S.) cial fee: $25. like. Special fee: $25. Doctor of Philosophy (Ph.D.)

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Codes: Ph.D. Degree ning the elementary through Applicants for the Ed.M. and TCA Mathematics Education: Mathematics education and college levels of instruction. M.S. degrees also must prepare M.A., M.S., Ed.M., science education students Some courses offered through a written integrative project. Ed.D., Ed.DCTAS, Ph.D. should have both undergradu- these programs are intended TCB Science Education: ate and master’s degrees in especially for students from Doctoral Degrees Ph.D. their specialization. other areas of study at Teachers The Department provides pro- TCE Elementary School Sci- College who need to acquire grams for both the Ed.D. and ence Education: M.A., Program Description: knowledge and skills in mathe- the Ph.D. degrees. In general, M.S., Ed.M., Ed.D. Over their long and distin- matics or science but who do the Ed.D. degree places empha- TCH Secondary School Sci- guished histories, the Mathe- not wish to earn a degree in sis on breadth of professional ence Education: M.A., matics and Science Education these areas. course work with a focus on M.S., Ed.M., Ed.D. Programs have stressed the educational practice. All candi- TCP College Teaching of preparation of leaders in educa- Master of Arts dates are required to be compe- Physical Science: tion. These leaders are success- Emphasis is placed on those tent in statistical research Ed.D.C.T.A.S. ful scholars in their discipline competencies necessary for methodology and computer TCQ College Teaching of as well as theoretically and effective science and mathe- programming, to have knowl- Earth Science: practically based educators. matics teaching as a means of edge of the epistemology of Ed.D.C.T.A.S. The faculty and staff are com- enhancing professional growth mathematics or science and of TCR College Teaching of mitted to the idea of leadership of in-service and pre-service psychology sufficient to be an Biological Science: training through a variety of teachers. Conceptual issues in informed scholar-practitioner. Ed.D.C.T.A.S. courses, workshops, and teaching are translated into All doctoral candidates must TCT Education of Teachers of research experiences. Many of practice through group and have a written plan, approved Science: Ed.M., Ed.D. these are performed in collabo- individualized instruction in by their advisor. The approved TCX Supervision in Science ration with private, public, and special methods courses Master plan should then be forwarded Education: M.A., M.S., parochial schools in the tri- of Arts requirements include a to the Office of Doctoral Stud- Ed.M., Ed.D. state metropolitan region. culminating scholarly project. ies. Following submission of the statement of total program, Special Application Through funded projects, dis- A minimum of 32 points of the student normally completes Requirements/Information: sertation research, training and course work is required. doctoral course work and Applications are reviewed on service to national teacher orga- Courses taken through these engages in doctoral research an ongoing basis. Preference in nizations, the faculty and stu- programs and elsewhere at and writing. Refer to the Ph.D. scholarship awards will be for dents in mathematics and sci- Teachers College in mathemat- and Ed.D. Requirements Bul- those applicants who meet the ence education have helped to ics, science, mathematics and letin, prepared by the Office of priority deadline. frame the curriculum and science education, and profes- Doctoral Studies, for a fuller methodology used in the sional education to meet indi- description. M.A., M.S., Ed.M. Degrees schools of this and other vidual needs may be supple- Mathematics education stu- nations. The Mathematics Pro- mented by courses taken in In planning a program of dents are expected to have gram emphasizes strong con- other Faculties of Columbia study, it should be noted that completed at least a strong tent preparation in a variety of University. doctoral students are required minor in mathematics. A major areas of pure and applied math- to complete a minimum of in mathematics is desirable. ematics relevant to education. Master of Education and Master twenty points after taking the Science education students Science courses are organized of Science certiﬁcation examination for should have at least the equiva- around a global systems per- Both programs require 60 the ﬁrst time, including points lent of a minor concentration spective so that resources, nat- points (including up to 30 taking during the term in in science. ural phenomena and the points of transfer credit for the which that examination is human impact on nature can be Ed.M. and 28 for the M.S.) and taken. Ed.D. or Ed.D. in College investigated and translated into involve extensive preparation Teaching of an Academic new science curricula. in mathematics or science edu- Specializations: Subject Degrees cation. For the M.S. degree Elementary School Mathematics education stu- Master’s level offerings in there is greater emphasis on Mathematics or Science: dents are expected to have mathematics and science con- preparation in mathematics or The Elementary School Mathe- completed at least the equiva- tent are coordinated with science content. In the Ed.M. matics or Science programs are lent of an undergraduate major methodology and supervision program there is greater designed for those who are in mathematics. Science educa- appropriate for both pre-service emphasis on preparation in preparing for positions of lead- tion students should have the and in-service teachers. professional education. Pro- ership in elementary schools or equivalent of an undergraduate Advanced master’s and doctoral grams are arranged in consulta- in the training of elementary major in one science and some programs complete preparation tion with the major professor school teachers. Programs for course work in a second science for a variety of positions to meet both Department and elementary school specialists and mathematics. The master’s including teaching, supervi- College requirements. emphasize knowledge of sub- degree is recommended. sory, and research roles span-

262 D EPARTMENT OF S CIENTIFIC F OUNDATIONS ject matter, methodologies, and Teacher Education in SCFC 4039. Mathematical understand the history, organi- curricula of mathematics or sci- Mathematics or Science: foundations of programming zation and function of Ameri- ence and include appropriate The Teacher Education in SCFC 4827. C++ program- can higher education, all stu- field experiences with elemen- Mathematics or Science pro- ming workshop dents, seeking degrees beyond tary school students and teach- gram is designed to prepare SCFC 5010. Mathematics in the Master of Arts, should ers. In addition to program scholars for educational leader- the elementary school enroll in at least two courses offerings, students have access ship roles as education profes- SCFC 5020. Mathematics in related to college teaching to courses in related depart- sors in colleges and universi- multicultural education offered by other departments. ments and institutions. ties. Participants in the SCFC 5028. Pascal/data program have opportunities to structures In addition to content courses Secondary School Mathemat- build their mathematics or sci- SCFC 5037. History of in mathematics, students ics or Science Teaching: ence content background mathematics should enroll in at least two The Secondary School Teaching through content courses in the professional courses in mathe- program includes an in-service Department and the offerings Science matics education including component for experienced of Columbia University. There SCFC 4040. Science in child- SCFC4019; SCFC4020; teachers and pre-service educa- are opportunities, also, for pro- hood education SCFC5012 or SCFC5520. All tion for students entering the fessional experiences in the pre- SCFC 4043. Science in the students are encourages to take profession. In-service programs service and in-service teacher environment SCFC5800–5801 for one to are designed individually in education programs. SCFC 4044. Biology methods three points in at least two consultation with a faculty and curriculum laboratory semesters. (Please see course advisor to reflect each teacher’s College Teaching of an SCFC 4048. Structure of lists below for descriptions.) background and goals. The pre- Academic Subject: physical science knowledge service program stresses the Teachers College offers a doc- and curriculum design Master of Arts direct application of theory to torate in college teaching that SCFC 4056. Earth science I: Normally students complete practice with particular empha- emphasizes preparation in con- physical geography 24 credits in courses in mathe- sis on experiences with teaching tent coupled with a program of SCFC 4057. Earth science II: matics and mathematics educa- strategies that match classroom professional education. Field physical geology tion including SCFC4019 (see activities to student characteris- experiences can be pursued in SCFC 4140. Laboratory course list below for descrip- tics, that examine teacher and mathematics, computing and methods and experiences for tions) and selected courses in student interpersonal interac- several science disciplines. The elementary school teachers related disciplines such as station, and that reflect the histor- course content and sequence are SCFC 4558. Seminar in envi- tistics and computing. The ical and philosophical roots of especially organized to meet the ronmental sciences for sec- remaining 8 credits (3 courses) the discipline. Students who unique needs and career goals of ondary and college teaching are reserved for electives chosen require additional science con- each candidate within the gen- SCFC 5040. Science curricu- from professional areas such as tent in preparation for student eral requirements of the Ed.D. lum improvement in the ele- psychology, philosophy, cur- teaching are advised to enroll in degree at Teachers College. mentary school riculum, etc. It is recom- content courses in the summer SCF 5042. Science, technol- mended that students enroll in preceding the academic year Courses open to non-majors ogy, and society SCFC5800–5801 Colloquia in during which they enroll in A number of departmental SCFC 5052–SCFC 5053. Bio- Mathematics Education for one student teaching. offerings are suitable for non- chemistry and cell biology to three points. Programs for majors because of their non- SCFC 5152. Biochemistry specialists in the teaching of Supervision in Schools: technical nature. See course and cell biology laboratory elementary school mathematics Students interested in mathe- descriptions that follow in the should include SFCF 5010. matics or science supervision in sections about specific pro- Degree Requirements: Secondary school specialists schools may elect to develop grams. Consult advisors about should enroll in SCFC5023, Mathematics Education individual programs that other courses not listed. Programming competencies in SCFC5032, and SCFC5037. reflect their specific back- at least one computer language (See course list below for ground and interests and that Mathematics and further computer science descriptions.) draw on the resources of the SCFC 4005. Teaching mathe- training equivalent to at least 6 Department and College, or matics and science in diverse points of graduate study ordi- Prospective community college they may work as part of the cultures narily are required of all stu- teachers should select courses staff of the field-based teacher SCFC 4019. Mathematics dents seeking degrees beyond in at least three mathematical education programs. School teaching and learning: the Master of Arts. These areas such as analysis, algebra, and university faculty work Learning theories, methods, points can either be included in computing, etc. in preparation with graduate students in a and curriculum the 42 point mathematics/ for study beyond the master’s collaborative effort where SCFC 4025. Teaching com- mathematics education require- level. Preparation in comput- teaching, pre-service and puter mathematics ment or can be taken as elec- ing is recommended for all supervision training, and edu- SCFC 4026. Teaching applied tives. In order to insure that three specializations. Teachers cation research are intimately mathematics prospective college teachers desiring a specialization in related. computing should enroll in

263 D EPARTMENT OF S CIENTIFIC F OUNDATIONS

SCFC4036, SCFC5028 and Doctoral Degrees under Teachers College registra- been completed to permit the SCFC5029. SCFC4827 is also All candidates for the Ed.D., tion. In order to permit the candidate to enroll in relevant recommended. (See course list Ed.D., C.T.A.S., or Ph.D. achievement of broad basic research courses and pertinent below for descriptions.) Pre- degrees are expected to demon- scholarship, each program of advanced study to enable effi- service students should refer to strate both mathematics and study should include at least 70 cient preparation of the project. the program brochure for infor- mathematics education compe- points in mathematics and Dissertations in mathematics mation on additional require- tencies through a series of cer- mathematics education and 20 education can be (1) experimen- ments for state certification. tification examinations taken points in related disciplines. tal studies in learning, (2) All applicants for the M.A. upon the completion of 60 design and formative evaluation degree must prepare a written graduate points. Certification Ordinarily, points in mathe- of mathematics curricula, or (3) project as a culminating inte- examinations test the student’s matics and mathematics educa- analytical studies in policy the- grative experience. knowledge of current research tion should include at least 45 ory in mathematics education. and theory in mathematics points in mathematics content Master of Science education and mathematics courses, 12 points in mathe- Doctor of Education in the Normally the program of stud- content. Examinations are matics education courses, and College Teaching of an ies for the Master of Science offered once in the Autumn, 12 points of research prepara- Academic Subject (M.S.) degree should include Spring, and Summer terms. tion including SCFC6500 and The Programs of Mathematics 42 points in courses in mathe- Courses recommended as SCFC7500. (See course listing and Science Education at matics and mathematics preparation for the mathemat- below for descriptions.) Teachers College offer a pro- education. Preparation in ics education examination gram of studies leading to the mathematics content should be include SCFC4019/4020. Professional courses taken out- Doctor of Education Degree in of sufficient depth in two or side the program of Mathemat- the College Teaching of Mathe- three areas to communicate Students must demonstrate ics and Science Education nor- matics (Ed.D.C.T.A.S.) to pre- content effectively at the fresh- acceptable proficiency in at mally should include 15 points pare students for positions as man and sophomore college least three of the following six in the curricular, psychological, teachers of mathematics in levels. Algebra and analysis are mathematics content areas: and social foundations of educa- two- and four-year colleges. recommended as areas of con- algebra, analysis, computer tion. Students specializing in This degree program is centration. Content courses can mathematics, foundations of teacher education are encour- designed to develop both the be selected from courses offered mathematics, geometry, and aged to select elective courses depth and breadth in the stu- by the Department or from probability and statistics. Stu- related to higher education pro- dents’ knowledge of mathemat- courses offered by the Graduate dents may sit for the examina- grams and practices. Prospec- ics, but is intended to prepare faculty of Columbia University. tion in mathematics content tive mathematics supervisors graduates for careers in teach- Preparation in computing and during the regular certification should select courses relevant to ing than in mathematics statistics is also recommended. examination times. Alterna- curriculum design, supervision, research. For further details tively, they may register for: evaluation, and educational concerning general degree Master of Education SCFC 5031, SCFC 5032, SCFC administration. requirements, students should Typically the program of stud- 4036, SCFC 6030, SCFC 6033, consult the bulletin, “Require- ies for the Master of Education SCFC 6034, or SCFC 6126 Preparation in computing and ments for the Degree of Doctor (Ed.M.) degree should include and, with permission of the statistics is also recommended. of Education in the College 42 points in courses in mathe- Department, sit for the content Programming competencies in Teaching of Mathematics”, matics and mathematics educa- area certification examination at least one computer language available in the Office of tion. Preparation in mathemat- upon completion of the course. and further computer science Doctoral Studies. ics content should be of training equivalent to at least 6 sufficient depth to provide Doctoral students whose theses points of graduate study are A program of study for the leadership to elementary and require statistical analysis desirable. Students whose the- Ed.D.C.T.A.S., degree must secondary school teachers. Con- should include appropriate sta- ses involve statistical analysis include a minimum of 90 tent courses can be selected tistics courses in their pro- are required to include appro- semester hours of approved from courses offered by the grams. These points can be priate statistics courses in their graduate credit, at least 45 Department or from courses included either in the mathe- programs. These points can be points of which must be taken offered by the Graduate Fac- matics/mathematics education included either in the mathe- under Teachers College regis- ulty of Columbia University. requirement or can be taken as matics/mathematics education tration. In order to permit the Students interested in develop- electives. requirement or can be taken as achievement of broad and ing research competencies for electives. basic scholarship, each pro- further graduate study should Doctor of Education gram of study should include elect at least 6 points prepara- A program of study for the Doc- The Ed.D. culminates in a at least 75 points in mathe- tion in statistics. tor of Education (Ed.D.) degree scholarly project contributing matics and mathematics edu- HUDM4122/HUDM5123 must include a minimum of 90 knowledge to the field and cation, with at least 24 points Probability and statistical semester hours of approved should be planned early in the in advanced courses and 15 inference/experimental design graduate credit, at least 45 doctoral program when suffi- points in professional educa- are recommended. points of which must be taken cient advanced courses have tional disciplines, and includ-

264 D EPARTMENT OF S CIENTIFIC F OUNDATIONS ing at least two courses related doctoral program when suffi- statistics and computing. At pre-practice through group and to higher education programs cient advanced courses have least 30 points should be in individualized instruction in a and practices. been completed to permit the advanced courses—including general methods course and in candidate to enroll in relevant research courses (SCFC6500, courses applicable to specific Ordinarily, points in mathemat- research courses and pertinent SCFC7500). (Any Teachers sciences. ics and mathematics education advanced study to enable effi- College course at the 6000 should include at least 50 points cient preparation of the project. level or above, any Columbia A minimum of 32 points of in mathematics content courses, Dissertations in the college University Graduate School of course work is required, plus an three points in either SCFC5012 teaching of mathematics can be Arts and Sciences course with a integrative essay written in the or SCFC5520 and 12 points of (1) experimental studies in “G” prefix, any “W” course final semester. (The pre-service research preparation including adult learning, (2) design and numbered above 4000, or any program requires a 36-point SCFC6500 and SCFC7500. (See formative evaluation of college transferred course with a grad- program.) Courses taken in this course listing below for descrip- mathematics curricula, or (3) uate-level prerequisite will be and other departments of tion). Preparation in mathemat- analytical studies in polity the- considered an advanced course.) Teachers College in the sci- ics content should be of suffi- ory in mathematics post sec- Further, 15 points in the philo- ences, science education, and cient depth in three areas to ondary education. sophical, psychological, and professional education to meet communicate content effectively curricular foundations of edu- individual needs are supple- at the freshman and sophomore Doctor of Philosophy cation, must be included in mented by courses taken in college levels. Algebra and The Doctor of Philosophy every Ph.D. program. other Faculties of Columbia analysis are recommended as (Ph.D.) degree emphasizes University. No course work initial areas of concentration. research competencies. The Candidates for the Ph.D. may be transferred from other Content courses can be selected degree requires a scholarly dis- degree are required to demon- institutions as part of this 32- from courses with the Depart- sertation of intellectual merit strate competency in two lan- point requirement. Only 8 ment or from courses offered by and sound research methodol- guages chosen from among points earned in this Depart- the Graduate Faculties of ogy. Thesis research may French, German, and Russian. ment as a non-degree student Columbia University. include analytical studies of the Students who require other may be included in the 32. Stu- process of teaching or of the languages for the preparation dent teaching may not be com- Candidates for the Ed.D. in construction and evaluation of of their thesis may petition the pleted before matriculation. College Teaching who have not curriculum material, experi- Department to request substi- completed at least one year of mental studies of the teaching- tution. Students in mathemat- Emphasis is placed on enhance- full-time service as a college learning process, including ics may not use computer lan- ment of science content mas- teacher of mathematics/com- studies of verbal learning and guages or statistics to satisfy tery through appropriate grad- puting/statistics are required to laboratory practice, or histori- the language requirement. uate course work either in the include SCFC4600 within their cal studies. Candidates are candidate’s discipline or to doctoral programs. (See course encouraged to develop an asso- The Ph.D. dissertation is a increase the breadth of knowl- listing below for description). ciation with a faculty member scholarly study contributing edge in other science disci- Interns will teach college early in their studies to identify new knowledge to the field and plines at Teachers College and mathematics courses under the a problem area of mutual inter- should be planned early in the elsewhere within Columbia supervision of experienced col- est, to plan a course of studies program when sufficient University. Appropriate alloca- lege teachers for a period of at that leads to the competencies advanced courses have been tion of professional education least one semester. needed to complete dissertation completed to permit the candi- courses is recommended to research and prepare for a pro- date to enroll in relevant meet State certification require- Candidates for the Ed.D.C.T.A.S. fessional role. Further details research courses. Ph.D. disser- ments. A minimum of 12–15 are required to demonstrate are available in the Departmen- tations in mathematics educa- points in the breadth of science competency in one language tal brochure on doctoral pro- tion should be (1) experimental content, with sufficient depth chosen from among French, Ger- grams and in the general studies in learning, (2) analyti- in one area of specialization to man, and Russian. Students who descriptions of doctoral pro- cal studies in policy, theory in communicate content effec- require other languages for the grams available from the Office mathematics education, or (3) tively is required. Also, 6–12 preparation of their theses may of Doctoral Studies. other scholarly investigations points of general professional petition the department to of problems and issues of broad education are required. Stu- request substitution. Students in A program of study for the significance in the field. dents must complete 3–6 mathematics may not use com- Doctor of Philosophy degree points of science education/pro- puter languages to satisfy the must include at least 45 points Science Education fessional science competencies language requirement. taken under Teachers College courses, leaving 5–15 points in Master of Arts electives to be determined in registration. In order to permit Emphasis is placed on those consultation with an advisor. The Ed.D.C.T.A.S. degree the achievement of broad and competencies necessary for requirements include a schol- basic scholarship, each program effective science teaching as a arly project contributing of study should include at means of enhancing profes- knowledge to the field and least: 60 points in mathemat- sional growth of in-service and should be planned early in the ics, mathematics education,

265 D EPARTMENT OF S CIENTIFIC F OUNDATIONS

For pre-service candidates, i.e., The M.S. and Ed. M. degrees Master of Science basis for a subsequent doctoral those who intend to fulfill the require a program planned in A minimum of 30 points in dissertation. In other cases, it requirements of New York consultation with an advisor breadth of science content, but may be the culmination of State for certification to teach who may also sponsor the mas- with sufficient depth in a spe- studies that have been carried science in secondary schools, ter’s paper. The M.S. degree cialization to communicate out in the 60-point master’s the general methods course is requires more science subject content effectively are required. degree program. required and precedes the matter course work than the Students are required to com- semester in which student Ed.M. degree, while the Ed.M. plete at least 9 points in profes- The paper should be planned teaching is completed. The degree requires more intensive sional education courses as well and prepared in cooperation methods course is offered in the work in education including as 6 points in science education with a full-time member of the Fall and student teaching in science education. The M.S. professional competencies. 3–6 Science Education Program the Spring. Pre-service pro- degree is recommended for sci- points in statistics and/or staff. It should be approved by gram requirements are as fol- ence educators who want a pro- research design are also a full-time member of this staff lows: SCFC4000; 2 points of fessional degree with intensive required. This leaves 9–14 before the application is made electives in science education preparation in science subject points of optional studies to be for the degree. Hence, the mas- methods; 7 points of field expe- matter. This degree is espe- determined in consultation ter’s paper is a Departmental rience including, SCFC4363, cially appropriate for prospec- with the advisor. requirement for the M.S. SCFC4760; 8–9 points of pro- tive community college and/or the Ed.M. degree. Its fessional education courses; 12 instructors who do not intend Master’s Paper acceptance needs to be noted points of science disciplinary to pursue a doctorate immedi- For the M.S. and the Ed. M. on the candidate’s application courses; and up to 5 points of ately. The Ed.M. degree is rec- degrees in the Science Educa- for the award of either the M.S. electives. ommended for science education Program, a master’s paper or Ed.M. degree. However, the tors who want a professional will be required. This paper approved paper is not to be Other requirements that must degree with intensive prepara- may be an extension of some submitted to the Office of the be met before graduation tion in science education. Both paper that has been prepared Registrar as part of general col- include: (1) a passing score on programs include study to for a course included in the lege-wide degree requirements the New York State Teachers some depth in science, work in program of the student. The but will remain in the Depart- Examinations: Liberal Arts and the candidate’s specialization, paper may take a variety of mental files. Science Test (LAST) and the and the development of some forms. It may be a report of an Secondary Assessment of Teach- competence in method of empirical investigation, or it Doctor of Education and Doctor ing Skills-Written (ATS-W), scholarly analysis. Credit may be a library type research of Education in the College (2) attendance at two State obtained in either program paper dealing with some prob- Teaching of an Academic approved sessions; Child-Abuse may be applied toward the lem in which the candidate has Subject and Substance Abuse, (3) suc- Ed.D. when the candidate a special interest. The form of The Science Education Program cessful completion of a course shows clear promise of success the paper should be carefully offers curricula leading to the in multicultural education, and in further graduate studies and chosen in the context of the degree of Doctor of Education (4) for those students wishing scholarly analysis. candidate’s professional goals. (Ed.D.) There are two Ed.D. certification in New York City, The M.S. paper, however, must programs: (1) the Ed.D. for a 3 credits in special education. Master of Education address a problem in science variety of careers including col- A minimum of 24 points in content either through scien- lege teaching of science educa- Master of Science and Master of breadth of science content, but tific laboratory research, a syn- tion or for professional positions Education with sufficient depth in a spe- thesis of scientific knowledge in elementary and secondary The Science Education program cialization to communicate from the literature, and/or the schools, and (2) the Ed.D. in offers curricula leading to a content effectively are required. production of a novel model College Teaching of an Acade- Master of Science (M.S.) degree Students are required to com- synthesizing data. The latter mic Subject (Ed.D.C.T.A.S.). and a Master of Education plete at least 9 points in profes- may be a computer-level simu- These programs are intended to (Ed.M.) degree. Both programs sional education courses as well lation or theoretical model of prepare students for leadership require a minimum number of as 9 points in science education scientific phenomena. The M.S. in science education. The pro- graduate points of course work professional competencies. 3–6 paper may be a research thesis grams are designed to prepare and a master’s paper (see points in statistics and/or in basic science within the can- professional science educators below). The master’s paper for research design are also didate’s field of specialization, who are (1) educated both either degree does NOT carry required. This leaves a remain- as a compliment to the Ed.D. broadly and deeply in science graduate credit but students ing 12–15 points of optional dissertation which may be subject matter, (2) competent in can register for 1 or 2 credits of studies to be determined in more educationally oriented. methods of scholarly analysis, independent study (SCFC4900) consultation with the advisor. and (3) have a deep understand- as a method of allowing time to The Ed.M. thesis should focus ing of education and science work on the paper. more on science education top- education. Students should also ics and can be either a synthesis consult the bulletin “Require- of information or an empirical ments for the Degree of Doctor study. The paper may form the of Education”, available from

266 D EPARTMENT OF S CIENTIFIC F OUNDATIONS the Office of Doctoral Studies, of general questions on science mation on admission, resi- thesis based on a theoretical for college-wide Ed.D. require- content and methodology of dence, certification, examina- rationale and exhibit thorough ments. scientific inquiry. tions, foreign language require- and comprehensive mastery of ment, and the dissertation. The a research discipline. A final A minimum of 30 points in Dissertation Guidelines general requirement is for a chapter that addresses the con- breadth of science content, but Candidates in the minimum of 75 points of clusions of the research and its with sufficient depth in a spe- Ed.D.C.T.A.S., are recom- approved graduate credit, at implications for education is cialization to communicate mended to plan an M.S. paper least 45 points of which must required. content effectively are required. in experimental or theoretical be taken through Teachers Col- Students are required to com- science in their field of science lege registration. Science Edu- Courses: plete at least 12 points in pro- specialization. The M.S. is cation is both the major field Mathematics Education and the area of specialization fessional education courses as taken in regular course toward Program Advisor: Professor for the Ph.D. in the Depart- well as 21 points in science the Ed.D.C.T.A.S., and con- Bruce R. Vogeli. ment of Scientific Foundations. education professional compe- tributes to the total points For certain courses in the tencies. Six points in statistics required for the Ed.D. degree. program in Mathematics Edu- In order that candidates and/or research design are also cation, special fees, including become familiar with recent required. This leaves a remain- The Ed.D. dissertation is a laboratory fees, may be assessed. ing 21 points of optional stud- scholarly endeavor contribut- investigations in the broad ies to be determined in consul- ing new knowledge to the field fields of professional education, Theory and Methods tation with the advisor. and should be planned early in each program will include one the doctoral program when suf- or more courses in the nature of SCFC 4019. Mathematics teach- The student, in consultation ficient advanced courses have education and the nature of ing and learning: Learning with an advisor, plans a pro- been completed to permit the persons and the learning theories, methods, and gram of study consistent with candidate to enroll in relevant process. Each program will curriculum (3) Faculty. Cognitive development the student’s prior education research techniques courses and contain no less than 13 points and learning strategies for teaching and oriented toward profes- pertinent advanced study to in the broad and basic areas of and the use of instructional mate- sional goals. This program plan enable efficient and high qual- professional scholarship. No rials. Curriculum development is approved by the advisor and ity preparation of the thesis. more than 9 points of “R” will techniques. Required for pre-ser- then submitted to the Office of Dissertations in science educa- be credited. In most cases these vice students. Doctoral Studies. In planning a tion can be (1) experimental courses will be taken in the program of study, the student studies in learning, (2) design Graduate Faculties. SCFC 4020. Mathematics teach- would be wise to pay particular and formative evaluation of sci- ing and learning: Historical per- attention to the time when the ence curricula, or (3) analytical A minimum of 50 points in the spectives, special students, and certification exam is taken. Stu- studies in policy theory in sci- students specialization are research (3) Faculty. Historical/comparative dents are required to complete ence education. The candidate required, including 6–9 points study of mathematical education a minimum of twenty points is recommended to seek an in the foundations of science programs in the United States and after taking the certification advisor within the department education, giving students a abroad. Mathematics education examination for the first time, who can best guide the design foundation in the philosophies with special student populations. including points taken during and completion of the type of and approaches to modern sci- Current research in mathematics the term in which that exami- thesis chosen. ence education; 0–8 points in education. nation was taken. science education research Doctor of Philosophy courses, and 40 points in their SCFC 4025. Teaching computer The certification examination is This program is designed to science subject matter. Students mathematics (3) ordinarily taken no later than prepare students for leadership are required to complete at least Faculty. A review of teaching methods and curricular innova- the term in which the student in science education. The pro- 13 points in broad and basic tions in computing and computer completes 60 points of gradu- gram includes advanced prepa- areas of professional scholar- mathematics. ate study. A special certifica- ration in science to develop ship, including, the nature of tion examination is designed both breadth and depth in sci- education and the nature of per- SCFC 4026. Teaching applied for each candidate. Usually, it ence subject matter back- sons and the learning process. mathematics (3) consists of a three-hour essay ground. Preparation in research Students are required to com- Faculty. The role of applications in examination in the candidate’s methods in science education plete 12 points of seminars and mathematics curriculum. Mathe- field of specialization in science as well as study of recent devel- research methods courses as matical models, use of calculators education and a two-hour oral opments in the broad field of well, including SCFC7500 and and computers. Applications in examination with at least two professional education is SCFC8900 (See course list the natural and the social sciences. professors of the Department included in the program. Stu- below for description.) SCFC 5010. Mathematics in the participating. The certification dents should refer to the bul- elementary school (3) oral examination consists of a letin, “Requirements for the Dissertation Requirements Faculty. Problems, issues, and short formal presentation on a Degree of Doctor of Philoso- In addition to all other guide- methods in the teaching and topic in science selected by the phy,” available from the Office lines, it should be noted that supervision of elementary school candidate followed by a period of Doctoral Studies, for infor- the thesis must be a research mathematics.

267 D EPARTMENT OF S CIENTIFIC F OUNDATIONS

SCFC 5011. Mathematics in the SCFC 4036. Discrete mathemat- SCFC 5031. Topics in the foun- SCFC 6033. Advanced topics in secondary school (3) ics (3) dations of mathematics (3) algebra (3) Faculty. Problems, issues, and Faculty. Discrete mathematics, Faculty. Propositional and predi- Faculty. Open only to doctoral stu- methods in the teaching and super- combinatorics, graph theory. cate calculi, set theory, axiomatics, dents. Advanced study of groups, vision of secondary school mathe- order types, and the linear contin- rings, and fields. matics. Includes field experiences. SCFC 4037. Computer graphics uum. Required for pre-service students. (3) SCFC 6034. Advanced topics in Faculty. Transformations, scaling, SCFC 5032. Topics in geometry/ analysis (3) SCFC 5012. Mathematics in clipping, windowing, and hidden topology (3) Faculty. Open only to doctoral stu- two- and four-year colleges (3) line algorithms. Software develop- Faculty. Foundation of dents. Advanced study of real or Faculty. Problems, issues, and ment for applications to mathe- geometry/topology. Emphasis complex functions. methods in the college teaching of matics and science education. upon the relationship between mathematics. topology and geometry and other SCFC 6126. Advanced topics in SCFC 4038. Finite mathematics mathematical areas. the mathematical foundations SCFC 5020. Mathematics and (3) of statistics (3) multicultural education (1–3) Faculty. Statements, propositions, SCFC 5033. Topics in algebra (3) Faculty. Open only to doctoral Faculty. Survey of mathematical and sets. Vectors and matrices. Faculty. Groups, rings, fields. Doc- students. Prerequisite: SCFC 5030 topics and methods appropriate Probability. Applications: finite toral students should register for or SCFC 6030. Advanced topics for multicultural and bilingual Markov chains, game theory. SCFC 6033. including hypothesis testing, dis- programs. tribution theory and analysis of SCFC 4039. Mathematical foun- SCFC 5034. Topics in analysis variance and regression. SCFC 5022. Mathematics cur- dations of programming (3) (3) riculum development (2–3) Faculty. Logic, Boolean algebra, Faculty. Real or complex functions Science Education Faculty. Principles, strategies, and switching circuits, Turing and their properties. Doctoral stu- Program Advisors: Professors O. techniques for curriculum develop- machines and computability. dents should register for SCFC Roger Anderson, Angela Cal- ment and textbook preparation in 6034. abrese-Barton, Elaine V. Howes. mathematics. SCFC 4827. C++ programming For certain courses in the program workshop (3) SCFC 5035. Mathematical mod- in Science Education, special fees, SCFC 5023. Problem solving (3) Faculty. Types, operators, and els in the natural sciences (3) including laboratory fees, will be Faculty. Theories and methods of expressions in C++. Functions, Faculty. Simulation, information assessed. The amounts and courses mathematical problem solving program structure. Pointers, theory and coding, stochastic mod- involved will be announced each with applications to classroom arrays, classes and objects. els, probabilistic systems, simple semester in the Course Schedule instruction. harmonic motion. Booklet for that semester. SCFC 4828. C++ programming SCFC 5520. Seminar in the col- workshop laboratory (0) SCFC 5037. History of lege teaching of mathematics (3) Faculty. mathematics (3) Theory and Methods Faculty. Current issues in under- Faculty. Historical development of graduate mathematics. Examina- SCFC 5027. Numerical methods major ideas in mathematics. Con- SCFC 4000. Science in section of relations between elemen- and computability (3) tributions of noteworthy mathe- ondary school (2–3) tary and advanced mathematics. Faculty. Number representation. maticians. Analysis of mathemati- See Program for Preservice Teacher See also: listings under Program Uncertainty and error. Numerical cal classics. Education for course description. for Pre-service Teacher Education. solution of algebraic equations and systems. Numerical calculus. SCFC 5038. Topics in SCFC 4040. Science in child- Content Courses Numerical solution of differential mathematical logic (3) hood education (2–3) Courses in mathematics review and equations. Faculty. Goedel’s completion theo- Faculty. Corequisite: SCFC 4140. extended competencies that sup- rem, Church-Turing thesis, Development of children’s experi- port graduate study and research SCFC 5028. Pascal/data struc- Goedel’s incompleteness theorem. ences in various areas of science. in mathematics education, statis- tures (3) Science activities, experiments, tics, computing, and in other fields Faculty. Data types and structures, SCFC 5126. Mathematical foun- and materials demonstrated. such as science education, mea- stacks, queues, linked lists, trees, dations of statistics (3) surement and evaluation. graphs, hashing. Faculty. Prerequisite: SCFC 5030 SCFC 4048. Structure of physi- or SCFC 6030. Estimation, cal science knowledge and cur- SCFC 4031. Number SCFC 5029. Fundamental algo- hypothesis testing, and tests based riculum design (2–3) theory (3) rithms (3) on the chi-square distribution. The Faculty. Analyses of the organiza- Faculty. Primes, composites, divis- Faculty. Searching and sorting normal distribution and its appli- tion of and relationships between ibility and factorization, congru- algorithms. Graph, tree, and net- cations. Analysis of variance and concepts, laws, and theories in the ence, historical topics. work algorithms. regression. Doctoral students physical sciences, using a variety of should register for SCFC 6126. analytical techniques suitable for SCFC 4032. Mathematical mod- SCFC 5030. Topics in probabil- curriculum design. els in the behavioral ity theory (3) SCFC 6030. Advanced topics in sciences (3) Faculty. Simple, compound, and probability theory (3) SCFC 5040. Science curriculum Faculty. Design and development conditional probabilities and Faculty. Open only to doctoral stu- improvement in the elementary of mathematical models of human applications. Doctoral students dents. Emphasis on proof and school (3) behavior, including social, politi- should register for SCFC 6030. advanced applications. Faculty. Permission required. cal, management, and defense Designed for experienced elemen- models. tary educators. Prerequisites: SCFC

268 D EPARTMENT OF S CIENTIFIC F OUNDATIONS

4040 and SCFC 4140, or one year SCFC 4046. Chemistry curricu- their physiology. Suitable for a SCFC 4558. Seminar in environ- full-time elementary teaching lum and methods laboratory (3) wide variety of professionals in mental sciences for secondary experience. Exploration of K–6 sci- Faculty. Permission required. Indi- physical education, nursing, and college teaching (3) ence programs and materials with vidualized work with secondary health, nutrition, and science. Faculty. Exploration of environ- application to classroom programs chemistry curricula, stressing labo- mental problems and issues as they as well as to school and district ratory activity. SCFC 4056–SCFC 4057. Earth relate to science content instruc- level curriculum development. science tion in the classroom and labora- SCFC 4047. Physical science SCFC 4056. Earth science I: tory. The global systems approach SCF 5042. Science, technology, curriculum and methods labo- physical geography (3) Study will be stressed. and society (3) ratory (3) of the earth in space, elements Faculty. The nature and interrela- Faculty. Permission required. Dis- of cartography, atmospherics- SCFC 5052–SCFC 5053. tionships of science, technology, cussion of secondary school curric- meteorology, climatology, and Biochemistry and cell and society as represented in policy ula, stressing laboratory activity. soils. biology (2–4) and curriculum for education. SCFC 4057. Earth science II: Professor Anderson. Prerequisite: SCFC 4140. Laboratory methods physical geology (3) Discussion organic chemistry. Autumn: Mod- SCFC 5540. Seminar in college and experiences for elementary of earth materials, structure, ern advances in biochemistry teaching of science (3) school teachers (1) history, and geomorphic including molecular genetics and Faculty. Critical study of pro- Faculty. Corequisite: SCFC 4040. processes. metabolic pathways. Spring: Spe- grams, objectives, content, meth- Laboratory experiences with ele- cialized topics in biochemistry and ods, and research studies in sci- mentary school science materials. SCFC 4059. Concepts in cell biology. Additional lectures on ence teaching at post-secondary chemistry (2–3) advanced topics for 4th point. institutions. SCFC 5046. Advanced chemistry Faculty. Prerequisite: one year of methods and curriculum labo- college chemistry. The growth of, SCFC 5055. Electron Laboratory and Curriculum ratory (3) and change in, the major concepts microscopy (2–3) Methods Faculty. Permission required. Pre- of the science of chemistry are Professor Anderson. Enrollment These courses provide extensive requisite: SCFC 4046 or equiva- explored, from the Greek philoso- limited. An introduction to theory experience with laboratory and lent. Individualized work with phers to the alchemists to those of and practice in scanning and trans- curriculum materials used in sci- advanced topics from secondary modern chemistry. Concepts mission electron microscopy. ence teaching. The elementary chemistry curricula, stressing labo- explored: chemical composition school laboratory focuses on expe- ratory activity. and the elements; chemical SCFC 5056. General riences with science materials in change, the acids, activity; the oceanography (3) childhood education. The sec- See also: listings under Program for nature of matter; the structure of Faculty. Prerequisite: SCFC 4056– ondary science laboratory courses Preservice and Teacher Education. the atom and bonding. SCFC 4057 or equivalent. Funda- also require critical study and eval- mentals of physical and geological uation of current curricular materi- Content Courses SCFC 4060. Concepts in chem- oceanography. Special attention to istry II (2–3) aspects of oceanography related to als, including new apparatus and SCFC 4051. Modern concepts in techniques for laboratory study. Faculty. Prerequisite: SCFC 4059. earth science in schools. protozoan biology (2–3) The historical development of Professor Anderson. The physio- SCFC 4043. Science in the envi- selected chemical concepts are SCFC 5057. Coastal logical ecology and life history of examined with respect to the argu- oceanography (3) ronment (2–3) free-living and parasitic protozoa. Faculty. Introduction to studies in ments developed in their support, Faculty. Permission required. Pre- with the intent that current mean- requisite: SCFC 4056–SCFC 4057 environmental science, oceanogra- SCFC 4052–4053. Plant biology phy, and geology using field sites ings will be elucidated in the or equivalent. Structure and SCFC 4052. Plant biology process. change in coastlines and continen- and museums with applications to (2–3) secondary school science. tal shelves, shelf resources, waves Professor Anderson. Introduc- SCFC 4075. Concepts in and currents, and environmental tion to plant physiological ecol- physics I (3) implications. SCFC 4044. Biology methods ogy with an emphasis on global and curriculum laboratory (3) Faculty. Exploration of physics systems. Laboratory sessions to themes of molecules and molecular SCFC 5058. Advanced topics Professor Anderson and Mr. Cov- be announced. otsos. Theoretical basis of sec- kinetic theory, heat, mechanics, in earth and environmental SCFC 4053. Plant biology II waves, electricity and magnetism, sciences (3) ondary school science education (2–3) and its practical application to modern physics. Of particular Faculty. Permission required. Pre- Professor Anderson. Prerequisite interest to introductory physics, requisite: SCFC 4056, SCFC 4057, biology teaching and laboratory SCFC 4052 or equivalent. Major experiences. physical science and general sci- SCFC 4558, or equivalent. New organizing principles and exper- ence teachers. concepts in geology, oceanography, imental evidence in plant physi- SCFC 4045. Earth and environ- and environmental sciences ological ecology including labo- SCFC 4151. Survey of modern explored in lecture and laboratory mental science curriculum and ratory investigations suitable for methods laboratory (3) biological principles (3) setting. Occasional field trips. secondary school and college Faculty. Interdisciplinary study of Faculty. Prerequisite: SCFC curricula. 4056–SCFC 4057 or equivalent. scientific theories about origin and SCFC 5152. Biochemistry and evolution of life on earth. Includes cell biology laboratory (1–3) Lecture/discussion of new concepts SCFC 4054. Human anatomy and practice with related labora- demonstration and laboratory Professor Anderson. Permission and physiology (3) experiments. required. Recommended: SCFC tory curriculum material and Professor De Meersman. Prerequi- microcomputer simulations. 5052 or SCFC 5053. Laboratory site: a basic biology course. A sur- techniques used in biochemical cel- vey of major organ systems and lular biology, emphasizing experi-

269 D EPARTMENT OF S CIENTIFIC F OUNDATIONS ments that can be adapted for sec- SCFC 5011. Mathematics in the SCFC 5800–SCFC 5801. Collo- SCFC 9900. Research and ondary school biology courses. secondary school (3) quia in mathematics education independent study in mathe- See Program in Mathematics Edu- (1–3) matics and science education SCFC 5552. Protozoan biology cation for course description. Faculty. Lecture series featuring (1 or more) seminar (2–3) presentations by distinguished Permission required. Open to Professor Anderson. Prerequisite: SCFC 5061. Evaluation in math- guest speakers. postdoctoral students accepted for SCFC 4051. Investigations of ematics education (3) study at Teachers College. broad contemporary issues in pro- Faculty. Theory and methods of SCFC 6400. Internship in math- tozoan biology, including cellular evaluating pupils and programs in ematics and science education physiology, molecular biology, the cognitive and affective domains. (1–6) physiological ecology, nutrition, Permission required. Supervised and behavior. SCFC 5264. Guided supervision intern service in a variety of field of student teaching in mathe- settings including classroom Program for Pre-service Teacher matics and science (2) teaching at various levels, supervi- Education Faculty. Permission required. sion, curriculum development, and Program Advisors: Professor Open only to doctoral students. in-service education. Angela Calabrese-Barton, and Staff Guided field experience in supervising student teachers. SCFC 6500–SCFC 6501. SCFC 4000. Science in Research seminar in mathemat- secondary school (2–3) SCFC 5361. Guided supervision ics and science education (0–3) Professor Calabrese-Barton. Foun- of mathematics and science Faculty. Permission required. dations of science education. Plan- teaching practica (2) Research oriented seminars dealing ning, assessment, and management Faculty. Permission required. with a variety of issues and leading of instruction. Required of pre- Open to advanced Master’s stu- to preparation of preliminary pro- service students. dents and Ed.D. students. posals for the doctoral dissertation. Required for doctoral students. SCF 4005. Teaching mathemat- Independent, Advanced and Science education students register ics and science in diverse Dissertation Study for section 2 of each course. After cultures (1–3) initial registration for credit, doc- SCFC 4901. Guided study in Faculty. Principles, techniques, toral students who wish to register mathematics education and issues in the teaching of math- in subsequent semesters may do so (1 or more) ematics and science in other cul- for 0 credits. Faculty. Permission required from tural and national settings. the instructor with whom the stu- SCFC 6901. Research and inde- dent wishes to work. Independent SCFC 4023. Mathematics for pendent study in mathematics study in selected areas. exceptional students (3) education (1 or more) Faculty. Content, methods, and Permission required. Guided inde- SCFC 4902. Guided study in sci- instructional models for teaching pendent study leading to the ence education (1 or more) exceptional students. preparation of a major project or Faculty. Permission required from paper. May be taken repeatedly by the instructor with whom the stu- SCFC 4363. Science teaching doctoral candidates engaged in dent wishes to work. Independent practica for secondary educa- research. study in selected areas. Use of pro- tion (1) fessional laboratory facilities. Faculty. Corequisite: SCFC 4000. SCFC 6902. Research and inde- Directed field experiences and pendent study in science educa- SCFC 5000. Neurocognitive seminars explore school environ- tion (1 or more) models of information process- ments and teaching strategies. Permission required. For course ing (2–3) description, see SCFC 6901. Professor Anderson. Permission SCFC 4760. Student teaching in required. An analysis of emergent mathematics and science (4) SCFC 7500. Dissertation semi- theory in neuroscientific bases of Faculty. Permission required. Pre- nar in mathematics and science cognition with applications to sci- requisites: SCFC 4000 or SCFC education (0–3) ence education. 5011. Open only to students Development of final doctoral dis- enrolled in the pre-service pro- sertation proposals and presenta- SCFC 5044. Selected topics and gram. Students do supervised tion of proposals for departmental issues in science education (3) teaching in metropolitan area review. Faculty. Permission required. A schools. Mathematics students reg- focus on special issues in science ister for section 1; science stu- SCFC 8900. Dissertation advise- education (curriculum, instruction, dents, section 2. ment in mathematics and sci- assessment, research, or content) ence education (0) which changes from one semester SCFC 5010. Mathematics in the Individual advisement on doctoral to another, highlighted by current elementary school (3) dissertations. Fee: to equal 3 points research and interest. See Program in Mathematics Edu- at current tuition rate for each cation for course description. term. For requirements, see section in catalog on Continuous Registra- tion for Ed.D./Ph.D. degrees.

270 A DDITIONAL P ROGRAMS/OPTIONS

Conflict Resolution Educational Policy In addition to the specific con- Please consult the departmental centration requirements listed listings for complete course Conflict resolution is a concen- Program Committee: Professor above, students are also descriptions. tration of courses offered both Jeanne Brooks-Gunn (Develop- strongly encouraged to take as a track in the Master of Arts mental Psychology), Professor additional courses in policy and Doctoral Programs in Robert Crain (Politics and Edu- specific to their degree pro- Family and Community Organizational Psychology and, cation), Professor Dale Mann gram. These courses are offered Education in whole or in part, as a com- (Educational Administration), both by Program Committee plement to the studies of stu- Professor Gary Natriello (Soci- members and the “Faculty in dents throughout the College. ology and Education), Professor Teachers College has long rec- Policy”, a larger group of pro- ognized that the family is a Craig Richards (Educational fessors from a broad range of A unique learning opportunity Administration) fundamental educational insti- departments, all of whom con- tution. Those concerned with combining theory and practice, duct classes with a policy focus. the concentration in Conflict Educational Policy Coordinator: education can benefit from con- The majority of these courses sidering how education pro- Resolution is offered at two Connie Bond are housed in the programs in levels: 212-678-3391 ceeds within families, and how Curriculum and Teaching, families are linked with other • Level One: Basic Theory and Developmental Psychology, Practice (12 credits) is for The concentration in Educa- educational institutions in the Economics and Education, community schools, daycare those who wish to develop tional Policy is open to stu- Educational Administration, their own conflict resolution dents from all departments centers, health-care and social Health Education, History of service agencies, the media, skills. who wish to complement their Education, Philosophy and • Level Two: Train-the-Trainer disciplinary studies with an libraries and museums, and Education, Politics and Educa- religious institutions. Values, (6 additional credits) is for examination of issues in edu- tion, Sociology and Education, experienced staff developers cational policy. Through attitudes, norms, self-concepts, Special Education, and a num- and expectations are formed, who wish to train others. coursework, seminars and ber of other programs. internship opportunities, sustained, and modified in fam- The concentration is also avail- Teachers College students can ilies as different generations The following courses are teach and learn from each other able to non-matriculated stu- examine the politics of social examples of the many policy- dents for credit or non-credit and educational change, how through observation, participa- related classes available to tion, and instruction. through the Office of Educa- policies should be evaluated, Teachers College students. For a tional Innovation and Out- and how climates of supports more comprehensive list, con- Families also mediate and reach. Those who successfully for policies are created. Policy sult the separate departmental complete each level will be concentration students are thereby transform the influ- course listings or contact the ences of other educational given a certificate of attendance. required to take 12 points in Educational Policy Coordinator. specific policy related courses, institutions on their members. ORLA 4040. Education Policy Moreover, since education takes For course descriptions, see the including a two semester sem- Decision Making programs in Social and Organi- inar focused on policy analysis ORLA 4046. School Finance: place in a broad range of insti- zational Psychology. and implementation. The Policy and Practice tutional and interpersonal set- ORLJ 5012. Organizational remaining 6 points are allot- HBSE 6004. Public Policy/ tings, it is also important to internship ted to HUDF4000—Educa- Administration—Special understand how individuals ORLJ 5013. Negotiating in tion and Public Policy, and a 3 Education engage in, move through, and organizations point methods course to be HUDF 5042. Urban Politics combine these various educa- ORLJ 5340. Basic practicum chosen with their advisor. Stu- and Education tional experiences over a life- in conflict resolution and HUDK 5036. Child and Ado- time. An understanding of mediation (3) dents are also expected to par- lescent Development and ticipate in a field-based families is significant for edu- ORLJ 6019. Labor manage- Social Policy cational policy, practice, and ment in education internship that relates to their HBSS 4112. Social Policy and ORLJ 6040. Fundamentals of policy concentration. Possible Prevention research. Efforts to improve cooperation, conflict resolu- internship placements include C&T 4651. Young Children education often entail attempts tion and mediation in differ- educational consulting compa- and Social Policy: Issues and to change families or their con- ent institutional settings (3) nies, child advocacy agencies, Problems nections with other institu- ORLJ 6350–01. Advanced city and state government C&T 5074. Curriculum and tions. Families are subject to practicum in conflict resolu- offices, school districts and Teaching Policy numerous sources of change. tion and mediation, part 1 (3) non-profit organizations. ORLJ 6350–02. Advanced The household composition, practicum in conflict resolu- (Note: the internship may be part-time or over the summer interpersonal relationships, and tion and mediation, part 2: kin networks of the same fam- Train-the-trainer (3) to allow flexibility for students who work. Students ily may change significantly with extensive previous policy from one stage of the life-cycle experience may seek exemp- to another and in connection tion from the internship). with geographic and social

271 A DDITIONAL P ROGRAMS/OPTIONS

mobility. During periods of Professor Jeanne Brooks- ORLA 4086. Law and educa- special education, research, rapid demographic, economic, Gunn tional institutions: issues of teacher education, and other and technological change, it Professor Victoria J. Marsick authority, religion, free speech, professional roles. Special becomes especially important Professor Dale Mann and safety (3) attention is given to prospec- for educators to examine fami- Professor Celia Genishi Professor Heubert. For schools tive teachers and other school and colleges: church-state-educa- lies, and to consider such issues Professor Jo Anne Kleifgen tion; race-state-education; cade- personnel; to persons with as how new forms of trans- Professor Barbara C. Wallace mic freedom; equality of educa- leadership responsibility for portation, television, and other tional opportunity; curricular educational planning and pro- types of communication and rules; conduct rules; punishments; gram development; and to computer-based technology are Law and Educational due process for students; negli- individuals interested in modifying information process- Institutions gence; defamation; records. This research and experimentation. ing in family settings. course and ORLA 5087 or ORLA Advisor: Professor Jay P. 5016 form a two-semester For study possibilities, stu- Given the complex connections Heubert sequence. Enrollment is for one or dents should contact the coor- of families with other institu- both (in either order but not con- dinator of the program in current). tions in the community, the This concentration within vari- which their professional inter- ous degree programs is variety of forms of the family ORLA 5087. Law and educa- ests lie. The programs in Cur- in modern societies, and the designed to assist educators in riculum and Teaching offer including the omnipresent tional institutions: college oper- numerous teaching and learn- ation; private school operation Ed.M and Ed.D. programs in ing activities that take place in legal element effectively in (2–3) which a concentration in family settings, insights from a their decision making. Rights, Faculty. Legal framework; powers, Urban Education is offered for wide range of scholarly disci- privileges, and duties of gov- duties, procedures of governing those primarily concerned with plines can be utilized in erning bodies, administrators, boards and administrators; acqui- instruction, whether in schools attempting to understand and teachers, students, parents, and sition and use of money and prop- or in other educational envi- help shape the educational role taxpayers are examined. erty; contracts with students, ronments. Most departments employees, suppliers; staff rights of modern families. Teachers Emphasis is on judicial deci- and programs at Teachers Col- sions and the common law. (employment, working condi- College has a distinguished tra- tions, separation, collective nego- lege give special attention to dition of study and research on students primarily concerned A concentration in education tiations). This course and ORLA families and communities as 4086 form a two-semester with education in the urban educators. law can be developed in con- sequence. Enrollment is for one or setting. In addition to courses nection with degree programs both (in either order but not con- which focus primarily on urban The Elbenwood Center for the in most departments. Opportu- current). Materials fee: $15. education, many courses Study of the Family as Educa- nities in addition to the courses include attention to education tor (Professor Hope Jensen below may be arranged. ORLA 5016. Law and educa- in urban settings as part of the Leichter, Director), The Center tional institutions: equity overall goals. issues (3) for Infants and Parents (Dr. The following courses are designed to assist educators in See course description under Edu- Susan Recchia, Director), the cational Administration listings. Basic and applied research on Center for Young Children and including the omnipresent urban problems is carried out legal element effectively in Families (Professor Jeanne For information about the pro- in a variety of settings. Teach- Brooks-Gunn, Director), and their decision making. Rights, ers College is also involved in privileges, and duties of gov- gram coordinated with the several departments within the School of Law for students educational program develop- college offer opportunities for erning bodies, administrators, ment and evaluation of urban teachers, students, parents, and admitted there, contact Profes- study and research related to sor Heubert. programs. This research-service families. Additional opportuni- taxpayers are examined. function is carried on with ties for the interdisciplinary Emphasis is on judicial deci- selected New York City schools study of families and commu- sions and the common law. Urban Education and with other school systems nities as educators are under in metropolitan areas. development. ORLA 4086 and ORLA 5087 are Through its various depart- intended to cover the basic legal ments and programs, Teachers Of particular interest in this background for effective profes- College, located in the heart of Students interested in includ- sional performances in the college regard is the Institute for ing elective studies in Family one of the world’s largest cities, Urban and Minority Educa- or private school sector; ORLA has a wide range of opportuni- and Community Education in 4086 and ORLA 5016 are tion, which gives special ties for instruction, research, their degree programs should intended for those interested in the emphasis to research, develop- talk with one of the faculty public school sector. In each and service in the ﬁeld of urban ment, training and service pro- members listed below: course, three-point students are education. Individual programs grams designed to improve Professor Hope Jensen introduced to legal research meth- of study can be arranged for education in the nation’s cities Leichter ods and apply them to topics rele- students whose major interest and for minority group mem- Professor Herve Varenne vant to the course. is in this area—teaching, bilin- bers. Institute staff and associ- gual education, counseling, ates investigate a wide range of administration, supervision, factors that inﬂuence educa-

272 A DDITIONAL P ROGRAMS/OPTIONS

tional success and failure. The Interdisciplinary Studies in Institute includes a clearing- Education house and specialized library Program Coordinator: William J. on urban education and human Baldwin, Associate Dean diversity. It provides technical assistance to schools faced with Degrees offered: Master of Arts the problems related to ethnic (M.A.), Master of Education desegregation, bilingual/bicul- (Ed.M.), Doctor of Education tural education, and the reduc- (Ed.D.) tion of discrimination. It provides opportunities for students This program is designed for and faculty to engage in students who have interests in research and development an area of specialization not activities related to its scope. offered at the College, but for Some opportunities are also which a coherent and inte- available for supervised and grated program may be devel- independent study jointly oped through the selection of a arranged between the Institute combination of current course and appropriate academic offerings from several different departments. disciplines.

For further information, Admission to the program is address inquiries to the depart- granted only if the designed ment chair of the area of spe- program of study cannot be cialization or to Dr. Erwin pursued through one of the Flaxman, Director of the Insti- established areas of specializa- tute for Urban and Minority tion, many of which have a suf- Education, Box 75, Teachers ficient degree of flexibility to College; (212) 678-3780. permit an interdisciplinary approach to a field of study. All UME 4033. Problems and programs in urban education (2–3) professors are eligible to serve Knowledge, insights, and under- as advisors and the applicant is standings emerging from theory, required to seek the support of research, and practice, oncerning two or three advisors from the urban education. relevant disciplines prior to admission. For the M.A. or Ed.M. degree a comprehensive examination, essay, or special integrative project is required.

Contact the Admission Office (212-678-3710) for a more detailed description of the program and procedures for applying.

273 Administrative Information

275 Degree Requirements

278 Registration, Expenses and General Reg- ulation plus Touchtone Services

284 Residence Halls Information

287 Admissions Application Information

290 Student Aid Information

Forms: 293 Application for Admission 295 Letter of Reference 297 Residence Hall Application 299 Student Aid Application

301 Course Index

Faculty Index General Index Correspondence Directory

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

275 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

276 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 advisement course, in each Autumn examinations and on a department 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-

277 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/Full- regarding personal exemption Office well before the registra- unless the student files a 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 register for a combined load of but a partial refund of tuition approval, and to obtain consent late registration period, advi- at least 12 semester points, fees for withdrawal from from the course instructor for sors will be available from 3 with no more than 9 semester courses may be authorized by any course listed in the Sched- p.m. to 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

278 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 9:00am until factorily may be required at and may be used individually Credit Card Payments—Can 6:00pm and Friday 9:00am any time to withdraw from a or in combination. Teachers be made by using the drop box, 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 8:00am to 11:00pm by calling must be completed with a rep- and February 1 for Spring. Teachers College. These types (212) 678-3200. A personal resentative of the Office of Stu- of payments can either be sub- identification number (PIN) dent Accounts no later than mitted in person, placed in the and the student’s identification (September 3, 1999) for the TUITION AND FEES drop box, or mailed to the (ID) number are required to fall semester and (January 21, Tuition and fee rates are set Office of Student Accounts; access the Touch -tone service. 2000) for the spring semester. annually by the Board of 525 West 120th Street, Box PINs are provided by the A $50 fee is required to partic- Trustees. Beginning in fall for 305; New York, NY 10027. Office of the Registrar each ipate in the plan and the first the 1999–2000 academic year, The drop off payment box is 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- $670 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 services provided (see course description). Other Fees Teachers College Fee $150 Columbia University’s tuition Teachers College Research Fee $150 is assessed per point or at a flat rate determined annually by Health Service Fee $205/$205 the University’s Board of Medical Insurance Fee (Basic) $295/$420 Trustees. Each school’s rate (Comprehensive) $376/$535 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 $2010 Total tuition and fees are deter- Ph.D. Oral Defense fee $2850 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.

279 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 charges for tuition, not First Payment dent’s name, relevant semes- refers any unpaid balance for other fees, are subject to this on or before (Sept. 3, 1999) ter(s), and the total amount of collection and/or legal action, reduction. Second Payment tuition and fee charges that the the student will be obligated to October 1, 1999 third party is willing to pay. pay all related costs including Student Refunds The form must be signed by an but not limited to attorneys Third Payment Proceeds originating from stu- official of the third party fees and collection costs. November 1, 1999 dent aid programs in excess of agency. A third party agree- all student account charges— ment between the College and Withdrawal from Classes tuition, fees, monthly housing, Spring Semester the agency MUST be com- By registering for classes, a stu- and other related expenses— First Payment pleted annually before the start dent has entered a legal and will be mailed to the student. on or before (Jan. 21, 2000) of the academic year. binding contract to pay all Students should be sure the Second Payment tuition, fees, and penalties Registrar has the current Financial Aid—If all required February 11, 2000 charged by Teachers College. address. All required financial applications and documentation Third Payment aid applications and documen- have been filed with the Office March 10, 2000 When a student withdraws tation must be filed with the of Student Aid by the required from Teachers College or from Office of Student Aid by the deadline, financial aid awards Failure to remit payment, as individual classes, the tuition published deadline, and all should be available at the time scheduled, in the Deferred Pay- charges originally assessed may financial aid eligibility require- of registration. Late application ment Plan will result in the be reduced, based on the date ments must be met. For further filing and anticipated student assessment of a late payment of withdrawal. Failure to information about financial aid, aid does with not constitute a penalty of 1 1/3 percent on any attend classes does not consti- review the section entitled deferment. Since tuition and all unpaid balance. tute an automatic withdrawal; “Student Aid Information.” fees are due at the time of in- students must file an applica- person registration, late pay- Tuition Exemption—Students tion to withdraw in the Office Financial Aid ment penalties will be assessed employed at the University of the Registrar or through the Many students at Teachers on any outstanding balance as may be eligible for tuition Touch-tone system in a timely College finance their educa- described under the Late Pay- exemption. Authorized tuition manner. The percentage of tional expenses with federally ment Penalties section of this exemption forms must be sub- reduction will be determined guaranteed loans under the bulletin. For further informa- mitted in person and are according to the following Stafford or federal direct loan tion about financial aid, review accepted throughout the schedule: programs. Students who are the section entitled “Student semester, however, to avoid a planning to apply for these Aid Information.” late payment penalty, tuition Fall 1999 loans must begin the process as exemption forms and any addi- Week ending Percent of refund early as January for the follow- Late Payment Penalties tional payments are due by the September 3 100% ing Autumn term and Septem- last day of in-person registra- Failure to clear all account bal- September 10 100% ber for the following Spring tion. If a student registers late, ances can result in two late September 17 80% term. Students may contact the payment including tuition payment penalties. An initial September 24 75% Office of Student Aid for more exemption is due at the time of Late Payment Fee of $50 will October 1 70% details and processing require- the late registration. Various be charged on any outstanding October 8 65% ments. fees including, but not limited balance during the first billing October 15 55% to, course fees, college fees, period, and a 1 1/3 percent October 22 50% Federal income tax deductions health service fees, medical monthly (16 percent annually) October 29 40% of educational expenses of insurance, and late registration Late Payment Penalty will be after October 29 0% professional educators and other fees are not covered by tuition assessed on any outstanding professionals exemption. The student should balance thereafter. In addition, Spring 2000 Under the current Internal be prepared to remit payment failure to make timely payment Week ending Percent of refund Revenue code, certain for these fees. of housing charges violates the expenses incurred for educa- January 21 100% dormitory agreement and may tion may be deductible for January 28 100% Third Party Agreements— result in eviction. Furthermore, federal income tax purposes. February 4 80% Students enrolling under a unpaid accounts can be referred Possible deductions for teach- February 11 75% third party agreement must to a collection agency. ers are described in some February 18 70% submit an authorization form detail below. Similar deduc- February 25 65% to the College for approval. A The College reserves the right tions apply to other profes- March 3 55% third party is usually an out- to withhold grades, transcripts, sionals engaged in education. March 10 50% side agency (not an individual) diplomas, and other services, Students are advised to consult March 17 40% that agrees to pay all or part of including registration, from a tax advisor concerning eligi- after March 17 0% the charges incurred by a par- students whose financial oblig- bility for such deductions. ticular student. The authoriza- ations have not been fully met.

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

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 con- • Classroom teacher in one courses in which a student can ferences 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.

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

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

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

283 R ESIDENCE H ALLS I NFORMATION

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

284 R ESIDENCE H ALLS I NFORMATION

and two bedroom, and studio one floor lamp. Residents may service is included in the of the assignment. If as a result units have a private kitchen, request for furniture to be semester rent. Telephone ser- this change of status, the stu- with a kitchen table and chairs removed from the apartment if vice with voice mail is also dent or the other family mem- provided. Students must pro- they wish to bring their own. provided. ber is no longer eligible to vide their own linens, towels, Window curtains, blankets, remain in family housing, he cooking utensils, clothes hang- pillows, linens, kitchen uten- Family Housing Policy or she is obligated to vacate ers and other household items. sils, dishes, rugs, and extra Teachers College accepts family the premises at the written Microwaves are provided for lamps must be provided by the housing applications from and request of the Associate Direc- students in suites, efficiencies, residents. offers assignments to, tradi- tor of Housing by the end of studios and one bedrooms. tional and non-traditional fami- the Semester or thirty days, Combination microwave and Grant and Sarasota Halls at lies, both with or without chil- whichever is earlier date. If the refrigerator units are provided 512 and 514 West 122nd dren. For the purposes of this remaining family member is in the single rooms. Telephone Street, respectively, are each six policy, however, the Office of eligible for single student with voice mail, cable tv ser- story buildings with four Housing and Residence Life housing, the Office of Housing vice, and computer data service apartments on each floor. The defines traditional family to be and Residence Life will are also included in each room. two front apartments have an two spouses, both of whom will attempt to accommodate the entry foyer, living room, bed- be in residence (with or without student. However, neither the Single Student Housing Rates room, kitchen, and bathroom. children) or a single parent Office of Housing and Resi- Average The two back apartments have with one or more dependent dence Life nor Teachers Col- Academic Year Semester a long hallway with the bed- minors in residence. A non- lege are under any obligation 1999–2000 Rate room, kitchen, bath, and living traditional family is defined to to provide single student hous- Greystone room opening off the hallway. be two adult domestic partners ing for persons whose family Residential (with or without children in housing assignment has been Hotel Bancroft Hall is an eight residence) who present evi- terminated. Efficiencies $3400 story residence with 108 apart- dence, described below, of a ments. Each unit has a bath, long-term relationship with Requirements for Residence Hall Whittier Hall kitchenette, and bedroom(s). each other characterized by an Single rooms $2325 Family Housing The front apartments face emotional and financial com- Suite rooms $2650 Applicants must demonstrate 121st Street and are slightly mitment and interdependence. Efficiencies $3675* larger. Back apartments face a that both the applying student *Shared and the individual(s) with large courtyard which joins Resident of Record Two-bedroom Bancroft to Grant and Sara- whom the space is to be shared Family housing assignments Apartment $3245* sota. A desk clerk is on duty constitute a family in order to are made solely to the resident *One-bedroom 24 hours a day in Bancroft be eligible for family housing. of record. This is the person Apartment $4800* Hall. The desk clerk at Ban- Qualifying family relationships who is defined as the principle *Studio $4820* croft Hall monitors the under this policy are those rela- Teachers College student *There are limited numbers of entrances of Grant and Sarasota tionships evidenced by mar- member of the family at the these units available. via closed-circuit television. riage; the presence of minor, time of housing assignment. dependent children; or evidence The apartment assignment and of a domestic partnership, i.e., a Family Housing Options Family Housing Rates agreement will be in the name long-term relationship between Teachers College also offers Average three residence halls for stu- of the resident of record. It is the two adult domestic partners Academic Year Semester the obligation of the resident characterized by an emotional dent family housing: Bancroft, 1999–2000 Rate Grant, and Sarasota Halls. of record to pay the security and financial commitment and Bancroft, Grant, deposit and all residence hall interdependence. Qualifying These buildings provide one and Sarasota bedroom apartments, two bed- charges. The College will look family relationships do not Halls solely to the resident of record include a relationship with par- room apartments and three One-bedroom bedroom apartments. One bed- to fulfill the obligation. No ents, grandparents or siblings, Apartment $5165 relief from this obligation will other than a minor sibling for room apartments are assigned Two-bedroom to families with one child or be available to the student if whom an adult member of the Apartment $5400 his or her status in the family family is the legal guardian. none. Depending upon avail- Three-bedroom ability, two bedroom and three changes during the term of the Qualifying families without Apartment $6150 assignment. Each student who children are eligible only for one bedroom apartments are (only two are available) assigned to families with two applies for family housing is bedroom apartments. obligated to inform the Office or more children. All family Semester rents vary according housing apartments are fur- of Housing and Residence Life to the size and location of the in writing of any change in the nished with a double bed, apartment. Residents pay their dresser, mirror, desk, bookshelf, student’s family status that own monthly phone bill and occurs after the application is one straight chair, dining table electric charges. Heat and gas and chairs, two easy chairs, and made and before the expiration

285 R ESIDENCE H ALLS I NFORMATION

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

286 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 97–98, 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 registers 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 need 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 tions of this Catalog to email. Applications not from academic sources. If, to the Office of the Registrar determine other require- received by the deadline date however, an applicant has been during Registration to obtain a ments. may be held for review for the out of school for a number of Permit to Register. 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

287 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 your 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

288 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 immunity. 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 students 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,

289 S TUDENT A ID I NFORMATION

The goals of the student aid Most scholarship awards are Teacher Opportunity Corps The Entrance Interview will program at Teachers College made on the basis of academic Teachers Opportunity Corps review the terms and condi- are to reward excellence merit only. However, because (TOC) scholarships are available tions of the loan, and the Exit through merit-based aid and some programs do consider to New York State residents Interview will cover repay- to remove cost as a barrier to financial need, it is advisable for who are African-American, ment, deferment and consoli- attendance through scholar- all students to file the Teachers Hispanic, Native American, or dation options. Loans are ships, need-based programs College Student Aid applica- Alaskan American. Recipients processed for and during the including grants, loans, and tion found in this Catalog. must also be U.S. citizens or semester a student is enrolled . the Federal Work-Study Scholarships are applied toward permanent residents. Appli- Program. A student must be tuition only. Students should cants must be prospective or Teachers College General Loan enrolled at least half-time expect to provide additional experienced teachers who are Students who demonstrate need (6 points or the equivalent) in funds for the tuition balance, not yet fully certified to teach and are enrolled at least half- a degree program in order to fees, medical insurance, and in the public schools. time or the equivalent may be receive Federal Aid. academic and living expenses. eligible for Teachers College To be eligible, recipients must General Loans (TCGL). If a stu- Scholarship and Grants Stipends, Internships, Fellowships, enroll at least half-time in one dent receives a TCGL, the funds General Scholarships and Research Assistantships of the following Teachers Col- will be credited each semester All students are eligible for Stipends, internships, fellow- lege programs: Bilingual/ after the student has signed a Teachers College General ships, and research assistant- Bicultural Education, Elemen- promissory note. The promis- Scholarships. ships are also available through tary Education, Mathematics sory note must be completed in the program faculty. These pro- Education, Movement Sciences, the Office of Student Accounts. Minority Student Scholarships vide students with valuable Music Education, Science Edu- While repayment of the princi- Teachers College Minority experiences which enrich acad- cation, Social Studies, Special pal is deferred until six months Scholarships are available to emic growth and development Education, Teaching of English after the student leaves Teachers U.S. citizens and permanent as well as income which may or Teaching of English to College, interest accrues at a residents who identify them- be applied toward other Col- Speakers of Other Languages rate of 9% annually from the selves on the Teachers College lege and living expenses. (TESOL). TOC recipients day the student signs the Student Aid application as receive some funding for each promissory note. Information on being a member of a federally Grants-in-Aid academic year of their degree the loan process and repayment recognized U.S. ethnic minor- Grants-In-Aid are awarded pri- program. A separate application options can be obtained from ity group. The program faculty marily to doctoral students must be made to this program. the Office of Student Accounts make the award decisions. during the last two semesters Additional information and an in 133 Thompson Hall. Repay- of graduate work, taking both application can be obtained ment may take up to 4 years. International Student Scholarships merit and need into considera- from the TOC Program Office Teachers College International tion. International students are at (212) 678-3471 or 3466. The following loans require a Free Student Scholarships are avail- required to seek approval from Application for Federal Student able to international students the International Student Loans Aid (FAFSA) and a separate only. The award process is com- Advisor. Faculty recommenda- There are several types of stu- loan application or promissory petitive. Students are selected tions in support of Grant-In- dent loans available to Teachers note. To ensure consideration for by a committee which receives Aid applications are required. College students. To qualify for the Perkins Loan and the Federal recommendations from acade- Applications are available in any of the federal loans an Work Study programs, it is recom- mic program faculty. the Office of Student Aid. applicant must be a U.S. citizen mended that the FAFSA be filed or permanent resident and must by March 1st. In order for Endowed Scholarships Peace Corps Fellows Program be enrolled at least half-time Stafford loans to be processed in Endowed scholarships are pro- The Peace Corps Fellows Pro- (6 points or the equivalent) in time for the beginning of the Fall vided through the generosity of gram offers fellowships and a degree program. International semester, applicants are urged to donors’ contributions. Many of scholarships on a competitive students may qualify for credit- file the FAFSA by April 30th. these are in support of students basis to returned Peace Corps worthy loans from Teachers in particular programs. Stu- Volunteers. While enrolled College by securing a co-signer Federal Perkins Loan dents should check with their part-time in selected areas of who is a US citizen or perma- Federal Perkins Loans (formerly faculty program coordinators study leading to an M.A. nent resident. Consult with a NDSL) are awarded on the basis for information about the avail- degree, Peace Corps Fellows are financial aid counselor for more of need from a limited amount ability of these scholarships employed full-time by the New information. of federal funds allocated to within their programs as well York City Board of Education Teachers College. Students as the eligibility requirements. and teach in New York City If a student receives a federal must demonstrate need and be schools. Additional information loan she/he must participate in enrolled at least half-time (6 Some endowed scholarships are may be obtained by calling the a Loan Entrance Interview points or the equivalent). Pay- available to students across Peace Corps Fellows Program before receiving the initial ment of both interest and prin- many programs. Faculty nomi- Office at (212) 678-4080, or by funds, and a Loan Exit Inter- cipal is deferred until nine nate students to a College-wide writing to the Peace Corps Fel- view before graduation, leaving months after leaving Teachers selection committee which lows Program, Teachers Col- Teachers College, or dropping College or dropping to less than makes the final award decisions. lege, Box 301. to less than half-time status. half-time. The annual interest

290 S TUDENT A ID I NFORMATION

rate of 5% begins to accrue at to students who may not qual- students must complete the After filing the FAFSA, stu- the same time payments begin. ify for the subsidized Stafford FAFSA and be enrolled at least dents will receive a Student Repayment may take up to 10 loan or who may qualify for half-time (6 points or the Aid Report (SAR) which must years. Cancellation and defer- only a partial subsidized equivalent) in a degree pro- be reviewed for accuracy, and ment provisions may be avail- Stafford loan. The origination gram. A work study award necessary corrections made. If able, including cancellation of fee and insurance premium are means the student is entitled to there are questions, contact the portions of the loan for teachers the same as the Federal Subsi- a job on or off campus, earning Office of Student Aid. Students in specific areas. Information dized Stafford Loan. Depend- an hourly wage up to the may also be required to submit regarding loan cancellation is ing on need, students may bor- amount of the award during copies of the 1998 federal tax available in the Office of Stu- row up to $18,500 per that academic year. Students returns and other supporting dent Accounts. academic year in subsidized must seek placement assistance documents to verify the infor- and unsubsidized loans com- from the Teachers College Per- mation on the FAFSA. Federal Subsidized Stafford Loan bined. Graduate students may sonnel Office. Federal Subsidized Stafford borrow an aggregate maximum Permanent residents must sub- Loans (formerly GSL) are need- of $138,500 in subsidized and How to Apply for Aid mit a copy of both sides of based and available to students unsubsidized loan funds over To receive priority considera- their Alien Registration Card enrolled at least half-time or the their undergraduate and gradu- tion for scholarships, new stu- to the Office of Student Aid. equivalent. The FAFSA must be ate education. dents must complete their Permanent residency status filed to determine financial admissions application by Jan- must be confirmed with the need. Payment on both interest Students may opt to take fed- uary 15th for doctoral students Immigration and Naturaliza- and principal is deferred, and eral Stafford loans in the form and February 1st for masters tion Service before aid can be interest does not accrue until six of William D. Ford Federal students. Programs make disbursed. Naturalized citizens months after a student gradu- Direct Loans. The terms and scholarship decisions based may need to provide docu- ates, drops to less than half- conditions are very similar to on the degree applications of ments to verify citizenship. time, or leaves Teachers College. the Federal Subsidized and the new students and on the For borrowers whose first loan Unsubsidized Stafford loans. Teachers College academic Full-time students (at least 12 was disbursed on or after Student applying for federal records for the continuing points or the equivalent) who 7/1/94, the interest rate is vari- loans will receive a detailed students. There is no official are New York State residents able, based on the 91-day T-Bill comparison and can seek fur- scholarship application. may be eligible to apply for the rate plus 3.10%, capped at ther guidance from a student Tuition Assistance Program 8.25%. Repayment may take aid counselor. If a student wishes to apply for (TAP). Students who want to up to ten years but can be federal work-study, federal be considered for TAP must file deferred further under some Other Loans loans, or institutional loans, a FAFSA, giving the federal conditions. The maximum There are several student loan she/he should complete the government permission to amount of subsidized Stafford programs administered by pri- Student Aid Application at the release information to New loan a graduate student may vate institutions that provide back of this Catalog and the York State. For more informa- borrow per academic year is funds to students who do not Free Application for Federal tion call New York State $8,500. Students may borrow a qualify for Federal or need- Student Aid (FAFSA). Higher Education Services Cor- maximum of $65,500 during based loans or who may need poration (NYSHESC) at (518) their undergraduate and gradu- additional funding. They are The Student Aid Application 474-5642 or (800) 642-6234. ate education. Stafford Loans for often available from banks, and must be returned to the Office an academic year are disbursed require a processing fee, a of Student Aid and the FAFSA How Need based Eligibility is in at least two equal payments. credit check, and in some cases, sent in the envelope enclosed in Determined A 3% origination fee and an a co-signer. Securing a co- the FAFSA booklet. FAFSAs Need-based financial aid is insurance premium up to 1% signer can result in lower inter- need to be submitted for each based on a special definition of (which varies with guarantor) est on the loan. academic year that begins in “need”. The information pro- are deducted from each dis- Fall and ends in Summer. They vided on the FAFSA is applied bursement. More information is Student Employment are available by January of each to a federally designed formula available from the Office of Stu- Student Employment year and can be obtained from which calculates the “family dent Aid or the student’s lender. Many opportunities for student the Office of Student Aid at contribution,” the theoretical employment are available at Teachers College, or from any amount the student should have Federal Unsubsidized Stafford Teachers College. Students college’s financial aid office. In available for educational costs. Loan should inquire at the Teachers completing the FAFSA, stu- The cost of education minus the Federal Unsubsidized Stafford College Personnel Office for a dents should be sure to indicate family contribution is “need”. Loans have the same interest list of current vacancies. that the results should be sent The total amount of need-based rate, terms and conditions as to Teachers College. Students aid cannot exceed this figure. Federal Subsidized Stafford Federal Work-Study can also apply online. The web Loans except that the borrower Subsidized employment is also address is www.fafsa.ed.gov. Be Normally, the need calculations is responsible for interest that available through the Federal sure to include Teachers Col- are based on data from the accrues while in school and Work-Study program. Federal lege federal code number: prior calendar year. However, during other deferment peri- Work-Study is awarded to stu- G03979. the Office of Student Aid may ods. The program is also open dents based on need. To apply, recalculate family contribution

291 S TUDENT A ID I NFORMATION

if the student’s financial cir- expenses. The amount for replace family contribution, The number of points required cumstances change signifi- tuition and fees, books and still cannot exceed the cost of for students enrolled less than cantly during the academic supplies is adjusted based on education. half-time will be adjusted pro- year. Students requesting recal- full-time, three-quarter time, portionately. Students who culation based on academic and half-time enrollment. If How Aid is disbursed receive TAP will be monitored year information should pro- enrollment plans change dur- Scholarships are disbursed to a each semester. For federal aid vide a written explanation of ing the academic year, students student’s account on the first purposes, students will be the circumstances and consult a should notify the Office of Stu- day of in-person registration evaluated at the end of each student aid counselor to deter- dent Aid in case it becomes once the student has registered academic year. Students who mine the supporting documen- necessary to adjust the aid in a degree program for the do not make satisfactory tation that will be needed. package. semester. progress will not be eligible for federal aid. They may Lifetime Learning Credit During the 1999–2000 acade- Federal loans are disbursed appeal if they believe there are On August 5, 1997, President mic year, the Fall/Spring bud- when a student meets the fol- mitigating circumstances. Clinton signed the Taxpayer get for a full-time student lowing criteria: 1) has been Relief Act of 1997, which cre- enrolled for 24 points is: accepted in a degree program; Verification: Some students are ated several new tax benefits 2) has registered for at least selected for a process called ver- for families who are saving for, Tuition and Fees $17,360 half time status each semester; ification, based on federal edit or already paying for higher Living Allowance 10,220 3) has completed an entrance criteria plus random factors. If education. Books and Supplies 2,470 interview; and 4) has com- a student is selected, she/he Transportation 1,340 pleted verification of income will have to provide a copy of The Lifetime Learning Credit Miscellaneous 4,030 and residency, if required. her/his federal income tax targets undergraduate and grad- Total $35,420 return and other documents. uate students. Graduate stu- Tuition, fees, account charges, No funds can be disbursed dents will receive a 20% tax The family contribution and refunds are processed by until all required documents credit for the first $5,000 of toward academic year living the Office of Student Accounts are submitted and processed. qualified tuition and related and educational expenses is which is located in 133 expenses for each eligible stu- then deducted from this bud- Thompson Hall. Notification: Financial aid is dent in the family, through the get. For example: offered to students via the Stu- year 2002, and for the first Additional Steps and Conditions dent Aid Award Letter issued $10,000 thereafter. This credit Budget $35,420 Prior to Release of Funds by the Office of Student Aid. is available for net tuition and Family Contribution (3,620) Prior Default: Students in Students must accept or fees (minus any additional grant default on a federal loan, or decline each component of the Need $31,800 aid) paid for an enrollment who owe a repayment on a Pell, offer and return a signed copy period beginning July 1, 1998. SEOG, or SSIG grant cannot to the Office of Student Aid. After need is determined, the receive federal need-based aid Office of Student Aid tries to Students may want to download until the status is cleared. For More Information a brochure that explains the meet this amount with financial Visit the Teachers College options. The brochure, “New aid. Often, a variety of sources Satisfactory Academic Progress: In Office of Student Aid, located Tax and Savings Options for are combined into as package, order to maintain eligibility for in Room 138, Horace Mann Education,” can be found at the which might look like this: aid, students must make satis- Hall, or call (212) 678-3714. following website: http://www. factory progress toward their tiaacref.org/taxfile.pdf. Department degree. In addition to meeting Scholarship $5,360 all standards of academic per- ($670 per point) formance required in the pro- How Aid is Awarded TAP 500 Most scholarships are awarded gram, students must complete Federal Work Study 5,000 to students by their academic a minimum number of points Federal Perkins Loan 2,000 programs based on academic per semester. For a full-time Federal Subsidized merit and/or need. Grants-in- student, the minimums are: Stafford Loan 8,500 Aid are awarded by the Office Federal Unsubsidized of Student Aid based on faculty Loan 10,000 recommendation and need. After this semester 1 2 3 4 5 6 7 8 9 10 11 12 International Scholarships are Total $31,360 Master’s students awarded based on academic must complete: 6 15 27 39 51 53 63 63 63 63 No longer merit by the International Stu- If students cannot provide the eligible dent Scholarship Committee. full amount of the family contribution, some banks offer Doctoral students To award need-based funds, the credit-worthy loans which can must complete: 6 15 27 39 51 63 75 87 90 90 Dissertation College makes up an academic be used to finance the remain- Advisement year student budget that con- ing cost of attendance. How- With at least sists of the average costs of ever, the total of all financial this GPA: 2.5 2.5 3 3 3 3 3 3 3 3 3 3 tuition, fees, and other aid, including loans used to

292 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 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 below.

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. 19____ May 19____ July 19____ Sept. 19____ 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. Please include any study at Teachers College or Columbia University. 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 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. 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?

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

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 completed 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. # ______

Social Security 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 housing 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 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 1999______Points or Special status:______Spring 2000______Points or Special status:______Summer A 2000______Points or Special status:______Summer B 2000______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 1999–00 academic year? yes no Your 1999–00 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 1998 income earned from work $______3) Spouse 1998 income earned from work $______4) Number in College during 1999–00 (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 8900. Dissertation advisement in religion, A&HG 4170. Principles and practice in arts 105–106, 109, 114, 117, 120, 124–125, 132, 121 administration, 106 134 A&HG 4010. Modern dance I, 108 A&HG 4173. Arts in context, 106 A&HF 4070. History of education in the United A&HG 4011. Modern dance II, 108 A&HG 4174. Law and the arts I, 106 States, 117, 125 A&HG 4014. Ballet I, 108 A&HG 4175. Law and the arts II, 106 A&HF 4075. Waldorf Education: An Introduction, A&HG 4015. International dance forms, 108 A&HG 4176. Support Structures: Development 117 A&HG 4018. Laban movement analysis I, 107–108 and fund raising in the arts and humanities, 106 A&HF 4081. Philosophies of education, 119, A&HG 4019. Laban movement analysis II, 108 A&HG 4180. Labor relations in the arts, 106 205–206 A&HG 4020. Music for the world’s children, 109, A&HG 4201. Fieldwork in music education, 114 A&HF 4082. Race, racism and socio-cultural 111 A&HG 4202. Fieldwork in art education, 104 identity, 119 A&HG 4023. Choral methods, procedures, and A&HG 4203. Fieldwork in dance education, 108 A&HF 4083. Philosophy of science and human materials, 111 A&HG 4281. Field observations in art education, inquiry, 119 A&HG 4028. Practices and materials of teaching 103 A&HF 4084. Social philosophy and education, 119 piano, 111 A&HG 4343. Organ instruction for non-majors, A&HF 4085. The arts and American education, 119 A&HG 4029. Introduction to new technologies in 113 A&HF 4086. Aesthetics and education, 119 music education, 111 A&HG 4350. Piano instruction for non-majors, 113 A&HF 4088. Popular culture, 120 A&HG 4030. Integrating music in the classroom, A&HG 4351. Harpsichord instruction I, 113 A&HF 4089. Aesthetics of technology, 120 111 A&HG 4352. Voice instruction for non-majors, 113 A&HF 4130. Gender and violence, 120 A&HG 4043. Contemporary music, 112 A&HG 4355–A&HG 4356. Keyboard musicianship A&HF 4171–A&HF 4172. Religion and education A&HG 4044. Interpretation of Baroque music, 112 for instrumentalists and vocalists, 113 in American culture, 118 A&HG 4045. Popular and youth music in the A&HG 4357–A&HG 4358. Ensemble A&HF 4180. Education and the making of the curriculum, 112 performance: Music, 113 modern self, 119 A&HG 4048. Creative computing applications in A&HG 4370. Practicum in arts administration and A&HF 4181. Critical theory and education, 119 education and the arts, 106, 108–109, 111, 114 arts education, 106 A&HF 4183. Philosophies of multiculturalism and A&HG 4050. Conducting and score reading, 113 A&HG 4470. Internship in arts administration pluralism, 119 A&HG 4051. Musical theater in education, 111 and arts education, 106 A&HF 4680. Ethical issues in educational practice, A&HG 4055. Class instruction in piano for non- A&HG 4575. Master’s seminar in Arts 119 music majors, 113 Administration, 106 A&HF 4901. Research and Independent Study, A&HG 4056. Chamber music, 113 A&HG 4576. Master’s seminar in Arts 118–121 A&HG 4057. Sight-reading at the piano, 113 Administration B: Research Apprenticeship, 106 A&HF 5035. Women and moral theory, 119 A&HG 4058. Piano ensemble, 113 A&HG 4701. Supervised teaching in music A&HF 5070. History and theory of higher A&HG 4059–A&HG 4060. Jazz improvisation, education, 111 education, 118, 241 113 A&HG 4702. Supervised teaching in art A&HF 5075. Knowledge and human values, 118 A&HG 4061. Printmaking I: Lithographic education: secondary, 103 A&HF 5080. Advanced topics in social and moral processes, 103 A&HG 4703. Supervised teaching in dance education and philosophy, 119 A&HG 4062. Printmaking: Etching I, 103 education, 108 A&HF 5082. The philosophy of John Dewey, 119 A&HG 4063. Painting I, 104 A&HG 4722. Supervised student teaching in art A&HF 5086. Changing styles: philosophy, art and A&HG 4078. Art for classroom teachers: Teaching education: elementary, 103 literature, 119 art to children, 102 A&HG 4901. Research and independent study in A&HF 5670. Colloquium in history and A&HG 4079. Exploring America’s cultures: music education, 114 education, 118 Implications for arts education, 102, 106, 109, A&HG 4902. Research and independent study in A&HF 5680. Colloquium in philosophy and 114 art education, 104 education, 119 A&HG 4080. Artistic development of children, A&HG 4903. Research and independent study in A&HF 5681. Colloquium in existentialism and 102–103 dance education, 108 education, 119 A&HG 4081. Curriculum design in art education, A&HG 4970. Supervised individual research in A&HF 6041. Historical method, 118, 125 102 arts administration and arts education, 106 A&HF 6042. Theories of history, 118 A&HG 4082. The arts in contemporary life, 102, A&HG 5001. Research in arts education, 106, A&HF 6200. Field research outside the United 109 109, 112 States, 118 A&HG 4084. Art and technology, 104, 109 A&HG 5002. Assessment strategies for the arts, A&HF 6574–A&HF 6575. Seminar in the history A&HG 4085. Historical foundations of art 106, 109, 112, 114 of American education, 118 education, 102 A&HG 5003. Introduction to music perception A&HF 6577. Topics in the history of American A&HG 4086. Current issues and practices in art and cognition, 112 educational thought, 118 and art education, 102–103 A&HG 5007. Curriculum design in dance A&HF 6580. Seminar in philosophy and A&HG 4087. Processes and structures in the visual education, 107–108 education, 119 arts, 103 A&HG 5012. Kinesiology for dance, 107 A&HF 6581. Seminar: Studies in religion and A&HG 4088. Artistic development: Adolescence A&HG 5013. Choreography I, 107–108 education, 120–121 to adulthood, 103 A&HG 5014. Choreographic problems, 108 A&HF 6970. Studies in history and education, 118 A&HG 4089. New media, new forms: A&HG 5016. Teaching dance: Adolescence A&HF 6980. Studies in philosophy and education, Technological trends in art education, 104, 109 through adulthood, 107–108 120 A&HG 4090. Museum issues I: Art museums and A&HG 5017. Movement re-training, 107 A&HF 6981. Studies in religion and education, 121 their culture, 103, 106, 109 A&HG 5018. Dance production, 107–108 A&HF 7500. Dissertation seminar in philosophy A&HG 4092. Ceramics I, 104 A&HG 5019. Dance in cultural contexts: Theory and education, 118, 120 A&HG 4093. Sculpture I, 104 and application, 107–108 A&HF 7500. Dissertation seminar in religion, 121 A&HG 4094. Photography I, 104 A&HG 5020. Foundations of music education, A&HF 8900. Dissertation advisement in A&HG 4100. Master’s essay residency, 106 110–111 philosophy and education, 118, 120 A&HG 4150. Instrumental music instruction I, 113 A&HG 5021. Piano instruction for children, 111

301 C OURSE I NDEX

A&HG 5023. Vocal pedagogy I, 112 A&HG 5353. Organ instruction for music majors, A&HG 6999. Exhibition rating, 104 A&HG 5024. Vocal pedagogy II, 112 114 A&HG 7501. Dissertation seminar in music A&HG 5025. Creativity and problem-solving in A&HG 5355. Art and technique of keyboard education, 114 music education, 112 accompaniment, 114 A&HG 7502. Dissertation seminar in the arts in A&HG 5026. Music skills and the creative A&HG 5519. Current topics and issues in dance education, 102 strategy, 110, 112 education, 108 A&HG 8900. Dissertation advisement in music A&HG 5029. Intermediate and advanced A&HG 5581. Studio art seminar, 102 education, 114 applications of new technologies in music A&HG 5804. Museums as resource: Workshops at A&HG 8900.02. Dissertation advisement in art education, 112 the Metropolitan Museum, 103, 106, 109 education, 102 A&HG 5030. Music analysis, 112 A&HG 5901. Research and independent study in A&HL 4000. The study of language, 116, 141, A&HG 5031. Counterpoint, 112 music education, 114 205–206 A&HG 5032. Comprehensive musicianship I, 112 A&HG 5902. Research and independent study in A&HL 4001. Sociolinguistics and education, 116 A&HG 5033. Comprehensive musicianship II, 112 art education, 104–105 A&HL 4003. Schools of Linguistics, 116 A&HG 5042. Choral literature survey, 112 A&HG 5903. Research and independent study in A&HL 4005. Semantic systems and the lexicon, 116 A&HG 5047. Creative strategies for teaching dance education, 108 A&HL 4008. Interlanguage analysis, 116 music literature, 112 A&HG 5921. Master’s seminar in music education, A&HL 4014. Gender, language and education, 116 A&HG 5048. Integrating the computer into the 112 A&HL 4030. The study of history, 123 music curriculum, 112 A&HG 5922. Master’s seminar in art education, A&HL 4032. Problems in teaching world history, A&HG 5050. Advanced conducting and 103 124 interpretation, 113 A&HG 6001. Teaching and administration of A&HL 4033. History of Europe since 1914: A&HG 5052. Vocal literature and interpretation, music in college, 106, 110, 112 Selected topics, 124 113 A&HG 6002. Teaching and administration of art A&HL 4035. New York City as a learning A&HG 5058–A&HG 6058. Recital, 113 education in college, 103, 106 laboratory, 124 A&HG 5060. Drawing from life, 104 A&HG 6021. Supervision and administration in A&HL 4036. The teaching of social studies, 123 A&HG 5061. Printmaking: Lithography II, 104 arts education, 103, 106, 111, 114 A&HL 4037. East Asia: Survey of modern history A&HG 5062. Printmaking: Etching II, 104 A&HG 6022. Piano teaching in college, 112 and culture, 124 A&HG 5063. Painting II, 104 A&HG 6023. The teaching of applied music in A&HL 4038. Problems in teaching American A&HG 5064. Experiments in content, 103 college, 112 history, 124 A&HG 5081. Curriculum design in art education: A&HG 6024. Piano teaching: Intermediate and A&HL 4039. The United States Constitution, 124 Advanced, 103 advanced, 112 A&HL 4040. Women of the world: Issues in A&HG 5082. Philosophies of art in education, A&HG 6030. Composition and analysis, 112–113 teaching, 124 102, 106, 109, 114 A&HG 6201. Fieldwork in music education, 114 A&HL 4041. Approaches to economics in A&HG 5085. Varieties of visual experience: A&HG 6202. Fieldwork in the art education, 105 secondary education, 124 Museums and education, 103 A&HG 6421. Internship in the supervision and A&HL 4049. Spanish methods and class A&HG 5090. Museum Issues II: Missions and administration of music, 111–112, 114 management, 133 Standards, 103 A&HG 6421. Internship in the supervision and A&HL 4050. The study of literature, 127 A&HG 5092. Ceramics II, 104 administration of music education, 111, 114 A&HL 4051. American literature: Critical A&HG 5093. Sculpture II, 104 A&HG 6422. Internship in the supervision and approaches for the prospective teacher, 127 A&HG 5094. Photography II, 104 administration of the art education, 105 A&HL 4052. Adolescent literature, 128 A&HG 5095. Color photography, 104 A&HG 6481. Internship in the teaching of college A&HL 4053. African-American literature, 128 A&HG 5110. Teaching children’s dance, 107–108 music, 114 A&HL 4056. Women writers of the 20th century, A&HG 5111. Dance technique, 108 A&HG 6482. Internship in the teaching of college 128 A&HG 5120. Introduction to dance research, and museum programs, 105 A&HL 4057. English methods, 128 107–108 A&HG 6501. Doctoral seminar in music A&HL 4058. Teaching of reading, 128 A&HG 5141–A&HG 5143. Special topics in education, 114 A&HL 4060. Practical Spanish for urban music, 111 A&HG 6502. Doctoral seminar: Arts in education, communication, 133 A&HG 5150–A&HG 5171. Instrumental music 102 A&HL 4069. Spanish pronunciation and instruction II, 113 A&HG 6520. Seminar in clinical supervision in intonation for teachers, 133 A&HG 5173. Principles and practice in arts the arts: K through 12, 103 A&HL 4070. Cultural traditions and achievements administration: Performing arts, 106 A&HG 6580. Problems in art and education, 102 in Hispanic America, 133–134 A&HG 5174. Principles and practice in arts A&HG 6902. Studio work in art and education: A&HL 4072. Humanities in the Hispanic world: administration: Visual arts, 106 Sculpture, 104 Selected topics, 134 A&HG 5175. Business policy and planning for the A&HG 6903. Studio work in art and education: A&HL 4076. TESOL methodologies for K–6, 130 arts manager, 106 Drawing, 104 A&HL 4077. TESOL classroom practices, 130 A&HG 5178. Special topics: Critical issues in arts A&HG 6904. Studio work in art and education: A&HL 4078. TESOL materials, 130 management, 106 Painting, 104 A&HL 4080. Teaching in linguistically diverse A&HG 5181. The arts in education, 102, 106, A&HG 6905. Studio work in art and education: classrooms, 130 109, 114 Printmaking, 104 A&HL 4085. Problems in contemporary English A&HG 5201. Fieldwork in music education, 114 A&HG 6906. Studio work in art and education: grammar for ESOL teachers, 116, 131 A&HG 5202. Fieldwork in art education, 104 Ceramics, 104 A&HL 4086. Observation, 131 A&HG 5203. Fieldwork in dance education, 108 A&HG 6907. Studio work in art and education: A&HL 4087. Introduction to second language A&HG 5350. Piano instruction for music majors, Photography, 104 acquisition, 116, 131 114 A&HG 6971. Research and independent study in A&HL 4088. Second-language assessment, 131 A&HG 5351. Harpsichord instruction II, 114 music education, 114 A&HL 4089. Teaching writing to ESL students, 131 A&HG 5352. Voice instruction for music majors, A&HG 6972. Research and independent study in A&HL 4095. Research in TESOL, 132 114 art education, 105 A&HL 4100. Contemporary theater, 128

302 C OURSE I NDEX

A&HL 4101. Phonetics and phonology, 116, 141 A&HL 5201. Fieldwork in Applied Linguistics, 117 A&HL 6450. Internship in teaching writing, 129 A&HL 4104. Discourse analysis, 116 A&HL 5203. Fieldwork in social studies, 124 A&HL 6500. Seminar in the history of the social A&HL 4151. Teaching of writing, 128 A&HL 5204. Fieldwork in Teaching of English, 129 studies, 124 A&HL 4154. Rhetoric: Connecting reading and A&HL 5205. Fieldwork in TESOL, 132 A&HL 6514. Postmodern literary theory: The writing, 128 A&HL 5206. Fieldwork in Teaching of Spanish, 134 aesthetic dimension, 128 A&HL 4155. Teaching strategies for the secondary A&HL 5207. Fieldwork in Applied A&HL 6530. Curriculum development, research, English classroom, 128 Linguistics/TESOL, 117 and supervision, 124 A&HL 4156. Writing: Nonfiction, 128 A&HL 5223. Oral history as a multidisciplinary A&HL 6587. Seminar in second language A&HL 4157. Writing: Fiction and personal teaching tool, 124 acquisition, 116, 131 narrative, 128 A&HL 5232. Fieldwork in social studies teacher A&HL 6935. Studies in history and in the teaching A&HL 4158. Writing: Poetry, 128 training, 124 of history and social studies, 124 A&HL 4160–A&HL 4180. Specialized TESOL A&HL 5360–A&HL 5379. Specialized practica for BBS 4032. Neuroscience of human speech and methodology, 131 ESOL teachers, 131 language, 136, 141 A&HL 4171. Language through the content areas, A&HL 5380. Specialized practica for ESOL BBS 4043. The human nervous system, 135 131 teachers: in-service teaching, 131 BBS 4050. Applied biomedical instrumentation, A&HL 4500. Advanced English language study, A&HL 5430. Internship in the teaching of history 135 131 and social sciences, 124 BBS 4065. Biological and behavioral basis of sleep, A&HL 4530. Seminar for student teachers in social A&HL 5504. Research Paper in the Teaching of 136 studies, 123 English, 126–127 BBS 5060. Neuromuscular responses and A&HL 4550. Teaching of poetry, 128 A&HL 5514. Reader response: Research, theory adaptation to exercise, 136 A&HL 4551. Teaching of Shakespeare, 128 and practice, 128 BBS 5069. Brain and behavior I; II, 135, 141, A&HL 4561. The American short story, 128 A&HL 5515. Advanced topics in applied 173–174, 178 A&HL 4570. Classroom strategies for teaching linguistics I, 116 BBS 6070. Neural basis of respiration, 136, 138 language minority learners, 131 A&HL 5516. Advanced topics in applied BBSQ 4030. Physiologic phonetics, 141, 143 A&HL 4730. Supervised student teaching in social linguistics II, 116 BBSQ 4031. Articulatory, vocal, and auditory studies, 123 A&HL 5518. Teaching English in diverse social mechanisms, 143 A&HL 4750. Supervised teaching of English, 128 and cultural contexts, 128 BBSQ 4040. Speech and language disorders, 143, A&HL 4760. Supervised teaching of Spanish in A&HL 5530. The history of American social 173, 205–206 secondary schools, 134 thought, 124 BBSQ 4042. Audiology, 141, 143–144 A&HL 4776. Supervised student teaching in A&HL 5565. Advanced seminar in historical BBSQ 4045. Communication problems among the ESOL, 131 Romance linguistics, 134 aging, 143 A&HL 4817–A&HL 4819. Experiences in learning A&HL 5575. Critical review of current readings in BBSQ 4046. Introduction to augmentative and another language, 131 ESOL and applied linguistics, 131 alternative communication, 143 A&HL 4860–A&HL 4880. Specialized materials, A&HL 5577. Language teacher education BBSQ 4047. Early motor behaviors in children: 131 programs, 131 Normal and abnormal, 141, 143 A&HL 4901. Research and independent study in A&HL 5581–A&HL 5589. Topics in second BBSQ 5041. School speech- language-hearing Applied Linguistics, 117 language acquisition, 116 program, 143 A&HL 4903. Research and independent study in A&HL 5590. Master’s seminar: Teaching of BBSQ 5042. Geriatric communicology, 143 social studies, 124 English, 128 BBSQ 5044. Speech and language perception and A&HL 4904. Research and independent study in A&HL 5931. Guided investigations in the processing, 141, 143 Teaching of English, 128–129 teaching of social studies, 124 BBSQ 5105. Assessment of child language, 143 A&HL 4906. Research and independent study in A&HL 6011. The politics of teaching English, 128 BBSQ 5110. Pathologies of speech systems, 143 Teaching of Spanish, 134 A&HL 6015. College teaching of English, 128 BBSQ 5111. Tests and testing procedures in A&HL 4907. Research and independent study in A&HL 6030. Research in social studies education, speech-language pathology, 143 Applied Linguistics/TESOL, 117 124 BBSQ 5112. Articulation disorders, 141, 143 A&HL 5030. Diversity and the social studies A&HL 6201. Advanced fieldwork in Applied BBSQ 5113. Voice disorders, 141, 143 curriculum, 123 Linguistics, 117 BBSQ 5114. Stuttering: Theory and therapy, 141, A&HL 5031. Teacher education in social studies, A&HL 6203. Advanced fieldwork in social studies, 143 124 124 BBSQ 5115. Language disorders in children, 141, A&HL 5035. History of the social studies since A&HL 6204. Advanced fieldwork in Teaching of 143 1880, 123–124 English, 129 BBSQ 5116. Language disorders in adults, 141, 143 A&HL 5037. Alternative models of social studies A&HL 6205. Advanced fieldwork in TESOL, 132 BBSQ 5118. Cleft palate and speech habilitation, curriculum, 124 A&HL 6206. Advanced fieldwork in Teaching of 144 A&HL 5061. Advanced Spanish syntax, 133–134 Spanish, 134 BBSQ 5119. Alaryngeal speech, 141, 144 A&HL 5062. Techniques and problems of A&HL 6207. Advanced fieldwork in Applied BBSQ 5125. Clinical approaches to aural translation (English-Spanish), 134 Linguistics/TESOL, 117 habilitation of children, 144 A&HL 5064. The teaching of Spanish literature, 134 A&HL 6375. Professional development seminar in BBSQ 5126. Clinical approaches to aural A&HL 5070. Stylistics and writing in Spanish, 134 TESOL, 132 rehabilitation of adults, 144 A&HL 5085. Advanced syntax, 116 A&HL 6403. Internship in college teaching in BBSQ 5129. Audiological concepts and principles, A&HL 5149. Writing research: Methods and social studies, 124 144 assumptions, 128 A&HL 6404. Internship in college teaching of BBSQ 5130. Assessment and intervention in A&HL 5150. Action research, 128 English, 129 dysphagia, 144 A&HL 5151. Perspectives on popular texts in A&HL 6405. Internship in college teaching in BBSQ 5210–BBSQ 5212. Practicum in school English classrooms, 128 TESOL, 132 speech- language pathology, 144 A&HL 5152. Academic writing I, 116 A&HL 6406. Internship in college teaching of BBSQ 5312. Diagnostic methods and practice in A&HL 5153. Academic writing II, 116, 128 Spanish, 133–134 speech-language pathology, 144

303 C OURSE I NDEX

BBSQ 5331–BBSQ 5332. Regular clinic, 144 BBSR 5055. Bases of motor control systems, 139 C&T 4049. Tests and remedial work for children BBSQ 5331–BBSQ 5339. Clinic practicum, 144 BBSR 5057. Movement disorders, 139 with disabilities, 166 BBSQ 5333–BBSQ 5334. Laboratory methods and BBSR 5095. Exercise and health, 138–139 C&T 4051. Supervision for elementary and instrumentation in clinical practice, 144 BBSR 5098. Biochemistry of exercise, 139 secondary schools, 166 BBSQ 5335. Infant evaluation clinic, 144 BBSR 5151. Introduction to the analysis of C&T 4052. Designing curriculum and instruction, BBSQ 5336. Stuttering clinic, 144 biomechanical signals, 139 159–160, 166 BBSQ 5337. Aphasia clinic, 144 BBSR 5194. Applied physiology laboratory II, C&T 4078. Curriculum and teaching in urban BBSQ 5338. Voice clinic, 144 138–139 areas, 166 BBSQ 5339. Computer applications in clinical BBSR 5195. Advanced applied physiology C&T 4080. Normal and atypical development of practice, 144 laboratory, 139 young children, 162, 166 BBSQ 5340–BBSQ 5343. Methods and practice in BBSR 5200. Fieldwork in movement sciences, 139 C&T 4081. Programs for young children with audiology, 144 BBSR 5251. Fieldwork seminar in motor learning disabilities, 162, 166 BBSQ 5342. Auditory rehabilitation clinic, 144 and motor control, 139 C&T 4082. Assessment of young children with BBSQ 5343. Hearing measurement, 144 BBSR 5504. Research training in motor learning exceptionalities, 162, 166–167 BBSQ 5940. Evaluating research in speech- and control, 138–139 C&T 4083. Working with families of young language pathology and audiology, 144 BBSR 5505. Tutorial in research conceptualization, children with disabilities, 162, 166 BBSQ 5941. Research needs and methods in 139 C&T 4113. Early childhood methods and speech-language pathology and audiology, 144 BBSR 5582. Research design in the movement programs, 160–161, 166 BBSQ 6111. Current issues and practices in sciences, 137–138, 140 C&T 4114. Multicultural approaches to teaching speech-language pathology, 145 BBSR 5595. Research seminar in applied young children, 166 BBSQ 6112. Neurospeech therapy for the cerebral physiology, 138, 140 C&T 4117. Play: The roots of competence in palsied, 145 BBSR 5596. Topics in applied physiology, 138–139 young children, 166 BBSQ 6120. Current issues and practices in BBSR 5860. Movement sciences conference, C&T 4118. Theoretical foundations of childhood audiology, 145 138–139 education, 160–161, 163, 166 BBSQ 6351–BBSQ 6355. Advanced practice, 144 BBSR 6201. Supervision of educational or clinical C&T 4119. Issues and interdisciplinary methods BBSQ 6511. Seminar in supervision in speech- practice in the movement sciences, 139 for working with parents of young children, 166 language pathology and audiology, 144 BBSR 6562. Review and analysis of clinical C&T 4121. Early childhood teaching strategies BBSQ 6512. Seminar in the practice of supervision literature, 139 within a social context, 159–160, 166 in speech-language pathology and audiology, 144 BBSR 6563. Movement sciences conference C&T 4124. Curriculum development in BBSQ 6513–BBSQ 6517. Seminars in basic and seminar, 139 elementary education, 166 applied speech science, 144 BBSR 6564. Advanced topics in neuromotor C&T 4130. Current issues in elementary BBSQ 6520. Seminars in basic and applied hearing processes, 139 education, 160, 166 science, 145 BBSR 6565. Seminar in motor learning and motor C&T 4132. Learning and teaching in the primary BBSQ 6811. Neuromuscular facilitation control, 139 reading/ writing classroom, 166 approaches to assessment and treatment of oral BBSR 6571. Research seminar in the psychosocial C&T 4133. Learning and teaching in the motor dysfunction, 145 study of human movement, 139 intermediate reading/ writing classroom, 166 BBSQ 6812. Symposium on care of the BBSR 6900. Supervised independent research in C&T 4136. Methods and materials for reading professional voice, 145 movement sciences, 140 instruction, 160, 165–166 BBSQ 6940–BBSQ 6941. Supervised research in BBSR 7500. Dissertation seminar in movement C&T 4140. Literature for younger children, 160, speech-language pathology and audiology, 145 sciences, 140 166 BBSQ 7500. Dissertation seminar in speech- BBSR 8900. Dissertation advisement in movement C&T 4141. Literature for older children, 160, 166 language pathology and audiology, 145 sciences, 140 C&T 4143. Social studies in the elementary and BBSQ 8900. Dissertation-advisement in speech- C&T 4000. Introduction to special education, 165 middle school, 166–167 language pathology and audiology, 145 C&T 4001. Teaching students with disabilities in C&T 4145. The education of youth and BBSR 4005. Applied anatomy and biomechanics, the regular classroom, 162, 165 adolescents, 160, 167 107, 138 C&T 4002. Basic course in theory of curriculum C&T 4151. Teaching of Writing, 167 BBSR 4050. Analysis of human movement, 138 design, 160–161, 165 C&T 4159. Teacher education programs, 167 BBSR 4055. Neuromotor processes, 138, 174 C&T 4004. Basic course in school improvement, C&T 4160. Supervision in preservice teacher BBSR 4060. Motor learning, 138 160–161, 165 education programs, 167 BBSR 4070. Introduction to the psychosocial C&T 4005. Principles of teaching and learning, C&T 4161. The teacher: Professional/social/personal study of human movement, 138 159–161, 165 context of teaching, 167 BBSR 4090. Physical ﬁtness, weight control, and C&T 4020. The environments of school, 160, 165 C&T 4200. Fieldwork in curriculum and teaching, relaxation, 138 C&T 4021. Nature and needs of gifted students, 167 BBSR 4095. Applied physiology I, 138 163, 165 C&T 4301. Supervised practicum in the educational BBSR 4151. Laboratory methods in biomechanics, C&T 4022. Instructional models in the education assessment of exceptional children, 167 138–139 of gifted students, 165 C&T 4302. Supervised practicum in the BBSR 4161. Motor learning laboratory, 139 C&T 4023. Differentiated curriculum for gifted educational assessment of young children with BBSR 4195. Applied physiology laboratory I, students, 159, 163, 165 exceptionalities, 167 138–139 C&T 4025. Educating young gifted children, 165 C&T 4308. Pre-student teaching practicum in BBSR 4865. Tutorials in motor learning and C&T 4029. Creativity: Its nature and nurture, 165 early childhood special education, 162, 167 control, 139 C&T 4046. Introduction to learning disabilities, C&T 4334–C&T 4337. Models of teaching: BBSR 4900. Research and independent study in 164–165 Practicum, 167 movement sciences and education, 139 C&T 4047. Education of students with learning C&T 4501. Teacher education lectures, 160, BBSR 5028. Motor development, 139 disabilities, 164–165 164–165, 167 BBSR 5050. Neurophysiology of motor control C&T 4048. Diagnosis and remediation of math C&T 4502. Master’s project, 160, 167 and electromyography, 139 learning problems, 165–166 C&T 4503. Independent study, 167

304 C OURSE I NDEX

C&T 4504. Child abuse & substance abuse C&T 5501. Research methods in curriculum and CCPJ 4062. Medical aspects of disabilities and detection and reporting, 167 teaching, 168 rehabilitation, 148, 150 C&T 4615. Young children and social policy: C&T 5502. Introduction to qualitative research in CCPJ 4064. Principles and methods of Issues and problems, 167 curriculum and teaching, 115, 168 psychological counseling, 150–151, 174, 241 C&T 4702. Student teaching-giftedness, 167 C&T 5513–C&T 5514. Seminar in early childhood CCPJ 4065. Career development of women, 148, C&T 4705. Student teaching-learning disabilities, education, 168 151 167 C&T 5515. Infancy research seminar, 169 CCPJ 4068. Counseling women: Cultural, familial, C&T 4708. Student teaching-infancy and early C&T 5800. Institute: Teaching of Writing, 170 and intrapsychic factors, 151 childhood, 167 C&T 5810. New approaches to identifying and CCPJ 4160. School Counseling for children and C&T 4726z. Professional laboratory experiences educating gifted students, 163, 170 adolescents, 151 (including full-time student teaching) in C&T 5853. Advanced multi sensory teaching of CCPJ 4165. Community agencies and resources, 151 elementary education, 167 basic language skills for students with learning CCPJ 4166. Current issues in gerontology, 151 C&T 4729. Professional laboratory experiences disabilities, 170 CCPJ 4560. Professional issues in psychological (including student teaching) in elementary C&T 5854. Advanced multi sensory teaching of counseling, 151 education, 168 basic skills I, 170 CCPJ 5020. Racism and racial identity in C&T 4731. Professional laboratory experiences C&T 5855. Advanced multi sensory teaching of psychology and education, 148–149, 151 (including student teaching) in elementary basic skills II, 170 CCPJ 5060–CCPJ 5061. Assessment in education, 168 C&T 5902. Independent study-giftedness, 169 Counseling Psychology, 151 C&T 4802. Models of curriculum and teaching, C&T 5905. Independent study-learning CCPJ 5062. Career Counseling and Development, 169–170 disabilities, 169 148, 150–151 C&T 4803. Facing History, 170 C&T 5908. Independent study-infancy and early CCPJ 5063. Psychological aspects of disability and C&T 4822. Instructional models in the education childhood, 169 rehabilitation, 151 of gifted students, 163, 170 C&T 5913. Independent study of infants and CCPJ 5064. Family therapy: Theory and practice, C&T 4835. Improving reading instruction, 170 parents, 169 151 C&T 4853. Multisensory teaching of basic C&T 6200–C&T 6201. Field study in designing CCPJ 5065. Psychology of the undergraduate: language skills for students with learning curriculum and instruction, 169 Issues for counseling and psychology, 151 disabilities, 170 C&T 6259–C&T 6260. Fieldwork in preservice CCPJ 5161. Counseling and normal aging, 151 C&T 4854. Multisensory teaching of basic skills I, teacher education, 169 CCPJ 5162. Counseling and psychopathology in 170 C&T 6400. Internship program in curriculum older persons, 151 C&T 4855. Multisensory teaching of basic skills II, research, 169 CCPJ 5164. Perspectives on cross-cultural 170 C&T 6402. Advanced internship-giftedness, 169 counseling and psychology, 148, 151 C&T 4858. Institute: Teaching of Reading, 170 C&T 6405. Advanced internship-learning CCPJ 5165. Racial-cultural counseling laboratory, C&T 5000. Theory and Inquiry in Curriculum and disabilities, 169 150–151 Teaching, 159–161, 168 C&T 6408. Advanced internship-infancy and early CCPJ 5167. Consultation and supervision in C&T 5023. Exceptionality and intelligence: childhood, 169 counseling, 151 Theoretical approaches, 163, 168 C&T 6452–C&T 6453. Internship program in CCPJ 5260. Fieldwork in psychological counseling C&T 5024. Planning and implementing programs supervision and curriculum improvement, 169 and rehabilitation, 151–152 for gifted students, 168 C&T 6501–C&T 6502. Studies in curriculum and CCPJ 5263. Supervised fieldwork in elementary C&T 5036. Child and Family Policy, 160–161, 168 teaching, 169 school counseling, 148, 152 C&T 5037. Literacy, culture and the teaching of C&T 6503–C&T 6504. Seminar in field research, CCPJ 5265. Supervised fieldwork in secondary reading, 160, 168 169 school counseling, 148, 152 C&T 5042. Special topics in children’s literature, C&T 6505. Spencer Seminar: School Research and CCPJ 5360. Practicum in educational and 168 Development, 169 vocational appraisal and counseling, 148, 152 C&T 5053. Staff development processes and C&T 6506. Advanced seminar-giftedness, 169 CCPJ 5361. Preparation for individual counseling procedures, 168 C&T 6507. Advanced seminar-learning and interviewing, 148, 152 C&T 5074. Curriculum and teaching policy, 160, disabilities, 169 CCPJ 5362. Group dynamics: A systems 168, 271 C&T 6508. Advanced seminar-infancy and early perspective, 152 C&T 5112. Issues in child care: Birth through childhood, 169 CCPJ 5363. Practicum in educational, vocational, school age, 168 C&T 6532. Seminar in reading/language arts and and personal counseling in school settings, 152 C&T 5113. Influence of social factors in childhood related research, 169 CCPJ 5364. Advanced practicum in cross-cultural education: Developmental strategies, 168 C&T 6533. Advanced study of children’s literature, counseling and psychotherapy, 150, 152 C&T 5114. Cognitive curriculum in early 169 CCPJ 5368. Supervision and teaching of childhood education, 159–160, 162, 168 C&T 6551. Seminar in supervision and curriculum counseling, 150, 152 C&T 5118z. Infant development and practice, 168 improvement, 169 CCPJ 5560. Review of research in counseling C&T 5302 Advanced practicum-giftedness, 168 C&T 6569. Seminar in theory and research in psychology, 150, 152 C&T 5305. Advanced practicum-learning curriculum, 169 CCPJ 5563. Special topics and issues in counseling disabilities, 168 C&T 6900–C&T 6901. Directed research and theory psychology, 152 C&T 5308. Advanced practicum-infancy and early development in curriculum and teaching, 169 CCPJ 6260. Advanced fieldwork, 152 childhood, 168 C&T 6914–C&T 6915. Advanced studies in early CCPJ 6360z. Practice in psychological counseling, C&T 5321. Practicum in early childhood education: childhood and childhood education, 169 150, 152 Curriculum development, observation, and C&T 7500–C&T 7501. Dissertation seminar in CCPJ 6362. Group practicum, 150, 152, 177 assessment in early childhood, 168 curriculum and teaching, 169 CCPJ 6363. Advanced Group practicum, 150, 152 C&T 5323. Supervision and the organization of C&T 8900. Dissertation advisement in curriculum CCPJ 6368. Advanced supervision and teaching of programs for families with young children, 168 and teaching, 169 counseling, 152 C&T 5500. Development of the curriculum field, CCPJ 4061. Rehabilitation counseling: Principles CCPJ 6460z. Internship in counseling psychology, 168 and practices, 148, 150 152

305 C OURSE I NDEX

CCPJ 6569. Professional ethics and standards in CCPX 5546. Research perspectives on critical HBSE 4060. Nature and needs of people with psychology, 152–153 social problems, 157 blindness and visual impairment, 197 CCPJ 6572–CCPJ 6579. Research practicum in CCPX 5610. Clinical psychology colloquium, 157 HBSE 4061. Anatomy and physiology of the visual counseling psychology, 153 CCPX 5630. Case conference, 148, 157 system and related implications, 197 CCPJ 7502. Dissertation seminar, 150, 153 CCPX 6020. History and systems of psychology, HBSE 4062. Methods and materials for people CCPJ 7572. Advanced research practicum in 150, 157 with blindness and visual impairment, 197 counseling psychology, 153 CCPX 6332–CCPX 6333. Supervision of HBSE 4063. Literary Braille transcription, 198 CCPX 4000. Introduction to Applied Psychology, assessment, intake, educational, or abuse HBSE 4064. Nemeth code and technology, 198 155 prevention family services, 157 HBSE 4070. Nature and needs of people with CCPX 4010. Psychological perspectives on critical CCPX 6335. Practicum in clinical intervention, 157 hearing impairments I, II, 198 social problems, 155 CCPX 6336. Advanced practicum in clinical HBSE 4071. Special methods of teaching people CCPX 4030. Psychology of adjustment, 148, 155, intervention, 157 with hearing impairments I, II, 198 174 CCPX 6338. Fourth-year practicum in clinical HBSE 4072. Development of language of people CCPX 4032. Assessment and treatment of alcohol intervention, 157 with hearing impairments I, II, 198 and chemical dependency, 155–156 CCPX 6430z. Internship in clinical psychology, 157 HBSE 4073. Teaching of speech to people with CCPX 4033. Advanced clinical interventions with CCPX 6530. Short-term dynamic psychotherapy, hearing impairments, 198 addicted patients and families, 156 157 HBSE 4074. Linguistics of American Sign CCPX 4035. Personality and behavior change, CCPX 6531. Personality assessment: Projective Language, 198 148, 156 tests, self-report measures and structured HBSE 4078. Problems in the education of bilingual CCPX 4038. Comparative psychotherapies, 156 interviews, 157 children with hearing impairment, 198 CCPX 4039. Critical perspectives on CCPX 6532–CCPX 6533. Advanced topics in HBSE 4079. Language development and nontraditional psychotherapies, 156 clinical theory, research, and practice, 157 habilitation: The foundations, 198 CCPX 4120. Psychotherapy through ﬁction and CCPX 6534. Object relations and self psychology, HBSE 4082. Assessment and evaluation of learners ﬁlm, 156 157 with exceptionalities, 198 CCPX 4125. Women and mental health, 156 CCPX 6536. Postdoctoral seminar in clinical HBSE 4083. Education of young children with CCPX 4150. Introduction to forensic psychology, psychology, 157 sensory impairments, 198 156 CCPX 6538. Advanced object relations theory, 157 HBSE 4092. Introduction to foundations of special CCPX 4230. Fieldwork in applied psychology, 156 CCPX 6900. Advanced research and independent education opportunity, 198 CCPX 4900. Research and independent study, 157 study, 157 HBSE 4300. Supervised practicum in the CCPX 5030. Ethical and professional issues in CCPX 7500. Dissertation seminar, 157 educational assessment of exceptional children, clinical psychology, 156 CCPX 8900. Dissertation advisement, 157 162, 198 CCPX 5032. Personality and psychopathology, HBS 4003. Crisis intervention, 185 HBSE 4700–HBSE 4710. Observation and student 148, 150, 156, 206–207, 248 HBS 5551. Bioethics, 185 teaching in special education, 198 CCPX 5033. The evolution of Freud’s HBS 5590. Introduction to behavior analysis for HBSE 4871. American Sign Language, I, 198 psychological theories, 156 applied settings, 200 HBSE 4872. American Sign Language and other CCPX 5034. Developmental psychopathology, HBS 5690. Colloquium in health promotion, 184 sign systems, II, 198 148, 156, 177, 206–207, 248 HBS 6031. Single case experimental design for HBSE 4880. Opportunities and outcomes CCPX 5036. Transference and countertransference behavior analysis in education, therapy, and colloquium for people with disabilities, 198 arising from differences in age, gender, racial, medicine, 200 HBSE 5010. Study of the philosophic foundations ethnic, and sexual orientation backgrounds, 156 HBSE 4000. Introduction to special education, 197 of special education, 198 CCPX 5037. Dynamic psychotherapies, 150, 156 HBSE 4001. Teaching students with disabilities in HBSE 5040. Behavior analysis: Advanced seminar, CCPX 5038. Cognitive, behavioral and the regular classroom, 162, 197 198 interpersonal (IPT) Therapies, 156 HBSE 4002. Instruction and curriculum for HBSE 5062. Orientation and mobility, 198 CCPX 5039. Empirical bases of psychotherapy, 156 students with disabilities, 162, 197 HBSE 5063. Technology in the education of people CCPX 5102. Research in psychopathology, HBSE 4005. Computer applications in special with disabilities, 198–199 diagnosis, and legal applications of DSM IV, 156 education, 197 HBSE 5072. Language and communication for CCPX 5110. Research apprenticeship, 157 HBSE 4006. Working with families of children persons who are deaf, 199 CCPX 5230. Fieldwork in clinical psychology, 156 with disabilities, 197 HBSE 5300–HBSE 5314. Advanced practica in CCPX 5330. Principles and techniques of clinical HBSE 4010. Nature and needs of persons with special education, 199 assessment, 156 mental retardation, 197 HBSE 5901–HBSE 5915. Problems in special CCPX 5333. Practicum in clinical assessment, 156 HBSE 4011. Education of persons with mental education, 199 CCPX 5334. Clinical assessment and research with retardation, 197 HBSE 6002. Administration of special education children and adolescents, 156 HBSE 4012. Program and curriculum programs, 199 CCPX 5531. Psychotherapy with children, 156 development for persons who are HBSE 6003. Teacher education in special CCPX 5532. Risk and resilience in children and severely/profoundly handicapped, 197 education, 199 adolescents, 156 HBSE 4015. Applied behavior analysis I: HBSE 6004. Public policy and administration in CCPX 5533–CCPX 5534. Research methods in Pedagogy, management, and curricula, 197 special education, 199 clinical psychology, 156 HBSE 4031. Education of students with physical HBSE 6010. Advanced study of problems and CCPX 5535. Research practicum in clinical disabilities, 197 issues in special education, 199 psychology, 156 HBSE 4040. Introduction to behavioral disorders HBSE 6015. The verbal behavior model: CCPX 5539. Clinical assessment: The interview, in children and young adults, 197 Individual educational programming, 199 156 HBSE 4041. Education of persons with behavioral HBSE 6070. Psychology of deafness, 178, 199 CCPX 5542. Psychoanalytic issues: Theory and disorders, 197 HBSE 6400–HBSE 6413. Advanced internships in research, 157 HBSE 4043. Applied behavior analysis II: special education, 199 CCPX 5544. Cross-cultural issues in Pedagogy, management, and curricula, 197 HBSE 6500–HBSE 6510. Advanced seminars in psychopathology, resilience and coping, 157 special education, 199

306 C OURSE I NDEX

HBSE 7500. Dissertation seminar in special HBSK 6380. Practicum in psychoeducational HBSN 6507. Seminar on theory in practice, 185 education, 200 assessment with culturally diverse students, 177, HBSN 6521. Legal aspects of nursing education, 186 HBSE 8901–HBSE 8910. Dissertation advisement 180 HBSN 6522. Policy formation and governance in in special education, 200 HBSK 6382–HBSK 6383. Advanced practicum in nursing, 186 HBSK 4025. Professional and ethical functions of psychoeducational assessment and intervention HBSN 6530. Seminar on curriculum in nursing school psychologists, 179 in schools, 180 education, 186 HBSK 4072. Theory and techniques of reading HBSK 6383. Neuropsychological assessment in HBSN 6532. Advanced teaching strategies in assessment and intervention, 164–165, 175, clinical practice, 174 nursing education, 186 177, 179 HBSK 6480. School psychologist internship, 180 HBSN 6540. Seminar on dissertation design HBSK 4073. New developments in HBSK 6522. Seminar in cognitive processes, 180 development, 185 psychoeducational interventions, 179 HBSK 6570–HBSK 6578. Research in applied HBSN 6541. Advanced seminar on dissertation HBSK 4074. Reading comprehension strategies educational psychology, 180 design development, 186 and study skills, 165, 175, 177, 179, 209 HBSK 6575. Child development in the family HBSN 6600. Colloquium in nursing theory, 185 HBSK 4077. Adult basic literacy, 165, 175, 179, context, 180 HBSN 6625. Colloquium in nursing education 209 HBSK 6580. Advanced seminar in psychology and organization, 186 HBSK 4085. Behavioral management in the education, 180 HBSN 6635. Colloquium in nursing education, 186 classroom, 175, 179 HBSK 6584. Seminar in school psychology HBSN 6908. Independent study in professional HBSK 4770. Observation and student teaching: consultation, 177, 180 nursing, 185 elementary education, 179 HBSK 6590. Seminar in concept acquisition in HBSN 6909. Independent study in nursing theory, HBSK 5031. Family as a context for child young children, 180 185 development, 179 HBSK 7503. Dissertation seminar: Schooling and HBSN 6920. Independent study in nursing HBSK 5033. Human clinical neuropsychology, Reading, 180 education organization, 186 174, 178 HBSK 8902. Dissertation advisement: Schooling HBSN 6930. Independent study in nursing HBSK 5070. Neural bases for language and and Reading, 180 education, 186 cognitive development (3) Section 1, 2, 174, 179 HBSK 9410. Supervised internship, advanced HBSN 6940. Independent study in nursing HBSK 5072. Developmental neuropsychology, study level, 174 research, 186 173–174 HBSK 9910. Independent study, advanced study HBSN 7500. Dissertation seminar in nursing, 186 HBSK 5085. Observing and assessing preschool level, 174 HBSN 8900. Dissertation advisement in nursing, children, 179 HBSN 4001. Contemporary issues in nursing, 185 186 HBSK 5096. The psychology of memory, 174, HBSN 4004. Historical trends in nursing, 185 HBSR 4070. Introduction to the psychosocial 177, 179, 208–209 HBSN 4005. Theories of nursing, 185 study of human movement, 192 HBSK 5099. Theories of cognitive processes in HBSN 4050. Health problems and issues in HBSR 4900. Research and independent study in writing, 165, 179, 205–206 society, 185 movement sciences and education, 192 HBSK 5139. Fundamentals of HBSN 4331. Curriculum in nursing education, 186 HBSR 5040. Curriculum designs in physical psychopharmacology, 174 HBSN 4332. Classroom teaching in nursing, 186 education, 192 HBSK 5271–HBSK 5273. Fieldwork in remedial HBSN 5000. Nursing science, 185 HBSR 5041. Analysis of teaching in physical reading and school difficulties, 179 HBSN 5001. The practice of nursing science, 185 education, 192 HBSK 5274. Fieldwork: Neuropsychological HBSN 5005. Interdisciplinary theory in nursing, HBSR 5043. Administration of physical education approaches to reading and cognitive 185 and athletics, 192 development, 174 HBSN 5013. Informatics in nursing, 186 HBSR 5200. Fieldwork in movement sciences and HBSK 5280. Fieldwork in school psychological HBSN 5022. Administrative roles of faculty, 186 education, 192 services, 178–179 HBSN 5031. Curriculum designs and issues in HBSR 5240. Fieldwork in curriculum and HBSK 5320–HBSK 5321. Individual nursing education, 186 teaching in physical education, 192 psychological testing, 179 HBSN 5040. Methods in nursing research, 185 HBSR 5543. Seminar in physical education, 192 HBSK 5371. Educational neuropsychology, HBSN 5043. Nursing research development, 185 HBSR 6340. Supervision in physical education, 192 173–174 HBSN 5230. Field experience in nursing HBSR 6540. Research seminar in curriculum and HBSK 5373. Practicum in psychoeducational education, 186 teaching in physical education, 192 assessment of reading, 175, 179 HBSN 5340. Practicum in archives and historical HBSR 6900. Supervised independent research in HBSK 5374. Advanced practicum in research, 185 movement sciences and education, 192 psychoeducational assessment of reading, 165, HBSN 5530. Seminar: Clinical teaching and HBSR 7500. Dissertation seminar in movement 175, 179 evaluation, 186 sciences and education, 192 HBSK 5375. Case studies of reading and cognitive HBSN 5540. Seminar in Master’s thesis HBSR 8900. Dissertation advisement in development from a neuropsychological development, 185 movement sciences and education, 192 perspective, 174, 179 HBSN 5541. Master’s thesis seminar in nursing, HBSS 4000. Introduction to nutrition, 189 HBSK 5376. Practicum in intervention with 185 HBSS 4007. Foods and their uses, 189 reading, 165, 175, 179 HBSN 5908. Independent study in professional HBSS 4010. Food, nutrition and behavior, HBSK 5377. Advanced practicum in intervention nursing, 185 188–189 with reading, 165, 175, 179 HBSN 5930. Independent study in nursing HBSS 4011. Women and weight, 189 HBSK 5575. Integrative seminar in neurosciences education, 186 HBSS 4013. Nutritional ecology, 188–189 and education, 174 HBSN 5940. Master’s advisement in nursing, 185 HBSS 4014. Overview of nutrition service systems, HBSK 5579. Special topics in psychoeducational HBSN 6014. Managing the socially responsible 188–189 practice, 179 organization, 186 HBSS 4100. Introduction to health education, 183 HBSK 5580. Seminar in consultation and HBSN 6220. Advanced study of administration in HBSS 4102. Principles of epidemiology in health evaluation in reading, 175, 179 schools of nursing, 186 promotion, 183 HBSK 6320. Practicum in college instruction, 180 HBSN 6501. Seminar in professional nursing, 185 HBSS 4110. Health promotion for children and HBSN 6505. Theory construction in nursing, 185 adolescents, 183

307 C OURSE I NDEX

HBSS 4111. Addictions and dependencies, 183 HBSS 6902. Research and independent study in HUDF 6200. Field research outside the United HBSS 4112. Social policy and prevention, 183, 271 nutrition, 190 States, 216 HBSS 4113. Human sexuality education, 183 HBSS 7501. Dissertation seminar in health HUDF 6520. Seminar in families and communities HBSS 4114. Health promotion for multicultural education, 184 as educators, 216 populations, 183 HBSS 7502. Dissertation seminar in nutrition, 190 HUDF 6525. Seminar in sociology of education, HBSS 4115. Health promotion for aging adults, HBSS 8900. Dissertation advisement in health 214–216 183 education, 184 HUDF 6534. Sociological theory in educational HBSS 4116. Health education for teachers, 183 HBSS 8900 Dissertation advisement in nutrition, research, 215–216 HBSS 4117. AIDS education, 183 190 HUDF 6540. Seminar in politics of education, HBSS 4118. Relapse prevention for problem HUDF 4000. Education and public policy, 212–213 213–214 behaviors, 183 HUDF 4021. Sociology of education, 205–206, HUDF 6920. Studies in sociology and education, HBSS 4120. Topics in health education, 183 214–215 216 HBSS 4130. Alcohol and health, 183 HUDF 4022. Sociology of urban education, HUDF 6940. Studies in politics and education, 214 HBSS 4140. Developing workplace health 214–215 HUDF 7503. Dissertation seminar, 214, 216 promotion programs, 183 HUDF 4024. Social stratiﬁcation and education, HUDF 8903. Dissertation advisement, 214, 216 HBSS 4141. Health and illness in cross-cultural 214–215 HUDK 4010. Psychology of reading, 160, 175, perspective, 183 HUDF 4027. Sociology of classrooms, 214–215 205–207 HBSS 4150. Sports nutrition, 189 HUDF 4028. Sociology of the life course, 214–215 HUDK 4015. Psychology of thinking, 205–207 HBSS 4901. Research and independent study in HUDF 4029. Sociology of schools, 214–215 HUDK 4021. Developmental psychology: Infancy, health education, 184 HUDF 4030. Sociology of educational processes in 203 HBSS 5010. Advanced nutrition I, 188–189 formal organizations, 215 HUDK 4022. Developmental psychology: HBSS 5011. Advanced nutrition II, 188–189 HUDF 4031. Sociology of evaluation, 214–215 Childhood, 148, 165, 203 HBSS 5013. Strategies for nutrition education and HUDF 4032. Gender and inequality: The role of HUDK 4023. Developmental psychology: health behavior change, 188–189 the school, 214–216 Adolescence, 148, 165, 203 HBSS 5014. Analysis of current literature and HUDF 4033. School improvement in the inner HUDK 4024. Developmental psychology: research in nutrition, 188–189 city: A sociological view, 216 Adulthood and the life span, 148, 203, 241 HBSS 5015. Assessing nutritional status and HUDF 4040. American politics and education, HUDK 4027. Development of mathematical dietary behaviors, 188–189 212–213 thinking, 165, 203, 205–207 HBSS 5018. Nutrition across the life span, 189 HUDF 4042. Comparative politics and education, HUDK 4029. Theories of human cognition and HBSS 5031. Nutrition administration, 189 212–213 learning, 149, 165, 205–207, 248 HBSS 5034. Clinical nutrition, 188–189 HUDF 4043. Political thought and education, HUDK 4035. Technology and human HBSS 5036. Nutrition counseling, 188–189 212–213 development, 205–207 HBSS 5092. Guided study in nutrition, 190 HUDF 4620. Introductory colloquium in HUDK 4045. Psychology of teaching and HBSS 5110. Determinants of health behavior, 183 sociology of education, 216 learning: Cross-cultural perspectives, 203 HBSS 5111. Planning health education programs, HUDF 4903. Research and independent study, 216 HUDK 4080. Educational psychology, 205–207 183 HUDF 5020. Methods of social research: Survey HUDK 4120. Empirical study of human HBSS 5112. Social marketing and health methods, 206, 209, 212–216 development, 202–203, 208 communications, 183 HUDF 5021. Methods of social research: HUDK 4120. The empirical study of human HBSS 5113. Community health analysis and Evaluation methods, 212–216 development, 203 intervention, 183 HUDF 5022. Sociological analysis of educational HUDK 4121. Development and psychopathology: HBSS 5115. Assessment and counseling for health systems, 215–216 Atypical contexts and populations, 203 promotion, 183–184 HUDF 5023. The family as educator, 216 HUDK 4127. Developmental psychology for HBSS 5231–HBSS 5233. Extended ﬁeldwork in HUDF 5026. The family and television, 216 educational reform, 202–203, 205–206 nutrition education, nutrition and public health, HUDF 5028. School dropouts and educational HUDK 4620. Departmental colloquium, 203 and applied physiology and nutrition, 189 policy, 216 HUDK 4820. Education for thinking: Goals and HBSS 5241–5244. Preprofessional practice in HUDF 5029. Sociological research methods in methods for the middle school years, 208 nutrition, 189 educational settings, 212–216 HUDK 4901. Research and independent study, 204 HBSS 5333. Practicum in community service, 190 HUDF 5030. Sociological theories of education, 216 HUDK 4902. Research and independent study, 209 HBSS 5408. Practicum in individual health HUDF 5042. Urban politics and education, HUDK 5020. Development of creativity, 203, 207 advisement, 184 212–213, 271 HUDK 5021. Aesthetic development, 203 HBSS 5410. Practicum in health education, 184 HUDF 5045. Race, ethnicity, and U.S. educational HUDK 5022. Emotional development, 203, HBSS 5510. Seminar in health education, 184 policy, 213 206–207, 248 HBSS 5513. Seminar in nutrition education: HUDF 5046. Education and politics in Western HUDK 5023. Cognitive development, 177, Theory and applications, 190 thought, 212–213 202–203, 205–208, 248 HBSS 5593. Seminar in nutrition in exercise and HUDF 5100. Supervised research and practice, 216 HUDK 5024. Language development, 141, 203, sport, 190 HUDF 5120–HUDF 5123. Education in 205–208, 248 HBSS 6100. Measurement and evaluation in health community settings, 216 HUDK 5027. Moral development, 203 education, 184, 188 HUDF 5430. Internship, 214 HUDK 5029. Personality development and HBSS 6145. Health psychology, 184 HUDF 5620. Advanced colloquium in sociology of socialization across the life span, 149, 203, HBSS 6500–HBSS 6501. Seminar in nutrition, 190 education, 215–216 206–207, 248 HBSS 6510. Research seminar in health education, HUDF 5640. Colloquium on the politics of HUDK 5034. Theories of human cognition and 184 education, 213–214 learning: Research methods and applications, HBSS 6550–HBSS 6551. Research seminar in HUDF 5642. Colloquium in political economy 205–208 nutrition, 190 and education, 214 HUDK 5036. Child and adolescent development HBSS 6901. Research and independent study in HUDF 6021. Social research methods: Reporting, and social policy, 203, 271 health education, 184 216

308 C OURSE I NDEX

HUDK 5039. Design of intelligent learning HUDK 8901. Dissertation advisement, 209 ITSF 4603. Human and social dimensions of peace, environments, 205–206, 208 HUDM 4050. Introduction to measurement, 220 HUDK 5080. Experimental psychology of 164–165, 173, 175, 177, 210 ITSF 4611. Education for global security, 220 schooling and reading, 205–206, 208 HUDM 4120. Basic concepts in statistics, 202, ITSF 4613. Fundamental concepts in peace HUDK 5090. Psychology of language and reading, 205–206, 211 education, 221 141, 165, 175, 205–208, 248 HUDM 4122. Probability and statistical inference, ITSF 4614. The United Nations as peace educator, HUDK 5091. Applied psycholinguistics, 141, 148, 150, 177, 205–207, 209–215, 247 221 205–206, 208 HUDM 5021. Methods of empirical research, 115, ITSF 4800. International Institute on Peace HUDK 5092. Sociocultural factors in 148, 177, 205–206, 209–210 Education, 221 psychological development, 203 HUDM 5055–HUDM 5056. Evaluation of ITSF 5023. The family as educator, 219–220 HUDK 5121. Personality development and institutions, programs, and curricula, 210 ITSF 5026. The family and television, 219–220 socialization in childhood, 202–203 HUDM 5058. Choice and decision making, ITSF 5210–ITSF 5123. Education in community HUDK 5122. Psychological factors in later life, 205–206, 208, 210–211 settings, 219 151, 203 HUDM 5059. Psychological measurement, 148, ITSF 5430 Internship, 224 HUDK 5123. Psychological development of 150, 206–207, 209–211, 248 ITSF 5580. Postcolonial studies of education, 219 women, 204 HUDM 5122. Applied regression analysis, 148, ITSF 5590. Education and the development of HUDK 5125. Cross-cultural developmental 150, 203, 205–207, 209–215, 247 nations, 219–220 psychology, 204 HUDM 5123. Experimental design, 203, ITSF 5650. Readings in the economics of HUDK 5128. Social-cognitive development, 204 205–207, 209–211, 215, 247 education, 224 HUDK 5130–HUDK 5131. Community research HUDM 5124. Multidimensional scaling and ITSF 5691–ITSF 5692. Colloquium on international practicum, 204 clustering, 210–211 education and the United Nations, 220 HUDK 5197. Psychology of training in business HUDM 5125. Psychological scaling, 210–211 ITSF 6200. Field research outside the United and industry, 207–208 HUDM 5250. Research practicum in measurement States, 224 HUDK 5198. Psychology of instructional systems and evaluation, 210–211 ITSF 6520. Seminar in families and communities design, 205–208 HUDM 5550. Current issues in measurement and as educators, 219–220 HUDK 5324. Research work practicum, 202, evaluation, 210–211 ITSF 6590. Doctoral seminar in international and 204–206, 208 HUDM 5552. Problems and procedures in the transcultural studies, 220 HUDK 5523. Seminar in adolescent development measurement of attitudes, 210–211 ITSF 7500. Dissertation seminar in international and developmental problems, 204 HUDM 5553. Questionnaire construction, and transcultural studies, 224 HUDK 6010. Developmental research methods, 210–211 ITSF 8900. Dissertation advisement in 204 HUDM 5554. Performance and proﬁciency international and transcultural studies, 224 HUDK 6095. Critical review of current journals in evaluation, 210–211 ITSL 4011. Introduction to computers, language, psychology, 205–208 HUDM 6051–HUDM 6052. Theory and practice and literacy, 220 HUDK 6520. Seminar in social development, 204 of test construction, 211 ITSL 4019. Orality, literacy, and technology, 220 HUDK 6522. Seminar in cognitive processes, 208 HUDM 6055. Latent structure analysis, 210–211 ITSL 4020. Language and the bilingual special HUDK 6523. Seminar in cognitive development, HUDM 6122. Multivariate analysis I, 203, education child: The foundations, 222 204, 208 206–207, 209–211, 247 ITSL 4021. Foundations of bilingual/bicultural HUDK 6524. Seminar in language development, HUDM 6123. Multivariate analysis II, 203, 209, education, 222–223 204 211, 247 ITSL 4024. Linguistic foundations of HUDK 6529. Research practicum in cognitive HUDM 6552. Seminar: Selected topics in bilingual/bicultural education, 141, 222 development, 204, 207–208 measurement theory, 211 ITSL 4025. Cross-cultural communication and HUDK 6530. Seminar in theoretical issues in ITSF 4051. Education and economic development, classroom ecology, 222–223 cognitive and educational psychology, 208 223–224 ITSL 4026. Social and cultural dimensions of HUDK 6539. Research practicum in educational ITSF 4052. Education and economic growth, 224 bilingual education, 222 psychology, cognition, and learning, 207–208 ITSF 4054. Education and strategic planning, ITSL 4027. Current topics in bilingualism and HUDK 6572. Research in applied educational 219–220, 224 bilingual/ bicultural education, 222–223 psychology: Mathematics reasoning and ITSF 4057. Economics of urban and minority ITSL 4028. Teaching reading in bilingual settings, mathematics education, 204 education, 224 222 HUDK 6592. Advanced research seminar: ITSF 4059. Education, economic growth, and ITSL 4121–ITSL 4126. Bilingual/bicultural Learning and instruction, 207–208 competitiveness, 224 curriculum design: Cognitive, linguistic, and HUDK 6595. Seminar in language and reading, ITSF 4090. Issues and institutions in international cultural considerations, 222 208 educational development, 219 ITSL 4127–ITSL 4132. Bilingual/bicultural HUDK 6598. Advanced research seminar: ITSF 4091. Comparative education, 219 methods and materials: Criteria for design and Instructional theory, 207–208 ITSF 4092. Qualitative research and evaluation in selection, 222 HUDK 6620. Special topics in developmental international education, 219 ITSL 4133–ITSL 4137. Curriculum and methods psychology, 203–207 ITSF 4093. Preparation of instructional materials for bilingual teachers, 222 HUDK 6630. Special topics in cognitive or for developing countries, 219 ITSL 4190. Communicative practices: Intercultural educational psychology, 208 ITSF 4094. Educational planning in international perspectives, 220 HUDK 6901. Advanced research and independent educational development, 219–200, 224 ITSL 4323. Practicum in bilingual/bicultural study, 203–204 ITSF 4096. Strategic planning and organizational education, 222 HUDK 6902. Advanced research and independent change in international and national educational ITSL 4720. Student teaching in study, 209 settings, 219 bilingual/bicultural education, 222 HUDK 7501. Dissertation seminar, 203–204 ITSF 4151. Special topics in the economics of ITSL 4801. African-American language and HUDK 7502. Dissertation seminar, 207, 209 education, 224 communication, 220 HUDK 8900. Dissertation advisement, 204 ITSF 4600. Group studies in educational issues, 224

309 C OURSE I NDEX

ITSL 4811–ITSL 4813. Computer based language ORLA 4046. School finance: Policy and practice, ORLA 5645–ORLA 5647. Topics in policy teaching, 220 234, 271 planning and implementation, 234 ITSL 5021. Assessment and evaluation in bilingual ORLA 4055. Economic concepts, the ORLA 5650. Field and clinical research methods education, 222 administration of educational institutions and in education, 230 ITSL 5022. Administration of bilingual programs, policies, 233 ORLA 5689. Klingenstein colloquium, 231 222 ORLA 4058. Privatization and commercialization ORLA 5690. Klingenstein colloquium: Fellows, ITSL 5023. Guidance and counseling of in education, 234 231 bilingual/bicultural children, adolescents and ORLA 4060. Designing Charter Schools, 232 ORLA 5820. Principal’s Work Conference, 232 their families, 222–223 ORLA 4062. School business administration: Non- ORLA 5830. The Klingenstein summer institute, ITSL 5024. Bilingual/ Multilingual education: public schools, 233 230 International perspectives, 223 ORLA 4070. The institutional analysis of private ORLA 6018. Staff personnel administration, 110, ITSL 5201–ITSL 5207. Fieldwork, 223 schools, 232 232 ITSL 5202. Fieldwork, 223 ORLA 4071. The administration of private ORLA 6019. Labor management relations in ITSL 5511. Bilingual/multicultural educational schools, 232 education, 233 leadership, 223 ORLA 4086. Law and educational institutions: ORLA 6020. Seminar in management systems, 233 ITSL 5512. Bilingual/multicultural education Issues of authority, religion, free speech, and ORLA 6211–ORLA 6241. Clinical projects in program development and change theory, 223 safety, 234, 272 educational administration, 231 ITSL 5513. Staff development in ORLA 4820. Summer institute in management ORLA 6460x (Fall) and ORLA 6461y (Spring). multilingual/multicultural settings, 223 systems, 233 Internship in Organization and Leadership, 231 ITSL 5519. Research in language and literacy I, 220 ORLA 4874. Strategic marketing for academic ORLA 6500. Program leadership: Design and ITSL 5520. Research in language and literacy II, 220 institutions, 233 evaluation, 231 ITSL 6032. Research issues in computers, ORLA 4876. School finance: Resource allocation ORLA 6540. Topics in urban education policy, 234 language, and literacy, 220 for nonprofit organizations, 233 ORLA 6542. History and politics of urban school ITSL 6125. Research issues in communicative ORLA 4900. Research and independent study in reform, 234 practices, 220 educational administration, 230 ORLA 6552. Section 1 Behavioral analysis of ITSL 6201–ITSL 6207. Advanced fieldwork, 223 ORLA 5012. Sec. 1-Community politics, leadership, 232 ITSL 6202. Advanced fieldwork, 223 community policies, and administrators, 232 ORLA 6610. Colloquium in managerial behavior, ITSL 6401–ITSL 6407. Internship in college ORLA 5016. Law and educational institutions: 232 teaching, 223 equity issues, 232, 272 ORLA 6611. Sec. 1-Colloquium: Organizational ITSL 6521. Seminar in bilingualism and bilingual ORLA 5017. Groups and interpersonal behavior, behavior, 231 education, 223 232 ORLA 6621. Sec. 1-Colloquium: Management ORL 4009. Understanding behavioral research, 226 ORLA 5018. Understanding Authority and science, 231 ORL 5362. Group dynamics: A systems Exercising Leadership, 232 ORLA 6631. Sec. 1-Colloquium: Institutional perspective, 249 ORLA 5020. Section 1 Information systems for analysis, 231 ORL 5521. Introduction to research methods in decision making in learning organizations, 233 ORLA 6641. Sec. 1-Colloquium: Policy analysis education, 226, 230, 238 ORLA 5021. Management science, 233 and action, 231 ORL 6518. Methods of case study and analysis, ORLA 5025. Section 1 Ecology of educational ORLA 6900. Research and independent study in 226, 230, 238 planning and management, 233 educational administration, 231 ORLA 4001. Overview of administration, 110, 230 ORLA 5027. School fund accounting, 233 ORLA 7500. Dissertation seminar in educational ORLA 4010. Section 1 Introduction to organization ORLA 5046. School finance: Resource allocation, administration, 231 and change theory in education, 232 234 ORLA 7501 and ORLA 7503. Research seminar, ORLA 4011. Behavior in organizations, 232 ORLA 5049. Program leadership in multicultural 231 ORLA 4021. Section 1 Introduction to settings, 232 ORLA 7570. Research in administration, 231 management systems, 233 ORLA 5050. Sec. 1. Program leadership: Grants ORLA 7573. Advanced seminar, 231 ORLA 4022. Introduction to management funding workshop, 233 ORLA 8900. Dissertation advisement in systems-lab, 233 ORLA 5051. Program leadership: Cases, 230 educational administration, 231 ORLA 4025. Section 1 School business ORLA 5052. Program leadership, 232 ORLA 9900. Research and independent study in administration, 233 ORLA 5054. Program leadership: Advanced cases educational administration, 231 ORLA 4030. Ethical Issues in educational and concepts, 232 ORLD 4010. Purposes and policies of higher leadership, 212–213, 232–233 ORLA 5055. School administration and cultural education, 238 ORLA 4031. Leadership and institutional analysis: diversity, 232 ORLD 4011. Curriculum and instruction in higher Early childhood education administration, 231 ORLA 5087. Law and educational institutions: education, 238 ORLA 4033. Leadership and institutional analysis: college operation; private school operation, 272 ORLD 4012. The community college, 238 Administration of secondary schools, 231 ORLA 5530. Action research in organizational ORLD 4020. College and university organization ORLA 4038–ORLA 4039. Leadership and behavior, 232 and administration, 238 institutional analysis: Administration of ORLA 5532. Leadership and institutional analysis: ORLD 4022. College personnel policies and elementary schools, 231 The community and program development, 232 practices, 238 ORLA 4040. Education policy decision making, ORLA 5535. Introduction to research in ORLD 4030. The economics of post-secondary 212–213, 233, 271 educational administration, 230 education, 238 ORLA 4042. The role of the state in education ORLA 5541. Federal politics, federal policies, and ORLD 4031. Financial administration of higher governance, policy and practice, 212–213, administrators, 212–213, 234 education institutions, 238 233–234 ORLA 5544. Current topics in policy analysis for ORLD 4040. The American college student, 133, ORLA 4044 Transforming schools, 231 administrators, 234 238 ORLA 4045. Restructuring schooling in urban ORLA 5587. Klingenstein seminar for ORLD 4041. Student personnel administration: environments, 232 independent school educators, 232 Organization, functions, and issues, 238–239

310 C OURSE I NDEX

ORLD 4042. Student personnel administration: ORLD 6241. Advanced fieldwork in student ORLJ 6350. Part II: Advanced practicum in Programs and services, 239 personnel administration, 241 conflict resolution: Designing conflict ORLD 4043. Developmental academic advisement ORLD 6511. Coordinating seminar in higher management systems, 246, 250 programs in colleges and universities, 239 education, 241 ORLJ 6542. Directed research in social- ORLD 4050. Introduction to adult and continuing ORLD 6520–ORLD 6521. Advanced seminar in organizational psychology, 250 education, 239 the community college, 241 ORLJ 6640. Social-organizational psychology ORLD 4051. How adults learn, 133, 239 ORLD 6550–ORLD 6551. Advanced seminar in colloquium, 250 ORLD 4052. Program development: Assessing higher and adult education, 241 ORLJ 6901. Advanced research and independent learning needs and evaluating outcomes, 239 ORLD 6552. Advanced seminar in theories of study in social-organizational psychology, 250 ORLD 4053. Facilitating adult learning, 133, 239 intellectual and ethical development for college ORLJ 7501. Dissertation seminar, 247, 250 ORLD 4054. Adult literacy: Critiquing theory and students, 241 ORLJ 8900. Dissertation advisement in social- practice, 239 ORLD 6556. Educational leadership: Research, art organizational psychology, 250 ORLD 4500. Special topics in higher and adult and practice, 241 ORLN 4001. Contemporary issues in nursing, 243 education, 239 ORLD 6557–6558. Research practices in higher ORLN 4004. Historical trends in nursing, 243 ORLD 4800. Workshop in higher and adult and adult education, 241 ORLN 4005. Theories of nursing, 243 education, 239 ORLD 6900. Research and independent study in ORLN 4013. Fiscal management of the nursing ORLD 4815. Developing critical thinkers, 239 higher and adult education, 241 organization, 244 ORLD 4820. Cultural diversity training in higher ORLD 7500. Dissertation seminar in higher and ORLN 4050. Health problems and issues in education settings: Issues and concerns, 239 adult education, 241 society, 243 ORLD 4830. Transforming the curriculum: ORLD 7900. Directed dissertation proposal ORLN 5000. Nursing science, 243 Theory and practice, 239 seminar, 241 ORLN 5005. Interdisciplinary theory in nursing, ORLD 4844. Helping adults learn, 239 ORLD 8900. Dissertation advisement in higher 243 ORLD 4845. Diversity: Implications for and adult education, 241 ORLN 5010. Administration of a nursing recruitment and retention, 239 ORLD 9900. Research and independent study in organization, 244 ORLD 4900. Research and independent study in higher and adult education, 241 ORLN 5011. Designing, planning, and higher and adult education, 241 ORLJ 4002. Functions of organizations, 246, 249 monitoring the nursing care system, 244 ORLD 5011. College teaching and learning, 239 ORLJ 4005. Organizational psychology, 205–206, ORLN 5013. Informatics in nursing, 244 ORLD 5021. Patterns of organization and 246, 249 ORLN 5040. Methods in nursing research, 243 management in higher education, 239 ORLJ 4009. Understanding behavioral research, ORLN 5043. Nursing research development, 243 ORLD 5022. The issue of quality in postsecondary 148, 246, 249 ORLN 5212. Fieldwork in executive nursing education, 239 ORLJ 4901. Research and independent study in management, 244 ORLD 5044. Theories of diversity and higher social-organizational psychology, 250 ORLN 5340. Practicum in archives and historical education, 239 ORLJ 5003. Human resource management, 246, research, 243 ORLD 5045. The Multicultural self in higher 249 ORLN 5530. Seminar: Clinical teaching ad education, 240 ORLJ 5005. Leadership, 246, 248–249 evaluation, 244 ORLD 5053. Organization and administration of ORLJ 5012–ORLJ 5015. Topics in organizational ORLN 5540. Seminar in master’s thesis adult and continuing education, 240 psychology, 249 development, 243 ORLD 5055. Staff development and training, 240, ORLJ 5017. Small group intervention: Theory and ORLN 5541. Master’s thesis seminar in nursing, 248 method, 248–249 243 ORLD 5056. Adult education social action, 240 ORLJ 5018. Data-based interventions to ORLN 5908. Independent study in professional ORLD 5057. Adult learning and education: theory organizational change, 249 nursing, 243 and practice, 240 ORLJ 5019. Multirator feedback, 249 ORLN 5910. Independent study in nursing ORLD 5059. Qualitative research methods for ORLJ 5040–ORLJ 5041. Research methods in administration, 244 educators in adult and higher education, 240 social psychology, 249 ORLN 5940. Master’s advisement in nursing, 243 ORLD 5061. Advanced staff development and ORLJ 5106. Psychological aspects of organizations, ORLN 6014. Managing the socially responsible training, 240, 248 246, 249 organization, 244 ORLD 5241–ORLD 5242. Observation and ORLJ 5340. Basic Practicum in conflict resolution, ORLN 6212. Advanced study in nursing supervised fieldwork in student personnel 221, 246, 249, 271 administration, 244 administration, 240 ORLJ 5540–ORLJ 5541. Proseminar in social and ORLN 6220. Advanced study of administration in ORLD 5522–ORLD 5528. Advanced professional organizational psychology, 249 schools of nursing, 244 seminar, 240 ORLJ 6040. Fundamentals of cooperation, conflict ORLN 6501. Seminar in professional nursing, 243 ORLD 5524. An analysis of student cultures, 240 resolution and mediation in different ORLN 6511. Innovations in nursing management, ORLD 5525. College student development institutional contexts, 246–247, 249 244 theories I, 240 ORLJ 6042. Applications of social and ORLN 6514. Marketing nursing programs and ORLD 5526. The literature of higher education, organizational research, 249 services, 244 240 ORLJ 6244. Fieldwork in organization consulting, ORLN 6521. Legal aspects of nursing education, ORLD 5527. The college professoriate, 240 249 244 ORLD 5528. Legal aspects of the role of the ORLJ 6343. Practicum in change and consultation ORLN 6522. Policy formation and governance in college teacher, 240 in organizations, 246–247, 249 nursing, 244 ORLD 5531–ORLD 5537. Advanced professional ORLJ 6344–ORLJ 6349. Research practicum in ORLN 6540. Seminar on dissertation design skills, 240 social-organizational psychology, 250 development, 243 ORLD 5819. Workplace learning institute: ORLJ 6349. Group/organizational dynamics and ORLN 6541. Advanced seminar on dissertation Towards a learning organization: The social diversity issues in organizations, 250 design development, 243 dimensions of large-scale change, 241 ORLJ 6350. Part I: Advanced practicum in conflict ORLN 6600. Colloquium in nursing theory, 243 ORLD 5900. Research in higher and adult resolution, 246, 250 ORLN 6615. Colloquium in nursing education, 241 administration, 244

311 C OURSE I NDEX

ORLN 6625. Colloquium in nursing education SCFC 4047. Physical science curriculum and SCFC 5058. Advanced topics in earth and organization, 244 methods laboratory, 269 environmental sciences, 269 ORLN 6635. Colloquium in nursing education, 244 SCFC 4048. Structure of physical science SCFC 5061. Evaluation in mathematics education, ORLN 6908. Independent study in professional knowledge and curriculum design, 263, 268 270 nursing, 243 SCFC 4051. Modern concepts in protozoan SCFC 5126. Mathematical foundations of statistics, ORLN 6909. Independent study in nursing theory, biology, 269 268 243 SCFC 4052–4053. Plant biology, 269 SCFC 5152. Biochemistry and cell biology ORLN 6910. Independent study in nursing SCFC 4054. Human anatomy and physiology, 269 laboratory, 174, 263, 269 administration, 244 SCFC 4056–SCFC 4057. Earth science, 269 SCFC 5264. Guided supervision of student ORLN 6920. Independent study in nursing SCFC 4059. Concepts in chemistry, 269 teaching in mathematics and science, 270 education organization, 244 SCFC 4060. Concepts in chemistry II, 269 SCFC 5361. Guided supervision of mathematics ORLN 6930. Independent study in nursing SCFC 4075. Concepts in physics I, 269 and science teaching practica, 270 education, 244 SCFC 4140. Laboratory methods and experiences SCFC 5520. Seminar in the college teaching of ORLN 6940. Independent study in nursing for elementary school teachers, 163, 263, 269 mathematics, 268 research, 244 SCFC 4151. Survey of modern biological SCFC 5540. Seminar in college teaching of science, ORLN 7500. Dissertation seminar in nursing, 243 principles, 269 269 ORLN 8900. Dissertation advisement in nursing, SCFC 4363. Science teaching practica for secondary SCFC 5552. Protozoan biology seminar, 270 244 education, 270 SCFC 5800–SCFC 5801. Colloquia in mathematics SCF 4005. Teaching mathematics and science in SCFC 4558. Seminar in environmental sciences for education, 270 diverse cultures, 251, 270 secondary and college teaching, 263, 269 SCFC 6030. Advanced topics in probability theory, SCF 5000. Methods of inquiry: Ethnography and SCFC 4760. Student teaching in mathematics and 268 participant observation, 251, 254 science, 270 SCFC 6033. Advanced topics in algebra, 268 SCF 5001. Ethnography and participant SCFC 4827. C++ programming workshop, 263, 268 SCFC 6034. Advanced topics in analysis, 268 observation: Structural and interpretive analysis, SCFC 4828. C++ programming workshop SCFC 6126. Advanced topics in the mathematical 252, 255 laboratory, 268 foundations of statistics, 268 SCF 5002. Ethnography and participant SCFC 4901. Guided study in mathematics SCFC 6400. Internship in mathematics and science observation: Comparative and qualitative education, 270 education, 270 analysis, 252, 255 SCFC 4902. Guided study in science education, 270 SCFC 6500–SCFC 6501. Research seminar in SCF 5003. Communication and culture, 252, 255, SCFC 5000. Neurocognitive models of information mathematics and science education, 270 258 processing, 270 SCFC 6901. Research and independent study in SCF 5016. Ethnography of the classroom, 252, 255 SCFC 5010. Mathematics in the elementary school, mathematics education, 270 SCF 5042. Science, technology, and society, 251, 163, 263, 267, 270 SCFC 6902. Research and independent study in 263, 269 SCFC 5011. Mathematics in the secondary school, science education, 270 SCF 5555. Technology and the emergence of a 267–268, 270 SCFC 7500. Dissertation seminar in mathematics global curriculum, 252, 261 SCFC 5012. Mathematics in two- and four-year and science education, 270 SCFC 4000. Science in secondary school, 268, 270 colleges, 268 SCFC 8900. Dissertation advisement in SCFC 4019. Mathematics teaching and learning: SCFC 5020. Mathematics and multicultural mathematics and science education, 270 Learning theories, methods, and curriculum, education, 268 SCFC 9900. Research and independent study in 263, 267 SCFC 5022. Mathematics curriculum mathematics and science education, 270 SCFC 4020. Mathematics teaching and learning: development, 268 SCFF 4003. American culture and education, 254 Historical perspectives, special students, and SCFC 5023. Problem solving, 268 SCFF 4010. Cultural and social bases of education, research, 267 SCFC 5027. Numerical methods and 254 SCFC 4023. Mathematics for exceptional students, computability, 268 SCFF 4011. Social context of education, 254 270 SCFC 5028. Pascal/data structures, 263, 268 SCFF 4012. Cross-cultural studies of learning, 254 SCFC 4025. Teaching computer mathematics, 263, SCFC 5029. Fundamental algorithms, 268 SCFF 4014. Urban situations and education, 254 267 SCFC 5030. Topics in probability theory, 268 SCFF 4016. Culture and society in Africa, 254 SCFC 4026. Teaching applied mathematics, 263, SCFC 5031. Topics in the foundations of SCFF 4017. Anthropological perspectives on 267 mathematics, 268 homelessness and social control, 254 SCFC 4031. Number theory, 268 SCFC 5032. Topics in geometry/ topology, 268 SCFF 4018. Anthropology and development in SCFC 4032. Mathematical models in the SCFC 5033. Topics in algebra, 268 Africa, 254 behavioral sciences, 268 SCFC 5034. Topics in analysis, 268 SCFF 4034. Dynamics of family interaction, 254 SCFC 4036. Discrete mathematics, 268 SCFC 5035. Mathematical models in the natural SCFF 4078. Technology and education in Western SCFC 4037. Computer graphics, 268 sciences, 268 history, 117–118 SCFC 4038. Finite mathematics, 268 SCFC 5037. History of mathematics, 263, 268 SCFF 4600. Group studies in educational issues, SCFC 4039. Mathematical foundations of SCFC 5038. Topics in mathematical logic, 268 254 programming, 263, 268 SCFC 5040. Science curriculum improvement in SCFF 5005. Interdisciplinary study of the family, SCFC 4040. Science in childhood education, 163, the elementary school, 263, 268 255 263, 268 SCFC 5044. Selected topics and issues in science SCFF 5010. Social organization and comparative SCFC 4043. Science in the environment, 263, 269 education, 270 institutions, 255 SCFC 4044. Biology methods and curriculum SCFC 5046. Advanced chemistry methods and SCFF 5011. Process and change in Africa, 255 laboratory, 263, 269 curriculum laboratory, 269 SCFF 5012. Culture and society in the Caribbean, SCFC 4045. Earth and environmental science SCFC 5052–SCFC 5053. Biochemistry and cell 255 curriculum and methods laboratory, 269 biology, 269 SCFF 5013. Psychological anthropology, 255 SCFC 4046. Chemistry curriculum and methods SCFC 5055. Electron microscopy, 174, 269 SCFF 5014. Symbolic anthropology, 255 laboratory, 269 SCFC 5056. General oceanography, 269 SCFF 5015. Political anthropology: Labor, race, SCFC 5057. Coastal oceanography, 269 and belief, 255

312 C OURSE I NDEX

SCFF 5017. Anthropology and the law, 255 SCFU 4901–SCFU 4902. Research and SCFF 5019. Applied Social Science: Theory, Policy, independent study, 260 and Practice, 255 SCFU 5020. Computer mediated communication, SCFF 5610z. First-year colloquium in applied 260 anthropology, 255 SCFU 5030. Intelligent computer-assisted SCFF 5611z. Second-year colloquium in instruction, 209, 260 anthropological method, 255 SCFU 5031. Programming II, 260 SCFF 6200. Field research outside the United SCFU 5191–SCFU 5192. Educational video States, 255 production I and II, 260 SCFF 6511. Seminar in psychological anthropolog, SCFU 5194. Models of interactive learning, 209, 255 260 SCFF 6512. Social theory and structure, 255 SCFU 5201–SCFU 5202. Fieldwork, 260 SCFF 6513. Topics in anthropology and education: SCFU 5510. Topical seminar, 261 Religion and Politics in Contemporary Africa, SCFU 5814. Work conference, 261 255 SCFU 6030. Evaluating technology in education, SCFF 6514. Topics in anthropology and education: 261 Cultural analysis, 255 SCFU 6031. Multimedia educational applications SCFF 6515. Topics in anthropology and education: in software development, 261 Resilience in at-risk population, 255 SCFU 6201–SCFU 6204. Advanced ﬁeldwork, 261 SCFF 6516. Topics in anthropology and education: SCFU 6401–SCFU 6404. Internship, 261 Drugs and society, 255 SCFU 6532. Seminar in cognitive science, 261 SCFF 6910. Studies in anthropology and SCFU 6600. Colloquium in Communication, education, 255 Computing, and Technology in Education, 261 SCFF 6911. Work Group in psychological SCFU 6901–SCFU 6904. Research and anthropology, 255 independent study in Communication, SCFF 7500. Dissertation seminar in anthropology Computing, and Technology in Education, 261 and education, 256 SCFU 7501–SCFU 7504. Dissertation seminar, 261 SCFF 8900. Dissertation advisement in SCFU 8900. Dissertation advisement, 261 anthropology and education, 256 UME 4033. Problems and programs in urban SCFU 4000. Core seminar in communication, education, 273 computing and technology, 259 SCFU 4008. Information technology and education, 205–206, 209, 259 SCFU 4010. Theories of communication, 259 SCFU 4012. Film as art: Introductory, 259 SCFU 4016. The history of communication, 259 SCFU 4018. Design and communication in modern culture, 259 SCFU 4022. Telecommunications, distance learning, and collaborative interchange, 259 SCFU 4023. Cinema as cross-cultural communication, 260 SCFU 4030. Computer applications in education, 241, 260 SCFU 4031. Programming I, 260 SCFU 4035. The computer as an instructional aid, 260 SCFU 4036. Hypermedia and education, 205–206, 260 SCFU 4037. Computers and the uses of information in education, 260 SCFU 4049. Computers and writing, 220, 260 SCFU 4052. Computers, problem solving, and cooperative learning, 260 SCFU 4078. Technology and education in Western history, 260 SCFU 4080. Television and video applications in education, 209, 260 SCFU 4083. Instructional design of educational technology, 205–206, 209, 260 SCFU 4085. New technologies for learning, 209, 260 SCFU 4086. Text understanding and design, 260 SCFU 4133–SCFU 4134. Cognition and computers, 260

313 F ACULTY I NDEX

Abeles, Harold F., 62, 99 Gow, Merrilyn L., 68, 135 Perry, Elissa L., 75, 225 Allegrante, John P., 39, 62, 171 Greer, R. Douglas, 68, 171, 193 Petrides, Lisa Ann, 75, 225, 229 Anderson, O. Roger, 62, 251, 261, 268 Hamilton, Gregory W., 69, 99 Peverly, Stephen T., 75, 171 Arcilla, René V., 62, 99 Harrington, Charles C., 69, 251 Pogonowski, Lenore, 75 Bailey, Thomas R., 19, 62, 217 Heubert, Jay P., 12, 69, 225, 272 Powell, Linda C., 75, 225 Baldwin, William J., 62, 225, 273, 319 Hickson, Linda, 33, 40, 69, 171, 193 Purpura, James E., 75, 99 Barton, Angela Calabrese, 16, 32, 62 Higgins, Christopher R., 69 Raskin, Patricia M., 76, 146 Basch, Charles E., 16, 62–63, 171, 180–181 Hill, Clifford A., 70, 217 Recchia, Susan L., 76 Beebe, Leslie M., 63, 99, 114 Howes, Elaine Virginia, 70 Reid, D. Kim, 76, 158 Bell, Benjamin, 63, 251 Kane, Pearl R., 70 Richards, Craig E., 4, 76, 225, 227–228 Black, John B., 63, 201 Kiefer, Barbara, 70, 158 Rigolosi, Elaine L., 47, 76, 225, 241 Block, Caryn J., 63, 225 Kirk, Ursula, 70, 171–172, 174 Rivera-Batiz, Francisco, 76, 217 Bonanno, George A., 63 Kleifgen, JoAnne, 70 Rogers, H. Jane, 77, 201, 209 Bond, George C., 63, 251 Knefelkamp, L. Lee, 46, 71, 225, 236 Rothkopf, Ernst Z., 77, 201 Borland, James H., 6, 64, 158 Knight, Michelle G., 71 Rubin, Mordecai, 77, 99, 132 Brandenburg, Judith Berman, 64, 146 Koff, Susan, 71, 99, 107 Saxman, John, 77 Brassard, Marla R., 64, 171 Kretschmer, Robert E., 9, 71, 171 Schoonmaker, Frances, 77, 158 Brooks-Gunn, Jeanne, 13, 16, 28, 41, 64, 158, Kuhn, Deanna, 71, 201 Shipps, Dorothy, 77, 212, 225 201, 212, 271–272 Kushi, Lawrence Haruo, 71 Siegel, Marjorie, 49, 78, 158 Broughton, John M., 64, 99 Lapidus, Leah B., 71 Silverman, Stephen J., 77–78, 171 Burke, W. Warner, 65, 225 Leichter, Hope Jensen, 42, 72, 217, 272 Sloan, Douglas, 48, 78, 117, 120 Burton, Judith M., 65, 99–100 Lesko, Nancy, 72, 158 Smith, Jr., Frank L., 78, 225 Calkins, Lucy McCormick, 12, 28, 49, 65, 158 Levin, Henry M., 72, 225 Sobol, Thomas, 24, 78, 212, 225–226, 229–230 Carter, Robert T., 65, 146 Levine, Arthur E., 1–2, 72 Steiner-Khamsi, Gita, 3, 78, 217 Coleman, Peter T., 29, 65, 225 Luthar, Suniya S., 72, 201 Sullivan, Graeme L., 78 Comitas, Lambros, 66, 251–252 Mann, Dale, 72, 211–212, 225, 227–229, Taylor, Robert P., 78, 251 Constantine, Madonna G., 65–66 271–272 Thornton, Stephen J., 79, 99, 121 Contento, Isobel, 66 Marsick, Victoria J., 72, 225, 272 Torres-Guzman, Maria Emilia, 79, 217 Cookson, Peter W., Jr., 66, 225 Mateika, Jason H., 72, 135 Tsang, Mun C., 79, 217 Corter, James E., 66, 201, 204 McClintock, Robert O., 18, 29, 73 Varenne, Hervé, 80 Crain, Robert L., 14, 66, 201 Midlarsky, Elizabeth, 73, 146, 155 Vinz, Ruth, 80, 99, 125 Crocco, Margaret Smith, 66, 99 Miller, Lisa, 73, 146 Vogeli, Bruce R., 80, 251, 267 Custodero, Lori A., 67 Mithaug, Dennis E., 73, 171 Waite, Cally L., 80–81 DeCarlo, Lawrence T., 67, 201 Monroe, Jane A., 74, 201, 209 Wallace, Barbara C., 39, 81, 171, 272 DeMeersman, Ronald E., 67 Moretti, Frank, 18, 29, 46, 74, 251 Westaby, James D., 81, 225 Farber, Barry A., 7, 67, 146, 153 Natriello, Gary, 15, 74, 201, 212, 214, 271 Williams, Joanna P., 81, 201 Fernandez, Clea, 67, 201 Noddings, Nel, 74, 99 Williams, Leslie R., 20, 40, 81, 158 Genishi, Celia, 68, 158, 272 Noumair, Debra A., 41, 74, 225 Yeh, Christine J., 80–81 Gentile, Antoinette M., 68 O’Malley, Honor, 74, 135 Zumwalt, Karen Kepler, 81 Ginsburg, Herbert P., 14, 68, 201 Orr, Margaret Terry, 74, 225 Goodwin, A. Lin, 68, 158 Oyler, Celia, 74, 158 Gordon, Andrew, 68 Perin, Dolores, 75, 171, 175

314 G ENERAL I NDEX

Academic Discipline, 218–219, 283 234–238, 241–242, 245–246, 249, 251–253, Computing and Education, 11, 63, 78, 89–90, 95, Accelerated Schools Project, 19 256, 258, 261–263, 265–266, 271, 273, 251, 256–259, 265, 268 Administration and Supervision 275–277, 282, 289, 293, 299 Computing and Information Services (CIS), 52 Higher Education, 10, 29, 45–46, 50, 58–59, Arts Administration, 6, 82, 95, 97, 99–101, 103, Conflict Resolution, 10, 22, 29, 47, 65, 217–219, 62, 71–72, 75, 78, 81, 89–93, 95, 97–98, 105–106, 299 221, 226, 232, 238, 245–250, 271 100, 102–103, 107, 110–111, 118, 133, 136, Behavioral Disorders, 171–172, 193–200 Correspondence Directory, 317 162, 184, 192, 218, 220, 224–225, 233–234, Bilingual/Bicultural Education, 216 Course Numbering, 96 236–241, 256–257, 263–265, 291–292 Blindness and Visual Impairment, 95, 171–172, Cross Categorical Studies, 193 Administration of Special Education, 95, 193–200 Curriculum and Teaching, 6, 8, 28, 30, 50, 55–56, 171–172, 193, 195–196, 199 Centers and Institutes 64–65, 68, 70–72, 74, 76–78, 81, 86, 95–98, Supervision of Special Education, 95, 171–172, Adult Education, Center for, 39 107, 110, 120, 124, 158–171, 175, 184, 193, 195–196, 199 Arts Education Research, Center for, 7, 40, 101 191–192, 197, 202, 210, 212, 217–219, 222, Student Personnel Administration, 95, 97–98, Career Services Center, 58, 319 228, 271–272 225, 234, 236–241 Community College Research Center, 19, 28, 44 Dance and Dance Education, 6, 22, 95, 99–100, Public School Administration (see Educational Cooperation and Conflict Resolution, 106–108, 138 Administration) International Center for, 10, 22, 29, 47, 65 Degree Requirements, 2, 21, 36–37, 56, 101, Independent School Administration (see Education and Government, Institute on, 25, 45 104–105, 107, 109–110, 115, 117, 119–121, Educational Administration; Klingenstein Education and the Economy, Institute on, 10, 125, 130, 133, 137–138, 141, 147, 150, 154, Center) 28, 43–44 159, 161–164, 172, 175–177, 181, 184, 188, Music Supervision (see Music and Music Educational and Psychological Services, Center 190–192, 194, 202, 205, 209, 212–215, 218, Education) for, 54, 154, 157, 167, 171, 193, 198 221, 223, 227–230, 235, 238, 242, 246, 253, Social Studies, 6, 21, 50, 54–55, 66, 78–79, 95, Educational Outreach and Innovation, Center 258–259, 263–266, 274–278, 282, 284, 289 97, 99–100, 114, 121–124, 131, 163, for, 23, 53, 66, 230, 281 Department of, 166–167, 222, 276, 290 Health Promotion, Center for, 9, 39, 180 Arts and Humanities, 6, 22, 40, 48, 55, 62–67, Curriculum and Teaching (see Curriculum and Hechinger Institute on Education and the 69, 71, 74–75, 77–82, 95–96, 99–134, Teaching) Media, 23, 43 218–219, 241 Arts Administration, 6, 82, 95, 97, 99–101, Higher Education, Institute of, 10, 46 Biobehavioral Studies, 6–7, 55, 67–68, 72, 74, 103, 105–106, 299 Infants and Parents, Center for, 8, 39–40, 59, 77, 83, 95–96, 135–145, 171, 191 Nurse Executives, 47, 95, 97, 225, 241–242, 299 167–168, 272 Counseling and Clinical Psychology, 6–7, 54, Physical Education, 55, 78, 95, 98, 136–138, International Studies, Institute of, 10, 44, 47, 71 63–67, 71, 73–74, 76, 81, 83, 95–96, 143, 171–172, 180, 190–192, 196, 269 Klingenstein Center for Independent School 146–157, 179–180, 193, 241 Organization and Leadership, Department of, 4, Education, Esther A. and Joseph, 42–43, Curriculum and Teaching, 6, 8, 28, 30, 50, 10, 24, 47, 63, 65, 69–72, 74–78, 81, 95, 227–228 55–56, 64–65, 68, 70–72, 74, 76–78, 81, 86, 225–250 Learning Technologies, Institute for, 11, 18, 29, 95–98, 107, 110, 120, 124, 158–171, 175, Additional Programs/Options, 271–273 45–46, 73, 257 184, 191–192, 197, 202, 210, 212, 217–219, Administration of Special Education, 95, 171–172, Opportunities and Outcomes for People with 222, 228, 271–272 193, 195–196, 199 Disabilities, Center for, 9, 40, 193, 198 Health and Behavior Studies, 9, 16, 40, 55, 62, Admissions Application Deadlines, 97–98 Reading and Writing Project, The Teachers 64, 66, 68–71, 73, 75, 78, 81, 87, 95–96, 98, Adult and Continuing Education, 89–90, 92, 95, College, 28, 49 136, 158, 164, 171–200 97–98, 221, 225, 234–235, 239–240 Research and Service in Nursing Education, Human Development, 6, 9, 14, 40, 63–64, Anthropology and Education, 11, 63, 66, 69, 95, Institute of, 10, 47 66–69, 71–72, 74, 77, 81, 89, 95–96, 108, 120, 221, 251–253, 255–256 Restructuring Education, Schools and Teaching 147, 149, 165, 173, 176, 201–216, 219, 241 Applications, 293–300 (NCREST), National Center for, 8 International and Transcultural Studies, 3, 6, Admission, 293–296 Social Imagination, the Arts and Education, 9–10, 19–21, 44, 62, 70, 72, 76, 78–79, 89, Residence Hall, 297–298 Center for, 7, 40 95–96, 129, 217–224 Student Aid, 299–300 Speech-Language and Hearing Center, Edward Organization and Leadership, 4, 6, 10, 24, 47, Applied Anthropology, 11, 95, 98, 251–252, D. Mysak, 7, 53, 142, 144 63, 65, 69–72, 74–78, 81, 89, 95–96, 218, 254–255 Student Life Center, 36–37, 58–59, 319 225–250 Applied Behavioral Analysis (see Behavioral Study and Education of the Gifted, Scientific Foundations, 6, 11, 29, 55, 62–63, 66, Disorders) Hollingworth Center for the, 8, 29–30, 47 69–70, 73–74, 77–78, 80, 90, 95–96, Applied Educational Psychology, 9, 50, 54, 95, Study of the Family as Educator, Elbenwood 218–219, 241, 251–270 171–172, 175, 180, 204 Center for the, 10, 41–42, 272 Developmental Psychology, 9, 41, 73, 76, 95, Applied Linguistics, 6, 63, 75, 77, 83, 95, 97–99, Study of the Spiritual Foundations of Education, 97–98, 148, 153, 165, 173–174, 176, 114–117, 128–131, 209, 222 Center for the, 7, 48 179–180, 201–207, 210, 241, 271 Applied Physiology, 67, 73, 83, 91, 95–96, 98, Technology and School Change, Center for, 11, Disabilities, Services for Students with, 59, 135–140, 143, 171–172, 180, 187–191 42, 257 288–289 Applied Physiology and Nutrition, 95, 98, 136, Toddlers and Parents, Center for, 8, 39–40, 167 Early Childhood Education, 8, 17, 68, 81, 95, 171–172, 180, 186–191 Urban and Minority Education, Institute for, 30, 97–98, 110, 158–162, 166–169, 218, 222, Art and Art Education, 6, 22, 40, 55, 65, 82–83, 46, 272–273 231 92, 95, 98–104, 119 Young Children and Families, Center for, 9, 13, Economics and Education, 10, 19, 28, 62, 76, 92, Arts, 6–7, 16, 22, 31, 36–37, 40–41, 45, 47–48, 28, 41, 272 95, 203, 217, 223–224, 255, 271 54–55, 62–67, 69–71, 74–75, 77–80, 82, Change in Registration and Withdrawal, 278 Educational Administration, 10, 17, 43, 50, 74, 95–97, 99–134, 136–137, 140, 143, 146, Cognitive Studies in Education, 9, 95, 97–98, 95, 97–98, 186, 210–212, 218, 221, 223, 153–154, 158–164, 169, 175–176, 180–182, 201–202, 204 225–231, 241, 244, 264, 271–272, 299 184, 191, 193–196, 198, 201–205, 209, Columbia University Library System, 51 Educational Leadership and Management, 95, 212–215, 217–219, 221–223, 226–228, 230, Communications and Education, 74 227–229

315 G ENERAL I NDEX

Educational Policy, 24, 26, 44, 69, 78, 117–120, Nurse Executives, 47, 95, 97, 225, 241–242, 299 Special Education 202, 205, 212–214, 216, 223–224, 227–228, Nursing Education, 10, 47, 50, 76, 87–90, 92, 95, Administration of Special Education, 95, 237, 252, 255, 271 143, 171–172, 180, 184–186, 243–244, 269 171–172, 193, 195–196, 199 Electronic Mail Accounts, 52 Nutrition and Education, 50, 66, 87–88, 91, 95, Behavioral Disorders, 171–172, 193–200 English and English Education, Teaching of, 6, 28, 98, 137, 171–172, 180, 186–191 Blindness and Visual Impairment, 95, 171–172, 54, 65, 80, 95, 99, 114, 128 Organizational Psychology, 31, 148, 205–206, 193–200 Family and Community Education, 214, 217–220, 210, 226, 245–247, 249, 271 Cross-Categorical Studies, 171, 193 271–272 Payment Options, 279 Deaf and Hard of Hearing, 71, 171–172, Financial Aid (see Student Aid) Peace Corps Fellows Program, 17, 56, 290 193–194, 196, 198–200 Giftedness, 64, 95, 163, 168–169 Philosophy and Education, 6, 40, 50, 62, 69, 74, Early Childhood Special Education, 8, 17, 95, Guidance and Rehabilitation, 95, 221 84, 92, 95, 98–99, 114, 118–120, 240, 271 97–98, 158–159, 161–162, 166–168 Health Education, 1, 16, 39, 59, 62–63, 66, 81, Physical Education, 55, 78, 95, 98, 136–138, 143, Gifted Education, 8, 64, 97–98, 158–160, 87–89, 95, 98, 136, 140, 143, 171–172, 171–172, 180, 190–192, 196, 269 163–164, 169 180–184, 188, 190–191, 217–218, 225, Politics and Education, 9, 48, 89, 95, 97–98, 117, Guidance and Habilitation, 171–172, 193, 195, 271, 319 201–202, 211–214, 221, 223, 255, 271 199–200 Health Studies, 9, 95, 171–172, 180, 191 Postdoctoral Study, 277 Instructional Practice, 95, 171–172, 193, 195, Hearing Impairment, 95, 193, 195–196, 198, 221 Private School Leadership, 43, 225–228 256 Higher Education, 10, 29, 45–46, 50, 58–59, 62, Psychology Learning Disabilities, 8, 21, 59, 76, 81, 95, 71–72, 75, 78, 81, 89–93, 95, 97–98, 100, Applied Educational Psychology, 9, 50, 54, 95, 97–98, 157–160, 164–166, 168–173, 102–103, 107, 110–111, 118, 133, 136, 162, 171–172, 175, 180, 204 175–176, 193, 205 184, 192, 218, 220, 224–225, 233–234, Clinical Psychology, 6–7, 54, 63–67, 71, 73–74, Mental Retardation, 69, 73, 76, 95, 171–172, 236–241, 256–257, 263–265, 291–292 76, 81, 83, 95, 97–98, 146–157, 166, 174, 193–200 History and Education, 6, 29, 48, 73, 78, 80–83, 179, 202, 241, 299 Physical Disabilities, 59, 95, 151, 171–172, 91–92, 95, 97–99, 114, 117–118, 120–121, Counseling Psychology, 7, 31, 54, 66, 95–98, 193–200 125, 211–212, 221 146–147, 149–153, 156–157, 173–174, 180, Reading and Learning Disabilities, 8, 21, 95, Humanities, 6, 22, 40, 48, 54–55, 62–67, 69, 71, 193, 201, 210, 221, 245 98, 158–160, 164, 171–173, 175–176 74–75, 77–80, 82, 95–96, 99–134, 218–219, Developmental Psychology, 9, 41, 73, 76, 95, Research in Special Education, 199 232, 241 97–98, 148, 153, 165, 173–174, 176, Supervision of Special Education, 95, 171–172, Immunization, 59, 289 179–180, 201–207, 210, 241, 271 193, 195–196, 199 Inquiry in Educational Administrative Practice, Educational Psychology (see Cognitive Studies Student Aid, 2, 36–37, 143, 274, 278, 280, 95, 97, 225–226, 229 in Education) 290–292, 299–300, 319 Instructional Practice (see Special Education) Psychological Counseling, 59, 95, 146, 148, Student Conduct Code, 283 Instructional Technology and Media, 11, 95, 150–153, 174, 241, 245 Student Life, 2, 35–37, 57–59, 289, 319 182–183, 201, 218, 251, 256–257, 259, 261 Psychology in Education, 7, 9, 50, 95, 146, Student Organizations, 58, 238 International Educational Development, 31, 95, 148–149, 151, 153–154, 176, 180, 201, 208 Student Personnel Administration, 95, 97–98, 217–219, 221, 224 School Psychology, 64, 71, 75, 87, 95, 97–98, 225, 234, 236–241 Inter-University Doctoral Consortium, 57, 252 155–157, 171–172, 175–180, 193, 202, 209 Student Senate, 58 Interdisciplinary Studies in Education, 126, 273 Social-Organizational Psychology, 10, 95, Student Services, 2, 35, 57–59, 237, 258, 319 Interlibrary Loan, 51 97–98, 225, 245, 247–250 Student Teaching and Prerequisites, 55 International Student and Scholar Services, 58–59 Reading and Learning Disabilities, 8, 21, 95, 98, Superintendents Work Conference, 24 Internships, 2, 4, 21, 29, 35, 41, 54–56, 107, 114, 158–160, 164, 171–173, 175–176 Supervision of Special Education, 95, 171–172, 117, 124, 129, 132–134, 152, 168, 177, 194, Reading Specialist, 32, 95, 98, 164, 171–172, 193, 195–196, 199 199, 231, 236, 256, 258–259, 290 175–176 Teacher Education, Office of, 54–57 Language and Literacy, 70, 79, 217–218, 220 Recreation and Fitness, 58–59 Teacher Education Programs, 2, 18–19, 35, 54–56, Languages and Literature, 6, 70, 95 Registration Procedures, 278, 281 111, 130–131, 158, 162, 167, 196, 253, 263 Law and Educational Institutions, 212–213, 220, Religion and Education, 6, 48, 82, 95, 97, 99, Teacher Opportunity Corps, 56, 290 232, 234, 272 114, 117–118, 120–121, 255 Teachers College Press, 27, 42–43, 54, 62, 64, 66, Lecture Series, 25, 270 Research Fellowships, 2, 35, 57 68, 72–75, 78–80 Library (see Milbank Memorial Library) Research on Critical Issues, 12 Teaching of English to Speakers of Other Mathematics Education, 50, 68, 74, 78, 80, 90, Research Services Department, 51 Languages (TESOL), 129 95, 98, 180, 204, 218, 221, 251, 262–265, School Psychology, 64, 71, 75, 87, 95, 97–98, Touchtone Services, 2, 53, 274, 278–283 267–268, 270, 290 155–157, 171–172, 175–180, 193, 202, 209 Transfer Credit, 181–182, 262, 275–276, 289 Measurement, Evaluation and Statistics, 9, 95, 98, Science Education, 11, 16–17, 32, 62, 70, 75, 95, Tuition and Fees, 42–43, 242, 279–280, 292, 300 201, 209 98, 136, 173–174, 218, 221, 251, 261–262, Urban and Minority Education, 30, 46, 62, 76, Medical Insurance, 36–37, 59, 279–280, 290 264–270, 282, 290 224, 272–273 Mental Retardation, 69, 73, 76, 95, 171–172, Social Studies, 6, 21, 50, 54–55, 66, 78–79, 95, Urban Education, 17, 68, 71, 73, 75–77, 193–200 97, 99–100, 114, 121–124, 131, 163, 159–160, 193, 196, 214–215, 234, 272–273 Microcomputer Center, 52 166–167, 222, 276, 290 Visiting Scholars, 42, 57 Milbank Memorial Library, 35, 50–51, 57, 185, 243 Social-Organizational Psychology, 10, 95, 97–98, Winter Roundtable on Cross-Cultural Psychology Minority Postdoctoral Fellows, 20 225, 245, 247–250 and Education, 31 Motor Learning, 7, 68, 95, 97–98, 135–139, 143, Sociology and Education, 9, 14–15, 17, 66, 74, 89, Withdrawal from Classes, 280 173–174, 191–192 93, 95, 97–98, 120, 201, 211–212, 214, 216, Music and Music Education, 6, 22, 55, 67, 82–83, 221, 223, 271 95, 97, 99–100, 109, 111–112, 114 Spanish, Teaching of, 6, 77, 83, 95, 98–99, 114, Neurosciences and Education, 95, 97, 171–172, 132–134, 222 174, 178–180 New York State and New York City Certiﬁcation of Teachers and Administrators, 55

316 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-

317 FPO

318