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1999–2000 TEACHERSCOLLEGE COLUMBIA UNIVERSITY 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. 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 rang- ing across education, health, and psychology. The proposal certainly had merit, but it was at the same time impossible. The most valuable possession we have at Teachers College is our name. The name summons a powerful historical Teachers College is once again in the top rankings of the 1999 U.S. News & World Report survey of graduate schools of edu- cation. 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 I 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 I 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. I Engaging in research on the central issues facing education. I Preparing the next generation of leaders of education. I Educating the current generation of 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 teach- ing, 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 schol- arship. 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: I Arts and Humanities Education, Philosophy and Education, I Biobehavioral Studies I Counseling Religion and Education, and Social Studies. The concentra- and Clinical Psychology I Curriculum and Teaching tions in Languages and Literature are Applied Linguistics, I Health and Behavioral Studies I Human Development Teaching of English and English Education, Teaching of I International and Transcultural Studies I Organization English to Speakers of Other Languages (TESOL), and and Leadership I 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).

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